Ear COO eel aa OGIO Na SS oreo + Student's Resource Centreae OND‘BEFORE SCHOOL Grammar (1): be, have got, there Is / there aro a ‘An app for everything Talk about communication ‘and technology Vocabulary (1): Apalications (apps) The ee! sound (Q/AN app for everything UNIT REVIEW page 19 Three apartments Vocabulary (1): Homes and household jobs CX Silent letters UNIT REVIEW page 29 PROGRESS CHECK 122 pages 30-31 The natural world Talk about landscapes and natural features Vocabulary (2): Landscapes and natural features. © The natural worta UNIT REVIEW page 44 Inside the kitchen Talk about food and cooking Vocabulary (2): ey fxm UNIT REVIEW page 51 PROGRESS CHECK 324 © pages 52-53 Different people Talk about somebody's personality Vocabulary (1): Personality adjectives © Different people UNIT REVIEW page 63 Talk about homes and household jobs Ormee apartmems kitchen equipment and cooking verbs ‘Switch off, Present simple and (iran sce ar expressions of frequency Talk about how often you do things Present continuous and present simpie Talk about things happening ‘now, and about habits and routines ‘An environmental superstar Find specific information Past simple Describe completed events In th past The /3:! sound Expressions of quantity Tk about quantity and ‘number of things Doodles and me Identity the aim of a text ves with prepositions + ng form Express your feelings about doing things" Grammar (2): wh- questions, lke +-Ing Pear) (ee Pt Ree Pu LI Present continuous |Get thinking: Ce eye ee —— a cee What a wana tins pronouns RSE i Recognise facts and Use Indefinite -—Considerather people's Express preferences °°) ‘opinions pronouns reeds and preferences when you order food Order ideas Vocabulary (2): Conteiners end amounts _ Pawnee | ‘3 “Word stress in phrases DiseaseZero conditional, should Talk about results and the ie "best thing to do Create an avatar Talk about the human body Vocabulary (2): Parts of the body UNIT REVIEW page 73 PROGRESS CHECK 586 = pages 74-75 ‘At work Dangerous jobs ‘Must and mustn't, have to (ca Talk about jobs and workplaces, Identity the tople of and don't have to "7 : paragraphs Talk about things you need Vocabulary (1): Jobs and workplaces ae ee Consonant pairs Oatwork UNIT REVIEW page 85 What's on? “Along time ago 77 Present perfect with ever Talk about flms and television programmes_Identty the or Vocabulary (2): . ‘ypes of films and TV programmes CX te rp souna ‘Owhat’son? eA UNIT REVIEW page 95 PROGRESS CHECK 788 pages 96-97 Strange sports The power of football Relative clauses Talk about sports and sports eyulpment Understand pronouns Use retative clauses to Vocabulary (1): Sports equipment = ga © Strange sports UNIT REVIEW page 107 Science Museum “How it works. Present simple passive Talk about Inventions and materials _Use pictures for help with _Use the present simple ‘ ‘new words | passive to talk about facts Vocabulary (4): Bence Invention verbs and materials (CLI The !v/ sound ‘Science Museum — ae UNIT REVIEW page 147 PROGRESS 9810 pager 119-219ae ena) Peat) &) Ra Py ‘Stet! FrstcondiionelCommunlsie &coopersta; At he doctors What's your edvce? Understand spoken ‘Talk ebout posible Communicate your message Aakfor and understand OTUTPOSD) | ietuctons prerirenig ja ire ate docs | nara eae Vocabulary (2): 3 Word stress in sentences © What's the problem? Exercise verbs My radio "Present perfect with Communicate & Cooperate: I know what you mean |The best fim ever | es tne aus cpe vo regy | UCN PEE ONES aoe but... (blog post) ‘you understand Talk about things ‘Agree and disagree Use paragraphs related to the prosent with someone Vocabulary (2): Crime Olaeree Atthe hardware store Inmy opinion | Everyday objects: Past simple passive Get thinking: Understand new words Use the past simple Share and exchange Describe things when (Pinion essay) passive to talk about new ideas you don't know the Present an ‘completed actions in English word argument the past Vocabulary (2): pele. © Ineed a thingGood morning! Time to get upl Pat Thaven't got much time before school. First, I clean my teeth. Our house has only agg got one bathroom — and I've Kot two sisters. I'm Dylan. | wake up at 7 o'clock and | get Up at 7.10. (OK, | don't always get up then - maybe at 7.20 or 7.30.) THINK AND READ 4. Think of three activities you do before school. Compare with the class. 2 GED Read the story. Are your activities in the story? 3 Read the story agi when you see thi . Do,the exercises below ta aunt RECALL 4 9 FAMILY Write the words for Dylan’s family members. 2 WW HAVE Gor a @ED Complete the sentences about Dylan. Listen and check. 1 Dylan__has got a mum and dad 2 He two sisters. He any brothers. 3. Dylan's dad a brother. He a Fy acral neicted 3 &® CLOTHES wlan and hi sisters any cousins. 4 5 But they four grandparents. @ Underline elght words for clothes in the story. Can b Work in pairs. Ask and answer about your family. you add four more words? Use the words in Exercise 1. b What are your favourite Have you got Yes, | have. His name is... / I've got clothes? Tell the class. a brother? three brothers. / No, | haven'tThen | get dressed, ‘At my school wef wear black trousers © (not jeans!), a A white shirt, a green sweatshirt and black shoes (not trainers!). Ugh! Some girls wear a skirt or a dress, Vhave breakfast with my dad and watch TV. Have you got your house key and your lunchbox? eT TGeeRi Lea sc ck goto schoo! by bus MM Tmeet my trena onthe bus. We got § there are lots of horrible things! with my sisters. to school at 8.30 - just in time. 4 THINGS IN YOUR BAG 5 b Work in pairs, Ask and answer (@HED Put the correct words together. questions about what's in your In Dylan's bag there's a/an .. school bag. 1 exercise) hey isthere a... ? 2 lunch case 3 time book ‘Yes, there Is. / No, there isn’t. 4 text box 5 pencil table Are there any... ? 6 house book Yes, there are. / 5 THERE IS/THERE ARE No, there aren't. a Complete the sentences. Use there is/isn’t or there are/aren't. 6 YOUR ROUTINE In ay sister's school bag Work in pairs. Tell your partner about 1 ¥ _ there are _ five exercise books. wou morning rating! Bows a blue pencil case. 3K a timetable. | get up at 6 o'clock. | nave av a lunchbox breakfast at 5x lots of textbooks. 6x a house key. y)) Workbook, pages 4-5 7Please be quiet! a Close your books! For homework write 100 ‘School finishes at 4 o'clock but | don’t go home, My teacher's name is Miss Harris. Like her, She’s always happy. THINK AND READ 1 Tiek (v7) the things you usually do after school. cook do homework meet people go swimming | read @ book 2 @IMD Read the story. Which of the things in Exercise 1 does Dylan do today? 3 Read the story again. Do the exercises below when you see this icon px This is Anna. She's a new girl RECALL at the school, ‘. & CLASSROOM PHRASES (HED Put the words in order to make 2 ie LIKES and DISLIKES Clesstoo ra piaaeed eteuanaicreck: 2 GMD Which activities does Dylan like Then listen again and repeat. doing? Write sentences. Then listen and 1 24. / your / Open / at / books / page check. Open your books at page 24. 1 ¢ ck eee 2 repeat / you / please? / Can / that, 2 V listen to music 3 the / don't / 1 / question. / understand 3 V read 4 ¥ swim 4 please? / the / go /1/ bathroom, / Can / to 5 Xx act 6 X speak Spanish 5 a / borrow / please? /1/ Can / pen, b Work in pairs. Tell a partner which activities 6 How / say / English? / you / do / in / ‘pizarra in Exercise 2a you like and dislike. What other activities do you like? | don't like reading. | like playing basketballPee * os Cy ‘ cs After school | usually go to a club. There are a lot of clubs in our school. | like doing lots of things. | like swimming but | don't like acting. | hate acting. get home at 6 and we all have dinner. Dad likes cooking a lot. BOOK GROUP F aren forthe tot tt Tes Sa in the School Library ON with ee : Se SWIMMING CLUE YO Oo0 MAY @ 4:00 x AE SWINNIAG Pog ¥ ’ be LA é Zs After dinner | do my homework and write about my life. | include some false ha, hal information QUESTION WORDS 1 go to bed at 9 o'clock. Good night! a @1E9 Complete the conversation with the question words in the box. Then listen and check. Dylan doesn't like acting but he says he loves drama. Why? How Whet When Where Who Why (1) What Its 4.45. (2) | want to go to the drama club. (3) At 4.30, time is it? Miss Harris. She's my class teacher. Do you like drama? Um... yes, | love it. Anna: Dylan: b Work in pairs. Ask and answer questions about another school club in the story. When does the cooking club start? Read Dylan’s homework and find the six false facts. He hasn't got a brother. b Write about your life and include three false facts. Show your description to a partner. Can your partner find the false facts? My name's... )))) Workbook, pas 6-7 It starts at ... do you want to know? does it start? (4) does the club meet? Do you know? In the schoo! hall 6) long does it last? 45 minutes. (©) 's the teacher? My name's Dylan, Im 1.4 years old. lve got-two sisters and one brother | always get up at 7-10. |have breakfast with my mut. School starts at 8.30. | wear jeans and trainers to school. My teacher's name Is Mise Green, Ilke her: | also like swimming and listening to music. lalways tell the truth10 An app for everything Talk about communication and technology Work in pairs. Make a list of the devices you can the pictures. Can you add more things connected to communication and technology to your list? You have two minutes. Match the icons (1-12) in the photo to the apps. mail maps_1 web browser calendar calculator app store games notes ‘compass videos messages social networking WWD Listen and check your answers. Then listen and repeat. om Listen and repeat the /zc/ sound in the word maps. (RED Listen and underline the /e/ sound in the words. Then listen and repeat the words. app store calculator calendar camera laptop tablet Which app(s) can you use to ... goon the intemet? web browser find north? write to other people? chat online to your friends? do your maths homework? find your location or destination? organise your time? get new apps? Do the quiz. @OYOMRwNE a application. 8 apple. appliance a antcon, deve. © 2 program 8 1999, 2003. 2008.I think ... are the most useful because ‘ Work in pairs. Do one of the tasks. 4. Decide which three apps in Exercise 2 are the most useful Explain why. 2 Invent a new app. What's it called? What can it do? Tell other students about it Our new app’s called ... and it can . © Watch four teenagers talking about ce apps. Which ones do they use? What are their favourite apps? es ” a Workbook, page 8understand new words —i cg ‘© Work ip pairs. Read the sentences. Are they true nee wh. 1= Identify the type of word (verb, noun, adjective, 3 tine ete of etna. ; aoe 2 listen to music or watch TV when I do my homewor : 3 It's difficult for me to relax at home. '= Compare it to your language. Is there a similar word? Does its meaning help you? = Look at the words and sentences before and after the new word. 2 IED Read the first paragraph of the magazine article. Underline the words you don’t know. 3 a Read the tips in the (1) box. b Write definitions for the words you underlined in Exercise 2. Use the tips in the (IED) box to help you. Don’t use a dictionary. 4 Work in pairs. Swap your definitions. Can your partner find the correct words in the text? Do you need to switch ff more? How often do you do nothing? For a lot of young people the answer is never. When we sit down and relax, we're always doing something. We watch TY, listen to music or send text messages. We sometimes do all three at the same time. We hardly ever just sit.quietly and stop thinking. But our brain uses a lot of energy during the day and gets. tired. Wo noed to stop thinking and switch off from tine to time, Switching off helps us to relax completely and feel full of eneray again: Do you need to switch off more? Answer the questions in the survey to find out. How often do you do these things? Tick youranswers. a BG p | Azonceaday 1 Watch TV @ 0 oO -€ (or more 2 Listen to music eceoo B=often, butnot 3 Play video games eeeod every day 4. Phone friends eee°e C=sometimes 5 Send text messages e@e0e You regulary do D-=rarely ornever © Read and send emails © © © © [Re | nothing. Dont stop 7 Use a social networking site © O © © [4 | Srenng of 8 Chat online with friends eeee = 9 Goon the internet eeee poeseenneaning once 0 Watch videos on the internet © O QO OQ pees een, but it's good to switch off Calculate your score (A = 3; B = 2; C = 1; D = 0). more often, Then read the explanation for your score. = - You rarely switch off. Find 10 minutes a day to do nothing, 5 Do the survey in the magazine article and calculate your score. Then read the explanation | agree / don't agree with it. | often/never for your score. It's difficult because Of course it's possible! / i's impossible because REACT 6 Q Work in pairs. What do you think? Tell your partner, [7] a.) ey) 4. Do you agree with the explanation? Why?/Why not? Put the 10 activities in the survey in order, 2 Why is it difficult to switch off? 3 Is it possible to do your homework well if you listen to music at the same time? with your favourite activity first. Then compare your list with @ partner. Talk about what's similar and what's different. li : >> Workbook, page 9Present simple and e) D> Ase La RCA Cai kn READ >>> Grammar in context PRACTISE 41. Read the conversation. Why isn’t Dan happy? 5 Complete the interview Do you use the class blog? with tho present simplo Yes, | do. But | only log on from time to time. form of the verbs. How often do you use it? Sonia: Excuse me. I'm | log on after school every day. | always log doing a survey about ‘on at weekends too. mobile phones. Carla: | rarely log on during the week. I don’t have (4) Does your time. | occasionally log on at the weekend, mobile have but ny brother ses the computer (your mobi / nave) a camera? Right. So that's why you don't see Yes, it (2) (do). my messages. How often (3) ___ (you / use) it? Jade Hardy ever The photos 2) STUDY (look) terrible. 2 Complete the explanations with examples from Sonia: So when you change your phone, you Exercise 1. (5) {not worry) about the camera. Jude: No. But hat’ because my dad alvays Use: For habits, routines, things that are ie) (eve) mene eee: generally true. 6 a Put the adverbs and expressions in the Form: = oe ae correct place in the sentences. Poctive 1 Leng my emai on) /you/we/they + verb: | log on after school. nw check my emails. hne/she/it + verb +-s/-es/ies: 2 Ican't play video games. (every day) My brother the computer. Negative 3. [listen to musie when | do my homework don't/doesn't+ verb:|____time. (occasionally) pesto and hee Ce 4. | watch videos on the internet. (from time to do/does + I/he, etc + vero: the class blog? Yes, | do. / No, he doesn't. See cium orraunst, page 120. time) 5 My phone is switched on. (rarely) 6 | send text messages to friends. (now and 3 Complete the explanations with examples from then) Exercise 1. eae ives moa eae Use: To say how often we do things. ~ Word order: 7 Prepare a survey. Write questions with How Adverbs (always, = often about these ways to contact your friends. 2 Se ee chat online phone send emails Expressions (from time to time, ) ees at the start or the end of a sentence How often See enainn oxanase, page 120. SPEAK 4 Complete the chart with the adverbs in bold in Exercises 1. 8 Work in pairs. Ask the questions in your survey and note the answers. Then tell another pair 0% never the results of your survey. hardly ever, Pavel sends emails ... we sometimes, often, regularly al usually, normally 100% YY) Workbook, pages 10-411 WORK WITH WORDS 1 Work in pairs. Answer the questions. 1 How often do you study IT (Information Technology) at school? 2. Doyou like studying IT? Why2/Why not? 2 Match the computer parts to things 3 @IED Listen and check your answers. Then listen and repeat. 4 Which thing(s) do you use ... 1 towrte with? keyboard 2 to listen to things? 3. to see things? 4 to connect things? LISTEN 5 a Read the tips in the CM) box. b GIBB Listen to the news report from a school website. listen forthe main ideas Choose the best summary of the report. Don't worry if you can’t understand ing. 4A schoo! has a lot of new computers for its IT classes. sev 2 Aclass is learning how to create computer games. Usten for words you already know. 3A school is using a small computer to teach students how Use these words to help you computers work understand important ideas. 6 Which tips in the EE) box did you use for help with Exercise 5b? Tick (7) them. 7 @IED Listen again and choose the correct answer. 1 Tom Swift is A a teacher, B athis school. ¢ ata different school. 2 The Raspberry Piis .. A cheap, B simple, © a French invention, 3. Students use the Raspberry Pi to ... A learn to write code. B watch TV. © play games on the internet. 4 The report finishes because A the Pi stops working. B it's lunchtime. Tom lias 11 more questions. REACT 8 @ Work in pairs. What do you think? Tell your partner. 1 Do you have a computer? What do you use it for? 2 Do you think it's important for students to learn to write code? Why?/Why not? CI ey Do Ute Words & Beyond exercises on page |'use my/our computer at nome to 130. | think / don’t think it's important because ... >) orkbook pages 22-43Articles: a(n) and the Read the description. What's unusual about the school? Why? There is no technology, just (7) books and | blackboards. Why? As (8) the teachers say, ‘a computer is not (9) a teacher! Match the underlined examples in Exercise 1. to the explanations. Use: To say if something is a general or specific. example, Fon a(n) + | one example of a thing _1 ajob the+ | a specific thing the only example of a thing 5 superlatives and dates something mentioned before 6 plural place names no. things in general article + | meals, days, singular place names age 120, Complete the sentences. Write the if necessary. If not, write (-). 1 At my school there are ___— every classroom. computers in B ‘compuiter room has a computer for every student, 3 One day schools will stop using ‘textbooks. 4 Internet is best way to learn things about world. Workbook, page 14 ‘Choose the correct options to complete the conversation. Pol: | need to check my emails. Have you got (LY@/ te / = computer? Yes, | have. It's in (2) a / the / - kitchen. That's (3) a / the / ~ strange place to keep it! It's (4) a/ the / - laptop, and | always do my homework there. It’s (5) a / the / - quietest place in (6) a/ the / ~ house! Complete Ekin’s description with a, an, the or no article (-). | study at a secondary school in (1)_ a suburb of (2) ‘Sydney in (3) Australia called (4) Ashfield. For me, ©) best lesson of the week is IT. We have (6) really good teacher and | love learning how (7) ‘computers work. It's 8) last lesson before (9) lunch on (40) Tuesday. (14) teacher also organises (12) extra class at lunchtime on Mondays and | always go to it. 'm not very good at other subjects, but I always get good ‘marks in IT, Work in pairs. Take it in turns to choose a topic. Can you speak for 30 seconds about the topic without stopping? computers the internet the USA English my school breakfast Sunday my birthday 15Sore Verbinski) Poy) 7pm Please come to my Pe ny _ Etec TOs ee Leet toy) Starts .__s.ddack om Saturday 23. Colin Work in pairs. Look at Jasmin’s notice board above. Copy and complete her diary for Thursday, Friday and Saturday Look at the diary. Is it easy for Jasmin to do everything? EY, Why?/Why not? @ Work in pairs. Help Jasmin to organise her time. 1 Decide which activities on each day are more important than others. _! think ... is/are more 2 Decide which activities she possibly doesn't have time to do. important than ... because ... 3 Find a time for her to buy a present. | agree / don't agree. | don't think she has time to ... She can ... if she has time. Discuss the questions with your class. Do you agree with On Saturday maybe she can the: 7 first and then 1 Was it easy or difficult to organise Jasmin’s time? Why? 2 Will it be easy or difficult for you to organise your time this week? Why? ae 3 How do you feel when your time isn't organised? It’s @ good idea to make a Make a list of the things you need to do over the next three eee you pete uring the week, days. Then put the things in the order, with the most important Mee Neh ee are = more important than others. Work in groups. Show other students your list and explain how Making ¢ list helps you to you decided on the best order to do things. ‘organise your time and not get 16 Workbook, page 17,SPEAKING Say what you think >>> Ask for and give opinions . Answer the questions. 1 Do you watch videos like these on the internet? Why?/Why not? 2 What do you think happens next in each video? WATCH OR LISTEN 2 @PIED Watch or listen to the scene. What do the friends think about the video? Mare: Hey guys. Watch this! .. () about it? Vicky: | (2) it's good. | don't (3) it's very original, but it's funny. ‘What do you (4) Kate? So, what do you Laon't (5) -1(6) Is quite funny, but its also a bit cruel. Mare: Cruel? Kate: Yes. Do you (7) the cat's happy? Mare: No, maybe not. Ben: Hey, what are you doing with my tablet? Vicky: We're watching that video. Ben: So what do you (8) or really, really funny? about it? Just funny, 3 C{HEED Complete the conversation with two verbs. Then watch or listen again to check. 4 Make this opinion negative. Use the conversation to help you. I think it’s very original 5 @EED Listen and repeat the expressions from the conversation. ACT © Work in groups of three or four. Ask for and give your opinions about these things. Give reasons. computers IT classes social networking sites mobile phone adverts the internet video games >) Workbook page 15 iss One ‘Ask for opinions What do you think about ... ? What do you think? Do you think ... ? ive opinions. | think it's/they'te funny/boring/ expensive. | don't think I don't know. a7bo > Menuet ome od READ 1 Read the answers to the website question. Which one is closer to your answer? Why? open views WRITING Could you live without your mobile? fo Could you live without your mobile? Here are some of your answers! Yes Vv | could easily live without it. 've got a really old phone and | don't need another one. I hardly ever use it, People sometimes ring me, but \ prefer to chat with friends face to face. Other people in my class play with their mobiles all the time and never actually talk to their friends when they meet! 2 a Read the tips in the (1) box. b Find two examples of each tip in the website answers. use the correct word order '= Start sentences with subject + verb + object (SVO). '= Put adverbs of frequency before the main verb, '= Put expressions of frequency after SVO. '= Put adjectives, including comparatives/ superlatives, before nouns. PRACTISE 3 Put the words in order to make sentences. Use the (EI) box to help you. games / all day. / 1/ on my phone / play I play games on my phone all day. send / rarely / text messages. / i every / my /1/ call / friends / evening. / best I'm / at the moment. / for browsing the web / app / using / new / a o hardly / videos / watch /1/ on my phone. / ever No x | couldn't live without my mobile. It's the most important thing Town. | do everything with it. Use it every day to update my Profile, go on the web, check mail, organise my time, and play games. {rarely call fiends hecauise | never have time, but | send text messages about 20 times a day. PLAN 4 You're going to write an answer to the question in Exercise 1. Use the Writing plan to help you prepare. WRITING PLAN 1 Decide on your answer. Could you live without a mobile phone or not? a 2 Think of reasons for your answer. ‘Why could you or couldn't you live without a mobile? = 3 Think about word order. Look at the tips in the (ED) box. = WRITE AND CHECK 5 Write your answer. Then check it. Tick () the things in the plan. SHARE 6 Swap your answer with people in the class. Are other students’ answers similar to yours? 9) mame, sais aApplications (Apps) Complete the names of the apps. neta Present simple, adverbs and expressions of frequency Choose the correct options to complete the conversation. A; The Computer Museum. How can | help you? Hello. (1) You / ‘open at lunchtime? Yes, (2) / open at lunchtime. How much (3) do / does tickets cost? It's free for children and adults (4) pay / : Is there a restaurant? We'd like to have lunch there. The museum (5) / don’t have a restaurant, but the café (6) / some sandwiches. £5, Normally? \: Well, (7) / a lot of visitors in the morning, and we (8) run / runs out of sandwiches. 4 Computer parts ‘The names of the computer parts are all wrong. Write the correct names. 1 2 3 4 Articles: a(n) and the Complete the description with a(n), the or no article (-). WeAreFriends was one of (1) first Internet websites. It was (2) social networking site for (3) teenagers, and when it closed in 1996 it had over 3,000 users around (4) world. The creator of 6) website, (6) student called Steve Watzupi, ran WeAreFriends from @ ‘small Amstrong computer, and the site closed when his computer stopped working, His house in (8) Oxford is now ‘a museum. mare Your score: __ /50 |/can understand new words when | read. Yes, | can. No problem! Yes, | can. But | need a bit of help. Yes, | can. But | need a lot of help. I can listen for the main ideas. I can use lists to help me to organise my time. | can ask for and give opinions. I can use the correct word order when I write. Workbook, pages 18-19 19WORK WITH WORDS a Work in pairs. Make lists of words under the headings. Use the picture to help you. You have three minutes. Types of home | Rooms | Furniture | Appliances | Other itchen | bed lock door apartment 2 @EED Write the names of the people in the boxes in the picture. Then listen and check. Ethan is making his bed. Linda is loading the dishwasher. ‘Alyssa is laying the table. Nick is tidying his room, Tyler is doing the washing. Josh is cleaning the floor. 3 @EED What are the people doing one hour later? Listen and write. oasene clearthe-table do the ironing do the washing-up ssort the recycling take out the rubbish vacuum Josh is clearing the table. Alyssa is Nick is Ethan is Wer is Linda is 4 @EED Listen and check. Then listen and repeat. easene 5 © Watch the video. What is Tyler doing? 6 Work in pairs. Mime one of the jobs in Exercise 2 or 3. Can your partner say what you are doing? 7a@ Ironing Listen to the word. Which letter is silent? b @HEB Listen and underline the silent letters in the words. Then listen again and repeat the word: | Are you laying the table? Yes, |am. / No, I'm not. cupboard hour island knife listen WednesdayHe Hl a_i ea LY) SPEAK 8 Work in pairs. Answer the questions. 4. How often do you make your bed? over / rarely / cometimes / often / always How often do you tidy your room? never / rarely / sometimes / often / always Who usually does these jobs in your home? lay the table / do the washing-up / clean the floor / «do the washing / do the ironing / take out the rubbish / vacuum Do the Words & Beyond exercise on page 131, n > Workbook, page 20 21”READING Living together >>> Understand the main ideas SPEAK AND READ 4 Work in pairs. Answer the questions. understand the main ideas 4. What type of building do you live in? 2. How many peuple live in your home? Who are they? Dae Ci Gee 8 Read the tips in the QUAD box. Think about the general topic. b HED Read the article quickly and choose the Look for important and repeated words and best description. sentences. ‘A A description of life in three New York apartments. B A teenage boy's view of life with his family. © An official report on teenagers in New York. Read the text quickly It's 6.15pm in New York City. Ina thira-tioor apartment on Broome Street, Liyu Wang is cooking dinner for his family. His wife, Victoria, is laying the table and their two sons — Ethan, age 15, and Nicholas, age 14 ~ are tidying their room. The boys’ sister — Alexis, age 11 is in the living room, doing her homework. Her grandfather is sitting on the sofa ‘watching television, while Felix the cat is watching the family’s pet fish. In New York, it’s common for several generations of a family to live in the same home. One in 10 households has three generations ‘or more. As Ethan explains, living together has its advantages and disadvantages, “We have a lot of relatives in New York and our home is like a meeting place for everyone. Every day we see our cousins, uncles, aunts ... It's 2 fun place,’ he says, But communication can be difficult. "My dad is originally from China and my grandad doesn’t speak much English. And we're just kids, you know. We see life in a different way. So sometimes we argue. But | think that's normal. Ethan doesn’t only argue with his father and grandfather, ‘There isn't a lot of space here and | share a bedroom with my brother, Nick. So sometimes it's hard, you know, to be alone ... to study. And Nick never tidies the room. Mom says, “How can you live in this mess?” Mom and | argue a lot. | forget to do things like feeding the fish or sorting the recycling,’ 3 Tick (/) the information in the article. Description of a family. 7 Interview with a parent. Facts about families in New York. The opinions of a teenage family member. Information about family life in China Which tips in the (1EID box did you use for help with Exercises 2b and 3? Tick (7) them, Read the article again to decide if each statement is correct (C) or incorrect (I). The Wang family is similar to a lot of other families in New York. C. The rest of the family lives in China, Ethan doesn't like family life The apartment is very large. Nicholas doesn't help to tidy the bedroom, Ethan rarely argues with his mother. REACT 6 Work in pairs. What do you think? Tell your partner. Look at the picture on pages 1. Is the Wang home similar to your home? In what ways is it similar 20-21 and describe what is or different? happening in one of the other 2. Do you often argue with people at home? apartments.GRAMMAR Present continuous and present simple READ AND LISTEN >>> Grammar in context 4. GED Read and listen to the phone conversation. Why is Beth calling Jake? Hi Beth, What are you doing? I'm revising for a maths exam, You work too hard, Beth | need your help. Where are you? At the moment I'm standing outside the ‘swimming pool with Pete. We're waiting with Mel and Sue. We always swim on Thursdays, remember? What's the problem? I'don’t understand some of the calculations Beth: STUDY 2 Complete the explanations Exercise 1. Use: For habits, routines, things that are generally true. ‘Time expressions never, rarely, Geo Use: For things in progress now or around now. Form: am/are/is + verb + -ing Time expressions ‘now, right now, State verbs Don’t use these verbs in the present continuous: like, know, need, want ‘See onunmar omasase, page 121, ‘examples from , today PRACTISE 3 Complete the conversation with the present continuous form of the verbs. Farhah: Hello, Jake. What (1) are you doing (you / do) here? Jake: (2)! (look) for Kahil. Is he here? Farhah: No. | think (3) (he / play) foatball with the others. Jake: No. (4) They (not / train) this morning. Fathah: Maybe (5) he (shop) with. Nasrin in town. Jake: | don't think so. She (6) (etudy) for an exam »)), Workbook, pages 22-23 DS Ma rere eile M te) =A eles RSC Sd 4 5 Choose the correct options. It's 6am. Adam and Shannon (1) wake up / (@e waking up their brothers and sisters. It's not a ‘QuiCk job ~ there are 11 of them! With 13 kids in the house, the family (2) needs / is needing good organisation. The kids (3) usually take / are usually taking turns to do the chores. It's now 7am and Mia (4) does / is doing the washing-up. At the same time, Adam and Shannon (5) vacuum / are vacuuming and (6) clean / cleaning the house. The kids (7) spend / are spending weekdays at school and (8) come / are coming home at 4pm. On Fridays the family (9) always has / is always having a Pizza Night. I's now 7pm and everyone (10) eats / is eating pizza together in the kitchen. Tick (V) the correct option in the conversation. Then underline the state verbs. 1a ‘Mum? Are you liking doing the washing?’ b ‘Mum? Do you like doing the washing?” 2 a ‘Idon't understand the question.” Tm not understanding te question. 3 a ‘'mneeding a clean shirt to go to the cinema. b ‘Ineed a clean shirt to go to the cinema, 4 a “There's a clean shirt in the basket. You know how to iron.” b ‘There's a clean shirt in the basket. You're knowing how to iron.’ 5 a ‘I'm hating ironing. b ‘Ihate ironing, SPEAK 6 Work in pairs. Say a day and a time to your partner. Can your partner describe what he or she is doing or normally does? It 7 o'clock in the morning on Tuesday. What are you doing? Do you always have breakfast at 7 o'clock?LISTENING AND VOCABULARY Soap story B22 MUU ae SCULe Remo | ‘SPEAK AND LISTEN | 4 Work in pairs. Answer the questions. | 1 A-soap opera is a television series about the imaginary lives of a | group of people. Which soap operas are popular in your cuuriliy? 2 Do you watch any soap operas? If so, which ones? If not, why not? | 3 Choose a soap opera or other TV drama. Where does the story | take place? Who are the people in the story? 2 a Read the tips in the (Ei) box. » @HED Listen to an extract from a soap opera and answer the questions. 4 Who are the people? KEIRA: Hiya Sal 2 Where are they? tia 3. What are they talking about? ee What’s up? You don’t loo! 3 Which tips in the (UIED box aid pee cena ees you use for help with Exercise 2b? | Tick (V) them. SAL Nothing. | 4 @EED Listen again and match the sentence halves. 4. Jeck ... —— is leaving the group. 2 Keira Se isi’ going out with Sal anus aul | 3. MrGibbons GE is playing in two weeks. Sa 4 Tom... is going ice skating on Saturday morning. Listen for important and 5 Sal is hanging out with Lizzie and Sharn in repeated words. the afternoon, Listen to hi le talk. 6 The group... has some good news. De ney ce ether? REACT Listen for names and sounds | 5 Work in pairs. What do you think? Tell your partner. 1 What do Keira, Tom and Jack say to Mr Gibbons next? | 2 What happens at the concert? WORK WITH WORDS a a 6 a Match the free-time activities to the pictures. 0 ice skating do judo play an instrument 0 to acting class collect cards ul Bh i ___ se social networking sites visit exhibitions read magazines hang out with friends watch online videos b Add more free-time activities using the verbs in Exercise 6a. 7 Work in pairs. Talk about your weekend free-time activities On Saturdays | usually “1 always go ice skating cr do judo. ‘on Saturday morning, Do the Words & Beyond exercise | on page 131. 24 )))) Workbook, pages 24-25GRAMMAR Present continuous for future arrangements >>> Talk about arrangements in the future READ AND LISTEN >>> Grammar in context 1 IED Read and listen to the conversation. What are Mario and Fiona doing at the weekend? Mario: What are you doing at the weekend? The football team’s playing on Saturday. Where are you playing? Is it a home game? 9: No. We're playing away in Newtown. Can you ‘come? | can't. I'm helping dad clean the house this weekend. My cousin is coming to stay next week. iow long is he staying? He's a she actually. And she’s leaving at the end of the month STUDY 2 Complete the explanations with the time expressions from Exercise 1. Use: For things in progress now or around now. For arrangements at specific times in the future. Time expressions tomorrow, at the weekend, ‘See cewwauas oxasass, page 121 PRACTISE S Write the questions about the conversation in Exercise 1. 1. What / day / Mario / play / at the weekend? What day is Mario playing at the weekend? 2 Where / the team / play? 3. Who / Fiona / help / on Saturaay? 4 Why // they / clean / the house? 5 When / Fiona’s cousin / leave? > Workook, page 26 4 Answer the questions in Exercise 3. 5 Write sentences about Mario’s plans for next week. On Monday he's going ice skating at half past five. Done? Al Mi Tue revise For Spanish exam with Fiona 6 Order the time expressions starting with the most recent. this weekend next year at 7pm this afternoon next week tomorrow 1 at the moment tonight In two weeks’ time 7 Complete the sentences with your arrangements. 1. This evening 2 At the weekend 3 Next month 4 Inthe summer SPEAK 8 Work in pairs. Complete the tasks. 4 Student A looks at the plans on page 141. Student B looks at the plans on page 142. 2. Ask and answer questions about the days. Find a time to go to the cinema together. What are you doing i = onPidoyateoor> ipa autor ing to Sal's party. I'm going to the What about you? — Science Museum. ee Saturday morning.Lauren's point of view Grace always starts watching TV while Lim trying to do my homework. I know she's my older sister but I can't concentrate when the TV's on. It's not Pair. SPEAK AND READ 1 Work in pairs. Look at the pictures above. What's the problem? 2 Work in pairs. Student A reads Lauren's point of view and Student B reads Grace's point of view. 3 Explain the point of view you read to your partner. Lauren's unhappy because .. Grave says that .. DO 4 Work in groups. Answer the questions. 1 Which of the sisters has a problem ~ Grace, Lauren or both? 2 Do they understand each other's problem(s)? 3 In what way are the problems similar? 5 Work in groups. Think of solutions to the problems. They can take it in turns to .. Lauren/Grace can REFLECT 6 Discuss the questions with your class. Do you agree with the (TIED? 4. Share your suggestions from Exercise 5 with the rest of the class, Which suggestions are most helpful and why? 2. Do you know people in a similar situation? What are their problems? 3 Do you find it easy to talk about problems you have with other people? EXTEND 7 Work in groups. Read about Ethan's problems. Think of ways he can find a solution to his problems. ‘There isn’t @ lot of space here and | share a bedroom with my brother, Nick. So sometimes it’s hard to be alone ... to study. And Nick never tidies the room. Mom says, "How can you live in this mess?" We argue a lot. | forget to do things like feeding the fish F sorting the recycling.” Grace's point of view Mum and dad ai all the mouselbotd jobs to do. Wife xm cleaning the ffoors, Lauren’ pretend fedaver eee” and Lov - sah td REFLECTION POINT Sometimes we don’t understand problem because we only see one point of view. When you can see the different points of view, it's easier to find a solution. By >) Workbook, page 29 yy.‘SPEAKING On the phone >>> Check you understand on the phone SPEAK 4 Work in pairs. Answer the questions. 1. Do you nave a family phone at home? 2. If so, what type of phone is it - a landline, a mobile phone or an internet phone? 3. How often do people call the family phone? WATCH OR LISTEN 2 €{HEED Watch or listen to the scene. Who does Matt want to speak to and why? Kate: Hello? Matt: (1) Kate: Hi Matt. Keith isn’t here at the moment. Matt: (2) Kate: Yes. Hang on. Let me get a pen. ... OK. I'm ready. Matt: (3) Kate: Sorry? Can you say that again? It's a bad line. Matt: (4) _ Kate: How do you spell that? Matt: (5) Kate: Outside the Treetop coffee shop. At 8 o'clock. ... Sorry. You're breaking up. | can’t hear you. Could you repeat that? : (6) 595 348 779. OK. a Kate: Bye. 3 a Work in pairs. Read the tips in the box. b @HED Complete the phrases from the conversation. Listen and check. Then listen and repeat. Matt: Kate: Matt: 4. Sorty? Can you say that again 2 2 Isa 5 3 How do you ? 4 Sorry. You're 5 Ican't 6 Could you 2 . What does Matt say? Complete the conversation in Exercise 2 with the sentences. Can | leave a message? Treetop. Hi, It's Matt. Can | speak to Keith? IF tiere’s a problem, he can call me on S55 348 779. Thanks, Kate. Bye I'm calling from the train. | said we're all meeting at 8 outside the Treetop coffee shop. € Tell him we're ... 5 {HEED Watch or listen to the complete scene. Then read it aloud with a partner. © Write Kate's note for Keith. ACT 7 Qn groups of four, complete the tasks. 1. In pairs, prepare a message to leave in a phone conversation. 2 Take it in turns to phone a student in the other pair. Ask to speak to someone who isn’t there and leave a message. 3 Can the other student write the correct message? Y))) Workbook, page 27 check you understand on the phone = Be polite. = Explain the problem. ‘= Ask the other person to repeat if you're not sure. Phone phrases Hello. It’s ... Can | speak to ... ? I'm calling from ... Hang on. Can | leave a message? / Do you want to leave a message? ‘She/He can call me on ... Check you understand Could you repeat that? Can you say that again? How do you spell that? 27WRITING My status update 8 mA GUL Rd SPEAK AND READ 1 @ Work in pairs. Look at the photos and describe them. Are they photos of New York in the USA or York in England? 2 Read the status updates. Which of the photos isn't included in the updates? It's Sunday and we're getting ready to go home. | really ike staying in a hotel. Someone makes your bed for you and does the cleaning too. York's a fantastic place but | also like home. ie Comer: Share the shops too. ke = Coen = Share aac 3 a Read the tips in the (I) box. b Find two examples of and, too and also in the status updates in Exercise 2. use and, also and too ‘= Use and to link two parts of a sentence. = Use also and too to add another fact. 1 Use too at the end of a sentence. = Use also after be and can, and before other verbs. PRACTISE 4 Write the sentences with the words in brackets. 41. I'm listening to music. 'm reading a magazine. (also) Ti listening to music. I'm also reading a magazine. 2 [ike traveling. I ike staying at home. (too) 3 It's raining. The bus is late. (and) 4 (love reading. Jacquie loves books. (also) 5 This evening I'm meeting friends. We're going to the cinema. (and) 6 New York is an amazing city. York is an interesting, place. (too) It's Day two of our weekend in York and we're sitting in a boat on the river. Dad is taking me to the National Railway Museum this afternoon. We're going to PLAN 5 You're going to write three status updates to WRITE AND CHECK 6 Write your updates. Then check them. SHARE 7 Swap your updates with people in the class. CC) This is a photo of | think it's the USA/England because I'm away with my fami in York We're staying in a small hotel near the centre. York has a castle and lots of old houses. Glick here to see some photos. You can also watch a video. 17D) | he Conant = Sa CIC @ Get it right Use two for the number 2. Use to as a preposition (/ go to schoo! by bus) or before a verb (ike to sing) Use too to add another fact. post on the social networking site in Exercise 2. Use the Writing plan to help you prepare. WRITING PLAN 1 Write about what you're doing. 2 Describe how you're feeling. 3. Talk about your arrangements for later. 1 hour ago Sunday at 11:30 Saturday at 13:00 Tick (V) the things in the plan. Read other students’ updates and comment on them. )))> Workook, pages 28-20UNIT REVIEW VOCABULARY Homes and household jobs Free-time activities 4 Write the missing words. ‘Meet Harry, your new household helper. Harry does all those horrible household jobs. He can (1) m your bed in the morning and (2)t the rooms. He an@)v and (4)c the floors. When you need clean clothes, he can do the (5) w. and the @i -Hecan(7)| and @c the table, and do the Ow - ot load the (10)4 ‘And before you go to bed, he can sort the (11)r and take out the (12) ¢ Puta Harry inyourlife and have more free time. 45 GRAMMAR Present continuous and present simple 2 Complete the postcard with the present simple or present continuous form of the verbs. Hi Harry! How are you? (1) / (1/ write) this posteard in ar Barcelona. The (2) (sun / shine) and (3) (U/ sit) ina café with mum. @) (she / love) Barcelona. (6) (she / come) here every year. © (dad'/ shop) at the mament. He's sad because Barcelona Foatall Club (7) (not / play) here this week, How are things at ome? (8) (you / do) all the housella jobs? Jeomy SKILLS CHECK “44 Yes, | can. No problem! “Yes, | can. But | need a bit of help. Yes, | can. But | need a lot of help. 4 Put Harry's words in order to make a phone 2 Complete the free-time activities you can do while Harry is cleaning. Use the verbs in the box. collect do go hangout go play read use visit watch exhibitions. to acting class judo an instrument magazines ice skating with friends social networking sites online videos cards eVooRonE bo 7/10 Present continuous for future plans conversation. Jenny: Hello? Harry: Harry. / Hello. / It's wo Jenny: Harry? Is everything OK? Why are you phoning me? Harry: you / home? / When / coming / ate (2) Jenny: We're flying to London on Saturday and then we're taking the train. Why? Harry: to / going / tonight. / back / factory / the / am / 1 @) Jenny: Why, Harry? Harry: problems. / are / some / fixing / They (4) Jenny: Can you say that again? The line is bad, Harry: is / tomorrow. / starting / robot / work / Another © Jenny: Harry? You're breaking up. | can't hear you. Harry: arriving / at / He's / Gam. / His / too. / Harry / is / name (6) 7i2 Loan understand the main ideas when | read. | can understand a situation when | listen. | can help identify the cause of a problem. | can check | understand on the phone. can use and, also and too.bach tte | eg READ 1 Read the text and the questions below. For each question, choose A, B, C or D. “The Family Solutions app S a great cont ion WOK KKK car Ratings Do you argue with your parents about clearing the table or doing the washing-up, making your bed oF tidying your room? Do your parents find it hard to understand that you use social networking sites or hang out with friends all the time? If yau can't see their print of view, then ‘our new Family Solutions app can help. ‘With the Family Solutions app, teenagers and parents look at typical family arguments from both sides - and find a good solution. The app gives you tips and helps you make better choices, but it also helps your parents to see situations from your point of view. How does it work? You read different types of problems and then choose an answer from different options. The app explains why one answer is the best and why the other answers aren‘t so good. | Just imagine this situation: you're getting ready to go out with friends but your parents want you to go to your grandparents. Do you say ‘We always go there at the weakend. I'm meeting my friends today.’ Or do you say ‘OK we can go there today, but I'd like to hang out with my friends tomorrow.’? The first option doesn’t make your parents or you feel good — but the | second option makes everybody happy. | j You can buy the Family Solutions app in the App Store. You can also find the Family Solutions | app online - just type ‘Family Solutions App’ into your web browser and then follow the | instructions on the screen. | 41. What does the text do? A It tells a funny story about an app. B Itexplains how to make an app. © Ittries to sell an apo. @ answer mutiple choice D It says if an app is good or bad. ‘questions 2 Who is the app for? = Read all the questions A teenagers carefully and then read the B parents teenagers te € peents and teenagers Spee ees + Read each question again sh uae cere and ead al the choices A a family party = Decide which choices are B a discussion between people with different opinions definitely wrong. © to talk about something in front of the class D a friendly chat with family members 4 How does the app work? A You choose an answer for a situation. B You think of a lot of problems. © inderstand the main ideas © You play a card game. See page 22 D You find information about your family online. 5. Which of the following is the best description of the app? @ inderstand new words It finds a solution for ait ife's problems. See page 12 B It gives families ideas for new free-time activities. © Ithelps families understand each other better. D It explains how to make your family angry. = Look at the text again to help you choose the correct answer. > Reading: 10tele 1S tae ef LISTEN 2 @IED Listen and choose the correct picture for each question. Put a tick (/) in the box helow it 41 How much is the computer? 6.6 2 Where is Danny? A 4 What are the girls doing tomorrow afternoon? a ee 5 Which instrument does the boy want to play? Listening: 10 Gi WRITE 3 Complete the second sentence so that it means the same as the first. Use no more than three words. 4. I read a book two or three times @ year. hardly books. 2 I watch online videos after school every day. 1 online videos after school. 3 My mum teaches maths. ‘My mum maths teacher. 4 Ihave an arrangement to meet my friend tomorrow. Ive my friend tomorrow. 4 Write a message to your new online friend Angelo about your freetime activities (35-45 words) = Tell Angelo about at least three of your freetime activities. = Say how often you do these activities and when you do them. = Ask Angelo what activities he does and how often he docs thom. Progress check score 730 5) Download extra speaking ectites from wnwmacmillanbeyond.com answer multiple choice questions with pictures, s Read the questions carefully before you listen, 1 Look at the pictures: what English words and numbers do they show? «= Listen carefully to these words end numbers, end for the main ideas. = When you listen again, check your answers. @ check you understand onthe pone ‘See page 27 © understand a stuaton See page 24 @ iisten for tre main ideas See page 14 @ do sentence transformations 1 Read the instructions. How many words can you use? s Read both sentences carefully. = Decide if the missing words are nouns, verbs, etc. ‘= Check that the meaning is ‘the same and your spelling is correct. @ write ashore message oF biog post = Read the task carefully f= Include the three things in the task. ‘= Use the correct tenses: past, present and future. = Use the correct number of words — count them. @ use the correct word order See page 18 @ tse and, aso and 00 See page 28The natural world Talk about landscapes and natural features Work in pairs. Complete the words with vowels (a, ¢, |, 0, u). Use the photos to help you. You have one minute. 1 beach AT caveat, 2 TEST 5s 3m nt n 6 tr (ESD Find these things in the photos. Then listen and repeat. 1 coast ¢ 3 forest 5 lake 2 desert 4 ice sheet 6 savannah Use the words in Exercise 2 to complete the sentences. 41. The Talga isthe largest _farest _in the world 2 Ninety Mile Beach is on the south-eastern of Australia. 3 The Sahara is the second largest in the word. 4 The Serengeti is in Africa. 5 Crater is the deepest jin the USA. 6 Agiant covers Antarctica Read the clues and write the name of the places from Exercise 3. 1. From end to end it is 454 kilometres (94 miles) long. Ninety Mile Beach 2_ Ihe island on the west side of the lake is called Wizard Island, 3. Ithas the lowest temperature on Earth. 4 The name means ‘the great desert’ 5 It inspired the film The Lion King. 6 Ithas a third of all the trees in the world. Q Watch the video and check your answers to Exercises 3 and 4, (IED Match the words to the letters in the picture. Then listen and repeat. countryside ¢ field flower grass hill stream 32*EED Complete the description of the picture from Exercise 6. Then listen and check. The (1) countryside near my home is very beautiful. | often go to a big (2) and lie down on the (3) I close my eyes and list er in the (4) and smell the (5) = Sometimes | walk up the to look at the view, © Work in pairs. Think of a natural feature in your country or Ci) 2 place near your home. Describe the place to your partner. Can they draw a picture of the place you describe? There are some mountains Is beside a river .. xt to the beach there's a n page 132.READING An environmental superstar >>> Find specific information SPEAK AND READ aS 1 G Work in pairs. Answer the questions. I hardly ever/often give presentations. 1 How often do you give presentations to your class? What. The last presentation was about ‘was the last one about? : like / don't mind / hate speaking in in fron + people? 2 2 Do you lke speaking infront of other people? Why2/Why not? (Writ READ Have yo it the F x Factc 2 Look at the title of the article : ‘When Felix Finkbeiner was 13 years old, he made a speech at the and the photo. Can you guess United Nations in New York, He spoke in English and his message ‘the answer to these questions? was simple — save the world’s forests. How did a boy from 1. How old is the boy? Germany become ‘an environmental superstar’? 2 Where is he? The story starts in 2007 when Felix did a project on climate 3. What's he doing there? ‘change at his primary school in Starnberg, near Munich in 4 What exactly does he want Germany. He saw some information online about Wangari people to do? Maathai, a Kenyan woman. She started a tree-planting campaign in 1977 and won the Nobel Peace Prize in 2004. Felix thought her campaign was interesting and he decided to talk about it in class. His presentation was a success, and he gave the same presentation to other classes. Two months later Felix planted his first tree and started a campaign to plant a million trees. He called his campaign Plant for the Planet. Students at other schools joined the campaign. Together they planted 50,000 trees in Germany. They made a website for the ‘campaign and soon other countries began taking part. They wanted to meet Felix, so he started to give presentations outside the country. In November 2008 he spoke to the European Parliament. At the beginning of 201 |, the International Year of Forests, Felix made his speech at the United Nations. He asked world leaders to'stop talking — start planting’. In the same year his campaign reached its goal of planting one million trees in Germany. He also travelled to Kenya and met Wangari Maathat And ill Bogan with | a school project. 3 @ Read the tips in the (EID box. b > HED Read the article quickly to check or find the answers to the questions in Exercise 2. find specific information 4 Which tips in the (ITED) box did you use? Tick (/) them. Don't read all the text. Read the start of each paragraph. 5 Read the article and put these events in order. eS ee you need? If not, read the next ‘Students created a website for Folix’s campaign. apo sentation to his class. Fal spoke atthe Unite Nets, Look for words connected tothe People from other countries joined his campaign. information you need. Felix started a tree-planting campaign. 1_ Felix read about a Kenyan woman's campaign, REACT ‘What verb comes before these words in the article? a speech, a project, the Nobel Prize, the same presentation, a campaign, 50,000 trees 6 Work in pairs. What do you think? Tell your partner. 1 What do you think about Felix’s campaign? 2 Do you want to join his campaign? Why?/Why not? ser > Workbook, page 33. a a lLpoo eee een ok es READ >>> Grammar in context 4 Read the conversation. Why is Severn famous? This is Severn Cullis- ‘Suzuki, She talked at the United Nations’ Earth Summit in 1992. She was only twelve. Was she on TV? Yes, she was, but | didn’t see her. | saw the Video later. She told adults to stop destroying the environment and create a better world. Stig: Did she look nervous? Jana: No, she didn't. She wasn't nervous at all. STUDY 2 Complete the explanations with examples from Exercise 4. Use: For completed actions in the past. << Positive verb +-ed: She Irregular verbs ‘see > saw, tell > told, be > was/were, can > could, ete Negative idn’t + verb: | _ her. wasn't/weren't: She wasn't nervous. ‘Questions and short answers _ at the United Nations. did + I/she, etc + verb: nervous? Yes, | did. /'No, she didn't. was/were + I/you, etc: ‘on TV? Yes, she was. / No, you weren't. ‘See ammman oaranase, page 122. PRACTISE 3 Complete the sentences with the past simple form of the verbs. 4 Severn CulieSuzuk's father _ taught _ (teach) genetles at university in Canada, 2 He ___(be) also an environmental activist and TV presenter. 3 Severn (become) an environmental activist at primary school, 4 She (start) ECO, an environmental organisation, at the age of nine. 5 When they (be) twelve, four members of ECO (travel to the United Nations’ Earth Summit in Brazil. 6 They (buy) their plane tickets with the money that they (make) from ECO activities. ))) Weribook, pages 34-35 4 a GED GULL Listen to the past simple verbs. What sound do all the underlined vowels have? saw thought talked taught bought b HED Listen and repeat the verbs. Pay attention to the />:/ sound. 5 Complete the biography with the past simple form of the verbs. Wangeri Maathei was born in Kenya in 1940. She (1) started (start) primary school when she (2) (be) eight. She (3) si (come) top in her class when she (4) (complete) her primary studies. She then (5) (G0) to one of the only high schools for girls in Kenya. After high school she (6) (study) biology at University in the USA and then (7) (ao) a master's degree. In 1977 she (8) (begin) the Green Belt Movement. It organises women in rural Kenya to plant trees. In 2004 she ) (win) the Nobel Peace Prize. Wangari (a0) (die) in 2021. 6 Correct the sentences about Wangari Maathai. 1. Wangari Maathal was American She wasn't American. She was Kenyan. 2 There were a lot of high schools for girls in Kenya 3. She studied history at university. 4 She started the Green Tree Movement. 5 Wangari won the Nobel Prize for Literature. 7 Write questions in the past simple. 1 What / the name of your first school? What was the name of your firsé school? 2 How old / you / when you started there? 3. you / like your first school? 4 When / you / start secondary school? 5 Who / your first new friend at secondary school? SPEAK 8 Work in pairs. Use the questions in Exercise 7 to interview your partner about his/her early school years.Wonderful wildlife photos Work in pairs. Tell your partner how often you take photos and what you take photos of. Look at the photo website and the three photos. Where are the snake, the penguins and the ants? @IED Listen and take notes about the three photos take notes In Exercise 2. Think of Where? When? What? Listen ‘Onl wees oscuaoemacundclaial again and complete your notes. Compare in pairs. ee Which tips in the (1B) box did you use for help with Use symbols ~ @ for great/fantastic, Exercise 3b? Tick (V) them. @ for horrible, & for and. Don’t worry about spelling and grammar. You can check later. Work in pairs. Tell your partner which photo you like best and why. How did it make you feel? (IED Look at the photos of wildlife. Listen and repeat. (HED Listen to the sounds and guess the animal. Which animals don't have a sound? 1 ant Work in pairs. Write lists using the words opposite. Do you know other words? Add them. Animals / Sea animals frag Birds Insects Reptiles 9 parrot 10 penguin 12 spider Do the Words & Beyond exercise on page 132, Workbook, pages 36-37READ >>> Grammar in context 4 Look at the photo and read the story. What is the man in the photo ‘wearing’? Why? While | was visiting a show in % the countryside last summer, | saw something very strange. In the afternoon | was getting a bit bored, when | heard something about a ‘bee beard’ competition. | went to look. There were seven or eight people in the competition and hundreds of bees were sitting ‘on their faces, necks and shoulders. But the bees weren't hurting them. The judge weighed the people while the bees were sitting on them. The person with the most bees won the competition. STUDY 2 Complete the explanations with examples from Exercise 1. Use: For actions in progress in the past. Form: Positive and negative was(n't)/were(n't) + verb + -ing 1 a show. Hundreds of bees ‘Questions and short answers was/were + /you, ete + verb +-ing Yes, | was. / No, you weren't. State verbs Don’t use the past continuous with know, see, realise, etc. ‘See aramuan oaranase, page 122. 3 Read the explanations and example. Write the correct verbs on the timelines. et eed Use: Use the past continuous for actions in progress. Use the past simple for completed actions. Form: = a while + past continuous when + past simple while | was visiting a show, | saw something strange. | was visiting Isaw > Iwas getting bored, when I heard about a competition. PRACTISE 4 Complete the conversation with the past continuous form of the verbs. Paz: What (1) were you doing {you / do} when you took this photo? Well it was 40pm but | (2) (not sleep). My sister and | (3) (watch) an owl from our window. 7 ita) (fy) in the sky. | Wo wore very quiet. We (5) (not talk) and we (6) {not move) (7 (the owi / hold) something? Yes, it was. Maybe it (8) (carry) a mouse or a frog. 5 Work in pairs. Ask and answer with your partner about what you were doing at different times yesterday. Alice: Paz: Alice: What were you doing yesterday at Zam / 10am / 10pm / ... ? Iwas watching TV. Were you sleepi you sleep Yes, 1 was. / NO, | wasn’t. | was ... 6 Choose the correct options to complete the story. Ive near the beach in New Zealand. One day (twas Tishing)/ fished with my brother. While we (2) were standing / stood in the sea, we (3) were seeing / saw something black near us. ‘What was it? We (4) weren't knowing / didn't know. It (5) was swimming / swam towards us while we (6) were watching / watched it. It came nearer and nearer. We (7) were getting / got really scared when we (8) were realising / realised it was only a dolphin. WRITE AND SPEAK 7 Student A looks at the monkey photo on page 141. Student B looks at the elephant photo on page 142. Make notes for a short story about it: Where were you? When was it? What was the animal doing? What happened? Show your photo to a partner. Tell him/her the story about it.Work in pairs. Answer the question. How do you usually remember information? Ryan is making a mind map to plan a school talk about bees. Write the missing words on the red lines. description problem what Read Ryan's notes and match each point (4-6) to a thinner branch on the mind map. Read the tips for making a mind map. Start with a main word or picture. Draw lines from the word or picture. Lines start thicker and become thinner, ike branches on a tree. Write one or two key words on each line. Use CAPITAL LETTERS for important words. Use different colours, symbols and images to make things clear. Copy Ryan's mind map in your own style. Then add lines and key words for the information in Exercise 3. Discuss the questions with your class. Do you agree with the ? 4 What are the good things about mind maps? 2 What do you like / not like about mind maps? ; i BY causes the hee There are nearly 20,000 species. Create a hee~friendly garden with. plants and lowers, Se number of hees in the world is going down every year. Bees are flying insects, They are usually yellow and black. Experts do not know exacctly what is causing the problem. we need honey bees for one-third of our food. aad Using a mind map helps you organise and remember information with your own words and pictures. You need to give a talk to your class. Work in groups. Choose one of the topics below. Create a mind map to orgal Litter in my neighbourhood Learning English Mobile phones e your ideas. Keeping pets in cities Workbook, page 41.IG I’ve got a suggestion >>> Make and react to suggestions SPEAK 4 Your school wants to organise a Green Day, with activities connected to the environment. Work in pairs. Make a list of ideas. a WATCH OR LISTEN 2 GIBIED Watch or listen to the scene. What ideas do the students have for Green Day? Are they on your list? Lucia: (1) Hey do for Green Day next month? Mare: (2) ‘wear green clothes to ‘school - green socks or a green hat. No way! I'm not going to wear green. 3 all walk to school? Yes. Or cycle here I don't know. ive really far away and I don't have a bike. Let's do a survey and ask people their opinions about the environment That's a bit serious. (4) something from recycled materiale? That's a nice idea. Yes, but it doesn't really help the environment. making 6) we do to really make a difference? Lucia: | know! (6) collect money for Save the Dolphins. Mare: That's a great ideal 3 CISIED Complete the conversation with the phrases in the box. Then watch or listen again and check. We could We could What about What could What shall we Why don’t we 4 @HED Listen and repeat the sentences from the conversation. 5 GED Decide if the reactions are positive (P) or negative (N). Then listen and repeat the reactions. 41. Noway! P/N, 4 That's a nice idea. P/N 2 I don’t know. P/N 5. That's a great idea! P/N 3 That's a bit serious. P/N ACT © @ You are deciding what to do for a Green Day in your school. Work in pairs. Prepare a conversation. Include at least three suggestions and choose one. 7 Present your conversation to another pair, or to the class. ))) Workbook, page 39 1 Pick up wubbish around the school and. veoyple it es Make suggestions ‘What shall we do... ? What could we make/wear? We could make/wear Let's do/organise ... Why don’t we walk/oycle ... 2 \What/How about doing/making ... ? React to suggestions No way! | don’t know. That's a bit serious / not very exciting. That's a nice/great/bad/terrible idea.WRITING A holiday story >>> Write a story with time expressions SPEAK AND READ 1 Work in groups. Answer the questions. 1 Do you write a diary? Why?/Why not? 2 What type of things Uv peuple write about in diaries? 2 Read the diary entry. Why didn’t Lynn sleep well? Dear Diary. Yeslerday we arrived in Wales for our camping holiday in the countryside, \'m feeling really tired today because something Scary happened during the night. | was sleeping whena skange noise woke me_up. At first | thought. it was raining. But then | realised ‘ik_was coming from inside the tent. After a minute or two. the noise stopped and | went back to sleep. Later | woke up again This time something was.meving inside my sleeping bag. | screamed ‘and jumped out. Now everybody was awake. Mum gat a torch and locked inside the sleeping bag and found a. field mouse! 3 a Read the tips in the (Hi) box. Use time expressions = Use time expressions like yesterday afternoon, last night and during the night to say when things happened, ‘= Use at first to mean ‘in the beginning’. = Use then to say what happened next. = Use after + a time period (a minute or two) to say time passes between two things. '= Use later to say something happened after another time or event, b Underline examples of each time expression in the diary entry. PRACTISE 4 Complete the description with expressions from the CLUED box. Something really scary happened (1) yesterday afternoon. | was riding imy bike through the forest when I saw a dog. @) it looked really friendly, but a few seconds (3) it started barking toualy (4) itran towards me. | was really scared, s0 | turned round and cycled away. 6) about five minutes the dog stopped chasing me. (6) in the afternoon | saw a man walking the dog, and it looked really friendly again. JANUARY | Friday 4 | PLAN 5 You're going to write a real or invented holiday story. Use the Writing plan to help you prepare. WRITING PLAN 1 Think of a story. a When and where did it happen? What were you doing? 2 Describe exactly what happened. a What happened first? What happened next? How did the story end? 3. Say how you felt. a Was the incident funny/scary/ strange? 4. Use time expressions to say when things happened. a Look at the tips in the CIID box. WRITE AND CHECK 6 Write your story. Then check it. Tick (7) the things in the plan. SHARE 7 Swap your story with people in the class. Which story is the funniest /scariest/ strangest? yaaaLandscapes and naturs features Choose the correct options. Wild World H_ lidays ¢ See Greenland’s huge (1) desert / ~Itcovers 80% of the country. Visit the small towns by the sea along the istand's (2) coast / Goon safari to Une Afiican (3) forest / with ts Jong (4 hill / grass and trees, and see amazing wildife. Large rivers and small (5) / fields flow into the Great (6) / Lakes of North America. Take a boat trip and relax. Visit England, famous for its beautiful (7) ’ and its green (8) 1 Death Valley in the Mojave (9) Coast / isa very hot, dry place. But there are many beautiful (10) / and plants here, Stay in a traditional Spanish village on a (11), in Andalucia and go walking among the trees in the (12) desert / Wildlife Read the descriptions of wildlife and write the correct words. See Australia’s Wildlife Animals/Sea animals 1 Itsa clever sea animal. d 2 This scary animal usually lives in forests. b, 3: This animals green and can swim. 4 This animal has eight legs. s Insects 5 This insect is black and yellow. b 6 Thousands of these live together. a Birds 7 This bird can learn to talk. p 8 Itlives in Antarctica. p 9 Thisisa night bird.o Reptiles 10 It long and thin and makes a’sss noise. 11 This big reptile has dangerous teeth, 12 This reptile usvally lives in the sea. t —/12 Past simple Complete the conversation with the past simple form of the verbs. Lucy: Where (1) (you / go) | on holiday last year? fF sam: We (2) (not go) anywhere last year. Two years ago we (3) (stay) in a hotel in Greece for two weeks. Lucy: Nice! ‘Sam: Well, the hotel (4) (nave) a great pool. 1(5) com it, We (6) (go) swimming every day. But one day | (7) (get) out the water very fast. The poo! was full of frogs! — we Past continuous and past simple Complete the story with the past continuous or the past simple form of the verbs. While we (1) (visit) California with Wild World Holidays, we went for a walk in Yosemite National Park. We were walking down a hill when we (2) (see) a big black bear. It (3) (eat) something and it (4) ( ) at us. We (5) (Stop) walking and didn’t move. While we (6) (stand) there, it moved away. aay) Your score: __ /50 |-can find specific information when | read. Yes, | can, No problem! Yes, | can, But | need a bit of help. Yes, | can. But | need a lot of help. I can take notes when I listen. | can use mind maps to organise information. can make and react to suggestions. I can write a story with time expressions. Workbook, pages 42-43,IN THE PICTURE Inside the kitchen Talk about food and cooking — WORK WITH WORDS 4 (QTD Work in pairs. Write lists of food words under the headings. You have three minutes. Vegetables | Fruit Meat & Fish | Dairy onion. orange juice 2 @EED Listen and order the photos. 1 2 3 4 5 3 @HED Find these things in the photos. Listen and repeat. 41 asaucepan b 4 a chopping board 2 a frying pan 5 aknife 3. abowl 4 @EED Listen and repeat the words. beat chop cut fry heat pour stir 5 GHD Use words from Exercises 3 and 4 to complete the sentences. Then listen and check. So first, you beat the eggs in a large (1) _bewl _like this. After that, you (2) ‘an onion ~ carefully. Don't forget to do it on a(3) Then you heat some oil in a (4) and (5) the chicken You (6) the lemon juice into a (7) and stir slowly. Now, with (8) you cut some bread © In pairs, complete the tasks. 1. Match the verbs in Exercise 4 to some of the words on your food list In Exercise 4. You chop tomatoes. ‘And you can beat butter. 2. Mime some of the actions. Can your partner say the correct phrases? 7 © Watch the video. Would you like to go to Passport NYC? Why?/Why not?CD elie Me)" (=a PLO LOM een RTet(d eck N 9 y eee summer camp for teenage foodies Spend "the Seu fi a aol ee] iTereIN ae) es withREADING Zach’s favourite rec SPEAK AND READ rT 1 Work in pairs. Answer the questions. Use headings to find specific information 4. How often do you cook? Pia eee ears a fetter Ge oe os Find the correct heading and read the information 2 a Read the tips in the (EID box. teder thie Beatin Decide what information you need b Look at the recipe. In which sections can you find the following information? 1. How do | make it? 2. How long does it take? 3. What things do I need? 4 Isit difficult? 3 Which tips in the €[]]EID box did you use for help with Exercise 2b? Tick (7) them. BE arvamcs ZACH'S THIS =~ “& 2A |Foop RECIPE 9 éea:" Gay FACTS Hove food but | Many countries have don't have much their own types of time to cook. peed — ‘omelette, The Italian This is one of 1 Cut the potatoes into small pieces. Chop the onion. ibis conten my favourite 2 Heat the oil in a large frying pan. Add the potatoes and cheese, vegetables recipes because onion and fry for 20-30 minutes. Stir occasionally until the ee eNes there aren't many tales sie pasta, An indian ingredients and it omelette has a lot doesritneed alot 3 Beat the eggs in a bow of spices. There are of preparation. All 4 Add the potatoes to the bow! and stir with the eggs. Before eggs and tomatoes in ‘you need are some you pour the mixture into the frying pan, add some salt and an Iranian omelette. Potatoes, an onion, pepper. Then cook on a medium heat. The classic French a few eggs and omelette has ... Some Gil H's easy. 5 T0.cook the top of the omelette, put the frying nan under the | ggg! Do you know Try and see. grill for a few minutes. Or turn the omelette in the frying pan. any egg recipes? is correct (C) or incorrect (I). pairs. What do you think? 1. You can make the omelette in under an hour. C Toll sania 2. Leave the omelette to cool before cutting it : 1. It's a good/bad recipe because .. 3. Add salt and pepper when you beat the eggs. SUAHBRERIRE THe Toelpe | ink / 4 You need three different vegetables to make the omelette GOMER aos Spanien 5. An Iranian omelette has vegetables and pasta, me 6 The chef likes the recipe because it's quick to make. SAREE [ean kon ai otter ag recipes. Er Work in pairs. Close your books and explain the recipe to each other. How much can you remember? ))) Workbook, page 45eA eee enema m al READ AND LISTEN >>> Grammar in ‘context 4 GERD Read and listen to the conversation. Which omelette can Tanya and Leo make for lunch ~ Spanish, Italian, Indian or Iranian? (See the recipe on page 44 to help you.) Tanya: There isn’t much food. There are a few eggs. And there’s some pasta — about half @ packet. Leo: How many eggs are there? Tanya: Three. And there's a little cheese too ~ but ‘not much. Leo: Is there any bread? Tanya: No, there’s no bread. But there are a lot of vegetables. | STUDY 2 Complete the table with the words in the box. Use Exercise 1 to help you. small big zero not big or small | Expression of quantity Quantity alot of Some 2 few a litle, not much, not many i 0 | 2 Look at the table. Which expression can you use before all nouns and in all types of sentences? Countable Uncountable eae(s) pasta | some, no some, no 2 few, alt of 2 litle a ot of = any, many, a lot of | any, much, a lot of | Jeny, many any, much [ ? Jatew.a lot or a ite, alot oF See crumnuan oxrasise, page 123, Workbook, pages 46-47 PRACTISE 4 Write short descriptions. Use the words in the box afew alittle alotof no some 1__some bread 2 vegetables 3 apples 4 pasta Ss rice 5 Choose the correct options. I'm not a very good cook because | don't have (1)(much)/ many time. During, the week | don’t make (2) any / no meals except breakfast. | usually have (3) a / some toast and a (4) few / little orange juice. At the weekend I sometimes help to make lunch, but | don’t know (5) much / many good recipes so | just follow my big sister's instructions. She's a great 00k and she makes (6) many / a lot of really nice food. 6 Complete the questions with one word. 1. You're hungry but you have Mo time to cook. What do you eat? 2 How Give details. 3 Do you hate Which ones do you like? 4a friends are watching a film at your house. What snacks do you offer them? 5 Doyou eat a of fruit? What's your favourite fruit? 6 Youneed to make What do you make? 4 takeaway food do you eat? vegetables? Which ones? food for a picnic, SPEAK 7 Work in pairs. Answer the questions in Exercise 6. Does your partner have good eating habits? Why?/Why not? omLISTENING AND VOCABULARY What a waste! >>> Recognise facts and opinions SPEAK AND LISTEN 1 Look at the picture. What do you think the people are doing? Choose A, B or C. A. They're throwing waste food in the bin. B They're looking for something to eat. © They lost something in the bin, and now they're looking for it. 2 @HED Emma Is one of the people in the picture. Listen to an interview with her and check your answer to Exercise 1. What's in her bag? Make a list. 3 a Read the tips in the (EDD box. @EED Listen again. Which sentences are facts (F) in the interview? Which are opinions (0)? 4. Every year the world wastes a lot of food. F z 2 Europe and North American waste 100kg of food Facts: Listen for numbers and per person each year percentages (%). 3 Supermarkets throw away a lot of food. Opinions: Listen for phrases like 4 It’s OK to take food from dirty bins. I think. , In my opinion... and for words 5. It’s wrong to waste food meaning ‘good’ or ‘bad! like OK, wrong. 4 Which tips in the (ITED box did you use for help with Exercise 3b? Tick (/) them. recognise facts and opinions REACT 5 Work in pairs. What do you think? Tell your partni 1 Is it wrong for supermarkets to throw away food? 2. Is it OK to take food from supermarket bins? ‘WORK WITH WORDS 6 (IE Match the phrases for containers and amounts to the pictures. Listen and check. a bottle of water 2 box of chocolates } a packet of pasta a can of cola a carton of milk a jer of jam a a loaf of bread a piece of meat DY OO RaNE 7 @EED CULL Listen to the phrases in Exercise 6 again. Which words in each phrase don't we stress? Listen and repeat. 8 Look at the pictures in Exercise 6 for one minute then close your book. Make a list of the food but have more than one of each item. Work In palrs and try to guess what's on your partner's list. TTT) Are there three boxes of See enna Do the Words & Beyond exercise on boxes of chocolates. fo Are there two pieces of ‘meat on )))) Workbook, pages 48-49MIMAR Indefinite pronouns enn eared ene READ >>> Grammar in context Read the facts. Which fact do you think is. most interesting? ray STUDY 2 Look at the words in bold in Exercise 4. Then complete the explanations with the words In the box. where -body/-one thing Use: To refer to an unspecific person, thing or place. Form: Use with people. Use with objects. Use with places. ‘See cnvnvian oaranase, page 123, = Complete the table. People Things Places somebody | somehing _| Somewhere anybody anywhere everything [nothing nowhere © cet it rignt Use some- and no- in positive sentences. Use any-in questions and negative sentences. ‘Words with every- have a singular verb. Workbook, page 50 PRACTISE 4 @ Complete the indefinite pronouns with some, any, every or no. ‘Alex: (1) _Na body in my family wastes food. My parents always tell us to eat 2) ‘thing on our plates. Really? | often leave 8 thing when I don't like it. Why eat it? Well, (4) body in my family is a great cook. | always like the food at home. My parents are terrible ‘c00ks. They can't cook 6) thing! I ove it when we eat out (6) where, Which sentences in Exercise 4a are true about you or your family? Nate: Alex: 5 Complete these tips with indetinite pronouns. What do you think of these ideas? Do (1) something to stop food waste at school! Allof you! 2) can help, Eat all your school lunch, Don't throw @ away. Does (4) in your class have a more interesting lunch box? Swap! Ormake lunch yourself, 0 you like o init Does your school have a garden? Is there (6) to put waste fruit and vegetables? WRITE AND SPEAK 6 a Read the poem below. Do you like it? Why?/Why not? Write your poem. Use the words in colour and the ideas in the cloud. Comment on your partner's poem. is /isn't likes / eats / wears / has / hurts / helps / fights / tells me Where is / tere are Nobody is hungry. Everybody smiles. Nothing hurts, Everything is peaceful. Everywhere there are happy faces. (by Laura, 15) 4aShe + doesn't eat any meat or fish, but she eats ‘so he can't eat any food with them init, “That meons she can’t eat onything with flo thi ius it op mike hes ig epilator sts. BB ini hike ed ps oc. ae Bo TON caked SSS as other people’s Pst Ce READ 4. A group of British students are visiting your school. Three of them have special diets. Read the information about them above and complete their profiles with the correct phrase. can't eat gluten is allergic to eggs _is a vegetarian 2 Work in pairs. Make a list of the food you cansee — ¢) in the photos. Then write A (Asha), C (Carmelo) 7 or L (Lucy) next to the food they can't eat. as bo 3 @ Your class is organising a party to welcome the group of British students. ; ©) in groups, make a list of food for the party Let's bring fe = Include options for Asha, Carmelo and Lucy. ‘Why don't we make Tay © anseer he moos and eereoes of ther stern yourcles. What ed wee fr? Have we got anything for... ? oie REFLECT We need something witout. in. "= 4 Discuss the questions with your class. Do you agree with | oO te ; La ‘special diet was the most difficult to consider ~ Asha’s, Carmelo's or Lucy's? Why? ie ©} 2 Doyou know anybody with a special diet? Describe it. REFLECTION 724 Tag Hovde sou tink opie wn apc ces fel wnen wey cant et POINT / 2 a ur neetloinenl Un It isn’t always easy to consider other people's needs and (fp EXTEND preferences. But when you | 5 Work in groups. Make a musie playlist for the welcome party. ‘consider them, people fee! Think about the preferences of other people in your class. a ))) Workbook, page 53oe ee eee me 4 Work in pairs. Answer the questions. 4 Which types of restaurants are near your home or school? 2 What's your favourite meal when you eat in a restaurant? WATCH OR LISTEN 2 CAPIED Watch oF listen to the scene. What do Mel and Jason order? Complete the sentences. Hi. Are you ready to order? Yes. I'd like the special (1) _sandivich , please. Can | have it without onions? Of course. Would you like some chips with it? No, thanks. Id rather have (2) OK. Vd like the (3) _ . please. And I'd prefer 4) witht OK. Would you like anything to drink? Do you have any fresh orange juice? No, but we have milkshakes and colas. ‘Umm ... I'l have some (5) : Vd like 216) «please. 3 2 Read the tips in the (IED) box. b Write the polite versions of the sentences from the be polite conversation in Exercise 2. ® Use polite requests like Can! Give me a milkshake. I'd like 4 milkshake, please. have ... ? and Id lke... [don’t want onions. = Say please and thank you. Drink? [don't want chips, | want salad. What do you want to eat? PS Order food naan Wd tke .. today’s specials. é ig have - Fg Can | have a/some ...? Work in groups of three or four. ‘ 4 Baia bee Choose something you'd like to eat’and drink from the menu,» Express a preference Choose one person in the group to be the waiter. 2 AG 4 ''d rather have ... The waiter takes the order. What do you say? 'd prefer (to have) Use the conversation in Exercise 2 to help you. = DB) Workbook, page 51WRITING My favourite recipe >>> Order ideas SPEAK AND READ 4 @ Look at the photo in the recipe for pancakes. Would you like to eat this? Why2/Why not? MY TIP ligeadients 225e flour, a litle salt, ewo eggs, 580m! milk Method Akes 7 ‘After that, pour in the milk and beat it and eggs: ily, heat a litle oil in a yin Ban ay the pancakes 00 bod they're golden brown. N@, make a hole in the middle of the flour. ‘Add the eggs and stir together with the flour. MY FAVOURITE RECIPE: pan First, put the flour in a bow! with a little salt. ‘hen leave the pancake mixture for 15-20 minutes @ Get it right DeSSert: you eat it after dinner DeSert: a very dry place 2 a Read the tips in the (ED box. b Underline words to order ideas in the recipe. Cae order ideas = Use first for step 1. = Use next, after that and then for the next steps {in any order) = Use finally for the last step. 3 Read the recipe and put the Method in the correct order. Use the (IED box to help you. PRACTISE 4 Complete the recipe for Grook salad. Use the words to order ideas from Exercise 2. (1)___First____, chop some tomatoes and an onion. (2) cut some feta cheese. 8) stir everything together in a bowl. (4) mix some oil and lemon juice with salt and pepper. (5) pour it over the salad it with the flour ¢ pan, Pour in some th sides until 5 You're going to write out a recipe. Use the Yes, it looks delicious! No, | don't like fruit / sweet things. No, I can’t eat things with flour. Writing plan to help you prepare. WRITING PLAN 1 Name of recipe? 2 Write a list of the ingredients. a What do you need? How much? (use a little, a few eto) 3. Describe the method. a What do you do? In what order? (use words to order ideas) 4 Include a tip. a What extra help or ideas can you give? WRITE AND CHECK 6 Write your recipe. Then check it. Tick (7) the things in the plan. SHARE 7 Make a class recipe book or read other students’ recipes. Try your favourites at home! )) Workbook, pages 52-53UNIT REVIEW VOCABULARY Cooking equipment and verbs 4 Choose the correct options to complete the instructions. Bi: (1) Chop / Stir a large ‘onion into small pieces. USe a big (2) bow! / Knife and {@) chopping / frying board Then (4) beat / fry them in the (5) chopping / frying pan. ne: (6) Cut / Heat a litre Cf milk in a big (7) knife / saucepan. When it's hot, (8) heat / pour in the cake mix. Remember to (9) fry / stir all the time to mix it well Dee: (10) Beat / Chop eight eggs in a (141) bow! / saucepan, then (12) cut / pour some bread for sandwiches. GRAMMAR Expressions of quantity = Complete the phone conversation with the words in the box. any few little lot many much no some Sue: Hi Tom. Everything's ready for the party. Tom: So how (1) food is there? a home until the house is Containers and amounts 2 Complete the words in the shopping list for a party. A forge ovion QA of milk (2) Ap of cake mix (DA of (2b Ss (Set of French bread (0 6p of chicken Aue jee Indefinite pronouns 4 Complete with the correct indefinite pronouns (body, _ thing, _where). "OK, the party's over, so want (1) help clean up this mess. to ’s going ‘Sue: Well, we've made a (2) of i Sendices. About 50! Thee re 2 tyson. T seth i @ Sifrent ones too, ' (4) pieces of spicy chicken, a big foee Tego ecane salad, cake and a (5) too, but not much. Are there (6) ice cream tomatoes in the kitchen. Can the rest of you put (4) else into this plastic bag and check that there's Tom: " 6) under the sofa? There’s food a Ronacacin ae orate inte (6) in the kitchen too, And one more 4 thing, does (7) know where | remembered! the cat is?” 10 Tom: How (8) people are coming? 74 ‘About 15. Tom: Great. See you at 6pm. 6 neat SKILLS CHECK 440 Yes, \can. No problem! 4 Yes, | can. But need a bit of help. ~ Yes, | can. But | need a lot of help. D Workbook, pages 54-55 | can use headings to find specific information. | can recognise facts and opinions when | listen, | can consider other people's needs and preferences. | can express preferences when | order food. I can order ideas when | writebaitel (t-te |e} READ 1 The people below are going on a school holiday together. You're organising the holiday and want everybody to enjoy it. Read the @ 0 ® "aiching exercise doscriptions of activities. Decide which activity would be most ee suitable for each person. ‘= Read all the people profiles 1 (By loves being by the coast with his friends but he hates going in carefully the water because he didn't learn to swim when he was child, He « In the people profiles, doesn't like any sports or being active. underline important words or 2 ND likes anything to do with sport and outdoor games, but phrases. ‘especially water sports. Last year she tried a few dangerous ones at summer camp. She also loves animals : 3 QM hates busy places where there are lots of people. He likes POO eee ce being in the countryside. He’s a good photographer and last year he Inpopreat otc: won @ wildlife photography competition. & Make ure all the information 4 worries about environmental problems. Last month she about the people matches ‘organised a Save Our Climate campaign at school and it was a great the description. success. She's scared of swimming and insects. 5 (EMD is a foodie and a fantastic cook. His parents bought a restaurant a few years ago and he often helps in the kitchen. He thinks it's important to eat fresh, healthy food. = In the activity descriptions, ATU CC ey ae La LUC Lyaca iss Leam about the different species and flowers in the forest. Find out about the lives of ants, bees, owis, snakes and spiders and how tourists are destroying their home. Smal groups only and no loud music or phones. tthe local market ~it wes Market ofthe Year this ALES NEUES Year There ae clothes, bas, hoes everthing you Gan ticet Tere) a la of food ef course ‘egetabes, mea, ut eh, cakes enc bread. And the great thing is, you can try everything! Eu Le on the beach all afternoon! Listen to the sound of the sea and dream. Or enter our sandcastle competition tend make a big castle with your friends! Later we'll sit round the campfire and talk about our day. patria 4Join us on an exciting boat trip on the sea. During the two-hour stop on a small sland, you can go swimming, diving or water-sking with our trained instructors. Perhaps welll see some turtles or dolphins somewhere Con the tip. Good swimmers only. ‘A fiveckilometre group walk along the beach. We'l tell you about the history ofthe area. Learn how important the sea was for local people in the past when most people worked on fishing boats. Wear comfortable shoes and suitable clothes. (Su Re ey ‘On this course we cook very easy dishes with fresh local foods. Are you a beginner in the kitchen? Can't fy an egg or chop an onion? Can't even remember the last time you used a saucepan or a chopping board ‘and knife? Then this course is for you! Da enn ‘A reat way to have a fun day but also do something for our world. Trees clean our air but every year we cut ‘down 3-6 bilion to build houses and roads, to use the. land for fields or to use the wood to make furiture. Help us plant new ones. o you enjoy quizzes? Do you went to win super prizes for example, a big bottle of cola, @ box of chocolates (ajar of sweets? Play games in our new indoor Centre with space for 200 people. A fun aftemoon for everybody! @ se headings to find specific information ‘See page 44 Reading: ____/10 find specific information ae See page 34PROGRESS CHECK LISTEN 2 ©EED You will hear a restaurant owner talking to some guests at a restaurant. Listen and write the missing information. @ listen and compete nates Read the information carefully before you listen, 1 Decide what sort of information is missing. 1 Listen for the words before ‘the missing informatic = Write the exact words that you hear, © Boke notes See page 36 | ESBESAIIIE Important to know where food comes from Aa Bad for the (2) to transport food along way__| | @®) recognise facts and opinions see page 40 Pancakes with vegetables and cream sauce with (3) (or rice) ‘Omelette with onions, tomatoes and spices with a bowl of salad and bread (if you're (4) anything, they can make something different) ‘Apple juice trom restaurant's own apples Milkshakes ee Cc 3 Write a story (80-100 words) with the following first sentence: Iwas eating dinner with my parents when something strange @ wite a story happened. = Read the task carefully. Writing: 10 = Think of the main events in your story and make notes. = Use the past simple and past continuous to tell your story. = Use time expressions to order the events in your story. Progress check score 730 = Check the number of words. @ sse time expressions ‘Download extra speaking activities from www.macmillanbeyond.com See page 40Different people Talk about somebody's personality Work in pairs. Match the speech bubbles to the correct personality adjectives in the box. You have three minutes. calm cheerful friendly funny polite rude serious shy Yes, please... thank you. [2 polite. Everything is OK. 3) Hello! How are you? Im —(g Jacob. Hal Hal Do you know the Joke about ... ? 5) What a cool day! feel great! | don't like big parties or speaking in front of the class. Z I want pizza NOW! z You know, homework is very important. (IED Look at the photos. Listen to the questions and say the correct names. (@EED Listen and write the correct adjective from Exercise 1 for each description. 1 kind What are they like? Complete the sentences with the correct adjectives from Exercise 2. 1 Maria Is very confident. She always believes in herself. 2 I try tobe when I go to the dentist but 'm always scared! 3. Amin is really He shares everything 4. I don't like playing tennis with Josh because he’s so He hates losing, 5 Wanda is very She wants to be a top model and study to be a doctor. 6 I'mvery | ory at good and bad news! Write a short description of your personality. Use adjectives from Exercises 1 and 2. Give reasons if you can. T think I'm patient because I don't get angry when I wait. I'm usually cheerful but not in the morning. I hate getting up early!Mewar (cn) (HED © Listen to the audio but don’t watch the video of five of the people in the photos. Decide who they ar Work in pai Then watch the video and check. Start like this: My name's ... I'm... years ald, Im .. How old are you? What is your family ike? Workbook, page 56 What are you like? What do you like or not like? Choose one person in the photos. YOU are that person. invent a profile for yourself. Take it in turns to talk about your profile. @ Get it right What are you lke? is ‘a question about your personality. What do you like? is a question about your interests. Do the Words & Beyond exercise on page 134.READING Doodles and me SS mua nos SPEAK AND READ 1 @ Look at the doodles on this page. ‘That's good/pretty/funnyl = Take a piece of paper and draw your own doodle. It means you're creative/shy ... = Show your dovule tu @ parler. Ask what your partner thinks It oe What is it? | * Do you agree? Why2/Why not? 2 a Read the tips in the (LIED box. | ie estat b HED Read the text and complete the sentence. Tae anee The aim of the text is to ~ photos/diagrams/numbers ... ? Is A give practical information (eg train times or opening times). joy tapor entnive B_ explain how something works or what something means. os : : © tell people an opinion about something. Read the tle and the needings. ae Read the first lines of each part of "S$ ieee what do £, dood, es say about you? We doodle when we're bored with doing something or when we're waiting. Doodles can be shapes and patterns or objects. Some people believe your doodles (Ike handwriting or reams) say something about your personality and feelings. So what do your doodles mean? Find out herel ee ww Size and colour * Big doodles show you're confident. Small doodles show you're sty or want a quiet ite * Dark colours mean you're serious but bright colours mean you're feeling cheerful Shapes and patterns * Tiiangles and squares or boxes mean you're organised and good at planning, Emotional people often draw cles and round shapes, while competitive people dravv chess boards and other ‘game! shapes Stars and arrows mean you're ambitious and you work hard, * ITyou draw te same pattem a lot of times, you're patient and good at concentrating, Objects + Aice face shows you're a cheerful and open person. But an ugly face means : you're scared of trusting people. A funny face means you lke attention + Kind, trendly people often draw flowers. Hearts mean you're in love = or want to be inlove! And houses mean you want to be safe ‘+ Alltypos of transport mean you want to travel or get away from a problem. —_ | ao Butterflies and birds show you like being free and aren't interested in doing difficult tasks, ‘+ Finally f you ofton doodle your namo, it howe you think about yourself a lot But the name of somebody else means you're thinking of that person 3 Which tips in the box did you use for help with Exercise 2b? Tick (/) them. 4 Read the text again and write the correct meaning(s). 4 small doodies You're shy or wand a quiet life. 5 an ugly face 2 dark colours 6 flowers 3 circles 7 butterflies 4 arrows 8 your name REACT 3 5 Work in pairs. What do you think? Tell your partner. 1 Do you agree with the explanation for your doodle from Exercise 1? 2 Do doodles and handwriting really say something about people? Why?/Why not? > Workbook, page 57 =IMAR Adjectives with prepositions + -ing form >>> Express your feelings about doing things READ AND LISTEN >>> Grammar in | context ‘1 @HED Read and listen to the conversation. What is Diego good at? What was he scared of? Why? Reporter: How did you become interested in making your own comics? Well, I'm not bad at telling stories and Iwas always good at drawing and good at art. But | was bored with drawing i plants aand things in art class at ‘school. And | was tired of reading bad ‘comics! Your parents must be proud of you. Well, | was really scared of showing them my first comic. | was worried about hearing their opinion. But they loved it! Now I have a website. I'm really excited about showing other people my work, Diego: ‘STUDY 2 Complete the table. Use Exercise 1 to help Preposition = Complete the examples from Exercise 1. pee ee eu Form: ‘=qjective + preposition + noun nas always good at “ecective + preposition + verb + -ing ‘pass always good at “See ceuwmuan oxanase, page 124, PRACTISE 4 Complete Rachel's sentences. Use the correct prepositions from Exercise 2 and the -ing form of the verbs. V'm really excited (1) about doing (do)a digital art course in the summet wa always. interested (2) notos, was a bit worried 8) (use) it -it looked hardi But now I'm really ood (4) (create) things with it. Inever got bored @ (change) photos ‘on my computer, and I'm not scared ©) (try) new things. Now write sentences for these students. Use the phrases in Exercise 2 and the -ing form of the verbs in the box. cook dance paint run 1 BB tie goed at / nat bad at painting * eo He mo : we ‘ He F SPEAK 6 Work in pairs. Think about your answers to these questions. Then ask and answer. What are you good (or nt bad) at doing? What are you bau (or not so good) at doing? What are you interested in doing? What are you tired of doing? What are you scared of doing? What are you excited about doing in the future? Write the answers to the question: Exercise 6, sing ski 2 € a - © ° OaseNnE 87SPEAK AND LISTEN 1 @ Work in pairs. Answer the questions. 1 Where are your parents from? 3 What language(s) do 2 Where were you born? you speak? twas bom in. “I speak ... (and ...) 2 IED Listen to some students at an international school in Sweden. Match the students to the countries of their parents and the languages the students speak. ae Brazil recognise when speakers need time to think Listen for words and sounds with no real meaning: um, er, ah, well, you know, like. Listen carefully to the information after these ‘sounds and words. 3 a Read the tips in the (LUE) box. b @2KD Listen again and choose the correct answer. 1. English is Joshua's easiest 2 When she leaves school, Amelie... 3 Danb feels he belongs in language because ... Ais going to go to college. ‘Sweden because AA he speaks itt school. Bis goingto travel A he speaks the language. he speaks it at home, © doesn't Know what she wants —_-B his fami ves there © the grammar is easy. todo. © he was bor there 4 Which tips in the (ITED box did you use for help with Exercise 3b? Tick (7) them. REACT 5 Work in pairs. Order the things in the list from 4-5 (1 = most important). Then compare with your partner. What makes you belong to a place? where you were born where you speak the language where your family is where your friends are where you like the weather, food, people, etc = ‘WORK WITH WORDS 6 (HED Work in pairs. Make a table. Write the nationality and language for each country in the box. Listen and check. In which four countries is the language not the same as the nationality? Country | Nationality | Language Brazil | Brazilian USA Vietnam 7 SD GULLS Listen to the words In your table In Exercise 6. Underline the stress. Where does the stress change? Listen and repeat. 8 Work in pairs. Student A looks at page 141. Student B looks at page 142. Ask and answer the quiz questions. Who can answer Do the Words & Beyond ‘the most? exercise on page 134. YY)» Workbook, pages 60-61READ AND LISTEN >>> Grammar in context 2 @EED Femanda lives in the USA but her parents come from Mexico. Read and listen to the interview. Where does she think she will live in the future? Why? Interviewer: What are you going to do when you leave school? (1) {'m definitely gong to do something with musie. (2) | might be a singer. Or | may be a “music teacher. (3) Interviewer: Do you think you'l live in the USA or ‘Mexico in the future? Fernanda: Fernanda: re going to stay in the USA. (7) : So Il probably stay here too. eS = STUDY 2 2 Look at the interview again. Write hope, plan or prediction for each sentence (1-8). b Choose the correct option Hopes, plans and prediction Use: Use will / going to for plans. Use will / going to, may and might for predictions. Use hope + will for hopes. Form: | 22 ('m/youre, etc) + going to + vero will/won't + verb (short form = I'l, you'l, etc) S Underline definitely, probably, may and might in Exercise 4. Then choose the correct options. Peed efinitely = i's 100% / 75% sure probably = its 100% / 75% sure may/might = its 100% / 50% sure Word ore: I provavyy... {probably won't... ‘See cranman oxrasase, page 124. )))) Moro00k, page 62 PRACTISE 4a Read Alex’s sentences about his future. Choose the correct options. 4. This evening | want to do my homework. (not going to wateD/ won't watch TV. 2 At the weekend I'm doing the rest of my homework. | may finish / 'm going to finish my project for Monday. 3 When | leave school, | hope | l get / might get a good job and a nice flat. 4 may live / live in a different country. But | really don’t know. 5 I think hard work is important. | 11 definitely work / may work a lot. 6 I plan to have a long life. | won't be / 1 probably be alive when I'm a hundred! b Read Alex's sentences again. What adjective describes his personality? Put the words in order to make questions. Then write your answers. you oingto do / ts eerng/ se / 2 ; . wet yx gig td tis ei 2 are / What / at the weekend / you / going to do / ? 3. youll do / What / when you leave school / do you hope / ? gay? 17 inthe future / Where / you / might / 5 you / What other things / probebly do/ will /? won't probably do / you / What / SPEAK © Work in pairs. = Choose a ‘personality’ from the box. (Don’t tell your partner!) = Ask and answer the questions in Exercise 5. Your answers should match your personality = Guess your partner's personality. brave cheerful ‘clever creative ‘emotional kind lazy shy sportybas Pet ul o x READ 4 Read Peng's list above. Which do you think is his most important skill? Tell the class. 2 Look at the list again. Write the letters next to the skills. Some skills can have more than one letter. Skill important for ... = school and learning. (S) = being a friend and getting on with people. (P) = getting a future job. (J) = helping your family / home skills. (F) = felaxing / looking after your health. (R) = using technology. (1) Do 3 Make a list of things you're good at. Write as many things as possible. 4 Work in pairs. Swap lists. Read your partner's list and put their skills in the categories in Exercise 2. Is your partner stronger in one category? Tell him/her. 5 Add at least three more things to his/her list. Swap back. Do you both agree? REFLECT 6 Discuss the questions with your class. Do you agree with the CEI? ECT EFLE 2. How or when do you use your skills? POINT 3 How often do you tell other people they're good at something? Think about all the things you're good at — not the things EXTEND you're bad at. 7 Work in a group. Plan a group ‘Real Talent Show’. ere! Tell other people when they're ‘= Write one thing each person in your group can do. (It can p be something amazing, an everyday skill or something silly.) ee = Present your programme for the show to the class. = = Which act would you most like to see? >) Workbook, page 654 @ Work in pairs. Look at the photos and answer the questions. a]? 4 What are the people in the photos doing? 2 What problem do you think they have? He’s/She's listening / looking ties WATCH OR LISTEN Maybe 2 @IED Watch or listen to the scenes. What problems do Matt and Lin have? What's wrong? | downloaded this great song but the lyrics are in Spanish. You know | don't speak Spanish. But | understand Spanish. (1) ___to the song and translate? That would be great, thanks. You're so clever! No problem. HEE What's wrong? I'm trying to learn these lines for the school play. | can’t remember them. i: Don't worry, (2) you. (3) ‘the fines with you. (4) over to your house later. Lin: Thanks! That's really generous of you. S CASED How are Lucia and Ali going to help? Complete the conversations with the expressions In the box. Then watch or listen again and check. Ican practise I'llcome I'lllhelp Shall | listen” = Cee Offer help / Make a spontaneous ACT decision & @ Read the situations below. Work in pairs. One person explains — Shall | listen/do ... ? their problem. The other offers their help. Use the conversations | help you / explain —0 | can practise/transiate ... * you can't do your physics homework eee = you aren't very good at computer games and don't understand a game Thanks, = you can't find a room at schoo! That would be great, thanks. = you're worried about wearing the wrong thing for a party Workbook, page 63WRITING A letter to myself in the future SPEAK AND READ 1 Tell the class your thoughts about the future. Choose A, B or C, or complete D. A I never think about the future. | have a great life now. no B | think about the future a lot. | have lots of exciting plans! Use /heae een OT a: © I worry about the future a lot. explain wy). Del Adele has lots of friends because 2 a Read the tips in the box. she's kind and generous. b Read Adele's letter to herself in the future. Answer the mee bese area questions. Perea es) 1 What does she hope is the same or different in three years? ‘Adele is kind and generous, so she 2 Whial dues she hope she'll do in the future after that? ‘has lots of friends. What will be the result? NOTE: Use @ comma before so. a iN} ¢ +6 Dear Me in the future, % Now you're three years alder. 'm sure that you're stil F best frionds with Emmi, And 'm sure that you're stl P ood at ice skating, basketball and texting. Is your favourite thing stil having fun with friends? "422 i | hope ou deri eat so much hale becouse tas | ctgottoryau Ane opeyosrebaters'mats BLN beens you wars oe att , r i joing to write a ‘Dear Me in the future’ | tmgcingotl yu hopes forthe fur: ltape 4 YO you'll pass your exams, so you'll get @ good job. And | i Make notes; Use the Writing plan to Pepe yoo se excita tgs in yor Fete, | POR soles intl Hove erst tra WRITING PLAN Lots of love, Dear Me in the future, Me 1 Paragraph 1 — What things you think are xOx. the same (three years in the future). = Who ate you friends? What are you good at? What is your favourite thing? 2 Paragraph 2 — What you hope is different. (i) What do you do or not do? Why? (use because) a @ Get it rignt 3. Paragraph 3 ~ What you hope you'll do in the future (three years +). a pai Se ie ee Deer are at What hopes do you have? What do you hope an will be the result? (use so) PRACTISE WRITE AND CHECK 5 Write your letter. Then check it. Tick (7) the things in the plan. 3 Complete the sentences with because or so. 1. hope to go to Italy on holiday because | love pasta 2 I'm going to train hard | want to be in the team. SHARE 3 I'm going to go to bed earlier I'm not inept 6 Swap your letter with other students in the 4 I'd like to learn Japanese I can read class and read their letters. Do you have Japanese comics, similar hopes and plans? 5 I'm going to study hard | want to get good marks. YY) Workvook, pages 64-65The Student Space: the place to meet interesting students from all over the world! Personality adjectives Complete the personality adjectives. tm very (1) and I ike to win. Vm also very (2) a and want to be successful mvery (3) 0 too-'m never scared, mvvery (4}¢ | know I'm good! 'm very (5}¢ and good at maths and puzzles. Tim very (6) p and can wait for things. I'm very (7) 9 and share (neariy) everything, tim very (8) ¢ and have lots of ideas. 'm very (9) and help people. } rm very (10) € and ory alot. 2/10 Adjectives with prepositions +-ing form Choose the correct options and write the -ing form of the verbs. Find people like you. SVEN 4. I'm seared of / ) 2 mgood in / ail ) 3. I'm worried with / I ( ) 4 I'm bored with / ( ) 5 I'm excited of / ) 6 [I'm interested Countries, nationalities and languages Write the correct nationalities or languages. er the world. Make friends from all c Fleur: My parents are from France and Egypt, and we lve in tly I speak (1) and (3) fm rom Mexico but we lived in China and Vietnam when | was small. | speak 4) 118) and 6 | was born in Japan but my parents are from Russia and Polend. I speak (7), and (9) We live in Spain but my dad is from Brazil and my mum is from Sweden. | speak (10) (m) (2) Marco: Kinga: (8) ‘Sven: and (12) Hopes, plans and predictions Complete the interview with going to, 'll, won't or might. Talk about your dreams for the future. KINGA I plan to enjoy my life I'm (4) have fun. I'm not (2) worry about things. | think | (3) have a creative job. | (4) be a painter ... or a writer ... or a dancer ... (I don’t really know). I plan to travel. I'm (5) see the world 16) probably live in diferent places. | probably (7) hhave much money. | just hope | (8) be happy! /16 Your score: _ /50 | can identify the aim of a text. Yes, | can. No problem! Yes, | can. But | need a bit of help. Yes, | can. But | need a lot of help. I can recognise when speakers need time to think. | can recognise what I'm good at. |/can offer help and express spontaneous decisions. | can use because and so when | write. an an.64 faa IN THE PICTURE Create an avatar Talk about the human body WORK WITH WORDS 119 In pairs, write the names of the body parts (A-L) in the pictures. You have one minute. 2 GIG Listen to the clues and match the words to the body parts M-X in the pictures. ankle M brain chest __ finger _ heart knee neck shoulder ‘stomach throat ‘thumb toe @EED Listen and check your answers. Then listen and repeat. order, from the highest to 4 Write the body parts in Exercise the lowest when you're standing up. brain, .. © Watch the video. Write the order in which the machine adds the avatar's body parts. What does the avatar do when it's complete? r i 6 Do the quiz. Then compare your answers with a partner, How much do you know about Bod the human body? Answer the Parts questions. I's the most complex object in ‘the universe. What's it called? 2 Itmakes sure air and food goes to the correct place, What i i? 3. Two parts of our body get bigger and bigger, but we don’t cut them. What are they? 4 Three bones connect here, including our biggest bone. What is it? 5 This part of our body can destroy metal. Which part?It's got (a) big/small/long/short/round/square Draw an avatar but don’t let other students It's got ... next to/above/under/around its see it. Use the avatars below for ideas. It looks like a Futuristic Manga Monster © Work in pairs. Describe your avatar to your partner. Can he/she draw it? Do the Words & Beyond exercise on page 135. ‘Workbook, page 68 6sREADING Train your brain SPEAK AND READ 1 © Work in pairs. Talk about the activities below. Do you like Tove eee pleting dokag them EW ay? Any set? Ivs/They/te really relaxing/boring/ a on crosswords Sudoku playing chess brain training games read quickly 2 a Read the tips in the (IED box. ~ Read groups of words, not individual words. » GUD Quickly read the website homepage, but don’t do : 2 the puzzles. Use a timer to see how fast you can read It. ae sentence. Move your finger down the page. Read at this speed. ed Welcome to The Brain Puzzler, the best site on the internet for free brain puzzles! We have over 10,000 puzzles to train your brain and keep it working quickly. DT ROL bere We all know the importance of eating a balanced Ri Ree nies diet. If we eat well, our whole body works better and we feel better. We all know how important itis to exercise regularly too. To have a healthy heart we should exercise for 30 minutes at least three times a week. But did you know that our brain needs exercise tan? We get a lat af our intelligence from our parents, but between 20 and 50% of our intelligence comes from how we use our brains. So if we regularly use our brains to do puzzles, we actually become more intelligent! Q In English, four days start with the letter‘. What days are they? But that's not all. Puzzles are also fun! Q If5-2 = 3, how can FIVE minus two be 4? 3. Which tips in the (IIE) box did you use for help with Exercise 2b? Tick (V) them. 4 Gan you remember the answers to these questions? Read the website again to check. How much does it cost to use the website? How many puzzles are there on the website? Why is it good to eat a balanced diet? ‘To have a healthy heart, how often do we need to exercise? What happens if we do puzzles? What other reason does the website give for doing puzzles? | 5 Do the puzzles. Compare your answers with a partner, then check them on page 141. arene REACT 6 Work in pairs. What do you think? Tell your partner. 1 Which puzzles were easy? Which were difficult? Why? GO BEYOND 2 Do you think doing puzzles can make you more intelligent? Make a list of ether activities that are good CO for your brain. Which ones do you do? )) Wexkbook, page 69GR (MAR Zero conditional, should ei ee hace ea ken READ >>> Grammar in context 4. Answer the quiz questions. 5 a Choose the ect options. Then compare your answers with a partner. reereeressecreeree reer rer cra, SIS es General Knowledge Quit: Health © you break your arm, it normaly takes about. to get better. A 6-8 weeks 8 6-8 months © Ir you don't want a cold, what should you do? A eat oranges 8 wash your hands often STUDY 2 Complete the explanations. Use Exercise 1 to help you. pe Use: To describe situations that are always true. Form: if + V/you, etc + present simple ... (= the action) If you break your arm, Yyou,etc+ ___(= the result) It takes six weeks to get better. 2 Complete the explanations. Use Exercise 1 to help you. Use: To say that something is or isn’t a good idea. | Form: Positive and negative V/you/she, etc + should/shouldn't + verb Questions + V/you/ne, ete + verb See cramuan one, page 125, PRACTISE 4 Complete the quiz questions with the correct form of the verbs. Then choose the correct answer. Cores General Knowledge Quiz 2: Scence © Most things get... fyou (1) heat (neat) them, 18 bigger ® smaller © ‘you heat water at the top of Mount Everest, it (2) (boil) at 100% B70 Owes) (not need) to wear sun cream ifit (4) (be) cloudy. A Tue B False @ tyous) (leave) a fridge door open, (6) (it / make) the room colder? A Yes BNo )) Workbook, pages 70-74 General Knowledge Quiz 3: Dangerous situations © tryoure ina storm, you should / houldn®) stand under @ vou should / ‘shouldn't use the ie there's fe in building © ityou'e on holiday in Europe and you need the police, you should / shouldn't phone 112, © vou should / shouldn't go swimming if you See a red fag at the beach, © thyeu burn your hand on something very hot, you should / shouldn't put ice ont. b Check your answers with your teacher. Write and ask questions. If you're in a storm, should you stand wider a tree? WRITE AND SPEAK 6 @ Work in pairs. Prepare an extra question for Quiz 4, Quiz 2 and Quiz 3. > Swap your questions with another pair and answer their questions. 67VOCABULARY AND LISTENING Stretch! Po Ae CUS oc UM UROL WORK WITH WORDS 1 Work in pairs. Answer the questions. 1 How often do you do exercise? 2 What exercise do you do? Where do you do it? 2 Match the exercise verbs in the box to the pictures. “hold look down __ look up_point pull —_sitdown standup _ stretch — touch turn 3 @2MD Listen and check your answers. Then listen and repeat. LISTEN 4 a Read the tips in the (1B) box. > @ZUD Listen to the podcast and do the exercises. Me et Soret Toy ST mec tay nderstand spoken instructions Listen for imperatives (listen, don't talk). They ive instructions. Listen for sequencers (first, next, then, now). They tell you when a new instruction starts. Listen for advorbs (slowiy, carctully). They toll 5 Which tips in the (IED) box did you use for you how to do something. holp with Exercise 4b? Tick (7) them. 6 @2WD Listen again and fill in the missing information. oP leas Ci) The benefits: You'll feel better and(1) study _ better I feel OK, but my -. hurts age ts oleeiecees ‘oateaiggliat . | don’t think its 2 good idea. We Exercise 1 You're (3) when you start this ee exercise, Exercise 2: This exercise relaxes your (4) ———— Exercise 4: This exercise stretches your 6) i 7 Work in pairs. Invent a short exercise routine with a maximum of three different exercises. Use the verbs in Exercise 2 and the parts of the body on page 64. REACT 8 @ Work in pairs. What do you think? Tell your partner. | 1 Do you feel better after doing the exercises? Why?/Why not? | 2 Do you think i's a good idea to exercise in class? Why?/Why not? exercise fares ie csees 72-73GRAMMAR First conditional Po Me ue eee eee ac READ >>> Grammar in context 1. Read the conversation. What do Rosa and Aiden decide to do? Rosa: Look at this. There's a fun run in the town, next month. It says that if you finish the run, b they'll give £20 to charity. ‘Aiden: I'm really unfit. What will happen if | don't finish? Rosa: It's only 5km. If it's too far, just walk. ‘Aiden: OK. 1'l do it if you do. Rosa: Great. Who knows, we might win if we train! | sTupy 2 Complete the explanations with examples from Exercise 1. First conditional 6 : To talk about possible situations in the future a and their results. Form: 3 If + //you, ete + present simple ... (= the action) ig the run, V/you, etc + will/won't + verb (= the result) - £20 to charity, Note: You can also use may/might (50% sure) and will probably (75% sure) in the result. % See cnavan oxtanase, page 125, 5 PRACTISE 3 Choose the correct options. Put the words ep Listen to the sentences. The underlined words are stressed. I you finish the run, they'll give money to charity. If you don't train, your legs will hurt the next day. Look again at the sentences. Which group of words do we stress? 1. Pronouns, articles, prepositions and verbs like will, can, might. 2. Nouns, adjectives, verbs and negative verbs like don't, can't AED Listen and repeat the sentences, paying attention to stress. Complete the opinions about the future with the correct form of the verbs. 4 ‘you eat __a balanced diet. you (not live) longer” 2 You (co) better at schoo! if you (exercise) regulary 3 “Your brain (work) faster if you (co) lots of puzzles. 4 lifyou (not go) to university, you (not get) a good job. Do you think the opinions are true? If not, change them. Use will probably, might or probably won't. te eat a balanced diet, you might live longer. rder to make questions. this weekend / will / rains / you / What / if / do/ it/? What will you do if it rains this weekend? which website / go online / If / this evening, / you / visit first / you / will / ? will / What / your English teacher / don't / your homework / do / you / do / if / ? you / If/ to the cinema this weekend, / you / will / see / go / what film / 2 if / all your next exams / your mum or dad / What / pass / will / say / you /? 1 ityouGén3Y won't wear running shoes, youll hurt SPEAK. your feet. 2. The charity will make money if your friends 7 @ Work in pairs. Answer the questions in do / will do the run. Exercise 6. 3. You hurt / might hurt yourself if you don't / won't stretch before the race. oi 4 fits /it will be a hot day, you / you'll need to drink lots of water. w/t probably / | might ... I'm not sure, but he/she/they won't ... I really don’t know. )) Workoook, page 74a. © READ AND LISTEN 41 Look at the photo of a student giving a talk and read the start epi ht. Shall | start now? Right, of the talk. Do you think the talk went well? Why2/Why not? £m. Where shall start... er. Yes, well, you all know my hobby. Well, 9st OF you 2 @2D Listen to Ruben’s talk. What's it about? 3 @ Work in pairs. Answer the questions about the talk. 1. In general, do you think it was @ good talk? Why2/Why not? 2 What could Ruben do to make his talk better? Think of two or three suggestions. DO 4 Work in pairs. Look at the tips for giving a talk. Give each mark 1-5, where 5 = very important and 4 = not important. . Make eye contact with the audience. Boe Ei eee Don't read the talk. Use notes, or cards with a few words on. | think i's more important to... Introduce the talk. Say what you're going to talk about. than to ‘Speak slowly and clearly, Introduce all the sections in the talk 7 Practise your talk. Give it to friends or family members. | thinset calk/ audience/topic. If REFLECT 5 Discuss the questions with your class. Do you agree with the ye 4 Which tips did you give 5 marks to? Why are those tips important? ) 2 How do you think the other students felt during Ruben’ talk? Why? 3 When was the last time you gave a talk in class? Did it go well? Why?/Why not? Do you think you should ... ? atalk, © prepare well y and to look at EXTEND © Prepare a one-minute talk about one of your hobbies or interests. Use the tips in Exercise 4 to help you. 7 Work in groups. Practise your talks. Give other students ‘suggestions for making their talk better,SPEAKING At the doctor's PO Oe UMUC RC eR aeokS SPEAK 4 Match the expressions to the photos. atemperature __asorethroat cough __arunnynose aheadache ‘a stomach ache 2 @BUD Listen and check your answers. Then fisten and repeat. 3 Work in pairs. Answer the questions. 1. When was the last time you were ill? 2. Did you visit a doctor or a nurse? What did he or she say? WATCH OR LISTEN 4 GIPHID Ben visits a doctor. Watch or the scene. What are his symptoms? sten to the first part of 5 C{EEDD Watch or listen to the rest of the scene. What has Ben got? What does he need to do? : I'm afraid you've got the flu. The flu? So what should | do? Well, you shouldn't go to school. You should rest a lot. Should | take some medicine? z I'm not sure that will help, but perhaps you could take an aspirin for your headache. I've got a basketball match on Friday. think you should probably stay at home. But I'm the captain! Doctor: You won't be better on Friday, so maybe it'l be best for your team if you don't play. 6 a Read the tips in the box. b Underline examples of being sensi e in the conversation. 7 GED Listen and repeat the sentences from the conversation. ACT 8 @ Work in pairs. Prepare a conversation at the doctor's. Include ‘expressions from Excroise 4 and ways of expressing advice in a sensitive way. 9 Practise and memorise your conversation. Then present it to other students. )))» Workbook, page 75 be sensitive = Use I'm afraid for bad news. = Use Perhaps, Maybe and | think . probably for difficult advice. Lx} Say what's wrong, I've got a cough/temperature/ runny nose, I've got a headache/a stomach ache/backache. My head/stomach/back hurts. I've got a sore throat. Ask for and give advice Should | go/see ... ? What should | do/take? Perhaps/Maybe you should Shouldn't you go/play ... ? | think you should probably stay/ take .. 1WRITING What's your advice? >>> Give examples READ AND SI YOU.ME.U Real problems. Good advice. orm. ervey \ recently moved to a new town. At fst | missed lots of things lke my friends and my old room. I've got lots of new friends now, but school isn’t going well. One git | in my class does really horrible things like teling lies about me. And she's horrible I during lessons too. For example, if| talk in class, she laughs. What should | do? | Paula I think you should speak to your teacher. The school can do a lot of things, such as | talking to her, or contacting her parents. James | Perhaps you should talk to her. if you talk to her when she's not with her friends, maybe | she'll tell you why she’s being so horrible, Lidia ] 2 a Read the tips in the (IE) box. ive examples i |= Use like and such as before a noun (friends) or ing form (telling lies). = Use For example, at the start of a sentence. b Underline examples in the forum messages. PRACTISE 3. Write ONE word in each gap to complete another message at the forum. My problem is schoolwork. I just can’t do It all. For (a) ; I've got three exams next week, but I've also got lots of homework for difficult subjects (2) maths and physics. And I've got other things to do too, such (3) preparing to give a talk in class. | don’t stop studying till ten at night and then | can't sleep. What should Ido? Stefan 4 Work in pairs. Decide on the best advice for Stefan. PLAN 5 You're going to write a real or invented problem to post on the forum in Exercise 1. Use the Writing plan to help you prepare. WRITING PLAN 1. Think of a problem to post on the forum. Is there a problem you want advice for? If not, choose one of these problems: "My parents don’t understand me, “I need more pocket money!” ‘I feel really tired all day” “1 can't stop worrying about things.” 2 Describe the problem. Use the zero and first conditionals to talk about the results of different actions. 3 Include examples. Look at the tips in the How to box. 4. Ask for advice. Use a question with should. WRITE AND CHECK 6 Write your post about a problem. Then check It. Tick (V) the things in the plan. SHARE 7 Swap your problem with other students. Read other problems and reply to them with your advice. Who gives the best advice for your problem? Dp imbaook. pases 76-77SKILLS CHI VOCABULARY Parts of the body 4 Complete the parts of the body. The Whole Body Workout will benefit every part of. your body, from your (1) ne ___, (2) th (3) sh _-8,(4)ch___, (5)he (6) st in the top half of your body, to the met ‘Sand (8) th___ son your hands and t son your feet. Strong, flexible (20) k___s and (11) an____s will help you walk faster, and the exercises will help ro your (12)b____ to think faster too. —= GRAMMAR Zero conditional, should 3 Complete the advice with the zero conditional and should form of the verbs. Work out — but take it easy! We all know that we (1) regularly. If you (2) (four times a week, your body (3) (have) more energy. But you (4) (not start) your workout without warming up first. If you © (do) some stretching and light exercises first, it (6) (prepare) your body for action. And listen to your body when you're exercising. It (7) (be) time to stop if an exercise (8) (not feel) comfortable. (exercise) (exercise) three —/16 Exercise verbs 2 Complete the instructions with the verbs in the box. hold look look point pull sit stand stretch touch turn “OK, you're sitting on the sofa watching TV, The ads come on. Put on your OVD and move your body! First, (1) up. Now you're (on your feet, (2) up. Can you see the ceiling? With your arms above your head, @ your fingers at the ceiling. Next, siow!y (4) your chest to the right. Then to the left. Now (5) down. Can you see your toes? You're going to 6) your toes next. Slowly move your chest forward. This will (7) your back and the muscles in the back of your legs. Are you there? If you can, (8) your toes between your thumb and your fingers. Now 9) your head down towards your toes. That's it! You can (10) down again now and have a rest!” — 7/10 First conditional Choose the correct options. Sign up now! (1) You / You'll get 50 more fantastic ‘exercises if (2) you / you'll buy ‘The Whole Body Workout 2°. And if (3) you / you'll sign Up for our internet service, (4) you / have your own personal trainer. For just £5 4 month, you'll be able to ask for all the help you need. And if (5) yo / n be completely happy after 30 days, (6) we / welll return your money. 273 Your score: /50 |-can read quickly. ¥¢¢ Yes, | can. No problem! ¥/ Yes, | can. But | need a bit of help. ¥ Yes, I can. But I need a lot of help. |'can understand spoken instructions. | can communicate my message when | give a talk. Iican ask for and understand advice at the doctor's. | can give examples when | write. D)) Workbook, pages 78-79 734. Read the text and choose the correct word A, B, C or D for each space. multiple-choice '= Quickly read the text. What's it about? What's its aim? = Read it again. Think what the word for each gap might be. = Look at the choices. Is your word there? s If not, look at the other choices. Which word fits best? @ s120 auicky See page 66 7) ify the aim of a text See page 56 ‘There was good news this week Walking isn't so hard on the for ‘couch potatoes’ like me who sit (1) = people (6) 80 walkers get fewer knee problems. It's good soon after they get up, and news (7) even couch I running. After all, exercise is ‘good for the heart. It sends more @) probably go every day. oxygen to the (3) I'm really bad (4) sport. But a new study shows that down slowly and (10) | walking (5) and helps us think. The problem is, However, you need to walk | | spend all day sitting. I know potatoes can make time to walk | | | quickly (8) you want the full health benefits, So you should (9) ‘your legs and back first to prepare your body for action, Try bending | be better your toes a few times before you for your heart than running. start | a Aup Aam Abrain Ain Alt A stomach A because Aso Astand A looking B down B will B neck Bon B might B shoulder B than Bor B hold B touching round Das C won't D should C throat Dchest C for Dat probably to body D thumbs Cso Dwhy cir D while Cstretch point Ctuming —D stretching Reading:PROGRESS CHECK LISTEN 2 (@EED You will hear a school careers advisor talking to a class. Tick (/) the correct box for each question. 1 The students need to decide ... / ‘A what job they want to do. B what new subjects to study next year. whether to study maths and science next year. 2 Maggie advises the students to ... ‘A think about what they're good and bad at. B study a new language. C only study drama if they're confident. 2 To help thom make the right decision, students .. ‘Acan ask Maggie questions. B can invite other people to their class. I C will hear other teachers talking about their subjects, answer multiple-choice questions = Read the rubric, What are you going to hear? = Read the questions and choices. Underline important words. = Listen. Decide which choices are not possible. ‘= Listen again. Choose the best of the possible options. @ secvgrse vinen speakers need 4. When they talk to their parents, Maggie says students should ... ee to ne A only talk about serious subjects. eae B tell them what they really want to study. ee Cask their parents to make decisions. @ be sensitve 5 The students have to... See page 71 | A take a form home s0 that their parents can sign it | B read a form and then sign it. C read a form when they get home. Listening: WRITE 3 Complete the second sentence so that it means the same as the first. Use no more than three words. 1 I'ma good language learner. rm good languages. 2. Her plan is to study art next year. She's art next year. 3 It's a good idea to eat lots of fruit. You eat lots of fruit. 4 If you want to win the race, you'll need to train a lot. You'll only win the race if allot. understand spoken instructions “ See page 68 4 Some American students visiting your school want to meet you and your friends this weekend. Write them a message (35-45, words). = Say what plans you have on Saturday. @ use because and so = Mention other possible plans, and how they depend on the weather. pepsi sd + Say wty you can't meet on Sunday. wing 70 Progress check score 130 Dy) Downie ex sparing Bae on wrnmranDyEnAco 78fe AG At work Talk about jobs and workplaces . Write the workplaces for signs 1-6. Then write the job(s) people do there. You have three minutes. Workplace | sobs) 1 hospital | nurse, (ZED Match the workplaces in the box to signs 7-42. Listen and check. Then listen and repeat. gym factory___ garage hairsalon __office__travel agency @EED Work in pairs. Match the jobs to the descriptions. Then listen and check. 4 Anartist... — a. writes letters, organises meetings and makes phone calls. 2 Acleaner... b fixes cars when they're broken. 3. Adriver © cuts people's hair. 4 Anengineer... | d_ writes articles for newspapers, websites and TV. flies planes. fixes people's teeth. Afitness trainer ...|_ @ f Abairdresser .. \.g draws and paints pictures. h i i k 1 A journalist { Apilot ... cleans rooms in buildings. helps people to plan their holidays. helps people to get fit and strong. designs and builds machines, bridges or roads 5 6 ao 8 Amechanic drives people to different places. 9 10 A dentist 41 Asecretary 12 A travel agent ‘Who works at the places in Exercise 2? A fitness trainer works at a gym. Cap Listen to the consonants at the | beginning of the words below. Then listen and repeat. Do you find any difficult? Which ones? bridge, cleaner, driver, flies, place, sports, student, strong, trainer | Work in pairs, Student A thinks of a job. Student B asks questions te =e=s= the job. Student A can only answer yes or no. | Does this person work in an office? No. Does this person cut hair?© Watch the video and guess the job. Which job looks the hardest / the most exciting / the most boring / the most creative? @ Tell your partner about the jobs of people you know, such My neighbour's a... as neighbours and family friends. My aunt works in My brother doesn’t have a job. ’s friend helps old people / Do the Words & Beyond exercises on page 136. Ny federal Nees OL PeCpe/ cooks food at schoo! Workbook, page 80 7READING Dangerous jobs PSSM muh ede SPEAK AND READ 1 Look at the photos. Would you like to do these jobs? Identify the topic of paragraphs wis? ae The topic of a paragraph is usually in the frst sentence. 2 a. Reed the tps In the CITED Pe Read these tie sentences" b @HED Read the TV guide quickly, Choose the correct topic for carefully each paragraph (1-3) for the two jobs. There are two extra Identify important words in the topics. topic sentences. a The dangers of the job d_ What the job is and what Read the rest of each b_ Why they like the job its like paragraph quickly. © What you need for the job fe The working hours: iene ai The world’s most ‘ABOUT THIS PROGRAMME CON crete td JAMES 1 Cleaning windows isn’t an easy job. But for James, it can be a life or death task. Jamesis an extreme wink nd cleans tall fice buldings up to 30 floors high. Not everyone can do ths job. You dont have to be Spiderman but you mustnit be scared of heights, James had to have sf | training and he uses a lot of safety equipment. He looks ikea mauntain climber, nota window cleaner Strong winds or ain can be very dangerous when youte on the outside of a skyscraper James ther and his equipment. He follow him on a typical day. ee et Ce ee oe jobs. Pilots, war journalists, Cer Sete pera put their lives in danger ST Om programme we'llfollow two De us 1 Training wid ever boring. Malee knows that shes a crocodile trainer in a zoo in Thailand, Her job sto wain crocodiles in shows for tourists. Personality is important if you want tobe an animal trainer. You must patient — and very brave Malee didn't have to take any exams fortis She has to know how crocodiles behave. She aso has to know how to react quickly life to entertain tourists, nthe shov inthe mouth of crocodle or lies with her head in its mouth. The cr a 9 and thei teeth are huge. Wil Malee always be lucky Which tips in the ({/Ei) box did you use for help with Prorat tial cea Cancer | think they/re brave because the 4 Work in pairs. animals are very dangerous / they risk | think they're cruel because crocodiles are wild animals / they a Student A reads the information about James again. Student i B reads the information about Malee. Make notes on the correct topics in Exercise 2b for your text. | might hurt | b Tell your partner about James or Malee. ‘Some people like danger / do it | for the money / need a job REACT 1d prefer i} 5 @ Work in pairs. What do you think? Tell your partner. I 4. Do you think animal trainers are brave or cruel? Why? cro | 2. Why do people do dangerous jobs? Put the jobs on page 76 in order from 3. Would you prefer a safe job or a dangerous one? Why? dangerous (1) to not so dangerous (12). )) Werbook page 62>>> Talk about things you need or don’t need to do READ >>> Grammar in context 4. Ella's class is doing a project on jobs. Read her description of her mum's work. What Is It important to do in her job? What do your parents do? Does your mum or your dad have to do anything dangerous at work? My mum is a pilot. For her job she has to fly all over ‘Australia. (Many people in Australia order things by plane, so they don't have to travel thousands of kilometres to the nearest town.) ‘One day, my mum had to land her plane in the sea. Luckily, she was unhurt and she didn’t have to go to hospital. ‘Were you scared?” | ‘asked her. ‘No,’ she said. ‘In a difficult situation, you mustn't get emotional. You must stay cool and do the job.” STUDY 2 Underline the words below in Exercise 1. Then complete the explanations. don't have to didn’t have to. hadto mustn't Cee eee Use: ‘must and have to: something is necessary. : something isn't necessary. + something is forbidden or dangerous. Form: =e Positive and negative have/has to + verb don'/doesn't have to + verbs must/mustn’t + verb Questions and short answers (have to) do/does + /she, etc + have to + verb Yes, 1 do. / No, he doesn't, Have to, must and don't have to in the past Form: Positive and negative The past simple of have to and must is The past simple of don’t have to is Questions: did + /she, ete + have to + verb See aramuan oxrasas, page 126, > Workbook, pages 82-83 — a ‘< PRACTISE 3. Complete Ella's interview with her mum. Use the correct have fo form of the verbs. Ella: (1) Do you have to work (you / work) long hours? Mum: Yes, | work 10-12 hours on some days. But I 2) (not work) every day. Ella: What training (3) (@ pilot / do)? Mum: Well, a pilot (4) (take) fying lessons, of course. Ella: (5) (you / take) an exam before you got the job? Mum: Yes, we (6) (do) lots of exams before we could become pilots Ella: Can | ask one more question or a (you / go) now? Mum: Sorry, 6) | (start) work soon. 4 Complete the sentences with must or mustn't. 1 Doctors must _ have clean hands. 2 Teachers shout at their students, 3 Mechanics know about cars, 4 Drivers drive too fact. 5. Engineers make mistakes. 6 Journalists write true stories. 5 Choose the correct options. I'm a hairdresser. 1 (1) mustn't /@on't have t) start work early Dut | (2) have to / don't have to work long hours. In the salon 1 (3) have to / don’t have to wash and cut people's hai. | (4) must / mustn't be on time and | (5) have to / mustn't be unfriendly or rude. The customers (6) must / don't have to be happy when they leave. 6 Write the questions with have to. 1 anybody in your family / work / long hours? Docs. anybary in your fly have £0 mock long hovers? 2. anybody in your family / work with customers / in his or her job? e 3 you / work / hard at school? 4 you / do a lot of homework? 5 you / do jobs at home? SPEAK 7 Work in pairs. Ask and answer the questions in Exercise 6. =‘SPEAK AND LISTEN 1. Read Paige Rohrick’s online profile. Then answer the question: 1 How old is she? 2 Where does she live? 3. What is her main interest? | 4 What other things does she like? My name is Paige Rohrick. 'm 17 years. fold andl In fom Varicouver, Cena, | love to draw and share my ideas with others. Over the years | have tried a lot of drawing styles and Manga is my favourite style now. My other interests include designing clothes and cooking | recently competed in a competition for dress design in Vancouver. My dress came second! 2 @ESD Now listen to an interview with Paige. Complete the notes with one word or number. Paige's apps Paigee Draw helps people leam how to draw () Manga ChiciDeaw helps people become more () at drawing. PoigeeDraw toys helps pepe to craw (8) PaigeeDraw Had idea when she was (4 top development (3) pars. Heb from father, motrer ard (8 Nomber of downloads Work and study recognise a speaker's message Listen for phrases like My | ‘Schoo Stl in ® stred. advice/tip is ... Career plan ras a place at uwersity / (9) ‘school Listen for imperatives, can/ ek Gea can't and shoul/shoutin Listen for the words the | speaker emphasises, = “a Paige sees her future (a) eareer in art and design. She has her own (b) company and she's good at (¢) business, but she thinks its important to get (¢) qualifications. She plans to do an art (€) course at (f) university. But first she has to finish school and do her (g) exams. Her website PaigeeDraw isn’t ust (h) a part-time job — its (i) fulltime job. This means she's very busy in i| the school (term with study an j WORK WITH WORDS 5 EBD Listen and read the information about 3 a Read the tips in the (U1) box. b @ZMD Listen again. What's Paige's message? Choose A, B or C. ‘A Make your own app It's easy! B Itisn't easy but you can do it! © Think about your future career now! 4 Which tips in the (IED box did you use for help with Exercise 3b? Tick (/) them. Paige. Underline the words in bold about work. Circle the words in bold about study. 6 a @ZSD Listen to the definitions and write the correct | letter from Exercise 5 for each one. cea 3 & 7 9 2 4 6 8 10 b @EED Listen and check your answers. | Cr REACT 7 Work in pairs. Ask and answer the: questions. Explain your answers. 41 Would you like to have your own company? Why2/Wny not? 2 Do you think qualifications are important? Wry2/Wry not? 3. Do you plan to go to university? | Do the Words & Beyond exercise on page 136. DY) Iiitook pros 84-86PACs eee ELUM nS esi Ree Scag READ >>> Grammar in context 1 Read about another teen app designer. Why is it hard to get help to design apps? Many teenagers have designed apps, but Thomas Suarez from California has become one of the worid’s youngest app developers ~ age 12. Thomas has developed two successful apps and he’s started an app club at schoo! too. With his help, other kids have made their own apps. As Thomas. has said, it's hard to get help with this. Many parents have been to sports classes or have played a musical instrument. But most parents haven't written apps. (Have you or your parents done this?) STUDY 2 The verbs in bold in Exercise 4 are in the present perfect tense. Complete the explanations. Use: For actions in the past when we don't know the exact time, Form: | Positive and nogative have/ + past participle hasn't + past participle Questions and short answers have/has + Vhe, eke + past participle Yes, I have. / No, she hasn't. Past participle Regular verbs: verb + developed) Irregular verbs: See mneouan vers, pase 140. (designed, 3 Underline six irregular past participles in Exercise 1. Which verbs are they from? 4 Read sentences (a) and (b). Then choose the correct options. (2) The students have been to the app club. They really enjoyed it. (b) The students have gone to the app club. They're designing a new app. Been to or gone to? they're still at the club. ___= they aren't at the club now. ‘See cramuar onassse, page 126, > NereeaNee PRACTISE 5 Complete the sentences with the past participle forms of the verbs in the box. (Use page 140 for help with irregular verbs.) be decide give plan ‘share speak start tell 1 Thomas Suarez has shared _ his skills with others. 2 Hehas to important conferences, 3 Hehas talks about his app club. 4 He has about using apps in schools. 5 His club has to develop apps for tablets in schools. 6 Teachers and students in schools have ‘Thomas what apps they need. 7 Thomes has lots of projects for the future, 8 He has his own company. 6 Complete the text about a teen businessman with the correct form of the verbs. Farrhad Acidwalla from Mumbai, India, is only 18 but (1) he ‘s achieved _ (achieve) more than other 18yearolds. Farthad 2) (build) a ‘communication company from nothing and now 42 people work for him. How (3) (he / do) it? His parents (4) acre (support) him ail the way but it 6) (not be) easy. He (6) (made) mistakes. Farhad says that his success (7) (not change) him but his mistakes (8) (teach) him many important things. WRITE AND SPEAK 7 a Write six things you have or haven't done. Use the verbs in the box or your own ideas. be design help make play win write b Work in pairs. Ask and answer questions about what you have or haven't done. ~ f've written an article for a website, Have you written an article? Yes, have. | haven't designed an app. Have you designed an app? No, | haven't, but Ive...HERS eS =] i= Q E RESP SoS ,ops close at lunchtime? 3. Do shops close at eae 1 | Questionnaire about time Nico, Ltaty : Camilla, Denmark. 7 What time doyou start school? | 26:00 oa 2 | a5 (0 ow) 130 2 what time doyouhavelunch? — | ] | °_ How longis tunehtime? fees \: Wes, a lot Close No. | foradinner When do you arrive? Rehan [ee i ee = : a a ceseng i Bienen x |S wc | | se peng ata a a 7 How do you feel when you have to wait? PPA Cu uLa anh vethed cu READ 4. Read the questionnaire and the answers from two students. What differences do you notice in the answers? DO 2 Do the questionnaire for you. Compare your answers with a partner. Then compare your answers with Nico’s and Camilla’s answers. What's the same’ Read what Camilla said to a friend. Why do you think both families were a little unhappy? Last night Dad's friend and his wife came to our house. He's from Brazil. Dad said 7 o'clock and the food was all ready, but they came at B o'clock. We were all really hungry! They were a bit surprised when we ate soon after. We finished quite quickly, And they didn’t seem very happy when Mum went to bed after dessert! REFLECT 4 GQ Discuss the ques the (GIL 4. How much time do you spend at the table at mealtimes? 2. What is more important for you: spending time with family and friends. or doing homework, jobs at home, eto? In what situations is it OK or not OK to be late in your country? jons with your class. Do you agree with 3 EXTEND 5 @ Work in pairs or a small group. Write some tips for visitors to your country. Include tips about time: when things happen and what visitors should or shouldn't do. ink about time L hate waiting .2 What's different? REFLECTION POINT In different cultures, people do things at different times. ‘and think about time in Uifferent ways. When you're ina different country or ‘meet people from different ‘countries, try to understand their time system. In my country. people usually ... It'S important to (spend a lot ot time on) —_ Risntimportent to ‘You shows / have to You shouidet/mustn't DD wersooor, page 89SPEAK 1. Talk with the class about what's happening in the picture. 2 Read these excuses. Which one do you think is the best? What other good excuses do you know? garage, WATCH OR LISTEN 3 CEEED Watch or listen to the scenes. In which scenes (1-6) does somebody accept the other person's apology (say it’s OK)? 1 Kate: | haven't done my homework. I'm really sorry but we hhad an important basketball game yesterday. Teacher: That's (a) - You can do it for tomorrow. 2 Lucia: Sorry I'm late. | had to go to the doctor. Teacher: That's (b) Sit down. 3 Matt: Sorry 'm late. | missed the bus. | think the bus driver came early. Teacher: That’s not (c) enough. You should get, up earlier. 4 Ben: I've forgotten your DVD. I'm really sorry. I'l bring, it tomorrow. Mare: Don't (d) about it. Tomorrow's fine. © Vioky: Erm, ve lost the paper witn tne information tor our project. I'm sorry. I've looked everywhere for it al: (@) ‘we need It for the history lesson. What are we going to do? 6 Mel: Sorry I didn’t phone you yesterday. | forgot to charge my phone. Lucia: That's OK, no (f) 4 ({>EED Watch or listen again and complete the conversations with the words in the box. Which phrases do you use when you DON'T accept an apology? allright but good OK problem worry — ACT 5 @ You're going to make apologies for the situations below. = First think of good explanations or excuses. = Work in pairs. Make apologies and react to your partner's apologies. 1. You'e late for school. 2 You haven't done your homework. 3. You've forgotten or lost something of your partner's. YY)? Workbook, page 87 When you haven't done homework © Iwas doing iton the bus to school and it blew out the window. | puttin my jacket and my mum washed it. © Ileftitin the car and my dad took the carto the When you're late for school © ost my glasses and got onthe wrong bus. ‘© I couldn't remember the way. w Its really foggy outside and | couldn't find the school. Make an apology 'm (really) sorry. Sorry I'm late. Sorry, I've forgotten/lost/ I had to Accept/refuse an apology ¢ That's OK. / That's allright. ¥ Don’t worry about it. 4 No problem. / Never mind X That's not good enough. xButBS Se ete ein Mine cue) SPEAK AND READ - 1 Read Daniel's email. What's his good news? — oa ae Hi Milos, How are you? Sorry | haven't written for a while. I've been really busy with things at school. Thad to do a big history project this week. I've also had to help a lot at home because my mum's started a new job as a receptionist. But I've had some good news too. Lucy and | are going to a water sports camp in the summer. My parents have to work most of the t holidays, so they're sending us to this camp for two weeks. | can't wait! Sorry, | must go now. It's time for football practice. Write soon! z Danie! PS Lucy says hello! @ Get it right EAN 4 You're going to write an email to a friend or Use PS to add something to ail or letter after er ie! i e-pal. Use the Writing plan to help you prepare. 2 a Read the tips in the (IED box. WRITING PLAN 1. Paragraph 4 - Start your email. a (use a ‘start’ phrase) start and finish informal emails and letters 2 Bereeragh 2 = Wilts pioutson yee = ‘= Start Thanks for your email/letter, What have you done? What did you have to do? How are you? Sorry | haven't written for a while. 1 Finish Sorry, | must go now. Write soon! ‘See you soon! b Which of the phrases does Daniel use? Underline them in his email PRACTISE 3 Complete parts of six emails with the correct phrases from the box. Start Finish 1 a 4 Sorry I haven't written for a | i | ete ety oan. | Iwartorese all your news! a 6 2 ee a | great to hear from you We can talk then. | pine Ht im OK, but I'm a bit tired. | Pe got a piano tesson now. } What good or bad news have you had? (use the present perfect and had to) 3. Paragraph 3 - Finish your email a ‘Say goodbye. Add a PS. (use a ‘finish’ phrase) WRITE AND CHECK 5 Write your email. Then check it. Tick (Y) the things in the plan. SHARE 6 Swap your email with other students in the class and read theit emails. Who has the most interesting news?Jobs Complete the website with the correct jobs. Do you think it's important to look good? Ajob as a mn ‘might be for you, * Good at organising things? How about a job in an office as als ? Do you think healthy teeth are important? A ed ‘sound lke the Job for you Are you good at sport? Then you might lke to bea (ae t Interested in machines and how things work? How about 2jobas an 5)e 7 Good with words? You may like a job asa (6) with a magazine, Do you like travel? Think about a job as a (7) p. ora(a)t a * Ifyou enjoy drawing and painting, you might lke to be an oa * Doyou lke cars? Then a job as a(10) 4 oras a(it)m Isright foryou. * Good at keeping things lean and tidy? How about being aie ? —/12 Must and mustn't, have to and don’t have to Choose the correct options. Dangerous Jobs Agency Dangerous job tips: School secretary 1 Youhave to/ 2 You must 3. Youhasto/ 4 speak three languages. know alot about student excuses. be organised You be scared of angry parents. You computer. You know how to use a work long hours (luckily), Work and study ‘Complete the description with the words from the box. business career company course exams fulltime job parttime job qualifications term university Dangerous Jobs Agency: School Cleaner ‘Aschool cleaner may work for one school or he or sho may work for cleaning (1) and work for several different schools. t can bea (2) fora few hours ora 8 ‘Most ofthe work's during the school (4) You can get.a cleaning job when you've finished school and taken your (5) To get into the school cleaning 6) Yyou mustn't be frightened of dit! You don't need any special (7) and you don't need to goto(®) but you can doa short o) in deaning. Do you want to make school clezning your (10) ? Good luck! 750 Present perfect ‘Complete the conversation with the present perfect form of the verbs. ‘A: Welcome to the Dangerous Jobs Agency! ct) (you / ) on a career? No, | (2) But | (3) (read) the tips on your website. | don’t want to be a school secretary or cleaner. Those jobs are much too dangerous! ‘A: Well, (4) (you / see) the information about a wild animal trainer? B: Mm, | (5) (not / think) about job with animals. But it sounds interesting, A: A job for an assistant trainer (6) ( ) free at the z00. (7) Yes, | can. No problem! Yes, | can. But I need a bit of help. Yes, | can. But | need a lot of help. Workbook, pages 20-81 (you / have) experience with wild animals? Ihave a fish. But it (8) —_/16 (not / learn) to do any tricks. Your score: __/50 | can identity the topic of paragraphs when | read. | can recognise a speaker's message. |-can understand different ways to see time. {can make and react to apologies. {ican start and finish informal emails and letters,IN THE PICTURE What’s on? Talk about films and television programmes Work in pairs. Write the words in the correct columns. Can you add any other words? You have three minutes. aCD acomic aDVD afilm amagazine music a newspaper podcast aTV programme avideo a webpage Watch Read Listen to television a book © Work in pairs. Talk about the things from Exercise 1 you like and don’t like doing. 2 @EED Match the television programmes and films to the photos. Listen and check. Then listen and repeat. LZ]? | like reading books. action/adventure 1 cartoon chat show___ comedy aah 5; cookery show documentary__-game show —_—horror eel ey Peace son news science fiction weather_—western I don't like . 3 Which things in Exercise 2 can you only see on televi not at the cinema? 4 @EED Complete the conversation with words from Exercise 2. Then listen and check. Mikel: Did you see the football results on the (1) __news _? No, | was watching that new (2) programme, It was really funny. Mikel: There's a (3) film on later called Tower of Terror. Do you want to see it? No. If | watch it, Il have bad dreams and | won't sleep. How about a (4) ? You like horses and cowboys. No, thanks. There's an interesting nature (5) about wild animals, Mikel: OK. But first can we watch the Be My Guest (6) 2 Sometimes the interviews are really good, (PED Listen to the audio but don't watch the video. How many types of TV programme and film can you Identity? Then watch to check your answers.6 a @22D GMMIED Listen to the /1// sound in the word watch. Then listen and repeat. b @ZED Which of these words have the /'{/ sound? Listen and check. Then listen and repeat. tshow much nature share wash which SPEAK 7 Work in pairs. Do a TV and film survey. Student A. asks the questions on page 141. Student B asks the questions on page 142. Then compare your answers with the rest of the class.| A long time ago What types of fim can you see inthe photos? Which of the fils Uv you recognise? What are the titles of the films? Read the tips in the (i) box. (ZED Read the article and answer the qi What is the author's main argument? How many reasons does he give to support the a Which is the most important reason in the author's @f ba identify the authors argument Look for the author's opinion near the start of the text. Then find reasons: look for words/phrases like firstly, secondly, for example. Look for a summary at the end of the text. RUMI re ago eo r eon. at ctet var ononed an SEOEMEIETEEEEEE 2ecarno one of the most important rs in cincme History. = There has never been afm lke Star Wars. The fim's ave become universal symbols of good and bad, Phrases like ‘May the Force be ee with you’ have entered the Engish language, and ithes had a huge influence Summary: A young Luke Skywa on other fms ee There are several reasons forthe film's importance. Firstly t used diferent ee oe in one film. Star Wars was a science fiction fim Dut it was also an ee ACU Sa adventure film. Many of the film's ideas also came from westerns, Secondly, Director: Goorge Luces i vas one ofthe frst fims to Use computer generated spacial effects sisal A pees successfully. Tira it was one of te frst big surnmer fms See ae, Today we call big, expensive, successful fms Most blockbusters arrwe in cinemas between the months of May and September. — ae For example, the Pirates of the Caribbean, SpiderMan and Transformers films ~~ are all recent summer blockbusters. Finally, Star Wars was the first flm to produce Apart from the six films and the TV series, there have also been Star Wars books, comics, magazines, DVDs, action figures, board games, video games, Tshirts, cups For all of these reasons, especially the last one, | believe Star Wars changed cinema forever. Have you ever seen the original Star Wars film? If you have, then I'm sure you'll agree with me. Which tips in the (IKI) box did you use for help with Exercise 2b? Tick (/) them. Read the article again. Match the words in green to the definitions. 1 Popular films blockbusters 6 Something people buy and sell Choose another blockbuster film. Work in pairs, Ask and answer the questions. Of the information for Star Wars 1 Which Star Wars films have you seen? and make a note of the same 2. Which is your favourite science fiction film? Why do you like it? information for your film. 3 Which other blockbuster films have you seen? 88 Workbook, page 93_ GRAMMAR Present perfect with ever and never >>> Talk about experiences READ >>> Grammar in context 1 Read about the programme I've Never Seen Star Wars. Is it a game show or a chat show? I’ve Never Seen Star Wars is the title of a radio and television programme. In each episode a guest talks about, and tries doing, things that he or she has never done, like reading a famous book or listening to a type of music. Have you ever listened to hip- hop? Have you ever read @ Harry Potter book? These are examples of the things the show's guests have never done. STUDY 2 Complete the explanations with ever and never. Use Exercise 1 to help you. eee Use: For experiences in your life (from the past to now). past present : == your life means ‘in your life’ means ‘not in your life” Form: have(n't)/nas(n't) + past participle Word order Put ever before the past participle in questions: Have you ever seen Star Wars? Yes, | have. / No, | haven't. Put never before the past participle in positive sentences: I’ve never seen Star Wars. ‘See erananonrabase, page 127, PRACTISE 3 Complete the conversation. Lily: Have you (1) ever _seen Star Wars? Omar: Yes, (2) What about you? Lily: No,1 (3) Omar: Have you (4) watched Dootor Who? Lily: The TV series? No, I've (5) watched it Is it good? don't know. Ive (6) watched it either It's about a doctor. But | know it's about a doctor who travels through time in a police box! rote Omar: > Worbook, pages 94-05 4 @ Write questions about Lily and Omar. Then answer them. Use never in negative answers. Lily / ‘Sea Wars! Has Lily ever seen ‘Star Wars’? No, she hasn't. She's never seen ‘Star Wars’. tity | omar Star Wars x v Doctor Who Bi i Pirates of the Caribbean | ¥ x The Simpsons efew Pe Transformers x v Omar / Star Wars Lily and Omar / Doctor Who Omar / Pirates of the Caribbean Lily and Omar / The Simpsons Lily / Transformers Omar / Transformers bs. Work in pairs. Student A reads out a question and Student B reads out the answer. Then swap roles for the next question. oarenE 5 Write complete questions using ever. 1 cook a meal Have you ever cooked a meal? 2 ton a shirt 3 eat with chopsticks 4. have a judo lesson 5 listen to hiphop 6 play the piano 6 Work in pairs. Take it in turns to ask and answer the questions in Exercise 5. SPEAK 7 a Work in pairs. Think of more questions to ask your partner and find three things your partner has never done (using different verbs). No, | haven't. b Imagine your partner is a guest on I've ‘Never Seen Star Wars. Tell the class about the three things he or she has never done. 3LISTENING AND VOCABULARY My radio SSM ee eke see en SPEAK AND LISTEN A WORK WITH WORDS 5 7 REACT Ca 8 i} Q Work in pairs. Answer the questions. 4. How often do you listen to the radio? | sometimes listen to .. 2. What stations ao you listen to? ciated tate al yeas 3. Do the radio stations include news programmes? If so, do you listen to them? Why?/Why not? Histon soe ws berause: a Read the tips in the (IIE) box. b GEED Listen. What's the audio type? use the audio type to help you understand ¢ (ESD Listen and put the topics in the correct Identify the audio type. Is it a order (1-5). Write the words that helped you. conversation? A talk? A news Weather Sports Entertainment news programme? Top story Traffic Think about the type of information Which tips in the (IED box did you use to help you YOULIMBTENEER with Exercises 2b and 2c? Tick (/) them. Listen for words and phrases you expect to hear. @ZED Listen again. Choose the right answer (A, B or C). 1. What is the top story about? A street crime B a football match ¢ traffic problems 2 When is the football match in Barcelona? ‘A this afternoon —_B tonight © tomorrow 3. What type of film has Dario Stonc made? Aa comedy B anaction film € a documentary 4 Where are the traffic problems? A onthe motorway B inBarcelona in the High Street 5 What's the weather like? A rainy and windy —B_ windy and cloudy ¢ sunny (ZWD Match the crime words to the pictures. Listen and check. Then listen and repeat. accident ambulance arrest (v) crime criminal police car police officer steal (v) thief victim crime __, , , a ZI al 4 (ZED Complete the sentences with the correct form of the words from Exercise 5. Then listen and check. 41 The ‘was walking out of a shop when a ran up and her bag. 2 The atmosphere is friendly but have already three people. 3. Dario Stone's new action film is about an extremely dangerous 4 There's been a(n) in the High Street. Several and a(n) are at the scene. Read out the sentences in Exercise 6 in the style of the news reporters. Work in pairs. What do you think? Tell your partner. Do the Words & Beyond exercise 1 Which sections of news programmes do you like and not like? Why? on page 237. 2 What stories are in the news at the moment? ))) IWestbook, pages 96-97_ GRAMMAR Present perfect with already, yet and just DOO Maree et ROME Keen READ AND LISTEN >>> Grammar in context 1 @2ED Read and listen to the radio drama. What's missing? 4 Harry: Where's Mike? It's 3 o'clock and he hasn't arrived yet. Marlene: | don’t know. I've Just come back from lunch. Why? 5 Harry: Someone's stolen the Barker case file, Marlene: | saw it on his desk before | went to lunch. Vl go and ... Harry: I've already looked there. It's gone! Marlene: Have you called the police yet? PRACTISE Complete the next part of the radi already, just or yet. Marlene: Mike. It's Marlene. I've with (1) __ just _ seen Harry. Mike: Has he noticed the missing file 2) 2 Marlene: Yes. He's (3) looked for it but he hasn't phoned the police (4) Tm nota criminal, Marlene. I'l go to the police station, Marlene: No. You've (5) caused enough problems. The police might arrest you. Mike: What should | do? Marlene: Wait! I've (6) It's 3 o'clock. Write sentences using just, already and yet. 1 Marlene / have / lunch. Marlene has just had lunch, 2 Mike / take / the file. Mike: hhad an idea. 3 Harry / look / in Mike’s office. STUDY 2 Complete the explanations with the words in Al eden (Se ee bold Eero 5 Marlene / have / an idea. ee Use: 6 a Complete the four situations with the present Use for very recent actions. perfect or past simple form of the verbs. se for actions completed before now. a Afiiend (1) asked _ (ask) you for Use to ask if an action is completed some money two weeks ago but he/she or nat. Q) (not return) it yet. Use to say an action isn't completed. You're in a shopping mall and you Word order: @) (Just / see) someone steal just/already: before the past participle in positive some batteries from a shoo sentences: © Yesterday you (4) (cet) your {ve Just/already called the police. best friend 2 secret. You (5) yet: at the end of negative sentences and questions: (lust / discover) that he/she (6) I haven't called the police yet. (already / tell) some of your classmates. Have you called the police yet? You (7) (lust / see) an accident in the street. A woman was crossing the street when a car (8) (bit) her ec crere ihe xm cam days with present b What do you do in each situation? Compare eens with a partner. id ie SPEAK Use the with specific times: 7 Work in pairs. Ask and answer questions using yesterday, last Monday, a year ago, in 1977 the prevent perfect + yet! W RGkeiEis Stain Use the when we don’t know the with already and just. Then ask for more ‘exact time: with ever, never (in your life) with just, yet, already (recently) ‘See crammuan ontanas, page 127. Y) wornook, page 98 information using the past simple. onWork in pairs. Look at the pictures. What's the situation? (HED Read and listen to the script from a television programme. What type of programme is it? Explain your answer. Episode 18, scene I: At home, Mum is late for work. _Episode 19, scene 2: In the park, Mia is with Dad. Mia: Mum? Can Ttalk to you? Mic: Dad? I need your advice. Can we talk? ‘Mum: Now isn't a good time, dear. Dad: Of course. What's the problem? Mia: (angry) It's never a good time. You'realways Mia: A friend at school has asked me to lie for busy. her. Mum: What do you want to talk about? Dad: Why? What has she done? Mia: (walking away) Nothing. It isn't important. Mia: She's not going to school and she doesn't want her parents to find out, @ Work in pairs. Answer the questions. 1 What does Mla wat to tak about? Why? aD Bint does she talk elie ihe Bait ‘She wants to talk about ich conversation helps Mia to feel better? Why? ee an | think Mia feels better when she talks to .. Work in groups. Look at the tips for talking with parents and choose the correct option. 1. Talk when your parents are / Gren Dbusy. 2 / what you need or want (help, advice, eto) Tike not €9 ora: 4 7 the truth es Look at the scenes in Exercise 2. Which tips from Exercise 4 REFLECTION does Mia follow or not follow? Tick (/) them. POINT It's best to talk about problems, not avoid them. People can only help you if Discuss the questions with your class. Do you agree with ‘they understand your problem. the (AIT? Find the right time and place 1. Why is it good to talk about problems? to talk. 2 What happens if you don’t talk about problems? 3. Do you think the tips in Exeroise 4 are good? Can you think of any more tips? Work in groups. Think of another situation in which Mia could talk to both her parents about the problem in Exercise 2. Write the scene and then present it to the class. Workbook, page 101SPEAKING | know what you mean but ... >>> Agree and disagree with someone SPEAK 1 Work in pairs. Answer the questions. 1 What was the last film you saw at the cinema or on TV? 2. Who did you see it with? 3. What did you think of the film? Did the other people agree with you? WATCH OR LISTEN 2 {PEED Watch or listen to the scene. Who enjoyed the film more - Marc or Jason? ‘So what did you think of the film? [liked it but it was a bit slow. | know what you mean but | thought the ‘ending was amazing. Yes, ut what about the rest of it? The story wasn't very real. I don't agree. | thought it was real. And the acting was terrible. You're right. The acting was bad but the film was funny. | agree, but it was only funny ‘cause it was so bad. I totally disagree. You're wrong. Maybe, but I really liked it. [liked it too, but 3 @IBEED Watch or listen again. Which things do Mare and Jason agree on? 4 @EED Complete the phrases from the conversation. Then listen and repeat. v x You're right, You're wrong. | agree I totally know what you don't 5 @ZED Complete the sentences with one word. Listen and check. Then listen and repeat. 1. The film was good, 2 You're right, 6 @ZED Think of a film you've seen recently, Listen to Marc. Do you agree with him? Listen and respond with a phrase from Exercise 4. the acting was terrible. | really liked it ACT 7 @ In groups of three or four, complete the tasks. 1. Choose a film you've all seen. 2 You've just watched the film together. What did you all think of it? YY) Workbook, page 99 ‘Asking for and giving opinions What did you think of ... ? Did you like ... ? What about ... ? I thought ... was/were ... Hiked ... / 1 didn't tke Agreeing and disagreeing You're right/wrong, agree. / | don’t agree. / | disagree, | know what you mean (but ...) | totally agree/disagree.Toy Story 3 is an adventure film, a comedy and a cartoon. When Andy leaves home to go to college, he gives his toys to @ day-care Centre. The toys then plan an escape. | really like the film because of the characters. Woody, Buzz and all the other toys are like my friends. | also love the way the film combines comedy and action. Toy Story 3 is exciting to watch and it's very funny. (Its also frightening and sad sometimes.) Finally, it's about real life. We all grow up but our toys don't. For all these reasons (and many more), Toy Story 3 is the best film I've ever seen. What's the best film you've ever seen? WRITING The best film ever pS > ee SPEAK AND READ 1 G Work in pairs. Look at the pictures and answer the questions. [TT] 1 Have you seen any of the films or TV series? 2 Do you know the reames uf any of the characters? 3. What do the films and TV series have in common? isa character in... 2 Read Sara's blog post and answer her question. sinetiay te al This is a scene from .. x i 3 Did you find Sara's blog post easy or difficult PLAN to read? Why?/Why not? 'o read? Why?/Why n¢ © You're going to write a blog post about your 4 a Read the tips in the (1) box. favourite film. Use the Writing plan to help you Prepare. use paragraphs ‘ WRITING PLAN m= Use paragraphs - they help the reader 1. Paragraph 4 — include basic information understand you, about the film. (type, story...) = Begin each paragraph with a new idea. 2 Paragraph 2 — Describe why you like it. '= Add one or more sentences to develop the idea. (characters, special effects, ... ) "= Add space between each paragraph. 3 Paragraph 3 - Write a summary. (For all these reasons, ...) b Help Sara divide her blog post into three Paragraphs. Write the first words of each new paragraph. WRITE AND CHECK Paragraph 4: Toy Story 3 is an adventure Pee 7 Write your blog post. Then check Tick (v) Peregieoh S the things in the plan. PRACTISE SHARE 5 _In which paragraph does Sara write about 8 Swap your blog post with other students. these things? Which films would you like to see? 1. her feelings when she watches the film 2 a summary of her opinion 3 information about the film and its story ))) Meibosk: pages 100-101a aA VOCABULARY Types of television programme and film 1 Complete the words. Crime ‘Today's film choice is the police drama Too Much Crime in the City. In 2 Complete the description this exciting film, Rob Taylor plays the part of an) (1) with the correct form of ata London police station. One day a(n) (2) the words in the box. @) ‘some money from a woman in the street. He doesn't know, but the (4) of the (5) accident ambulance is Taylors girlfriend. Taylor follows the (6) eae ine arrest crime criminal a and(8)_____—-him. But on the way police car police officer back tothe station, there's a car @) Taylor needs steal thief victim a(n) (40) and he needs it fast! GRAMMAR Present perfect with ever Present perfect with already, yet and just rd never: 4 Write the complete conversation using the 3 Complete the interview with the present present perfect and past simple. perfect form of the verbs. Reporter: (1) (you/ever/ play) _ Amlat Do you want to See the new Rob Taylor fim? the part of a police officer before? Bob: (1)! / already / see / it. Rob Taylor: (2) No, | In fact, age 8) (W/never/ be) in ‘Amat (2) When / you ‘an action film before ee Reporter: Wow! What about Dario? Bob: (3)! / g0 / last week / with Mare. (4) (you / ever / work) Z See wt ime "na: (4) you / enjoy / it? Rob Taylor: (5) Yes, | Fi Ses ©) (we / make) three . They / just / start / filming Part 2. films together. But this tm was the oe 2 best. (7) Ana: (6) you / see / Final Destination / yet? I/ never / have) such a z 2 ae zi : /14 ‘Bobs (7) No, | / not see / it / yet. SKILLS CHECK | can identify the author's argument when | read. ¥S/ Yes, | can. No problem! | can use the audio type to help me understand, ¥/ Yes, | can. But I need a bit of help. {can talk about problems. ¥ Yes, I can. But I need a lot of help. | can agree and disagree with someone. | can use paragraphs when | write.baie ita | ee Ca 1 Look at each sign. What does it say? Choose the correct ‘summary A, B or C. e ied Po texts with '= Look at each text. What type of text is it? = Read the text. What is its general meaning? g = Read the three summaries PART-TIME DRIVER needed for local company. You don't have to be experienced, but you must be 16 or over. Save me =e carefully. What are the conditions of the job offer? ‘= Look for specific information ‘A You must have experience. in the text to help choose B You need qualifications. your answer. © You have to be older than 45. @ identity the topic of paragraphs See page 78 The victim was a local artist. Please help Chatham police identify and arrest the thief. | A. The police need help to find a criminal. B The police are looking for a local artist. © The police know the identity of the criminal. What should Jan do? A. Give food to the cats. B Have something to eat. © Meet Ally al Ue hairdressers, A You mustn't put your feet on the seats. B Give the seats to other people if they need seat amie them more than you. arrying children. © You have to pay extra to use these seats. Sarah has passed her exams! Please come Ifyou go to the party, toa surprise party on Saturday at 9pm. fA ”you must bring some food. There'll be lots of food and games! Don't be B you have to pass an exam. late or it won't be a surprisell © you mustn't arrive after 9 o'clock Reading: 10PROGRESS CHECK = Ca? 2 @EEB Look at the five sentences. You will hear a conversation between two friends, Beth and Matt, about a TV scries and a @ answer true/false questions film. Tick (7) A if each sentence is correct or B if it is incorrect. _» Read the sentences carefully before you listen. = Every part of the sentence ‘must be true: listen carefully for the details. ‘= When you listen again, check your answers. ® Ifyou don’t know, guess ~ you have @ 50% chance! @ ‘ecoznise a speakers message ‘See page 80 © se the audio type to help you understand See page 90 1. Tara Stone is the title of a science fiction television series. 2. In each episode, Tara travels into the future to find some criminals. 3 Beth wants Matt to watch the series. 4 Beth hasn't watched all the documentary film yet. 5 Matt agrees with Beth's opinion of the documentary. Listening: 10 WRITE 3. Read part of an email message from your American penpal Dani. Ci. @ eo oan email messoge What types of TV programmes do you like? Why do you like them? | love comedy shows. Have you ever watched any . ae hi Where ‘American TV shows? Do you ever watch TV programmes in rrunesto: English? Write end tell me. = Read the email and underline the points to include. s Plan your email before you write, f= Include phrases to start and end your message. Now write an email message (80-100 words) and answer Dani's questions. @ start and nigh informa etrals and eters See page 84 © 10 paragraphs eee See page 94 /30 D)> Dowmloed ext speaking ects rom ww maenilanbyorl com 7| @ \w sports G, Ui Strange sports Talk about sports and sports equipment Work in pairs. Write lists of sports under the headings. You have three minutes. Ball sports {Watersports _|Winter sports _| oth basketball | sailing ice hockey badminton © Look at the two big photos. Describe the two sports. It looks like ... but I's a mixture of ... and (GED Look at the equipment in the small photos. Listen and repeat. Work in pairs. Do the quiz. Then write two more questions for another p a ball, anet and a racket? What equipment can you see in areal Vist onder a board, warm clothes and a helmet? ball, boots and two goals? In the first photo I can see a a bat and a ball? snorkel and .. a ball and two hoops? (@2ED Listen to information skates? about the sports in the photos. a snorkel and flippers? Complete the notes by the headings. ° | Australia, New Zealand, | Southeast nm ] (South Africa , | e ; @ e 2 goal, (2) vellyoall nel, (9) swimming costume/trunks, ae (a) | ~ “a t fo get (2) fo yet WD j e Vee @ | exciting and (2) aOCTOPUSH Watch the video of two other sports. ‘Would you like to play these games? Why?/Why not? Do the Words & Beyond exercise on page 138, ‘Make notes for a popular sport or your favourite sport. Use the heading in red in Exercise 5b. Tell your partner about your sport. Workbook, page 104 99100 The power of football Work in pairs. Answer the questions. 1. Do you play football? Do you watch football? Why?/Why not? 2. Why do you think tootall 1s so popular? 3. What do you think people can learn from football? ‘Students at King’s Wood School have done a project. Look at the photos and headings. What do you think the project is about? De the sentences are correct (C) or incorrect (1). Football can help with social problems. C You can't play football without the right equipment. You can lea important life skills from football People in Kibera have little money and often have health problems. The football organisation's aim is to train top football players, Football has changed Josephine’s life. (@EED Read the report to check your answers to Exercise 2. oanone od Our sports report: Allover the world, organisations use football to help young people with problems. n some countries football programmes keep bored kids off the streets and away from crime, In other countries, the programmes work with kids who have no homes or no parents, or kids who have HIV or AIDS, Why football? Well, millions of people play football and billions of people watch it. You don't need expensive equipment. You can play it in the street without a football pitch, proper goals, expensive football boots or areal ball. And football like many other sports, teaches you skills which are Useful inal areas of life: teamwork, far play and respect for others. Kiera in Nairobi, Kenya isa very poor area where 200,000 people live. Most of the people tha ive here survive on very little money and many of them eat only once a day. There's rubbish everywhere andltle healthcare. Ha of the people here have HIV or AIDS. In 2000 football programme started for boys and gts. It aims to help them believe in themselves, and gives students health and life skills education, Students leam about HIV and how to protect themselves against it. They aso do activities that help to improve life in the area Read the tips in the (IED box. Read the report again. Circle the pronoun it in Paragraphs 2 and 3. Which nouns do they replace? Which tips in the (XE1D box did you use for help with Exercise 4b? Tick (7) them. understand pronouns Find the pronoun (eg it/its, they/them/their. i Identify the correct noun (eg | sport, players) for the pronoun. fal Work in pairs. Which sentences do you agree with? Why? ‘A pronoun usually comes AFTER [i 1. I think football is a great way for kids to learn skills tee | 2 I think football can help kids in lots of different situations. Replace the pronoun with a 3 I think it's important to collect money for kids who need help. oun. Ifit sounds wrong, find i another noun. Circle all the football and equipment words in the text.GRAMMAR Relative clauses BSS Meek cent emaa aenhee READ >>> Grammar in context 4. Read about a mystery sport. Which sport is It? Mystery sport facts People who don’t like football often enjoy sports which are less physical. This is an example of a relaxing sport that has a very long history. The ancient Egyptians were the first people that played it~ 5,000 years ago! Today its the game that people in the USA most like to play, It's also very popular in Japan where you can find the world's biggest alley ~ ithas 156 lanes! STUDY 2 Look at the relative pronouns in bold in Exercise 4. Circle the noun before each pronoun. Then complete the explanations with that, who, where or which. ed Use: To identify or describe people, things and places. Form: Use and for people. Use and for things. Use ___ for places. ‘See cxumuae oxsise, page 128. PRACTISE 3 a Read the facts and choose the correct relative pronoun. If both pronouns are possible, choose both. Skiing facts 1 Skiing is @ method of transport who /(@BieR) Asians and North Europeans have used for thousands of years. 2 ‘Ski’ is an old Norwegian word which / that means “sick of wood 3 Modern skis are plastic. But there are places in China thet 7 where poopb til make ckie front wood and horse skin. 4. Itwas Sherlock Holmes’ creator Arthur Conan: Doyle which / who made sking @ popular holidey activity in the Swiss Alps 5. Extreme sking is a sport that / where started in Switzeriand in the mig-1960s, 6 The first person who / that skied down Mount Everest was extreme skier Slovenian Davo Kamicar in 2000. b Which fact do you think is most interesting? Why? ))) Workoooke pages 200-107 4 a Complete the sports facts with the correct pronoun(s). Sports facts 1. The two tallest men who/that played basketball for the National Basketball ‘Association were metres high. longest tennis match was a game lasted @@P hours and five minutes. In ancient Greece the people ran in races put @@D 00 their skir 4 it was an engineer from Britain. invented He wanted a sport he could play indoors when It rained. The strangest place peuple lave played goltis on the i. The Score is most common in a football World Cup final is b Work in pairs. Decide which words or numbers are behind the @@P. Then check your answers on page 141. WRITE AND SPEAK 5 a Complete the sentences about you. 1. The sports that I do are ... 2 The place where | most often play sport is 3. The sports that | watch on TV are ... 4 The sport that | like best is . 5. The sportsperson who | like the most is ... Guess your partner's sentences. The sports that you do are football and swimming. Yes, that’s right. / No, the sports that | do are 101’LISTENING AND VOCABULARY Sports fans >> Listen for specific information SPEAK AND LISTEN 1 Work in pairs. Look at the photo of two baseballl fans. Say 1 what the girls are wearing, 2. why they look like this. 3 how you think they look. a @ZED Listen to a conversation with Liam, another baseball fan. Choose the correct options. 1 Liam is a@ted Sod/ Yankees fan. 2 Liam is going to a baseball game with his dad / a reporter. 3. The Red Sox / Yankees win the game. 3 a Read the tips in the (EID box. b @ZED Listen again and complete the sentences. 41 Before the game Liam feels really relaxed listen for specific information 2 At the baseball field Liam feels really Look at the task. Decide what you 3. During the game Liam thinks the Sox will want to know. 4 The final score is Think about the topic and words you 4 Which tips in the box did you use for help with Huet NeetaUse Hurd ntie tank Exercise 3b? Tick (/) them. ee Make notes as you listen if it helps you WORK WITH WORDS 5 Read the two quotes below from the listening text. Then answer the que | ‘a ‘And how do you feel right now? Are you relaxed or worried?’ b ‘It's amazing. Games between the Sox and the Yankees are always more exciting than other games’ 2 Which adjectives describe what you think of something? What ending do they have? 6 a © Complete the pairs of words. Then listen and check. 4. Melt relaxed . It was very relax ing 2 twas an amaz experience! I'm amaz__ at how good the team was. 3 Iwas so excit about the match. It was really excit_ to watch it on court. 4 \was interest to watch him, He's an interest __ player. 5 twas a really depress __ game! | feel so depress 6 I was disappoint at the result. It was very disappoint 7 Iwas really annoy at the referee. His decisions were very annoy, | 4. Which adjectives describe a feting? What ending do they have? | 8 The players were embarrass. | was embarrass _for the team, 9 Iwas so bor. Itwas a very bor game. 10 Today's result is worry. I'm worri_ about the next game. b @2E9 GMTLD Listen to the adjectives in Exercise 6a. Underline the stress in each adjective. Listen and repeat. Yes 1 Do you feel relaxed or excited when you watch sport? Why? 2 Which team or sports person do ‘you think is the most amazing? 3 How do you feel when your team or favourite player loses? No 1. What sports do you find the ‘most boring? 2 How do other people in your family feel about sport? 3 What activities do you find exciting or interesting? 7 Complete the sentences with the correct word from Exercise 6. There's no match today because of the rain. It's soa_nnoying | Let's go swimming. | find that really r Helt very e today; | played so badly. | couldn't believe it! | was totally at the result. He broke his leg and can’t play, s0 he’s been very & We lost again. It was really oasenE REACT 8 Work in pairs. Ask and answer the questions opposite. fom Oe mmzo2 Do the Words & Beyond exercise on page 138. = 5GRAMMAR Comparisons S BSS Meee td mn nec caraey READ >>> Grammar in context 4 Read about John. What does John collect? How does he help others? ‘The greatest and most exciting feeling for a sports card fan is opening a pack of cards. John Makowiec was collecting sports cards before he was old enough to go to schoo! Ten years later he started ‘Cards2Kids’. He wanted to give sports cards to kids who aren't as lucky as him ~ kids in hospital with serious or less serious illnesses, or kids from the least wealthy families in the area. John asked people for cards and they were ‘more generous than he expected! He was too busy to pack all the cards himself. Luckily some of his friends were as excited as him about the idea and decided to help him. STUDY 2 Complete the explanations with the word: the box. Use Exercise 4 to help you. the most more -est -er Cie eed Use: Use comparative adjectives to compare two things. Use superiative adjectives to compare one thing, with all the others in a group. Form: comparative adjectives ‘ short adjective (great) + _ (+ than) + long adjective (exciting) (+ than) Form: superiative adjectives the + short adjective + + long adjective ‘See xumar oxrauast, page 126. 3 Complete the explanations with examples from Exercise 1. ere Gane Form: less/the least + long adjective less serious illnesses (not) as + adjective + as too + adjective (aot) adjective + enough See ananman oraunss, page 128. YY) Workbook, page 120 PRACTISE 4 Julia and Yan are basketball fans and collect sports cards. They're comparing three basketball players. Complete thelr conversation. Julia: Tyis the (1)___best__ (good) player! Yan: He's (2) {all than the others but he isn’t (3) them. | think Florian is @ (4) (exciting) player than Ty. Mmm, he's the (5) (clever) player: Rut | stil think Ty's the ro) (exciting). | don't like Yosuke. Kosuke is the (7) (interesting). Yes, | agree, he's definitely (8) (interesting) than the other two. 5 a Yanis also a fan of a different sport. Complete Yan's sentences so that they have ‘the same meaning. Use no more than three words. 4. Baseball is too boring for me. Baseball isn’t exciting enough for me. 2 In my favourite sport the bat is smaller than a baseball bat. The bat isn't as. a baseball bat. 3. The ball is lighter than @ baseball The ball isn’t as a baseball 4 Its popular in the USA but also popular in Asia it's as popular inthe USA. 5 It's easy enough for small children to play. (good) than Jul Yan: It isn’t too for small children to play. 6 Alot of people are toa slow to play this sport well. A lot of people aren't to play this sport well. b_ Which sport is Yan describing? WRITE AND SPEAK 6 a With the class, make a list of popular sports stars on the board. b @ Work in pairs. Compare the stars using words from the box. active bad clever dangerous exciting fast fit lazy slow tall young a; I think ... is the best / is the least cw 18 faster than... / NOL aS clever a8 ... / YOO... That's true. / I don't agree. | think ...eae oo rr Et boys made sily comments and my face Cee er are ne fe Pee ae) Ee eae ee eed ro ene Ma ead no ee ee ee a) the basketbal team and | have gymnastic 104 eens Look at the photos. Why might the students be stressed? Read the students’ speech bubbles. Match them to the reasons. 3 school work dan embarrassing moment 2 busy days Write lists of the way the students show stress. Body Mind Feelings cant breathe Work in pairs. Talk about the situations. Can you understand how they feel? Have you ever felt like this? Look at the tips to beat stress. Work in pair ‘questions. 4. Which tips are especially important for Emma, Joe or Tom? 2 Which tips can help all the students? Answer the Discuss the questions the y? 41 How many people in your class have felt stressed recently? 2 Do you think the tips in Exercise 4 can help? Why?/Why not? 3 Do you have other tips for stressed students? your class. Do you agree with Work in pairs. Decide what you think is most important when you want to keep calm. Look at the posters on page 142 then make your own ‘Keep calm’ poster. Put the posters on the walls in your classroom. can't concentrate on my homework now ee es Oe ota the cass. | always get really nervous. Then eet ees Se Stale Soy er eee Try and forget problems and do something that you enjoy: meet friends, listen to music... Do sport regulary. You'll feel more relaxed. Organise your time. See page 16 Talk to your parents, a teacher or another adult. see page 42 Think positive: make a list of good things in your life. Take five deep breaths. Breathe in through your nose and out through your mouth. Sleep for at least eight hours a day. (When you're too tired, you feel more stressed.) Make @ plan to prepare for a stressful situation in the future. Look after your body and mind: sleep well, do sport and do things that make you happy. Try to change the situations that make you stressed (if you can). Workbook, page 113SPEAKING Winners and lose poser eek nee SPEAK 4. Work in pai feel? I think the boy in photo a feels amazed and very happy. . Look at the photos. How do you think the people WATCH OR LISTEN 2 @BED Read and listen to the scenes (1-5). Match them to the correct photos in Exercise 1 (a-e) 1 Met u No, that's not right! It should be our ball. Bad luck! That was close ... Don’t get annoyed or you'll get a yellow card. 2 Ben: This is just the best day ever! Ali: You did a great job! | hate to say it but you were better than me today ... 3 Lucia: Oh no, | really wanted to win this one ... uh, congratulations! Vicky: Thanks 4 Mare: Oh no, that was terrible Kate: Never mind ... Everybody has bad days .. fool but it's not that bad ... Better luck next time! |. know how you 5 Jason: | don’t believe it! | did it! | won! Matt: Well done! Wow, that was just ... You were amazing! 3 @{SERD Watch or listen to the scenes and check your answers. 4 @XPRED Watch or listen again and look at the phrases in bold. Which phrases do you use when ... 1. you congratulate another person (tell them they have done wel)? 2. you sympathise with another nerson (are nice when the person has lost or not done very well)? ACT 5 a @ Work in pairs. Student A: Read out one of your lines in the box. Student B: Congratulate or sympathise. ‘Student A 1 Yes! That was the best math that I've played! 2 can't believe it. | won! 3. Oh no, that was terrible b Student B: Read out one of your lines in the box. Student A: Congratulate or sympathise. Student B 1. Last place again. How embarrassing ... 2 I did itt | did it | really dia itt 3 That was the worst game that I've ever played. 6 Work in pairs. Write your own conversation and then present it to another pai > Workbook, page 222 CO eer ‘You were amazing/fantastic. 105m"WRITING My sports report pSSaiecs SPEAK AND READ 4 Work in pairs. Answer the questions. 4. Do you like running? Why?2/Wry not? 2. Have you ever done a race (or a walk) to collect money for charity (eg a hospital)? Who was it for? 3. Have you ever watched a marathon in your town or on TV? What was it ike? 2 Look at the photos and read about the London Marathon. Where was the winner from and how fast was he? he London Marathon was really exciting this year. There ‘were 35,970 runners in it. Lots of people ran to collect menay far charity and some of them were in funny costumes “saw a pink cat, Sonic the Hedgehog”, a camel and a bottle Cf juice. The oldest runner was 101 years old! (He took nearly eight hours) “The winner was from Kenya. He won the marathon in two hours, four minutes and 44 seconds. His time was the second, fastest time ever! The most exciting moment was when another Kenyan runner finished one second in front of a runner from Ethiopia, The fastest woman came from Kenya too! PLAN 5 You're going to write a report about a sports event. It can be an international event, a local event or a school sports event. Use the @ Get it right In lists of things or names, use commas between them. Between the last two things use and without a comma: 2 pink cat, Sonic the Hedgehog", a camel and a bottle of juice 3 a Read the tips in the (I) box. tse pronouns ‘= Don't repeat nouns. Use pronouns to make your writing more natural ‘& Make sure you use the correct pronoun for the noun. b In the report, underline four examples of pronouns and circle the nouns that they replace. PRACTISE 4 Make this part of the report sound more natural. Underline five names or things that are repeated. Then rewrite them with pronouns. (On the same day as the Lendon Marathon, the Mini Marathon took place. Kids aged 11-17 ran in the Mini Marathon. The kids ran three miles (4.82 kilometres). The fastest time was by a boy in the under 17 group. The boy's time was 14.54. All the runners got a ticket for the Olympics®. The runners could use the ticket to watch an event for free, WRITE AND CHECK 6 Write your report. Then check it. Tick (V) the SHARE 7 Swap your report with other students in the Writing plan to help you prepare. WRITING PLAN 1 Paragraph 4 - Describe the event. a Was it a game/match/race? Who were the teams/players/sportspeople? ‘Add some interesting information about them. (Use relative clauses.) 2 Paragraph 2 - Describe what happened and the result. What was the most exciting moment? Who was the winner, the better team or the best sportaperson? What was the winning time or score? (Use comparatives and superlatives.) a (Use pronouns.) a t! igs in the plan. class. Read other reports. Which is the most teresting report? >) Weriook: pages 242-113Sports equipment Write the correct word for the description. -ed and -ing adjectives Read the comments by students at the sports academy. Choose the correct UU Ce aes Ap aii alti 1. The mountain bike race was / Know your equipment! 2 !'mso / about going sailing. 3. I'm really / in surfing 1b you hit a table tennis ball with it 4 The horse riding course is very / ar You hit a tennis ball tht ae YoU hold it when you pay hockey 5 Iwas so bad at hockey, it was / : fi yu hit it when you play hockey Cai / diatthere 2 You hit when ou ploy Badminton Hea 6t you wear them on your fet for swimming 7 Wea / Pesan Ts, you breathe wth it underwater volleyball match, Bb you wear it on your head to protec it 8 Iwas a bit bored / in the tennis class. 9s you wear them on your feet on ice 9 The dence class was reelly / OL ween 10 I'm 7 about the swimming Ng you kick or throw balls int it eae 120 you hit a ball overt aye eri Relative clauses Comparisons Complete the descriptions with the correct relative pronouns. If you can use two pronouns, write them both. The All Stars Fe ee oe ey Know your sports and where you play them! 1 Baseballs @ game Americans pa. 2 Snowboarng is a spor for peonle love danger. 3 Acourtis basketball 4) Basketball is a spor for players tall you play tennis oF 5 Skingis @ sport 6 Apitch is football, hockey or rugby you do in winter. you play eae Complete what the trainers said about the students. Use the correct form of the adjectives. 1. Baasim was almost ( ) as me on the tennis court! 2 Rose was (small) than the other basketball players but atill fantastic! 3 Matt was ( ) than all the other surfers! 4 Flora was just too ( volleyball players! ) for all the other 5 Eva was the ( {table tennis player this year! 6 Finn wasn't (quick) as the other cyclists but he was still great! 7 Theo was the (fast) runner this, year! 8 Rafael wasn’t (good) enough to be on the team but he tried 16 very hard! i Your score: /50 | ean understand pronouns when Lead. Yes, | can. No problem! Yes, | can. But | need a bit of help. Yes, | can. But | need a lot of help. | can listen for specific information. | can deal with stress. | can congratulate and sympathise with people. | can use pronouns when | write. Workbook, pages 144-145 107)108 2 Work in pairs. Match the words to galleries G1-G4 in 3 @2ED Listen and check or complete your answers. Then listen IN THE PICTU Science Museum 4 Talk about inventions and materials WORK W TD Work in pairs. Match the words in the hox to a-j in the picture. You have one minute. coffee shop __ entrance _first floor giftshop ground floor ___ information desk lift stairs ticket office _ toilets the museum and complete the word webs. build calculate create design develop discover explore glass plastic produce metal stone and repeat. 4 © Watch the museum presentation. Can you remember the pictures for the words in Exercise 2? Work in pairs and make a list. 5 Match materials from Exercise 2 to the things in the museum. You can match more than one material to each object. chair desk floor lift stairs entrance doors Chair — wood, ... Reset trereomaccy | | 8 Choose the best word (A, B or C) for tosond peopleinio space ond, each space in the advert on the right. ie telescopes that can see | f 4A built B developed calculated © eine universe. We hove used inem | 2 A create B build © expiore 1) new planets. and t0 3A built B explored © found © the sie and age of stars. 4 A create B produce discover Bock on Forth weneve ) 5A calculate —B develop —C design machines that se insce our bodes on & A explored —-B discovered designed sDimoges otourbrain 1 F 7 A calculate —-B create © invent And we have (®) mea I 8 A designed —B produced found that help us ee I 7 @2D GUMIL tisten and repeat the sentences. Pay attention to the /v/ sound, 1 Hoover inyented the vacuum cleaner. 2 Every discovery's a brainwave. 3 Clever brains develop mobile devices.invent 8 Do the science quiz. Then check your answers on page 141. aCe Ten unas CT SCC TSB Lar 1-1 He invented the phonograph, the first machine that {Reon ) TY Ree oe forsfcrnyer) 323 Cee ui eens errs nCe cm) 4 Tec rarer eee 9 @ Work in pairs. Answer the questions. 1 Is there a science museum in your town/city? Where is it? If not, where's the nearest one? 2 Have you ever been to a science museum? If so, what did you see? Did you enjoy your visit? Why?/Why not? If not, would you like to go to one? Why?/Why not? Workbook, page 116 oi) There isn'ta science museum here, but there's one in Yes, | have. I've been to the science museum in .. No, | haven't, but I like to go to ‘one because ... CD Do the Words & Beyond exercise on page 139, 109READING How it works >>> Use pictures for help with new words SPEAK AND READ 1. Work in pairs. Answer the questions. 10 ou the Since sujet at soo? Why2/ Ay ot? vow To eo 2. Can you explain how a mobile phone, IV or radio Works ~ in English Use pictures for nelp with new words or in your own language? Look at the pictures. What do 2. Read the first paragraph below and complete the sentences. they show? What's the text 1. The American English for mobile phone is 22 2 Today's mobile phones can Read the text. When you see a pee ew word, look at the pictures. | 3 a Read the tips in the (HI) box. (Gen youl seethe word ari b © Read the rest of the article. Try to match new words to —_—Plctures? the pictures. In the UK they're called mobile phones, mobiles or just phones. In the US they're called cell phones. And from the days of calling and texting at the start of this century, they've developed into small computers that can do anything a PC or laptop can do. But how do they work? To understand mobile phone technology, the first thing you need to know is that a mobile phone is really a two-way radio, When Meryem calls Said, her voice is changed into a digital radio signal. This radio signal is sent by her phone to the nearest base station on her pphone company’s network. A base station has radio equipment inside and an antenna on top. In cities you can see base stations on the roof of many buildings. From the base station her calls connected to her company's Mobile Telephone Switching Office (MTSO). All the cals from the base stations in a particular city or atea are sent here, The MTSO connects her call to a base station near Said. The cost of the callis also calculated here. Each base station is in the middle of an area called a cel. (The’cellin cellphone comes from here, IFyou move into another cell durina a call, your anal becomes weaker. This change is seen by computers at the MTSO, and your call is passed to the base station in ‘the new cell. This happens very quickly and you don't notice the change. Ie these ces that make it possible for us all to have mobiles. Each phone company can only use a limited number of frequencies for its calls. With cells, people can use the same frequencies in different parts ofa city, And that means more people can use their phones at the same time. Cine =e 4 Which tips in the (IED box did you use for help with Exercise 3b? Tick (v) them. a Read the article again and write your answers to the questions. 1 What does a mobile do to your voice when you speak? Te changes it inte a digital radio signal, Ci ;) In cities, where do companies put a lot of their base stations? = 3 Where do all the phone calls in a city g0? "think it was easy/hard to 4 Why are mobile phones called cell phones in the US? understand because .. 5 How does the mobile phone network know if you are moving? | think it's really interesting/boring 6 Whyare cells so important to mobile phone companies? becaiee | REACT 6 @ Work in pairs. What do you think? Tell your partner. 1. Was the explanation of how a mobile phone works easy Work in pairs. Practise explaining oF difficult to understand? Why? how a mobile phone works. Can 2 Do you think it's interesting to understand how things you do it without looking at the work? Why?/Why not? article? ‘Workbook, page 117GRAMMAR Present simple passive bos Means READ >>> Grammar in context 4. Read the article and find two reasons why you should recycle mobile phones. % ‘a RECYCLE YOUR Most people use a mobile. But what is a mobile made of? We all know that a mobile is mainly made of plastic and metal. But did you know that dangerous chemicals are also used? This is one good reason for recycling them. Small amounts of rare, expensive metals are needed too. These metals are thrown away and lost if a mobile isn’t recycled. So when you need a new mobile, recycle your old one! STUDY 2 The verbs in green in Exercise 4 are in the present simple passive. Use them to complete the explanations eed Use: When the action is more important than the person who does the action. Most people use @ mobile. (active) A mobile is made of metal and plastic. (passive) Form: Positive and negative am/are/is (not) + past participle These metals and lost if a mobile Questions am/are/is + I/he, etc + past participle But what of? See ceumnan oxaRASs, page 129. @ Get it right The past participle of regular verbs is verb + -ed Irregular verbs: See page 140. )))) Workbook, pages 148-119 SR ORGUsMe eee MC Ceres PRACTISE 3 Complete the description with the past participle form of the v coed , mobile phones made? “® First, number of designs are (1) presended (present). One design is (2) (choose) and engineers then decide what electronics and software are (3) (nee, Next, the phone is (4) (make), but iis’t ® (Gendt chope yet. Fret it is) (test) to check there are no problems. Then its ready to sel 4 a Complete the sentences with the present simple passive form of the verbs. 1 90% of the world's products are transported (transport) this way. 2. Most mobites against them. 3. The meat of this animal (not / eat) in india, 4 These games with 64 squares, 5 This food fields 6 This language than a billion people. b What things do the sentences describe? (not / protect) (play) on a board (grow) in very wet (speak) by more Write questions in the present simple passive. 1 Where / most mobiles / make / ? Where are most mobiles made? 2 Why / texting / use / more than calling on mobiles? 3 What ingredients / pasta / make / of? 4 When / Earth Day / celebrate? 5 What sports / play / on a court? 6 Where / Portuguese / speak / as a native language? b Work in pairs. Answer the questions. WRITE AND SPEAK © Work in pairs. Write definitions of three different things. Then read your definitions to oth students. Can they identify the things? ‘Mobile phones! rr!LISTENING AND VOCABULARY Everyday objects bo Ar emeu cima SPEAK AND LISTEN 1 @ Work in paits. Look at the photos and answer the questions. 1. How many of the objects can you name in English? 2 What are the objects used for? 2 a Read the tips in the (I) box. b (ZED Listen to an extract from a museum audio guide. Write the letter of each object the guide describes. I think this is called It's used for ... People use it to Object 1 Object 3 Object 5 ee Opject 2 Object 4 Saini 3 Which tips in the (IID box did you use for help with Ee ee cy neo Exercise 2b? Tick (/) them. Preehee ts Goulet eae | Use familiar words to help you WORK WITH WORDS understand the main ideas. 4 @2ED Listen and point to the correct everyday object in the | Don't stop listening when photos. Then listen and repeat. you hear words you don’t understand, ballpoint pen clothes peg drawing pin light bulb tin can 5 ZED Listen to the museum audio guide again and complete the sentences with the words in Exercise 4. 4 The drawing pin. is called a thumbtack in American English. 2 The original was made of wood, 3 The was produced by the American inventor Thomas Alva Edison. 4 The was invented by two Hungarian brothers. 5 The was invented by a Paris chef. 6 @EED Match everyday objects to the photos. Then match the definitions to the words. Listen and repeat. bottle caps paper clip pencil Postit® Notes thermometer I think the ... is useful because Its used to hold pieces of paper together. paper clip 7a ‘They're used to close different types of bottles. It's used for writing or drawing. It’s used to measure @ person's temperature. ‘They're used to put notes on documents, computers and other surfaces. is more useful than REACT Cr 7 @ Work in groups. Choose the three most useful everyday Do the Words & Beyond exercise objects from the photos. Explain your choice. on page 139. ))) Wettook pages 120-124GRAMMAR Past simple passive READ >>> Grammar in context 4. Read an article about London's Science Museum. Why does it mention the X-ray machine? The Science Museum in London was opened in 1909. To celebrate its centenary in 2009, ten objects were chosen from the museum's collection and the public was asked to vote for the invention that changed the future. Penicillin and the Apollo 10 space capsule were both on the list but they weren't selected. ‘The X-ray machine was voted the number one invention by the public, STUDY 2 Read the explanations. Then underline five examples of the past simple passive in Exercise 1. eee Use: When the action is more important than the person who does the action. Form: Positive and negative was/were (not) + past participle (+ by + who/what did the action) Questions and short answers was/were + I/she, etc + past participle Was Penicillin selected? No, it wasn’t See arunman oxranase, page 129. ))> Workbook, page 122 >>> Use the past simple passive to talk about completed actions in the past PRACTISE 3 Complete the sentences with the past simple passive form of the verbs. 1 X-rays Were discovered (discover) in 1885 by German scientist Wilhelm Conrad Rantgen. 2. The invisible rays created an image when they (project) onto a film. 3 The rays (not stop) by thick paper, or by the bones in his hand. 4 xrays (first use) in a hospital only two months after their discovery. 5 They (not understand) until later 6 Réntgen (eave) the first ever Nobel Prize for physics in 1901. 4 Write complete sentences with the past simple passive and the words in the box. Alexander Fleming a French artist hina physics and chemistry Tim Bemersiee Henry Ford 1. The first rockets / make / in The first rockets were made in China 2 Marie Curie / give / Nobel prizes in 3. The first car for the public / build / by 4 Penicilin / discover / by 5 The internet / invent / by 6 The Statue of Liberty / design / by 5 Write the verbs in the active or passive form of the past simple. In 1969 three astronauts (1) __¢ravelled _ (travel) to the moon and (2) (bring) back safely in the Apollo 11 space capsule. The capsule (3) (call) Columbia, and it (4) (send) into space on top of the Apollo 11 rocket. When Neil Armstrong and Edwin Aldrin (5) (walk) on the moon on July 20, the moment (6) (see) on TV by 500 milion people around the world. The moon walk (7) (also watch) by the third astronaut, Michel Collins. He (8) (have to) stay in the space capsule. WRITE AND SPEAK 6 a Do the Inventions Quiz. Work in groups of four. Pair A looks at page 141. Pair B looks at page 142. Write sentences using the information. b Read your sentences to the other pair. Are they correct? Which pair wrote the most correct quiz sentences? 113)LANGUAGE Jooking for the inventors of tomorrow. idea? Could you be the next Thomas Edison or ng inventors competition to find out The Science Museum is Do you have an original Steve Jobs? Enter our Youn around the world between sien m The Young Inventors competition is open to anyone fro think of an idea for the ages of 12 and 17, All you have to do is — in a group and + new invention. Choose from the categories below. col Sek Envire 1t Home Crime prevention Health & Education Sport muri oument a the chance to develop your idea at the if your idea is chosen, you will get Science Museum TOTS EE UR cull alae itelcTS away of developing new people, making lots of the best ones. Here are SPEAK AND READ 4 Work in pairs. Look at the competition information. Can you take part? as by talking with sever 2 @Which of the categories would you choose and why? a) I'd choose ... or ... because Offeras many ideas as you can, Listen to other people's ideas. Use other people's ideas to think of new ideas Encourage quiet people to offer ideas. Make a list ofthe different ideas Don't say an idea is good or bad too quickly. | think ... is the best category because ... Don't choose the best idea until you finish brainstorming, DO 3 Do you know what brainstorming is? Read the information opposite and check your ideas. 4 Q Work in groups. Brainstorm ideas forthe Science Museum [TG competition. Ive got an ideat 5 Choose the best idea and present it to the rest of the class. Hownetioeet We could REFLECT Why don’t we ... 2 6 Discuss the questions with your class. Do you agree with the y? 1 Was It easy to choose the category and the best idea for the category? Why?/Why not? 2 Which of the tips in Exercise 3 did you follow? Are there any you didn't follow? Why? 3. Did you enjoy brainstorming? Did it help you think of new ideas? EXTEND 7 Work in groups. Brainstorm ideas for a new museum. The museum can be dedicated to anything or anyone of your choice. Give your museum a name and make a list of some of the things people will find there. ‘Sharing and exchanging ideas with other people can often help you think of bettor and more suitable ideas. S a r = = a = ie SGSPEAKING At the hardware store >>> Describe things when you don't know the English word SPEAK 1 Work in pairs. Look at the photo and answer the questions. 4 What might be happening in the photo? 2. Have you ever tried to buy something when you don’t know what it’s called? 3. What can you do when you're in this situation? WATCH OR LISTEN 2 @ISEED Watch or listen to the scene. Which of the things in the pictures (a-f) does Jason buy? Jason: Hi. | need some stuff. | don’t know what it's called. It's used for fishing. Assistant: Do you mean fishing line? Jason: | think so, yes. It’s like string Assistant: That's it. How much do you need? Jason: About 150 metres. Do you have any plastic bags? ‘Small or large? They need to be half a metre wide and one metre long. ‘Assistant: How many would you like? Two, please. I'm not sure what it's called. It's for sticking things. Its usually black. You use it for covering electric cables. You mean this tape? Yes. And | need a long, thin piece of wood. You mean like that? Yes. That's it. How much is everything? Assistant: That's £10.49. 3 Complete the questions with the question words in the box. Then answer the questions. How Howbig How many Hewmeeh How much What kind 1 _How much _ fishing line does Jason want? 2 plastic bags does he buy? 3 do the bags need to be? 4 of tape does he want? 5 does Jason describe the piece of wood? 6 does everything cost? 4 a Read the tips in the (EID box. b @EED Complete the extracts from the convers listen and repeat. 1 Ineed some stuff’. | don't know what it's 2 its used fishing. 3 its string. 4 It’s for sticking 5 Match the phrases in Exercise 4b to the ti It's usually ACT 6 © Work in pairs. Complete the tasks. Then swap roles. in the box. O, * ‘vd 2 @ ‘deseribe things when you don't know the Engish word = Say that you don’t know the name. = Call ita thing or something if its an object or stuffifit's a material. = Say what it's used for. ‘= Doscribe it (size, material, colour, etc). ‘= Compare it to something (it's ike its similar to ...). ray Describe something you don’t the name of I don't know / I'm not sure what it's called. Ineed a thing / some stuf, People/You use it for/to It's for/like ‘Shop phrases Ineed Can you show me? Do you have any How much is everything/it/that? 1. Each student chooses an object from the unit that you can buy in a shop. Role-play a conversation between a shop assistant and a customer. The customer doesn't know the name of the object they want and has to describe it. 2 Can the shop assistant identify the object? Y))) Werkboo'c page 123 11s!In my opinion pS Maen aes SPEAK AND READ 1 Work in pairs. Look at the photos. What are the things ‘and what do they all have in common? In my opinion, the most important for sending messages to friends. invention of the past 100 years Another reason for choosing apps 's the app. Apps are like small is because they're useful, You can computer programs. They're used use them to find information like on smartphones and tablets to do bus times, sports results and the lots of diferent things. weather ne ofthe reasons I've chosen in conclusion, there have been apps is because | use them all the many important inventions in the time. There ae apps for ames, past 100 years but for me, the for listening to music, and apps app isthe most important one, 2 Read the essay that Emilia wrote for homework. What question is she answering? @ Get it right ‘Some phrases are usually followed with a comma, especially in formal writing, for example, {In my opinion, and In conclusion, but try not to add commas unless they are necessary. PLAN 3 a Read the tips in the (IED box. 5 You're going to write your answer to this question: In your opinion, which is the most important invention of the past 100 years? proebee a TigIFVar Use the Writing plan to help you prepare. = Summarise your argument in the first. yh. enn eae WRITING PLAN 1 Give one oF more reasons to support your argument. 1 Paragraph 1 - Summarise your argument.) ‘Choose an invention. Briefly say wy you = Finish with a conclusion. chose it. Start with In my opinion, b Underline the phrases Emilia uses for each 2 Paragraph 2 - Give your first reason. a of the points in the (ITED box. Start with One of the reasons ... and present the first part of your argument. PRACTISE 3. Paragraph 3 - Give another reason. = Start with Another reason for choosing... 4 Match the sentence halves. Then identity the id prone fia ce invention. ar 4. Paragraph 4 - Write your conclusion. a Fimy.opinion, <2 Start with In conclusion, 2 One of the reasons 3. Another reason for 4 Luse it do lots of fun things like 5 Italso helps me to WRITE AND CHECK a B= Pon stOn 6 Write your essay. Then check it. Tick (/) the ‘a make videos, play musio, draw pictures. things in the plan. ee b_itcan help me study and piay. © the is the most important invention. SHARE d__ making it my first choice, is i's simple to use. do my homework. 7 Swap your essay with other students. Which f Ilike it Is because it's easy to carry essays have the best arguments? 116 > Wotktok, pages 124-125UNIT REVIEW VOCABULARY Inventions and materials 1 Complete the verbs in an advert for a museum. Visit the MCC, the museum where you (1) in and we help you to (2) de __ (3) bu___ them. Geet nor aa (8) cr____a 3D image of your invention, And if we really like your idea, we'll | Oca_ needed and then (10) pr_____it Come to the MCG. (11) Ex | GRAMMAR Present simple passive 3 Complete the description with the present simple passive form of the verbs. This clever device i (make) of plastic, has a microchip inside and it @) (put) ‘on reading glasses. But what do you think. (@) find your glasses, you shout ‘Specsert” and your, voice (4) (recognise) by a microchip inside the device. The Specser then makes a loud beeping sound. Specsers ©) our shop, and they (6) anywhere else in the world! Specser (it / use) for? When you can’ (ell) in five different colours in (not find) Everyday objects - designed by you! * A bs ‘clothes bulb 2 paper cap 3 Postit® can ~~ 27% 4 ballpoint peg 6 light pen. e Jf @1 7 drawing clip 8 thermometer bottle pin 10 pencil 5 tin Notes. 2 The names of the objects in the pictures are all wrong. Write the correct names. Past simple passive 4 Complete the description with the past simple active or passive form of the verbs. This incredible idea a (lavent) by sixyearold Carla Simons. She (2) (have) her idea in the museum's café. Her hot chocolate (3) (a) Ke (be) too hot to drink, so she (decide) that a special machine ©) (need) to cool it down. Her idea (6) (give) to us on the back of a menu from the café. We (7) (like) it so much that the first Coolits (8) (make) by our engineers just three weeks later. /16 7/10) SKILLS CHECK Y11 Yes, | can. No problem! V/ Yes, | can. But I need a bit of help. ¥ Yes, | can. But | need a lot of help. Your score: _ /50 | can use pictures for help with new words. | can understand new words when | listen. |lcan share and exchange new ideas. | can describe things when I don’t know the English word. | can present an argument when | write.Pat tte |e READ 4. Decide if each sentence is correct (write C) or incorrect (write 1). Oscar slept well the night before the big day. The stadium wasn't built long ago. You could only take drinks in plastic bottles, It didn’t take very long to get into the stadium. The stadium wasn’t as big inside as Os Oscar had a very good view of the athletics. Bowtausenr by Oscar Flynn My family went to see a day of athletics at the London Olympics® We put our names in a lottery with thousands of other people and our names were chosen! We were really lucky to get tickets. The night before our trip | was too excited to sleep. The Olympic® Stadium was on a litte island, so ‘you had to walk over one of the five bridges to get in. Outside the stadium wasn't as interesting as in photos. It looked like a big bowl. It was completely ‘new ~ it was built especially for the Olympics® Dad said it took three years to build it and it cost 500 million pounds. The stadium was designed with different layers and is more environmentally friendly than other stadiums. A big hole was dug in the ground for the bottom laver. All the metal that was used in the top layer of the stadium was recycled and many of the other materials like stone were recycled from other building projects. I thought that was really cool. We had to get there two and a haif hours before the events started. Everybody's bags and pockets were checked at the entrance. Of course, you couldn't take knives or any other dangerous MER IO Oscar's tamily got tickets Lu Ure Olympics® in a lottery. Alot of the materials that were used in the stadium were recycled. The security checks at the entrance weren't very strict, Oscar's sister doesn't like places where there are lots of people. ‘ar was expecting. mene” = Read the sentences carefully before you read the text. = Look at any pictures which can help you to understand the text. = Read the text carefully and choose the correct answers. = Check details: if any part of the sentence is false, then it is incorrect, things. You couldn't take any glass bottles or tin ‘cans or any drinks (you could take empty plastic bottles and fil the with water inside). You also couldn't bring anything that made a loud noise, flags, big umbrellas - or pets! One lady brought a little dog in her bag and she couldn't go in. There were long queues of people at the entrance and we had to wait for along time. My sister got really stressed because she doesn't like big Crowds or places where there isn't open space. ‘She feels lke she can’t breathe. | was worried and ‘thought ‘Oh no, we'll have to go home.” But Dad told her to take deep breaths and stay calm. After a while she felt calm enough and finally we got inside. ‘The stadium was much bigger than it looks outside. Our seats were at the top and we couldn't see much because we were too far away. It was also louder than | expected. People were cheering and screaming and shouting — especially when the big races were on. But it was a fantastic feeling to.be there with all the other people who were watching, It was an amazing day. se p elp withPROGRESS CHECK LISTEN 2 @2ED Listen and tick (V) the correct picture for each question. 1 What apes ant ee eam Cc a B @ answer multiple choice Gestion wth pictures See Progress Check 1-2, Listen on page 31. 2 Which picture shows Alice? - Al -) B iC @ cescribe things when you don't know the English word : See page 115 @ understand new words 3. What is Jamie talking about? See page 112 A B NN cope Os Be Ginace ) U VJ ~ , BE See page 102 4 What does Zoltan want to do? ‘2 Ba 5 What time are the students going to go to the museum? : © z : Listening: __/10 WRITE 3 Complete the second sentence so that it means the same as the first. Use no more than three words. 1. The school chose Paulo's idea for the sports competition. Paulo's idea for the sports competition. 2 That's Paolo, the one with the orange Tshirt. Paolo is the one is wearing the orange Tshirt. 3. His idea was more exciting than my idea. My Idea wasn’t as His idee. 4 My competition idea was too boring. My competition idea wasn't interesting /4 4 Write a message on a forum about your favourite sport (35-45 words). ‘= Say what the sport is and where you can get information about it. ‘= Give two reasons why it's a good sport for young people. Ca @ bresent an argument ‘See page 116 Writing: gress chock score 720 @ use pronouns DD eh See page 106 _)))> Download extra speaking activities om wnt maemilandeyond.com 219120 Positive ly/normally "= The present simple for J, you, we and they is the same. For ‘the he/she/it forms, adds, es or es to the verb. 36 of frequency usually go hefnre the main verb and | Spelling: he/she/it forms t | ® Ifa verb ends in-o, add -es: ecasionally / from time to time / now and then / | Ayesha goes to the computer club at school. wniy/day/week |= if verb ends in @ consonant andy, change the ¥ into sions of frequency go at the stert or end of @ | Gand add -es: nce: | Dylan aiaye tres todo is homencrk before dnner holiday once or twice @ year. | ® Ifa verb ends in-s, z, x, ch or sh, add -es: He teaches French at my school. Articles: a(n) and the Negative "= Form the present simple negative with don’t (do not) or a(n) doesn't (does not) + verb. Use (a/an) Te en a TENN * Pee ae f= re: Pegi ov oS BOISE «seston tse aioe tro gon ph on * In informal speech and writing, you usually use the short forms don't and doesn’ In negative sentences, don't add -s to the Vorb after doesn't: He doesn't speak French. (not He doesn't speaks French.) Don't use a(n) before plural or uncountable nouns: Many teenagers lke playing video games. We get homework every maths lesson. Questions and short answers ' Form questions in the present simple with do/does + subject the sae Use the before: = a specific thing: He bought the green mobile, ' something there is only one of: The internet is very useful for homework, ® superlatives and dates: The Cornerhouse is the best café in the city centre My birthday is on the 24st of June. ® something already mentioned: There's a computer club at my school. The elub is on Thursday. Question weids + countries and places with a plural name: {rm going on holiday to the United States. * To ask questions in the present simple, use question a On oy to sie dstntes. ‘word + do/does + subject + ver: Don't use the before: | What do you think about the video? ™ things In genera: Its useful to have maps on @ mobile = meals, days, streets, singular place names: ‘eat lunch in the canteen at school His house in Oxford is now a museum.6 Present continuous to talk about things I S$ Now oF around now: Present continuous and present simple * Use the present continuous to talk about things in progress: now or around now, and the present simple for habits and routines and things that are generally true: We usually have pizza on Fridays but today were having pasta. * Use time expressions such as now, right now, at the moment Cr today with the present continuous: 1'm revising for my maths exam at the moment. ® Use time expressions such as on Wednesdays, every week, ‘never, usually and always with the present simple: I always do the washingup after dinner. FORM Positive “* Form the present continuous with be + ing form of the verb. 2 @ * Ifa verb ends in-e, remove the final before adding, “ing: take - taking use - using ' Ifa verb ends in a vowel (eg ja, 0) and a consonant (eg 'm, p,1), double the consonant before adding “ng: ‘swim - swimming shop - shopping «= fa verb ends in 1, double the + before adding «ng: travel - travelling = if 2:verb onde in io, change the Ye to y before adding “ing: te Negative ® Form the present continuous negative with be + not + ng form ofthe verb + You usualy use the short forms of be in the present continuous: He's waiting for the ous. Questions and short answers ' Form present continuous questions with be + subject + ing form of the verb. = You can also use question words (What, Who, Where, How, tc) before be: Where are you staying in London? Reeser ss Ser erat earth ee ven fom atten?) State verbs "You don't usually use the present continuous with state Verbs like tke, know, need, understand ana want. Use the present simple: ‘Nasri really likes that book. (not Nasrin-is-reaty-fking- toate | I don't understand the question. (not Hr-not- ‘understanding the question.) * Other state verbs are: agree, believe, hate, love, remember FEED ou cont usuatiy use the present continuous with hear, see or smell. Use can/can't instead: I can't hear you. Can you say that again? (not #m-not hearing you ..) Present continuous for future arrangements present continuous to talk about arrangements ie times in the future: ing dinner this evening. ‘me to the football match on Saturday. Boing anywhere this weekend. you doing tomorrow night? Mario and Alyssa in town this afternoon. use time expressions with the present ‘tomorow at the/this weekend this evening/afternoon tonight ‘on Monday/Tuesday at 7 o'clock next week/month/year in the summer in two weeks’ time at the end of the month 421isin the past: Felix planted his frst tree. ed at a specific time in the past: ‘Maathai won the Nobel Peace Prize, se time phrases with the past simple: yesterday yesterday morning/night last night/week ‘an hour/two months ago on Monday. in July/2014 FORM Positive Regular verbs '* Form the past simple of regular verbs with verb + -ed. Spelling * Ifa verb ends in y, change the y into / and add ed: study ~ stucled But not if there is a vowel before the y: lay ~ played «Ifa verb ends in a vowel (eg 0) and a consonant (eg p, 1), double the consonant before adding ed: stop ~ stopped * If averb ends in 1, double the J and add -20: travel - travelled Invegular verbs ‘= Many verbs are irregular in the past simple. You have to learn these: give ~ gave, say - said, see - saw, make - made ‘See page 149 fora ist OF Irregular verbs in tne past simple. Negative '= Form the negative past simple with didn't (aid not) + verb. * Use the short form didn’t in informal speech and writing. Questions and short answers '* Form past simple questions with Did + subject + verb, * You can also use question words What, Who, Where, How, eto before did: Where did you go last night? hing happening at a particular time in ‘ight ! was doing my homework. KgrOund events, often to set the scene in $ raining. He was walking slowly along the Positive * Past form of be + ing form of the verb. Negative = Wasn't (was not) or weren't (were not) + ing form of the verb. * You usually use the short forms wasn't and weren't in informal speech and writing. Questions and short answers ' Form questions in the past continuous with was/were + ‘Subject + ing form of verb. and past simple inuous for actions in progress and the walking near a river when | saw a snake. the past continuous and when before en you were out? No, it wasn't. * You can also use question words What, Who, Where, How, eto before was/were: ‘What were you doing yesterday at 10 o'clock? Some verbs change their spelling in the “ing form. See Grammar Database 2 0n page 121 for more information. * Don't use the past continuous with state verbs, or hear, ‘see or sel! We dian’ understand him. (not We-weren = understanding him.) ‘© See Grammar Database 2 on page 121 for more information,Countable and uncountable nouns | Countable nouns + are nouns you can count gs, onions, lemons, ete + use a(n) or the in the singular: Beat an egg. Chop the onion. 1 use some, a few, many, a lot of o a number with the plural Many recipes from Italy use cheese. 1 have a singular and a plural form | the onion the onions “take @ singular or plural ver: A lot of diets don't work. ne ener gave some good ups on now to make omelettes. Uncountable nouns + don't use a(n) or a number with them but can use the: |__ Put the cheese on the pancake. | © often use some, a lt, a itis, ete ‘Some oll is added. usually take a singular ver: | Alitle dark chocolate every day is good for you. Expressions of quantity a lot of © Use a Jot of to desoribe a Jarge quantity of something. You ccan use this with both countable and uncountable nouns: There isa lot of bread. | have a lot of friends. ® You can also use many but only with countable nouns: ‘There are many good recipes for pancakes. You can use many in negative sentences and questions too. alittle / afew ® Use a litle ora few to describe a small quantity of something. ® Use a litte with uncountable nouns: ‘Add a little milk to the mixture. ' Use a few with countable nouns: Thave a few eggs but not mary. some * Use some to describe an amount that is not big and not ‘small. You can use some with countable and uncountable There are some vegetables but not many. Heat some oll in 2 pan. Negative * Use any in negative sentences to talk about zero amounts, You can use this with both countable and uncountable nouns: There aren't any onions. | don't have any bread. * You can also use no with both countable and uncountable 'No onions are needed for this dish There's no milk in the fide. = Use not + many with countable nouns and not + much with uncountable nouns to talk about a small amount of something in negative sentences: | don't need many eggs to make an omelette. He doesn't have much time. "You can also use nat +a lot of with bath countable and tuncountable nouns: I doesn't nave a lot of spices in it. | didn’t have a fot of help with this dish. Questions * Use any with countable and uncountable nouns to ask about quantity: Hove you got any milk? Are there any edi inthe fridge? Note: You can also use some when making requests or offers. You can use it with countable and uncountable nouns: Can | have some ketchup with the chips, please? Would you lke some onions with your burger? How much? / How many? + You can use How many or How much to ask about quantity, Use How many for countable nouns and How ‘much for uncountable nouns: How many eggs do you need? How much food do supermarkets throw away? Short answers + You can answer a How many or How much question with none, a few/litl, not much/many, a ot: How much milk have we got? Not much. Indefinite pronouns nie pronouts Lo Lak about people, things oF that are not specific: ‘Something sail for lunch as 'm not usually hungry. shed! made the cake, there nas flour everywhere. wanted to help tidy up. ren’ go!ng anywhere this weekend. FORM «= Use the ending -body with people, 1 Use the ending thing with objects, 1 Use the ending where with places. + You can also use -one with people: someone, everyone, no one: Nu one tikes verse Negative sentences and questions ® Use anybody/anyone, anything, anywhere in negative sentences: J don't know anyone who tikes spinach, J-ean't find the recioe anywhere. ' Use anybody, anything, anywhere in questions if you don’t know ifthe thing, person or place exists: Is there anything to eat? Indefinite pronouns use a singular verb: Everyone knows the ansiver (not Everyone now te ener) “Sunmeone ale the last chocolate! 123GRAMMAR DATABASE Adjectives with prepositions + -ing form USE AND FORM Use an adjective + preposition + ing form of a verb to describe * how good someone is at doing something: He's good at painting. Leah's not bad at playing the piano. * htow someone feels about doing something: She's worried about taiking to the teacher. ete was tired of watching fms. Spelling = Remember that ifa verb ends in-e, cut the final = before adding “ing: toke ~ taking use - using See Grammar Database 2 on page 121 for more information. Which preposition? Adjective reposition tired/scared of {not $0) good / (not) bad at excited/worried about bored wat Interested in Note: After bored, you can use of or with He was bored of/with playing computer games. Note: An adjective + preposition can come before a noun: He's good at art. Hopes, plans and predi ns for the future Future plans: be + going to + verb USE * Use be + going f0 + verb to talk about plans in the future (when you have already made a decision}: {Im going to visit my grandoarents this summer. What are you going to do when you leave schoo? FORM Positive vm You'e/We're/Theyte going to He's/She's/Its study geography at university. Negative Ym not You/We/They aren't goingto travel round the world. He/She/It isn't 124 Questions and short answers ' Form questions with be + subject + going to + verb, Questions ‘Short answors Am | Boing to Yes, iam. / No, 'm not. Zou goto Yes, he/she/itis. / tshe/she/it goIng 10 niersty? No, he/she/it isnt. Ae you! ay Yes, you/we/they are. / werthey Being te No, you,/we/they arent. Hopes and predictions: will, may and might USE * Use will / will not | voro for predictions about the futur: 1 probably see lots of aifferent countries. Use hope + will / will not + verb for hopes for the future: ‘She hopes shell get 2 good job. ® Use may or might + verb if you are unsure if something ‘ill happen o not: may g0 to university. He might be 2 dancer. # You can also use | think or | don't think with wit if you're not sure: 1 think 11 train to be an electrician don't think 11 ive in another country. ™ Use defintely or probably to say how sure itis that ‘Something will happen. Put definitely/orobably after land before won't 1M definitely travel to afferent counties, 1 probably won't five in Mexico. * You can also use definitely with going to: Im definitely going to do something with music. How sure Is it? ofinitely = 100% sure; probably = 75% sure: fay/might ~ 50% sure | FORM will Positive ® There's just one form of the verb. HW/Youll/Hel/She'l/itl/We'l/Theyll get a good job. Negative * There's just one form of the verb. yYou/He/She/It/We/They won't go to college. Questions and short answers res Short answers Tevsneait, stay at Yes. (/you/he/she/{t/we/they wil / pejane, ome? No, 1/you/he/she/it/we/they won. What do you think youtl do when you leave school? Do you think youl lve in your home town? What won't you probably do?GRAMMAR DATABASE always true: | Ifyou eat a balanced diet, your body works better tf exercise a lo, | get hungcy You can't play tennis if you break your arm, FORM ‘A zero conditional sentence has two parts or ‘clauses’ "= The itclause describes the action. Use if + present simple verb: If you host water to 400°C, it bole « The result clause says what happens. Use a present simple verb: Ifyou heat water to 100°C, It bolls. = Don't use a comma if the result clause comes first: It takes six weeks to get better if you break your arm. Note: You can also use the imperative or should + verb in the result clause. You often use this to give advice: If you exercise, drink lots of water. If you burn your hand, you should put ice on ft should “USE "= Use shoult/shouldn't + vetb to say that something is/ isn’t a good idea: | Sefon fees unwell, he shout go othe doctor. You should eat more rut. Ifyou have a headache, you shouldn't listen to loud music. ‘Hf there is @ red flag, they shouldn't go in the sea. FORM ' Should is the same in all forms. Do not adds to the he, she or it form: Dalgy should stay at home if she has a stomach ache. (not Beisy shoves ..) * To form questions, use should + subject + verb: ‘Should he take the pills in the morning or at night? ‘Should you tell the teacher about the gir who laughs at you? What should I do if don't fee! well? First conditional “USE "= Use the first conditional to talk about possible situations in the future and their results: {IF Rosa works hard, shell pass her exams. Ifyou make eye contact with the audience, they! listen ‘more carefully. | We might not finish the fun run if we don't train enough. FORM A first conditional sentence has two parts or ‘clauses "The ifolause describes the action. You usually use if + 3 present simple verb: If Rosa works hard, shell pass her exams, = The result clause says what will or may happen. When you are 100% sure, use will/won't + verb: If Rosa works hard, she'll pass her exams. When you are 75% sure, use will probably + verb: If Rasa works hard, she'll probably pass her exams. When you are 50% sure, use may/might or may now/mighe not + verb: I Rasa works hard, she may pass her exams. * Don't use a comma if the result comes first: They! give £20 to charity ifyou finish the run, ' You can use questions in the results clause in zero and frst conditional sentences: Does water bol if you heat it to 100°C? What will you do itt rains? = Sometimes you can use shail instead of willin frst conditional sentences to ask questions or to suggest something: Shalt | call you if we go to the cinema tonight?126 ‘must and have to Use must and have/has t0 + verb to say something is ecessary: To be a plot you have to take lots of exams. don't have to Use don’t/doesn't + have to + verb to say something isn’t necessary: My mum doesn't have to go to work today. mustn't Use mustn't (must not) + verb to say something is forbidden dangerous: You mustn't use the lift if theresa fire. ‘Mustn't has a different meaning to don't hhave to. Mustn't = not allowed: You mustn't talkin class. Don't have to = not necessary (but possible}: | don't have to start work early, but sometimes I lke to. Positive have to eee eve Pree He/She/tt has to must \/You/He/She/i/We/te). ‘must aitive on time. Negative don't have to i dnt ee havee revel fr to school. H6/She/it doesn't have to mustn't WYou/He/She/It/ We/They musta't eat in class. Questions and short answers rave to Form questions with do/does + subject + have to + verb, Questions ‘Short answers Yes, |/we/they do. De WVOU/ME/"REY rave work No,l/we/they dont. to hard? ; Yes, he/she/it does. ete ‘No, he/'she/it doesn. Have to, must and didn’t have to in the past Use had to + verb to say something was necessary in the past. Use it forall persons: 1 had to goto the dentist last week. Use didn’t have to + verb to say something was not necessary in the past. Use it forall persons: Malee didn't have to take an exam. Jn questions use Did you) have to + verb: Did you have to tidy your room at the weekend? There is no past simple form of must. Use had to/didn't have to: "had to stay late at school yesteraey. UNIT Use the present perfect 40 talk about actions in the past when we don’t know the ‘@xact time or itis not important: Thomas has designed many apps. to talk about experiences you have had up to now: Pve learnt to play the guitar and the piano. Been to ot gone to? Go has two past participles: been and gone. Use been when someone has gone somewhere and come backs Lucy has been to Spain three times in her ite. Use gone when someone has gone somewhere but hasn't come back ye: Lucy has gone to Spain and is stil there, Positive have/has + past particile form ofthe verb. iAou/WerThey have been to the app club. He/She/t has me Short forms ive/ You've Weve/they've ele NeEMENE ‘peen to he app ch. He's/Shes/tts To form the past participle of regular verbs, add ed: design - designed help -heloed start ~ started Note: Sometime there are spelling changes. These are the ‘same as the spelling changes for the past simple. See Grammar Database 3 on page 122 for more information. Many verbs have irregular past participles. Some of these past participles are the same as the past simple, (See page 140 fora list of regular past participles.) Negative + not + past participle form of the verb. Wou/We/They havent thave not) left school. Ho/Sho/it hasn't (has not) Questions and short answers Form questions in the present perfect with have + subject + past participle form ofthe verb, Short answers Yes, /you/we/they Wyou/we/ have. they iw No, I/you/we/'they = hi succosstul? "ent Yes, he/she/it has, No, he/she/it acne Questions Have Has. hhe/she/it Don't use short forms in positive short answers: Yes, | have. (not ¥es-#¥e)Present perfect with ever and never * Use the present perfect with ever or never for experiences in your life (rom the past to now): "ve never seen Star Wars, Have you ever been to a classical concert? Past. vyourife * Use the present perfect + ever to ask about an experience Jn your ie: Have you ever watched a wildlife documentary? * You usually answer with a short answer: Yes, have. / No, haven't. Yes, she has. / No, she hasn't. ' Use the present perfect + never to eay you have not done something in your Iie: 1've never written a biog. = Put ever before the past participle in questions: Have you ever been to New York? ' Put never before the past perticiple in positive sentences: I've never seen Pirates of the Caribbean Present perfect with already, yet and just already * Use the present perfect with already for actions completed before now: ‘My dad isn’t here. He’ already gone to work. yet ™ Use the present perfect with yet in questions to ask if an action Is completed or not: Have you seen the new James Bond film yet? It's terrific! ' Use the present pefect with yet in negative sentences to say an action isn’t completed: ‘Bob can't go to the cinema tonight because he hasn't done his homework yet Just ™ Use the present perfect with just for very recent actions: "ve just had lunch, so I'm not hungry now. Just and already come before the past participle, but yet comes at the end of the sentence ve ust seen the latest Stor Wars im (not Hre-seen the tatest Star Wers-fiim-fust:) Have you done your maths homework yet? (not Have you done set your maths homewark=) Present perfect or past simple * Use the present perfect to talk about things that have happened in the past when you don't know the exact time or it ie not important: I've told my mum the truth. Have you seen Mike? | don't know where he Is. * Use the past simple to talk about things that have happened in the past at a specific time: | told my mum the seoret yesterday, (not Hhave-tote-mi-miim the seeret-yesterdey:) Did you see the news last night? (not Have you seen-the-news savtnehe?) EEE 0 not use the present perfect with ‘specific time expressions (eg last week, yesterday, two years ago, at four o'clock). When you include a specific time, use the past simple: We went to the United States last year for my cousin’ birthday. Vl We ave been to ae cyntent State test pear tort eosies bt Note: You can use the present perfect with phrases relating to unfinished time, such as this week, this year, today: ve done a lot of homework today, but | didn't do any vesterday. " Use the past simple to give other specific details about ‘something that has happened, such as where, what, who with: ‘A Have you seen the new James Bond film? Yes, | saw it in London. ‘A What did you think of i? BI thought it was brillant! 127 Iie128 Relative clauses ' Use relative clauses to identity or describe people, things and places: ‘Kids who play football iearn other skils for if. This sport is popular in Japan where you can find the world’s biggest bowing alley. + Use that or which for things: Lacrosse and hockey are sports which are played with a stick anda ball Golf is a sport that is played by many older people. "* Use who or that for people: That's the girl who won the race. The player that most impressed me was the Spanish goalkeeper. Use where or places, Mathare in Nairobl is a very poor area where one million ‘people live. There are places in China where people still make skis from wood and horse skin Comparisons Comparative and superlative adjectives ‘comparative adjectives to compare two things: | Ben is older than Jason, but Ben is faster. Ice hockey is more exciting to watch than tennis. me at running adjectives to compare one thing with all a group: dest runner was 101 years old, @ mast exciting race I've ever seen, ‘opinion he's the best player inthe wori. FORM + To form the comparative of most adjectives, adder. See the table below for other spelling changes. * You usually form comparatives with comparative adjective + than: He's a better tennis player than me. * To form the superiative of most adjectives, use the + adjective + est, See the table below for other spelling changes. Some comparative and superiative adjectives are Irregul: Note: Put than after comparative adjectives when you Compare two things in one sentence A golf ball Is heavier than a table tennis ball. But you don’t need to put than if you don’t mention the ‘second thing, person or place: This bat is bigger and more useful Less, the least, (not) as... as (not) enough less * Less + long adjective isthe opposite of more {find the geography scons les interesting than the Mistry = Only use fess with long adjectives. the least = The least + long adjective is the opposite of the most: iis my least favourite subject ot schoo * Only use the least with long adjectives. as... a8 * Use as + acjoctve + as to say that we things are the same: ughy is as popular a football in France. + You can use this with botn short ana long adjectives. not as... as lected al ners tgs aloe ears the same: Table tonnis in as exciting as basketball. Maya isnt as fas a Lia or Rozalia. * You can use this with both short and long adjectives. too and enough * Use too before an adjective to mean ‘more than is riesessary or enough’: ‘can't pay football later. too tired. * Use enough after an adjective to mean ‘not) as much as is Baseball sn exciting enough for me. too andGRAMMAR DATABASE Present simple passive USE Use the present simple passive when: "= the action is more important than the person who does the action: ‘A mobile is made of plastic and metal ‘The new designs are tested by engineers. What is a mobile phone made of? the person who does the action is unknown or obvious: Every year thousands of mobile phones are thrown away. ‘Apps are used to do lots of different things. "= The following sentences mean the same: ‘Many teenagers use mobile phones to play games. ‘Mobile phones are used by many teenagers fo play games. ® The frst sentence is active, and the focus is on Many teenagers. = The second sentence is passive, and the focus is on Mobile phones. ® You often find the present simple passive in scientific and technical texts about facts and processes. It is more ‘common in written Frglish than in spoken English. FORM Positive '= Form the present simple passive with be + past participle form of the ver eco eee steer tae ce Rea oe emma eee ieee Paonia ase Frere ones a ered ere teeter par parce Dea pape a ees ea st participles are the same as the past simple. (See page 140 for st of lroguler past parteles) Spelling Remember that we sometimes have to make speling | changes to regular past participles: |= Ifa verb ends in-e, just add -: recycle recycled use - used celebrate - celebrated ® Ifa verb ends in y, change the - into / before adding eo carry carried try - tried |= But don't do this if there is a vowel before the 4: play ~ played (not pled) ® Ifa verb ends in one vowel (eg 0) and one consonant (eg p, 1). double the consonant before adding -ed: stop ~ stopped |= Ifa verb ends in 4, double the + before adding -ed: travel - travelled Negative ® Form the present simple passive negative with is/are + not + past participle form of the verb: Coffee ign't grown inthe UK Mobiles aren't recycled enough. Questions and short answers "= Form questions in the present simple passive with Is/Are + ‘subject + past participle form of the verb: Is your mobile made of plastic? Yes, iti / No it isn't. ‘Are most mobiles recycled? Yes, they are. / No, they arent. ® You can also use question words (What, Who, Where, How, ‘tc} to form questions with the present simple passive: How are the designs chosen? Past simple passive ‘USE Use the past simple passive when: ™ the action is more important than the person who did the action: The Xzay machine was voted the number one invention by the public. ' the person or thing that did the action is unknown, ‘obvious or not important: The Science Museum in London was opened in 1909. FORM Positive ' Form the past simple passive with was/were + past participle form of the verb: The ballpoint pen was invented by Lazlo and Georg Biro. Their pons are used all around the world * Use by to say who or what did the action: Penicilin was discovered by Alexander Fleming. Negative "= Form the past simple passive negative with was/were + not + past participle form of the verb: The tin can wasn't selected to go on the list: Xxays weren't discovered unt! the late 19th contury. Questions and short answers ‘= Form questions in the past simple passive with Was/Were + subject + past participle of vert Was the Xray machine voted the number one invention? Yes, it was. / No, it wasn't Were microchips invented in the 19th century? Yes, they were. / No, they weren't. '= You can also use question words (What, Who, Where, How, ‘to) to form questions with the past simple passive: What was the Apolo 11 space capsule called? 129er Page 10 camera computer, games console laptop mobile MP3 player tablet Look for words that are similar in your language. Note if the meaning is the same or different, and note if the spelling is a little different. Pages 10 and 14 ‘app store calculator calendar ‘compass, games mall maps messages notes: social networking videos web browser Page 14 headphones keyboard microphone monitor mouse printer screen speaker USB port ‘webcam advert connect appliance device invention blog (n) energy brain find out log in/on chat online icon relax Intemet connection UNIT Which RECALL words are similar in your language? Which things in the word list do you use? Put the things in order, starting with the ‘one you use most. Tick (V) the computer parts you can see ‘on a computer at home or at school. Can you name any other computer parts? Draw a picture of the part(s) and write the name under it. [ suburb text message goon the internet write code IT (Information Technology) switch off technology companyPage 20 / TYPES OF HOME apartment fiat house ROOMS bathroom bedroom dining room hall kitchen living room FURNITURE armchair bed bookshelf desk carpet chair cupboard shelf sota table wardrobe Co» TIP: Practise your vocabulary when you go to different places. Say the words. Pages 20 and 21. HOUSEHOLD JOBS clean the floor clear the table do the ironing, do the washing do the washingup lay the table load the dishwasher ‘make the bed sort the recycling take out the rubbish tidy the room vacuum, Page 24 FREE-TIME ACTIVITIES g0 ice-skating 0 shopping 0 to the cinema listen to music meet friends Play football play an instrument read a book ride a bike watch television OTHER IMPORTANT WORDS advantage fair (ad)) argue ‘eed the ts chore generation disadvantage {g0 out (with) meeting plac mess organisation originally APPLIANCES clock cooker dishwasher fridge kettle lamp light phone radio washing machine ‘TASK: Look around you now and find words in the RECALL list. Can you see any other things? GO BEYOND Write your five least favourite household Jobs from the list. a 2 a 4 5 GO BEYOND Write your top three free-time activities. [Add an extra free-time activity you know in English. 2 relatives remote (contro!) revise (for an exam) soap opera study (for an exam) take tums train (v)WORDS Page 32 beach island mountain sea tree Writing examples in your vocabulary netes can help you remember new words. Pages 32 and 33 coast countryside desert field flowor forest grass. hil Ice sheet island lake savannah stream Page 36 bear owl ant dolphin parrot bee frog penguin 1% spider awake cover (¥) plant (v) bark (v) 0 down reach a goal ‘campaign (n) join save chase (v) liter (n) soream (v) UNIT Write local or famous examples of the RECALL words. Think of where you are now. Which is the nearest example of the natural features on the list? Which wildlife in the list lives in your country? Tick [v/] the crocodile right animals, birds, insects snake and reptiles. turtle smell (v) temperature species torch success take part (in) climate change ow sleeping bag. make a speechVEGETABLES FRUIT MEAT & FISH carrot apple chicken ‘onion banana steak potato grapes salad lemon tomato orange Co»: TIP: Leam words in categories (vegetables, fruit, etc). DAIRY OTHER DRINKS butter bread coffee cheese cake cola eg chips iuice ice-cream chocolate ‘mineral water milk oil tea pasta pizza ree sandwich soup sweets TASK: Find words in RECALL for this category: sweet food ‘and drink, SSSA TO Pages 42 and 43 KITCHEN EQUIPMENT bow! chopping board frying pan knife ‘saucepan COOKING VERBS CONTAINERS AND AMOUNTS bottle box can carton Jar loaf packet OTHER IMPORTANT WORDS allergic (to something) diet (n) ketchup biscuits flour lettuce GO BEYOND Complete the sentences with the correct equipment. 4. You cut something with 2 2 You beat something in a 3 You cook things ina 4 You chop something on a 5 Youfty something ina GO BEYOND Complete the expressions with as many words as possible. 1. a packet of 2 abottle of 3 acarton of 4 apiece of vegetarian waste (n) & (v) ‘cream fresh milkshake delicious golden brown omelette dessert jam pancakeWORDS UNIT Page 54 calm polite cheerful rude friendly serious funny: shy Learn adjectives together with their opposites (eg big and small) Find three pairs of opposites in the RECALL words. Pages 54 and 55 ambitious brave clever ‘competitive ‘confident creative ‘emational generous kina patient Page 58 Brazil China Egvot France Italy Japan Mexico Poland Russia Spain Sweden usa Vietnam belong circle (n} doodle (n) & (v) patter (v) & (n) Brazilian Chinese Feyntian French Italian Japanese Mexican Polish Russian Spanish Swedish American Vietnamese personality shape square triangle trust (v) Write the name of a famous person (a sportsperson, Politician, scientist, artist, etc) for each personality adjective in the list. Write the countries from the list in .. Portuguese Chinese Africa, Arabic French Italian Japanese Spanish Polish Russian Spanish Swedish English Vietnamese Asia, Central and South America. North America, Europe, bad at bored with excited about good at interested in scared of tired of worried aboutPage 64 ap PARTS OF THE BODY arm back ear ee face foot hand head leg. mouth nose tooth | XI’ TIP: Learn the plural form of nouns. Does the spelling TASK Write the plural form of the RECALL words. change? Is the plural form different? Which ones are different? Pages 64 and 65 Gb REVOND eee Write words you associate with five of the body parts - verbs, plas adjectives, clothes, etc. For example, brain: head, think, intelligent, grey. brain chest finger heart knee neck shoulder stomach throat thumb toe reas GO BEYOND pM SUS Choose five verbs. Write an example of when you do the actions. hota For example, | hald my phone when | use it. look down look up point pull sit down stand up stretch touch tum OTHER IMPORTANT WORDS audience complex. fun run race (n) backache cough (n) headache runny nose balanced destroy hurt sore throat bone equal hurt yourself stomach ache bur (v) eye contact overtake ssun cream. cold (n} flag puzzle ‘temperatureUNIT . Page 76 farmer farm nurse, doctor hospital receptionist hotel cook, waiter/waitress restaurant teacher school shop assistant shop/shopping centre Learn words with related worde — for example, jobs and workplaces, Pages 76 and 77 artist gym cleaner factory dentist garage river hair salon engineer office fitness trainer travel agency hairdresser Journalist mechanic pilot secretary travel agent Page 80 business career ‘company course ‘exams fulltime job parttime job ualifications term university achieve cout (v) apology dangerous crocodile death cruel design (v) Make carde with jobs ond workplaces. Turn over a job and ‘a workplace. Are they related — can the person work there? If the ‘answer is yes, keep the cards, Which jobs in the word list do you find interesting? Tick (¥) them. Which jobs are not for you? Cross (x) them. You can add -er to some verbs to make jobs. Make a list of jobs with -er from the RECALL box and this list. Write the verbs for the jobs. Read the words silently in your head and practise pronunciation. Which word... .. has a silent letter? has stress on the third syllable? has stress on the fourth syllable? develop fix risk (v) developer never mind successful entertain on time support (v) equipment PSPage 86 an THINGS WE LISTENTO | THINGS WE WATCH THINGS WE READ acD a DvD a book music a film comic @ podcast television ‘@ magazine the radio a TV programme ‘a newspaper a video a webpage Cio: TIP: Lise media to help you practise English. Listen to TASK: Write down the title of three songs, three flms ‘songs, watch films, and read books, comics and web _and three books in English. pages in English. Pages 86 and 87 ras TYPES OF FILMS AND TV Think of the title of a film or TV programme for each of the words PROGRAMMES in the list. action/adventure ip cartoon 3 ‘omody documentary horror science fiction western TV PROGRAMMES ONLY chat show = cookery show game show news weather oanor Page 90 CRIME accident ambulance arrest (v) crime criminal police car police officer steal (v) thief victim GO BEYOND ‘Write five sentences. Each sentence must contain ‘words from the Crime list. ORONe OTHER IMPORTANT WORDS szction figures chopsticks, galaxy karaoke series atmosphere delay (n) genre ‘merchandise summary blockbuster ending guest rating, symbol board games epicode Influence (n) results vate character,WORDS Page 98 baseball basketball bowling (field) hockey football (US: soccer) golf rugby table tennis tennis volleyball sailing surfing swimming Learn the correct verbs for sports. Use play for most ball or team sports, go for ing sports and do for other sports. Pages 98 and 99 bat flippers goal helmet hoop net puck racket shuttlecock skates snorkel stick Page 102 amazed amazing annoyed annoying bored boring depressed depressing disappointed disappointing embarrassed embarrassing excited exciting interested interesting relaxed relaxing worried worrying breathe fair play Iron (aaj) ‘coach (n) tan keep calm concentrate generous leather court (n) HIV/AIDS lucky determined een UNIT ice hockey badminton ice-skating cycling skiing dancing snowboarding gymnastics horse-riding running skateboarding Write the correct verbs next to the words in the list above, Tick (V) the sports equipment that you or your family have at home, Circle the words that describe you now. Choose three -ing adjectives. Write true sentences about you. 1 2 3 mad. score (n) ack of cards. stressed pitch survive referee wealthyPage 108 PLACES IN A MUSEUM awe coffee shop entrance first floor gift shop ground floor information desk lit stairs ticket office tollets SE TIP: Note words that are different in American and ‘TASK: Match these American English words to words in British English, Pages 108 and 109 INVENTION VERBS MATERIALS build dass caloulate metal create Plastic design stone develop ‘wood discover explore invent produce Page 112 EVERYDAY OBJECTS ballpoint pen bottle cap clothes peg, drawing pin light bulb paper clip pencil Postit® Notes thermometer tin can OTHER IMPORTANT WORDS antenna, chemistry base station encourage bones ‘requency cell phone heat (n) chemist ink RECALL: elevator, first floor, bathroom. GO BEYOND Write four sentences using at least one invention verb and one material. 1 GO BEYOND Complete with the missing words (or parts of words) without looking at the list: microchip ‘space capsule network (n) string newspaper eaitor _telescope ray signal (n)be beat become begin biow break bring build bum buy choose come cost out eal wo raw dink ive eat fall fee! fignt find ty forget get give cd grow rang (out) have hear hit hold hurt was/were beat became began blew broke brought built bburmt/burned bought chose came cost cut deait aia drew drank drove ate fell fed felt fought found flew forgot got gave went grew ‘nung (out) had heard hit held hurt kept been beaten become begun blown ‘broken brought buitt burnt/burned bought chosen come cost cut dealt ‘one drawn, drunk driven eaten fallen fed felt fought found flown forgotten got given gone grown ‘hung (out) had heard fit hela hurt kept lay learn leave lose make mean meet overtake pay put ride ring, run sell send shine sing sit sleep speak spend stand steal swim take teach tell think throw understand wake up wear aia leamt/leamed left lost made meant met overtoon paid put read rode rang. said sold sent shone sang slept spoke spent stood stole swam 100k taught told thought threw understood woke up wore won wrote aid learnt/learned loft lost made meant met covertahen pal put read ridden rung run said seen sold sent shone sung slept spoken spent stood stolen swum taken ‘taught told thought ‘thrown understood woken up worn writenUNIT 2 GRAMMAR 2 Page 25, Exercise 8 Peri iss fr Sense Hstme som | 8 4 visit at ended pm. mee UNIT3 GRAMMAR 2 Page 37, Exercise 7 UNIT5 LISTENING AND VOCABULARY Page 58, Exercise 8 1 In which country is the Eiffel Tower? (France) 2. Which nationality was the composer Frédéric Chopin? (Polish) 3 Stockholm is the capital city of which country? (Sweden) 4. Which nationality were the writers Tolstoy and Dostoevsky? (Russian) ‘5 Which language do you write from right to left? (Arabic) 6 Which country’s flag is red with one big yellow star and four little stars? (China) UNIT6 READING Page 66, Exercise 5 Puzzle answers UNITS = GRammal Page 101, Exercise 4b Sports facts answers UNIT 8 IN THE PICTURE & Page 87, Exercise 7 TV survey 7 tow many televisions are there in your home? How many hours of television do you normally watch each day? How often do you watch these types of programme - rarely, occasionally or often? cookery shows documentaries the news 7 B What's your favourite TV channel? 4 chat shows game shows the weather UNIT 10 GRammaR 2 Page 113, Exercise 6a ms rena Cy The telephone Levi Strauss 1924 Frozen food Eugene Polley 1876 Blue jeans invent’ Charles Dirdseye © 4955 The TV remote Alexander Graham 1853 contro! Bell Answers for pair B: Bubble gum was invented by Walter E. Diemer in 1928, The radio was invented by Guglielmo Marconi in 1895, Coca-Cola® was invented by John Pemberton in 1886. The mobile phone was invented by Martin Cooper in 1973, UNIT 10 IN THE PICTURE Page 109, Exercise 8 Science quiz answers 1 Second place aezot 41 B Thomas Edison 2 24. You multiply by 2 and subtract 4 aot 2 B1969 3 Short 3 olive oil 3 C320 metres 4 Tuesday, Thursday, today and tomorrow 4 table tennis 4 AThe Stone Age 5 If you take away two letters, the first and the last, 5 moon you have IV, This is 4 in Roman numbers. 6 1-0 1418UNIT 2 GRammaR 2 UNTS Page 25, Exercise 8 j guitar lesson F22pm fi Sat ge shopping with Tom |7.3@am_ | Sun meet iene station 15am revise for maths exam 5.32pm IN THE PICTURE Page 87, Exercise 7 Film survey When did you last go to the cinema? Do you prefer to watch UNIT 3 GRAMMAR 2 Page 37, Exercise 7 UNIT 5 LISTENING AND VOCABULARY Page 58, Exercise 8 1 Name two countries where people speak Spanish. (Spain, Mexico) films at the cinema, on Woronline? Which is your favourite fi al Ihe moment? Which types of film do you prefer? Order the types from your most (1) to your least (© favourite. action/adventure comedy horror science fiction cartoon western UNT 10 Grammar 2 Page 113, Exercise 6a john Pemberton 1895 Guglielmo Marconi 1886 CocaCola® — invent. Martin Cooper 1973 The mobile Walter E. Diemer 1928 phone ‘Answers for pair A: The telephone was invented by Alexander Graham 2. HO Chi Minh is the capital city of which country? (Vietnam) Bell in 1876. 3. Which country’s flag is white with a red circle? (Japan) 4 Which nationality are the footballers Ronaldo and Ronaldinho? (Brazilian) 5 In which country is the Tower of Pisa? (Italy) 6 Which nationality was the artist Frida Kahlo? (Mexican) LANGUAGE & BEYOND Page 104, Exercise 6 a 4 asd CALM AND Go BOL TaN) Qcaimp cw) LISTEN TO Frozen food was invented by Charles Birdseye in 1924. Blue jeans were invented by Levi Strauss in 1853. The TV remote control was invented by Eugene Polley In iybp. iss cn CALM iss CoE] sade or) NANKea) a CARTOONS CHOCOLATESee eee ag ee aor ee Seed De ee cea ae Sea See trig ee Dee CCC Le ae Plan your story. “i i, eos eee ec your school - a schoo! play, eee See EL) Teeny SO ne 4 P= - See ee Ce ea ee ics Seca RCS er- Language subskills - Life skills for teenagers "Bespoke videos ~ Inspiring topics _ Strong multi-media offering _ Award-winning author team CTL B CeCe TT BEYOND is a 6evel course for teenagers, from A1+ to B2. The course is based on a detailed mapping onto the CFR and international exams. It offers a comprehensive syllabus for the four skills through systematic development of subskills and linguistic strategies. The age-appropriate life skills strand adds a new dimension to language teaching in the secondary classroom. BEYOND's creative and dynamic approach to topics motivates students to engage with the material, making language learning more meaningful and successful. Units provide constant opportunities for students to express themselves, while the pages are brought to life through a series of specially-produced videos. Throughout the course, language is recycled and reviewed, allowing students to assess and ‘consolidate their progress. BEYOND's unique combination of language skills, life skills and motivating material prepares students for success in the 21st century classroom and beyond. ‘Student's Book Pack, Teacher's Book Premium Pack, including including Online Resource Centre: Online Resource Centre: = Student's Book audio — Presentation Kit (downloadable) = Student's Book video = Online Workbook = Workbook audio — course audio and video — extra listening — worksheets (culture, CLIL, life skills, = worksheets grammar, vocabulary and more) — tests and test generator Print Workbook — access to onestopenglish.com resources ‘Online Workbook DVD (Student's Book videos) Class Audio CDs COMMON EUROPEAN FRAMEWORK Al/A2|B1/B2/CI/C2__ yww.maemillanbeyond.com