High Note 3 Teachers Book Removed [PDF]

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Teacher's Book

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CONTENTS INTRODUCTION

4

What is High Note?

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What is the High Note methodology?

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Key concepts behind High Note

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Course components

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High Note unit walkthrough

10

High Note videos

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Teaching pathways

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How to teach for exams with High Note

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How to flip the classroom with High Note

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STUDENT’S BOOK PAGES WITH TEACHER’S NOTES

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Contents

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01 Looking good

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02 The digital mind

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03 Active and healthy

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04 Time to move

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05 The next step

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06 Do the right thing

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07 In the spotlight

112

08 Consumers’ world

126

09 The power of nature

142

10 Justice for all

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Culture Spot

172

Literature Spot

176

Watch and Reflect

180

Grammar Reference and Practice

190

Use of English

199

Communication

202

CULTURE NOTES

204

STUDENT’S BOOK AUDIO SCRIPT

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STUDENT’S BOOK VIDEO SCRIPT

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WORKBOOK ANSWER KEY

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WORKBOOK AUDIO SCRIPT

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CLASS DEBATES

264

GRAMMAR VIDEOS – EXTRA ACTIVITIES

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PHOTOCOPIABLE RESOURCES

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CONTENTS UNIT

GRAMMAR

VOCABULARY

01 Looking good

pp4–5 Present Simple and Present Continuous, state and action verbs Grammar Video p10 Articles Pronunciation: /ðə/ and /ðiː/

pp4–5 Verb phrases with dress p6 Appearance, clothes, footwear and accessories, fashion p7 Facial features pp8–9 Phrasal verbs pp14–15 Word List

02 The digital mind

pp18–19 Present Perfect Simple and Continuous Grammar Video p23 Verb patterns

pp18–19 Scientific research pp20–21 Technology p22 Science, phrases with think and mind p24 Uses of drones pp26–27 Health and computers pp28–29 Word List

LIFE SKILLS How to give a presentation Life Skills Video

03 Active and healthy

pp34–35 Past Simple, Past Continuous and Past Perfect Grammar Video p38 Used to and would

pp32–33 pp34–35 Sports collocations p36 Sports, activities, fitness and exercise p37 Injuries, accidents and emergencies pp39–41 Diet and nutrition pp44–45 Word List

04 Time to move

pp48–49 Modal and related verbs Grammar Video p53 Relative clauses Pronunciation: Intonation in sentences with relative clauses

pp48–49 Air travel pp50–51 Holiday phrases p52 Travel essentials, travel phrases p54 Urban transport pp58–59 Word List

LIFE SKILLS How to take part in a debate pp62–63

05 The next step

pp64–65 Talking about the future Grammar Video p66–67 Future Continuous and Future Perfect

06 Do the right thing

pp78–79 The first and the second conditionals Grammar Video p83 The zero conditional and alternatives to if

p64 Personality adjectives p66 Phrasal verbs related to studying p69 Work and jobs pp70–71 Future jobs pp74–75 Word List pp78–79 Truth and lies pp80–81 Communicating p82 Emotions p85 Relationships, conflicts and problems pp88–89 Word List

LIFE SKILLS How to set SMART goals pp92–93

07 In the spotlight

pp94–95 Reported speech Grammar Video p100 Reported questions

pp94–95 TV news p96 Viewing habits Pronunciation: Syllable stress p97 Success and failure pp98–99 Describing art, films, books and plays pp104–105 Word List

08 Consumers’ world

pp108–109 The passive Grammar Video p115 have/get something done

pp108–109 Advertising p110 Spending habits p111 Money pp112–113 Payments, trading and banking pp118–119 Word List

LIFE SKILLS How to be more creative pp122–123

09 The power of nature

pp124–125 The third conditional Grammar Video p128 I wish/If only for regrets

10 Justice for all

pp138–139 Modal verbs for speculating about the present Grammar Video p141 Modal verbs for speculating about the past

pp124–125 Water and the ocean p126 Natural disasters and dealing with them p127 Environmental responsibility pp130–131 Urban and rural life pp132–133 Sustainable homes pp134–135 Word List pp138–139 The courtroom p140 Law and punishment pp142–143 Phrasal verbs related to justice p145 Voting pp148–149 Word List

LIFE SKILLS How to identify fake news pp152–153 pp154–157 Culture Spot

pp158–161 Literature Spot

pp162–171 Watch and Reflect

(Documentary Video worksheets)

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READING

LISTENING

SPEAKING

WRITING

REVISION

p11 Participating in conversations Communication Video

pp12–13 An informal email

pp16–17 Revision 01

pp20–21 Science fiction or science fact? Active Reading: Skimming and scanning Documentary Video

p24 An interview about drones p25 Making choices Pronunciation: /iə/, /iː/ and /ɜː/ Communication Video

pp26–27 A blog post

pp40–41 Grow food, eat well, be healthy Documentary Video

p37 Conversations about accidents Active Listening: Identifying the speaker’s purpose

p39 Being polite Pronunciation: Linking Communication Video

pp42–43 A short story

pp50–51 How to survive a holiday with your parents Active Reading: Identifying author’s attitudes Documentary Video

p54 A radio programme about urban transport and pollution

p55 Agreeing and disagreeing Communication Video

pp56–57 A formal email of enquiry

pp70–71 The world of work in 2030 Documentary Video

p69 An interview about the gig p68 Describing strengths and weaknesses economy Active Listening: Taking notes Communication Video

pp80–81 If you keep it, we’ll be rich Documentary Video

p82 A radio programme about winning a lottery Pronunciation: The schwa /ə/ sound

pp98–99 What is and isn’t art? Documentary Video

p97 A radio programme about promoting your work on social media

pp8–9 The power of appearance p7 A podcast about jobs in entertainment Documentary Video Active Listening: Listening effectively

Use of English > p191

pp30-31 Revision 02 Use of English > p191

pp46–47 Revision 03 Use of English > p192

pp60–61 Revision 04 Use of English > p192

pp72–73 Personal statement as part of a university application

pp76–77 Revision 05

p84 Asking for, giving and reacting to advice Communication Video

pp86–87 A for-andagainst essay

pp90–91 Revision 06

p101 Describing a personal experience Communication Video

pp102–103 A review of pp106–107 a play Revision 07

pp112–113 The way we pay p110 A podcast about Active Reading: Understanding spending and saving money links in a text Documentary Video

p114 Complaints Pronunciation: Sounds: /eɪ/ and /aɪ/ Communication Video

pp116–117 An opinion pp120–121 essay Revision 08

pp130–131 How a music video changed my life Active Reading: Summarising texts Documentary Video

p126 An interview about surviving an earthquake

p129 Expressing and responding to regrets Pronunciation: unstressed have/not have Communication Video

pp132–133 An article

pp142–143 Scottish mum hugs bike thief Documentary Video

p145 A radio discussion about voting Active Listening: Facts, opinions and speculation

p144 Comparing and contrasting photographs Pronunciation: /ð/ and /θ/ Communication Video

pp146–147 A formal letter

pp172–189 Grammar Reference and Practice

p190 Irregular Verbs

Use of English > p193

Use of English > p193

Use of English > p194

Use of English > p194

pp136–137 Revision 09 Use of English > p195

pp191–195 Use of English

pp150–151 Revision 10 Use of English > p195

pp196–199 Communication

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01

Looking good VOCABULARY Appearance, clothes, footwear and accessories, fashion GRAMMAR

A night to It’s 9 p.m.

Present Simple and Continuous, state and action verbs, articles Use of English > page 191

SPEAKING

Participating in conversations

WRITING

An informal email

VIDEO

Grammar

Documentary

remember

Communication

and in the ballroom of a large UK hotel, a group of well-dressed secondary school students are dancing, dancing gossiping and taking selfies. xams are finished and everyone is waiting for their results. owever, this is the school’s first prom, and no one is worrying about grades tonight. roms first became popular in the in the s. or some teens, this night to remember’ is their first real chance to get dressed up. reparations often cost a fortune, and the average family spends nearly , per child on clothing, accessories, hair, etc. The high cost of proms and the pressure to look good mean that attitudes are changing. changing Organisations such as Operation Prom, which provide low income students with free formal clothing are becoming more and more popular. oreover, an increasing number of students are organising their own cheaper, more relaxed celebrations. At the same time, prom nights are becoming more common in the UK, probably thanks to the in uence of merican film and culture. veryone here in the hotel tonight seems happy and relaxed, but what do they really think of their first prom night

Emma:

“People usually organise their own end-of-year celebrations, but this is great fun! It’s nice to get together and everyone looks brilliant.”

Guy:

“I decided to wear trainers and a T-shirt with my suit, but I regret it now.

Brandon:

I feel underdressed. I’m thinking of going home and getting changed.”

“I didn’t buy a suit because I’m ’m saving for a holiday. This one belongs to my brother. I usually dress casually, but actually I think smart clothes are OK. Several people have told me I look good, although one of them was my mum.”

1A GRAMMAR AND VOCABULARY

Exercise 2 1 nearly $1,000 2 because prom night is too expensive and not relaxed enough 3 probably because of the influence of American film and TV culture

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In pairs, look at the photo and the title of the text and answer these questions. 1 What do you think the people in the photo are celebrating? the end of the school year/their exams 2 When do you wear formal outfits? Do you like them? Say why.

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Read the first paragraph of the text to check your answer to question 1 in Exercise 1. Then read the rest of the text to answer these questions. 1 How much does the average US family spend per child on prom night? 2 Why are attitudes to prom night changing in the US? 3 Why are proms becoming more popular in the UK these days?

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REFERENCES

EXTRA ACTIVITIES IN CLASS

VIDEO SCRIPT page 231

• After Exercise 2, get students to talk about how they celebrate the end of the school year. They could do this in pairs, small groups or as a whole class.

CULTURE NOTES page 204

• Do this activity after Exercise 7. Students write questions about the way their classmates or celebrities dress using vocabulary from Exercise 6, the Present Simple and the Present Continuous. In pairs, they then ask and answer their questions.

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Match sentences 1–6 with meanings a–f in the Grammar box. Then find one more example underlined in the text for each rule. 1 2 3 4 5 6

Present Simple and Present Continuous

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Choose the correct forms to complete the sentences. 1 My girlfriend and I take / are taking salsa dancing lessons this month and tonight we ’re learning / learn a new dance routine. 2 It gets / ’s getting late but I don’t want / ’m not wanting to leave the dance floor! 3 I ’m not really enjoying / don’t really enjoy myself, to be honest. It all is seeming / seems a bit too much, like a Hollywood movie. 4 I ’m thinking / think there’s a lot of pressure to come to the prom with a date, but I don’t see / ’m not seeing anyone at the moment so I just came with a friend. 5 My best friend hates / ’s hating dancing so unfortunately we ’re never going / never go dancing together. 6 People love / are loving those dancing shows on TV and ballroom dancing is becoming / becomes more popular because of them.

Find four of the phrases from the box in the text on page 4. Then use the phrases in the box to complete the sentences.

• Photocopiable extra Grammar Video activity 1, page 266

2 overdressed 3 dress casually 4 get dressed up 5 dressed up as 6 get dressed 7 get undressed 8 well-dressed

SPEAKING Use the phrases from Exercise 6 to make three true sentences and one false one about yourself. Can your partner guess which one is false? 1 Read the questions and watch the video. Say what the speakers answer. Then in pairs, ask and answer the questions. 1 What’s everyone wearing this year? 2 What clothes styles are you wearing this season?

□ I can use Present Simple and Present Continuous to talk about habits and temporary situations. FURTHER PRACTICE

Exercise 6 In the text: dress casually, get dressed up, underdressed, well-dressed

1 Oh no! I’m the only person not wearing a suit. I’m totally underdressed  . 2 Oh dear! Everyone else is wearing jeans and I’m in a dress. I’m completely                . 3 These formal clothes are OK but I still prefer to                . 4 I only                for weddings and funerals. 5 It’s a shame nobody is                super heroes. 6 OK, it’s 11 a.m. and I’m still in bed. I suppose I should get up,                and get going. 7 I was so tired after the prom I didn’t                and went to bed in my suit. It looked terrible in the morning. 8 Appearance is important and I want people to think I’m a                person.

WATCH OUT!

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Exercise 5 2 know 3 is wearing 4 Are you thinking 5 live 6 ’m beginning 7 doesn’t seem 8 don’t think 9 look

dress casually dressed up as get dressed get dressed up get undressed overdressed underdressed well-dressed

Grammar Reference and Practice > page 172

State verbs are usually only used in the Present Simple because they express states, beliefs, opinions or feelings. However, a small group of these verbs can be used in the Present Continuous with a change of meaning, e.g. think, have, look, see, for example: think = opinion) We think proms are a great idea. (think I’m thinking of going home. (think think = mental activity)

Exercise 3 Examples from the text: a spends b organise c  seems d are dancing e ’m saving f  are changing

Alice I can’t believe we 1 're wearing  (wear) the same dress! What a nightmare! Clara Ha ha! Yep. I 2                (know) how you feel. Alice Why didn’t I think? Everyone 3                (wear) pink this summer! 4                 (you/think) of going home and getting changed at all? Clara Not really. I 5                (live) quite far from here. Alice Maybe you should. I’ll pay for your taxi. Clara No, thanks … I 6                (begin) to think it doesn’t matter. Alice Really? Clara Yeah, it 7                (not seem) worth it. I 8                (not think) you should worry. Let's just enjoy ourselves. Alice Yeah, we both 9                (look) great in this dress anyway.

□e Everyone is waiting for their results. □c I think smart clothes are OK. □a Preparations often cost a fortune. □d No one is worrying about grades tonight. □f Prom nights are becoming more common in the UK. □b I usually dress casually.

We use the Present Simple for: a facts and general truths b routines and habits c state verbs (e.g. want, know, prefer, remember, understand, mean, imagine, sound, appear, seem, own, belong to) Time expressions: always, every day, regularly, most days, usually, often, sometimes, hardly ever, never We use the Present Continuous for: d actions happening right now e temporary situations happening around now f changing situations Time expressions: now, at the moment, these days, nowadays, this year

1.2 Complete the conversation with the correct Present Simple or Present Continuous form of the verbs in brackets. Then listen and check.

GRAMMAR VIDEO

Present Simple and Present Continuous

• Photocopiable resource 1: Party night, pages 272, 287 • Extra digital activities: Grammar Checkpoint 1A

• Grammar Reference and Practice, Student’s Book page 172

ASSESSMENT

• Workbook pages 4–5/Online Practice

Grammar Quiz 1A

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NEXT CLASS Ask students to bring photos of celebrities whose style they like or fashion bloggers they follow. Alternatively, they could choose a few photos online and have them available on their phones.

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1B VOCABULARY | Appearance 1

Exercise 1 Suggested answers: Clothes: anorak, blouse, boxer shorts, bra, blouse, cardigan, coat, dress, hoody, jacket, jeans, jersey, jumper, kilt, parka, pyjamas, raincoat, shirt, shorts, skirt, socks, sweatshirt, tights, top, tracksuit, tracksuit top/bottoms, T-shirt, underwear

THINK BACK Work in pairs. Add as many words as you can to these categories.

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Clothes: trousers, vest, … Footwear: sandals, wellies, … Accessories: cap, shoulder bag, …

2

Look at the photos and read the texts below. Why are these people unique?

3

Look at the photos again and, in pairs, match items 1–14 in the photos with their names in the box. 13

Footwear: boots, flip-flops, shoes, slippers, sneakers, trainers

5 1 12

Accessories: belt, bracelet, chain, earrings, glasses, gloves, handbag, hat, necklace, scarf, sunglasses, tie/bow tie, woolly hat

14 11

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b tie 6 faded/ripped jeans 2 fake fur jacket bow high-heeled shoes 3 loose-fitting dress matching handbag 7 nylon jacket plain white shirt 9 trainers 10 shiny suit sunglasses 8 T-shirt with a logo on it tight trousers 4 wide leather belt

Add the highlighted words from the texts to these categories. Materials: cotton , denim,               , gold,               , linen,               , silk, wool. Patterns: checked,               , striped,               . Shape: baggy,               , narrow,               ,               . Other:               , full-length,               ,               .

Exercise 2 Ashley Graham is unique because she’s the most famous plus-size model in the world. Tinie Tempah is unique because his style is very flexible.

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Look at the vocabulary map and use the words to describe Ashley and Tinie. Hair/facial hair balding clean-shaven moustache straight/curly wavy/medium-length unshaven

PHYSICAL APPEARANCE Body broad shoulders full figure heavily-built muscular overweight pale/dark/tanned skin skinny slim thin waist well-built wide hips

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SPEAKING In pairs, look at the photos of style icons and follow the instructions. Student A, go to page 196. Student B, go to page 199.

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REFLECT | Society Fashion shows often present size-zero models. Do you think this is a problem? Say why. Discuss in pairs.

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Who is your style icon at the moment? Find a photo of this person and write a description of him/her.

In pairs, discuss what you usually wear on school days and at the weekend. Use the words from Exercises 3–4.

Exercise 4 Materials: fake fur, leather, nylon

14 13

Patterns: plain, with a logo on it

Other: casual, designer, matching

My style icon is Ashley Graham. She is stunning and glamorous. She has dark eyes, pale skin and long, straight hair. She’s also well-built with a full figure and wide hips. In this photograph, she’s wearing an elegant fake fur jacket over a loose-fitting black cotton dress, a wide leather belt and stylish black highheeled shoes with a matching handbag. Ashley is probably the most famous plus-size model in the world. She believes the fashion industry is wrong to use skinny size-zero models and tours schools to talk about the importance of accepting one’s body shape.

Exercise 6 Ashley: well-built, full figure, wide hips, straight hair, stunning, glamorous, elegant, stylish Tinie: slim, handsome, curly hair, fashionable

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2

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DIFFERENT LOOKS FOR DIFFERENT TIMES

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1

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My style icon is Tinie Tempah. He is slim and handsome with short curly hair. This rapper and TV personality often appears on lists of the world’s best-dressed men. But Tinie doesn’t always dress the same. When he performs on stage, he usually wears casual clothes. In the photo on the right he’s wearing a white cotton T-shirt with a logo on it, a short blue nylon jacket, faded ripped jeans, designer sunglasses and white trainers. But in the photo on the left, Tinie is all dressed up. He looks fashionable in a shiny red suit with tight trousers, a plain white shirt and a black bow tie. I love his flexible style!

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□ I can talk about physical appearance and clothes.

REFERENCES CULTURE NOTES page 204

EXTRA ACTIVITY IN CLASS Do this activity after Exercise 7. Put students in new pairs or small groups and ask them to take it in turns to describe the photos they have brought in using vocabulary from Exercises 3 and 6. You could also ask them

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GREAT STYLE HAS NO SIZE

Shape: loose-fitting, tight, wide

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Opinions elegant fashionable glamorous handsome stunning stylish

to look for similarities and differences in the people’s appearance.

FURTHER PRACTICE • Workbook page 6/Online Practice • Photocopiable resource 2: Sketch artists, pages 272, 288–289 • Extra digital activities: Vocabulary Checkpoint 1

ASSESSMENT Vocabulary Quiz 1

NEXT CLASS Students look for examples of extreme changes in celebrities’ appearance (e.g. for a role, concert or video clip). They make notes and if possible, also find a photo showing these changes.

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01 MARGOT ROBBIE

JARED LETO

1C LISTENING AND VOCABULARY 1

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In pairs, look at the sentences in Exercise 5 again and decide what kind of information you need in order to complete each sentence. Can you guess or remember any of the missing words?

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1.3 Study the 'While you are listening' section of Active Listening. Then listen again and complete the sentences with one or two words in each gap.

Look at the photos. In what ways do actors change their appearance in films?

You are going to listen to a podcast about jobs in the entertainment industry. Study the ‘Before you listen’ section of Active Listening and the sentences in Exercise 5. Then answer questions 1 and 2. 1 What are the names of the people you will hear in the podcast? Blake, Christine 2 What do you think their jobs are? make-up artist, actor

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Before you listen • Read each question carefully to understand the situation. • Use your experience to predict what the people might say. • Predict what kind of information you need to answer each question – a number, a place, an adjective, etc.

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While you are listening • Listen for key words and phrases to: – help you understand the main ideas, – check your predictions.

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Would you enjoy Blake’s job? Discuss in pairs.

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Work in pairs. Use the phrases in Exercise 7 to write seven sentences about people you know. My grandfather has got a double chin. SPEAKING In groups, say which of these statements you agree with. 1 2 3 4

With make-up, less is more. It is not appropriate to wear make-up at school. No one under the age of sixteen should wear make-up. Make-up is not for men.

□ I can listen effectively and talk about physical appearance. AUDIO SCRIPT page 212 CULTURE NOTES page 204

EXTRA ACTIVITIES IN CLASS • This activity can be done before or after Exercise 1. Using the notes they made at home (and their photos, if they have them) students work in pairs to talk

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Exercise 5 2 70/seventy 3 thinner 4 creative 5 several thousand 6 (superhero) film

Which of these features can you see in the photos? bags under the eyes double chin full lips long eyelashes shaped eyebrows smooth skin wrinkles

1.3 Listen and check your answers to Exercise 2.

REFERENCES

Exercise 4 1 an adjective to describe the details of a TV series 2 a number 3 an adjective to describe lips 4 an adjective to describe part of a job 5 a number 6 a noun (something a make-up artist would work on)

I wouldn’t like it because I’m not into make-up, but my sister would love it because she’s very artistic.

ACTIVE LISTENING | Listening effectively

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Exercise 1 Suggested answers: They work out/get fit/ go to the gym. They cut off/colour/ grow their hair. They wear costumes. They use CGI (computergenerated imagery).

1 Blake can’t give too much information about the TV series because it’s a secret . 2 Blake’s job is to transform Christine so she appears to be                years old. 3 He wants to make Christine’s lips look               . 4 He enjoys the                part of his job most of all. 5 Make-up and equipment cost Blake                pounds every year. 6 In the future, Blake would love to do make-up for a               .

They wear a lot of make-up.

2

BEFORE & AF TER

about extreme changes in actors’ or other celebrities’ appearance. • After Exercise 9, students choose one of the four statements to write a short paragraph about, explaining why they agree/disagree with it.

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FURTHER PRACTICE • Workbook page 7/Online Practice • Photocopiable resource 3: Backstage, pages 272, 290

NEXT CLASS Ask students to think of different professions and the kind of outfits which are associated with them, and make notes.

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1D READING AND VOCABULARY SPEAKING In pairs, talk about your favourite/least favourite clothes and accessories. Why do you like/ dislike them? How do you feel when you wear them?

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1 I’ve got broad shoulders and curly hair. 2 I can’t decide whether to wear a shirt with short sleeves or long sleeves. 3 I’ve got pale skin but my best friend has dark skin. 4 My hair is short, but my friend has long hair. 5 My eyes are blue, but my sister’s are brown. My dad is middle-aged but he isn’t grey-haired, he’s brown-haired.

I love my long black coat. It’s really warm and fashionable and I feel glamorous when I wear it. My friends say it’s really elegant.

2

In pairs, look at the photos, the captions and the title of the article. What do you think it is about? Then read the article quickly to check your predictions.

3

Read the article again and choose the correct answers.

the power of appearance and stereotypes

1 Why did Séan Garnier pretend to be an old man? a To have the chance to play football with teenagers. b To show that old people can play football well. c To take part in a sports match. d To persuade people to take up sport. 2 Katherine Quigg started her blog a because she wanted to work in fashion. b as part of her engineering degree. c in order to shock her fellow engineers. d to show that fashionable women can be scientists. 3 In the third paragraph, what does the writer suggest? a The way you dress affects what you think of other people. b In some fields, women who dress like men are more successful. c Teachers know more if they dress well. d People who wear uniforms are better listeners. 4 How can putting on a white coat influence you? a It can make you believe you’re a doctor. b It can help you concentrate better. c It can help you control other people. d It can make you feel stronger. 5 What would be the most suitable sub-heading for this article? a Some stereotypes are false, but the way people look does tell us a lot about them. b Stereotypes are always wrong: we need to challenge them at all times. c The way we look affects what people think of us and how we feel and behave. d Studies show it’s better to dress well if you want to be successful in life.

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Study Watch out! and rewrite sentences 1–5 using compound adjectives. Then in pairs, use compound adjectives to talk about the people you know.

WATCH OUT! We can use compound adjectives to describe clothes and people. If a person has grey hair, we say he/she is grey-haired. If shoes have high heels, we say they’re high-heeled shoes. If a person is neither young nor old, we say he/she is middle-aged.

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SPEAKING How do these things make you feel? Discuss in pairs. a uniform your pyjamas a football strip a formal dress a white coat a suit and tie cool sunglasses a pair of glasses a superhero costume When you wear a uniform it makes you feel strong and important, it makes you feel like a soldier.

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REFLECT | Values Appearance is not important. It’s what inside that counts. Do you agree? Discuss in groups. 2 WATCH AND REFLECT Go to page 162. Watch the documentary Beauty belongs to everyone and do the exercises. DOCUMENTARY VIDEO

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Exercise 5 1 I’m broad-shouldered and curly-haired. 2 I can’t decide whether to wear a short-sleeved or a long-sleeved shirt. 3 I’m pale-skinned but my best friend is darkskinned. 4 I’m short-haired but my friend is longhaired. 5 I’m blue-eyed but my sister is brown-eyed.

In pairs, rewrite these statements using the highlighted phrasal verbs from the article. Then say if the statements are true for you. 1 I admire people who have their own sense of style. look up to I look up to people who have their own sense of style. 2 I like to take part in conversations about fashion. join in 3 My sister is stylish but she doesn’t think she’s better than people (like me) who don’t care about fashion. look down on 4 I’d like to start my own fashion design company one day. set up 5 My parents often make a mistake when they buy me clothes. get it wrong

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□ I can understand the main idea and identify specific details in an article and talk about stereotypes.

REFERENCES

EXTRA ACTIVITIES IN CLASS

VIDEO SCRIPT page 231

• Start the class by referring students to their notes and getting them to talk about the different professions and outfits. They could do this in pairs, small groups or as a whole class. Ask them to think about why they think we stereotype certain professions when

CULTURE NOTES page 204

it comes to appearance. Is this a good thing? Why/Why not? • After Exercise 4, students write true sentences about them using the phrasal verbs from the article. • This activity can be done at the end of the lesson. Write the following statement on the board: Modern society pays too much

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The of appearance He’s skinny, grey-haired and he walks like an old man. The boys don’t want him to play because they assume he’s no good. 5 However, he insists on joining in. in At first, he’s useless: he can hardly kick the ball. But then he starts playing brilliantly. He runs circles around the boys and scores an amazing goal. The thing is, he isn’t really an old man. He’s thirty-five-yearold freestyle footballer Séan 10 Garnier, who’s disguised to look old for an advert encouraging active lifestyles.

the way people look affects what we think of them

This story shows how you can get it wrong if you judge people by 15 their appearance. Unfortunately, it’s something we often do. We assume overweight people can’t run, young people are irresponsible and pretty young women are not interested in 20 science. But stereotypical assumptions are frequently wrong. For example, Katherine Quigg is a glamorous young woman. She’s also an engineer. After graduating, she realised many people working in STEM1 were shocked that a stylish woman with a passion for fashion could be an engineer. So she 25 set up a fashion blog called Engineering In Style to prove these people wrong by encouraging stylish young women to work in STEM.

1 Science, Technology, Engineering, Mathematics

Workbook pages 8–9/Online Practice

It’s a sad fact that if a woman dresses in a masculine style, she has a better chance of getting a job. People consider teaching assistants wearing formal clothes to be more intelligent than those who dress casually. We show more 35 respect to people in uniforms and are more likely to listen carefully to a doctor when he or she is wearing a white coat. The clothes we wear affect not only what we think of others, but also what we think of ourselves. If we wear lovely clothes, we feel more attractive and if we wear a suit and 40 tie, we feel more important. What’s more, clothes can also change the way we behave. In one fascinating experiment scientists showed that if you wear a white coat that you believe belongs to a doctor, your ability to pay attention increases sharply. However, if you wear the same white coat 45 believing it belongs to a painter, there’s no improvement in your ability to concentrate. As the scientists behind the experiment stated, ‘The clothes we wear have power not only over others, but also over ourselves.’2 So our physical appearance and clothes influence the opinions 50 people have of us and their behaviour towards us. This can

sometimes make them use unfair stereotypes. But it seems that the clothes we wear also have a powerful effect both on how we feel and how we act. Perhaps that’s worth remembering the next time you’re trying to decide what to wear.

2 Adam and Galinsky, The Journal of Experimental Social Psychology

attention to appearance. Get students to discuss the statement in pairs or groups. What do they think it means? Do they agree? Get brief feedback from the class.

FURTHER PRACTICE

30 the well-dressed and look down on those who dress badly.

9

NEXT CLASS Ask students to interview different people in their family/social circle about fashion trends when they were teenagers: what was in style then? What did young people use to wear? Ask them to make notes and bring in photos if possible.

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RE A D E RS ’ LET TE RS

This week’s star letter is from Trudy in Oxford. She has won the £100 prize!

The wheel of fashion I’m a sales assistant in a boutique in a shopping centre in Oxford. The boutique specialises in fashion from the USA and from Europe, especially Italy and France. It’s the ideal job for me because I’m really into clothes: I go to fashion shows, I read fashion magazines, I know all about the latest styles and the first thing I do when I get paid every month is buy some new clothes. But in my opinion, the most important thing to know about fashion is that it’s like a wheel. It turns round and round. The cool looks of the past that nobody wears any more often become the cool looks of the future. Denim dungarees from the 1980s and bright neon colours from the 1990s are back in fashion. Today I’m wearing a leather jacket. The jacket looks great but it isn’t new. My mother bought it thirty years ago! So, don’t throw away last year’s clothes – they may be out of fashion now but sooner or later, it’ll come back into style.

3

They say that 1 ø girls care more about clothes than 2 ø boys but I think shopping for clothes is 3 the most boring thing in 4 the world. Today I’m wearing 5 an old pair of jeans and 6 a cotton top. 7 The jeans were 8 a present and 9 a friend gave me 10 the top because it was too small for her. My best friend is from 11 ø Italy. He loves 12 ø clothes and he’d like to be 13 a fashion designer in 14 the future.

1E GRAMMAR Exercise 1 Suggested answer: It means that clothes that were fashionable in the past become fashionable again after some time. Exercise 2 Examples from the text: a readers’ letters, specialises in fashion, fashion shows, fashion magazines, denim dungarees, bright neon colours b Italy and France c a shopping centre e the wheel of fashion, the ideal job, the cool looks of the past/future f the USA, the latest styles, the first thing, the past, the future, the 1990s g a boutique … the  boutique

1

‘Fashion is like a wheel.’ What does that mean? Discuss in groups. Then read the text and look at the photos to check your ideas.

4

Articles

2

Study the Grammar box and match the underlined words in sentences 1–8 with rules a–g. Use one rule twice. Then find more examples of the rules in the text. 1 2 3 4 5 6 7 8

prize □e She has won the £100 prize. □d I’m a sales assistant. Europe. □b The boutique specialises in fashion from Europe □a I’m really into clothes. □f The most important thing to know about fashion … □c … is that it’s like a wheel. □f Dungarees from the 1980s are back in fashion. jacket The jacket looks great. □g I’m wearing a leather jacket.

5

1.6 PRONUNCIATION Study Watch out! Then in pairs, read sentences 1–3 and underline the when it is pronounced /ðiː/. Listen to check and repeat. 1 The American jeans are cheaper than the European ones. 2 The haircut was the worst mistake of my life. 3 The expensive shoes are less comfortable than the cheap ones.

WATCH OUT! We pronounce the in two ways: 1 /ðə/ – before a consonant or vowels that are pronounced /w/, e.g. one, or /j/, e.g. UK. the shop / the ones over there / the universe 2 /ðiː/ – before a vowel. the ideal job / the only thing / the umbrella

6

Grammar Reference and Practice > page 172

10

In pairs, complete the sentences with ø (no article), a/an or the. 1 I think ø sport is more fun than ø fashion. 2 I think the best jeans come from ø Japan. 3 I saw a pair of shoes in the shop last Monday that I loved, but when I went back on Tuesday the shoes were gone. 4 The last thing I do before I go out in the morning is to look in the mirror by the door. I’d love to be a model.

Articles a We use no article (ø) with plurals and uncountable nouns to talk about something/someone in general. b We use no article (ø) with continents, most countries and cities. c We use a/an to talk about a singular countable thing/ person when it is one of many or one of a group; not the only one. d We use a/an with occupations. e We use the to talk about a specific thing/person, e.g. because he/she/it is the only one or when it’s clear which thing/person we mean. f We use the with superlatives, ordinal numbers, periods (e.g. the 1980s) and some countries (e.g. the USA). g We use a/an when we mention something/someone for the first time and the when we mention it again.

1.5 Complete the gaps with ø (no article), a/an or the. Then listen and check.

SPEAKING In pairs, discuss the questions. 1 Which clothes from the past are back in fashion? 2 Which clothes from the past do you like? 3 Do you ever borrow clothes from your parents or grandparents? Would you like to? Say why.

□ I can use articles to talk about general and specific things.

REFERENCES CULTURE NOTES page 204

EXTRA ACTIVITY IN CLASS Lead in to Exercise 1 by asking students to present their findings about fashion trends of the past. Are any of the styles/ clothes/accessories in fashion today?

Would students wear them? Depending on the size of your class and the time available, this activity can be done in pairs, small groups or as a whole class.

FURTHER PRACTICE • Grammar Reference and Practice, Student’s Book page 172

• Workbook page 10/Online Practice • Photocopiable resource 4: Are you a fashionista?, pages 272, 291 • Extra digital activities: Grammar Checkpoint 1E

ASSESSMENT Grammar Quiz 1E

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01

1F SPEAKING 1

What is the longest time you have queued for anything? What was it for? What do you think a fashion victim is? Discuss in groups.

2

In pairs, say if you agree or disagree with these opinions. Say why.

COMMUNICATION VIDEO

Exercise 1 fashion victim – someone who always wears fashionable things, even if they are uncomfortable or make him/her look bad

1 Shoppers can make money from limited edition models. 2 It’s a waste of time to queue for something for hours. 3 We shouldn’t judge people by the clothes they wear. 4 In my opinion, fashion victims don’t exist. 5 Some people believe brand-name clothes make them look like models in adverts.

3

3 1.7 Watch or listen to the conversation between friends. Which opinion (1–5) in Exercise 2 is not expressed in the video? opinion 4

4

1.8 Listen to another conversation between the three friends and answer these questions.

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Sam Wow, it looks great. Penny I love it! I want it so badly! It’s just ... Pete Sorry 1 to interrupt but aren’t you saving for a holiday? Penny Yes, but a holiday lasts a week and a jacket is for life! Pete Are 2       that you only have one jacket? Penny Hold on! Hold on! Let 3      . This jacket is the latest fashion. It’s really special. It’s so cool! Sam Ah right! Now I 4      ! You just want to be the coolest girl in the group! You’re really a fashion victim but you don’t like to admit it. Pete And look at the price – that means no holiday this year, or next! Penny The 5      , it’s really my style and I just have to   ? have it! Does that 6    Pete OK, I see 7      . Anyway, it’s your money, you decide how to spend it! Penny Yes, but there is a problem … It goes on sale tomorrow and the queue is already two blocks long ... Sam Sorry, I 8       that. Did you 9       a queue? Pete You’re joking, aren’t you? Sam Do you 10       you have to go and stand in the queue today?

1 Why is Penny so embarrassed when she meets up with her friends again? 2 What do Penny’s friends think of her? 3 Do you think Penny is a fashion victim? Say why.

5

Complete the Speaking box with headings a–f. a b c d e f

Ask for explanation or clarification Ask for repetition Clarify your message Get others to speak Hold attention Interrupt politely

SPEAKING | Participating in conversations When you’re speaking 1  Clarify your message  What I mean is ... The thing is, ... Let me put it another way. 2 e         Just a second, I haven’t finished. Hold on! Let me finish! Check others understand Do you know/see what I mean? Does that make sense? Do you get it? 3         d What do you think? Tell us what you think. What’s your opinion?

When someone else is speaking 4 f         Excuse me, can I say something? That’s true/a good point, but ... Sorry to interrupt but … 5         b Sorry, I didn’t get that. Could you say it again? I’m sorry, I missed that. 6 a         Do you mean ...? I’m not sure what you mean. Are you saying ...? Did you say/mention …? Confirm you understand Right, I’ve got that. Yes, I know/see/get what you mean. Ah right! Now I get it.

1.8 Study the Speaking box and complete the conversation from Exercise 4 with two or three words in each gap. Listen again and check.

7

Exercise 4 1 Because previously she said she wouldn’t queue for a long time for any item of clothing and insisted she wasn’t a fashion victim, and now she’s planning to queue for a very expensive jacket. 2 They think she’s joking and can’t believe she’s going to stand in the queue for hours. Exercise 6 2 you saying 3 me finish 4 get it 5 thing is 6 make sense 7 what you mean 8 didn’t get 9 mention 10 mean

Work in groups. Use the phrases from the Speaking box to discuss these statements. • Shopping for clothes is boring. • There aren’t any good clothes for young people in this town. • Good clothes are really expensive • Fashion magazines are boring – they’re just advert after advert.

□ I can participate in and maintain a conversation effectively.

11

REFERENCES

EXTRA ACTIVITY IN CLASS

NEXT CLASS

VIDEO/AUDIO SCRIPT page 231

After Exercise 7, put students in new groups and get them to discuss the opinions in Exercise 1 using phrases from the Speaking box.

Ask students to find information online about the Carnival of Venice. They should note down any facts/information they find interesting, to share with the class in the next lesson. You could also ask them to bring a few photos.

FURTHER PRACTICE Workbook page 11/Online Practice

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From: Molly To: Chloe Re: Saturday fancy dress party Hey Chloe, How’s it going? Great to see you Saturday night. I ate so much!!! The pizza in that place is the best. Charlie had nine slices! Got your message, thanks. I can’t wait for Charlie’s fancy dress party! Have you chosen a costume yet? I’m trying to decide what to wear. Actually, hoping you can help pls pls pls Thinking of one of these, but can’t decide. Want something funny. What do you reckon? Do you fancy going together in the horse costume? Or maybe you have another idea. We could go together, but as something else. Anyway, it doesn’t have to be a costume for two, but let me know. Still plenty of time to sort it out. Btw the ones in the pics are from the hire shop, but we could just make our own. Right, I’m off to make some dinner (finally hungry again after all that pizza!) Message me later. Bye 4 now Molly, xx

1G WRITING | An informal email 1

REFLECT | Culture Read about the Carnival of Venice. Then in pairs, answer the questions. 1 Why did people wear masks? Choose from the reasons listed below. • to feel more confident • for fun • to hide their social status ✓ • to feel part of a group, e.g. sports fans • to forget about personal problems • to celebrate a cultural event ✓ 2 Are there any famous carnivals in your country? Talk about them.

Carnival of Venice The annual Venice Carnival began in 1162 and became extremely popular in the eighteenth century. Making and wearing masks and costumes has always been an important part of the culture of Venice and of the carnival. Originally, people at the carnival probably covered their faces so no one knew who they were. This meant that rich and poor, ordinary and powerful could celebrate together without worrying about the strict social rules that normally kept them apart. Nowadays, over three million people visit Venice and join in the celebrations.

12

REFERENCES CULTURE NOTES page 205

EXTRA ACTIVITIES IN CLASS • After discussing question 1 in Exercise 1, ask students to tell the class what they found out about the Carnival of Venice. Was any of the information in

the text they have just read? What else did they find out about the event? • Before students write their reply to Molly in Exercise 10, put them in pairs to plan their email. They should think about how to organise the information in their email and which phrases/ strategies from the Writing box they can use.

FURTHER PRACTICE Workbook page 12/Online Practice

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 14–15.

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01 2 3 4

Read Molly’s email. Why is she writing to Chloe?

She wants Chloe’s help to choose a fancy-dress costume.

6

□ □ □ □ □ □ □

Work in pairs. Which costume do you think Molly should wear? Say why.

a 5 Maybe you should be Harley and I’ll go as the Joker? b 6 Anyway let me know. Homework time now. c 4 I have a suggestion for a costume for the two of us. Shall we go as the Joker and Harley Quinn? d 7 Love Chloe xx e 1 Hey Molly, f 3 And this weekend it’s Charlie’s fancy dress party. Here we go again! g 2 How are you doing? Just back from the gym. Last weekend was great, wasn’t it?

Read Molly’s email again. In pairs, identify five features that make it informal. She starts with ‘Hey’ instead of ‘Dear …’

5

Study the Writing box and check your ideas in Exercise 4. Then complete the Writing box with examples from Molly’s email.

WRITING | An informal email Beginning your email • Start with a friendly greeting, e.g. Hi there, …/1   Hey   • Mention your last contact with the other person, e.g. Long time no see. (when you haven’t seen the person for a long time)/2       • Mention the message you are replying to, e.g. Thanks for the invitation./3      

7

Complete Molly’s next message to Chloe with the phrases from the box. There are two extra phrases. Do you fancy … Can’t wait for … How’s it going? I’m off to … … sort something out CU soon Hi there Hoping you can help.

From: Molly To: Chloe Re: Saturday fancy dress party

Sounding informal • Write in a chatty style, similar to the way you speak. • Use short, simple sentences. • Choose informal words and expressions, e.g. What do you reckon? instead of What do you think? /4       instead of Would you like to … • Use exclamation marks (!), emojis and abbreviations (LOL = laugh out loud/5       = by the way), but don’t overuse them. • Use contractions, e.g. How’s …? instead of How is …?/6       instead of I cannot … • Leave out words like pronouns (usually I), and verb to be, e.g. Great to see you … instead of It was great to see you …/7       instead of I’m hoping you can help. Ending your email • Give a reason for ending your message, e.g. Anyway, got to do my homework now./8           • Send greetings or refer to future contact, e.g. Give my love to Emma. or See you on Saturday. or Give me a call next week./9          • Finish with a friendly goodbye, e.g. CU soon/10            

Put lines a–g in order to make a short reply from Chloe to Molly.

 Hi there, 

1

           Been to the gym AGAIN? Stop making me feel lazy . 3           Charlie’s fancy dress party.

2

I love your suggestion! We’ll make perfect super villains! 4           coming over later? My mum has a suitcase full of old clothes. She wore some pretty crazy stuff when she was young, so I think we might find our costumes in there. Anyway, let me know, and we’ll 5           . Got to take Flash by the door 6           Molly, xx

8

Exercise 4 • She writes in a chatty style. • She uses short simple sentences. • She uses informal words and expressions, exclamation marks, emojis, abbreviations and contractions. • She leaves out some words. Exercise 5 2 Great to see you on Saturday night. 3 Got your message, thanks. 4 Do you fancy … 5 btw 6 can’t 7 hoping you can help 8 Right, I’m off to make some dinner. 9 Message me later. 10 Bye 4 now Exercise 7 1 Hi there 2 How’s it going? 3 Can’t wait for 4 Do you fancy 5 sort something out 6 CU soon

🐕🐕 for a walk now. He’s waiting

In groups, discuss these questions. 1 Do you like dressing up and wearing costumes? 2 Do you think homemade or hired costumes are better? Say why. 3 Have you ever been to a fancy dress party? What did you wear?

9

SPEAKING Imagine you are also going to Charlie’s party. Choose a costume for yourself. Use your own ideas, one of the ideas in the photos, or one from the list below. Explain your choice to a partner. a cartoon character a famous person a horror character a sci-fi character a superhero

10 WRITING TASK Reply to Molly’s email. Tell her which

costume you like best for her, describe the costume you are planning to wear and explain why you chose it.

□ I can write an informal email giving news or opinions.

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Word List REMEMBER MORE 1 Match the two parts of the

collocations. Then check with the word list.

1 2 3 4

□c cost □d get □b show □a take

a b c d

lessons respect a fortune dressed

2 Find the opposites of these

Exercise 2 1 dark 2 overweight 3 casual 4 long 5 straight

adjectives on the word list. 1 2 3 4 5

pale/ skinny/ smart/ short/ curly/

skin model clothes sleeves hair

accessories (n) /əkˈsesəriz/

1 look down on someone (you don’t respect) 2 look up to someone (you respect very much) 3 set up (a company) 4 dress in the style (of the 90s) 5 dress up as someone (e.g. a clown)

4 Complete the compound

adjectives from the word list. high- heeled shoes middle- aged man grey- haired woman well- dressed TV presenter heavily- built sportsman clean- shaven face

denim (n) /ˈdenəm/

ballroom (n) /ˈbɔːlrʊm/ ballroom dancing (n) /ˌbɔːlrʊm ˈdɑːnsɪŋ/ clothing (n)  /ˈkləʊðɪŋ/ cost a fortune  /ˌkɒst ə ˈfɔːtʃən/ dance floor (n) /ˈdɑːns flɔː/

elegant (adj) /ˈeləɡənt/ facial hair (n) /ˌfeɪʃəl ˈheə/ faded/ripped jeans  /ˌfeɪdɪd/ˌrɪpt ˈdʒiːnz/ fake fur jacket (n) /ˌfeɪk fɜː ˈdʒækət/ fashion industry (n) /ˈfæʃən ˌɪndəstri/ fashionable (adj) /ˈfæʃənəbəl/ flexible (adj) /ˈfleksəbəl/

dress up as sb (phr v) /ˌdres ˈʌp əz ˌsʌmbɒdi/

footwear (n) /ˈfʊtweə/

end-of-year celebration (n) /ˌend əv ˌjɪə ˌseləˈbreɪʃən/ funeral (n) /ˈfjuːnərəl/ get changed  /ˌɡet ˈtʃeɪndʒd/

full figure  /ˌfʊl ˈfɪɡə/ full-length (adj) /ˌfʊl ˈleŋkθ/ glamorous (adj) /ˈɡlæmərəs/

get dressed  /ˌɡet ˈdrest/

gold (n) /ɡəʊld/

get dressed up  /ˌɡet ˌdrest ˈʌp/

handbag (n) /ˈhændbæɡ/

get going  /ˌɡet ˈɡəʊɪŋ/

handsome (adj) /ˈhænsəm/

get undressed  /ˌɡet ʌnˈdrest/

heavily-built (adj) /ˌhevəli ˈbɪlt/

gossip (v) /ˈɡɒsəp/

high-heeled shoes (n) /ˌhaɪ hiːəld ˈʃuːz/

influence (n) /ˈɪnfluəns/

hips (n) /hɪps/

it’s a shame  /ˌɪts ə ˈʃeɪm/

leather (n) /ˈleðə/

low-income (adj) /ˌləʊ ˈɪŋkʌm/

linen (n) /ˈlɪnən/

outfit (n) /ˈaʊtfɪt/

logo (n) /ˈləʊɡəʊ/

overdressed (adj) /ˌəʊvəˈdrest/

long/straight/curly/wavy/medium-length hair  /ˌlɒŋ/ˌstreɪt/ˌkɜːli/ˌweɪvi/ˌmiːdiəm ˌleŋθ ˈheə/

pressure (n) /ˈpreʃə/ prom night (n) /ˈprɒm naɪt/ regret (v) /rɪˈɡret/ save for sth (v) /ˈseɪv fə ˌsʌmθɪŋ/

smart/formal clothes  /ˌsmɑːt/ˈfɔːməl kləʊðz/

When you want to remember a new word, it helps to create a meaningful phrase with it, e.g. join in – join in the conversation; leather – elegant leather boots. You can use an online dictionary to help you, e.g. www.ldoceonline.com. Look at the word list, find ten words you’d like to learn, and make phrases with them. Use a dictionary.

designer sunglasses (n) /dɪˌzaɪnə ˈsʌnˌɡlɑːsəz/

dress casually  /ˌdres ˈkæʒuəli/

see sb (v) /ˈsiː ˌsʌmbɒdi/

ACTIVE VOCABULARY | Phrases

checked (adj) /tʃekt/

cotton (n) /ˈkɒtn/

average (adj) /ˈævərɪdʒ/

date (n) /deɪt/

the prepositions in, up or down. Then check with the word list.

casual (adj) /ˈkæʒuəl/

clean-shaven (adj) /ˌkliːn ˈʃeɪvən/

attitude (n) /ˈætətjuːd/

dancing show (n) /ˈdɑːnsɪŋ ʃəʊ/

3 Complete the phrasal verbs with

1 2 3 4 5 6

1A GRAMMAR AND VOCABULARY 5.1

suit (n) /suːt/

loose-fitting (adj) /ˌluːs ˈfɪtɪŋ/ matching (adj) /ˈmætʃɪŋ/ material (n) /məˈtɪəriəl/ moustache (n) /məˈstɑːʃ/ muscular (adj) /ˈmʌskjələ/ narrow (adj) /ˈnærəʊ/

take lessons  /ˌteɪk ˈlesənz/ underdressed (adj) /ˌʌndəˈdrest/ well-dressed (adj) /ˌwel ˈdrest/ What a nightmare!  /ˌwɒt ə ˈnaɪtmeə/

1B VOCABULARY

looks (n) /lʊks/

5.2

nylon (n) /ˈnaɪlɒn/ overweight (adj) /ˌəʊvəˈweɪt/ pale/dark/tanned skin  /ˌpeɪl/ˌdɑːk/ˌtænd ˈskɪn/ pattern (n) /ˈpætən/ plain (adj) /pleɪn/

baggy (adj) /ˈbæɡi/

plus-size model (n) /ˌplʌs saɪz ˈmɒdl/

balding (adj) /ˈbɔːldɪŋ/

sandals (n) /ˈsændəlz/

belt (n) /belt/

shape (n) /ʃeɪp/

body shape (n) /ˈbɒdi ʃeɪp/

shiny (adj) /ˈʃaɪni/

bow tie (n) /ˌbəʊ ˈtaɪ/

shoulder bag (n) /ˈʃəʊldə bæɡ/

broad shoulders  /ˌbrɔːd ˈʃəʊldəz/

silk (n) /sɪlk/

cap (n) /kæp/

size zero (n) /ˌsaɪz ˈzɪərəʊ/

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EXTRA ACTIVITIES IN CLASS • Individually, students write gap-fill sentences with words from the word list. To make the exercise easier, they could supply the first letter of each word. Then, in pairs, they swap sentences, complete them and check their answers with their partner.

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• Students play Taboo. Put them in pairs and ask them to choose 8–10 words from the word list they would like to remember and write each word on a separate piece of paper. On the same piece of paper, they should write three more words which should not be used when giving a definition of that word. Join pairs together into groups of four and get them to put their cards in two

piles face down on the desk. They take it in turns to pick one card from the other pair’s pile and give a definition of the word on the card without using the ‘taboo’ words. If their partner guesses the word, they win a point. If not, or if the student giving the definition uses one of the taboo words, the card is ‘burnt’ and no points are scored. The pair with the most points at the end are the winners.

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01 skinny (adj) /ˈskɪni/

fashion design (n) /ˈfæʃən dɪˌzaɪn/

in fashion/out of fashion  /ˌɪn ˈfæʃən/ˌaʊt əv ˈfæʃən/

slim (adj) /slɪm/

fashion show (n) /ˈfæʃən ʃəʊ/

latest styles  /ˌleɪtəst ˈstaɪəlz/

striped (adj) /straɪpt/

football strip (n) /ˈfʊtbɔːl strɪp/

look in the mirror  /ˌlʊk ɪn ðə ˈmɪrə/

stunning (adj) /ˈstʌnɪŋ/

freestyle  (n) /ˈfriːstaɪl/

neon colours (n) /ˌniːɒn ˈkʌləz/

style icon (n) /ˈstaɪl ˌaɪkɒn/

get sth wrong  /ˌɡet ˌsʌmθɪŋ ˈrɒŋ/

sooner or later  /ˌsuːnə ə ˈleɪtə/

stylish (adj) /ˈstaɪlɪʃ/

grey-haired (adj) /ˌɡreɪ ˈheəd/

specialise in sth (v) /ˈspeʃəlaɪz ɪn ˌsʌmθɪŋ/

thin waist  /ˌθɪn ˈweɪst/

have power over sth  /ˌhæv ˈpaʊər ˌəʊvə ˌsʌmθɪŋ/

top (n) /tɒp/

tight (adj) /taɪt/

heel (n) /hiːl/

wheel (n) /wiːl/

trainers (n) /ˈtreɪnəz/

improvement in sth (n) /ɪmˈpruːvmənt ɪn ˌsʌmθɪŋ/

unshaven (adj) /ʌnˈʃeɪvən/

increase sharply  /ɪnˈkriːs ˌʃɑːpli/

vest (n) /vest/

influence (v) /ˈɪnfluəns/

well-built (adj) /ˌwel ˈbɪlt/

insist on doing sth  /ɪnˌsɪst ɒn ˈduːɪŋ ˌsʌmθɪŋ/

wellies (n) /ˈweliz/

irresponsible (adj) /ˌɪrɪˈspɒnsəbəl/

wide (adj) /waɪd/

join in (phr v) /ˌdʒɔɪn ˈɪn/

wool (n) /wʊl/

judge sb by sth (v) /ˈdʒʌdʒ ˌsʌmbɒdi baɪ ˌsʌmθɪŋ/

1C LISTENING AND VOCABULARY 5.3 artistic (adj) /ɑːˈtɪstɪk/ bags under the eyes  /ˈbæɡz ˌʌndə ði ˌaɪz/ double chin (n) /ˌdʌbəl ˈtʃɪn/ full lips  /ˌfʊl ˈlɪps/ long eyelashes  /ˌlɒŋ ˈaɪlæʃɪz/ shaped eyebrows  /ˌʃeɪpt ˈaɪbraʊz/ smooth skin  /ˌsmuːð ˈskɪn/ wear make-up  /ˌweə ˈmeɪk ʌp/ wrinkles (n) /ˈrɪŋkəlz/

look down on sb (phr v) /ˌlʊk ˈdaʊn ɒn ˌsʌmbɒdi/ look up to sb (phr v) /ˌlʊk ˈʌp tə ˌsʌmbɒdi/ masculine (adj) /ˈmæskjələn/ middle-aged (adj) /ˌmɪdəl ˈeɪdʒd/ passion for sth (n) /ˈpæʃən fə ˌsʌmθɪŋ/ persuade sb to do sth  /ˌpəsweɪd ˌsʌmbɒdi tə ˈduː ˌsʌmθɪŋ/

exist (v) /ɪɡˈzɪst/ fashion victim (n) /ˈfæʃən ˌvɪktəm/ get sth (v) /ˈɡet ˌsʌmθɪŋ/ last (v) /lɑːst/ limited edition (n) /ˌlɪmətəd ɪˈdɪʃən/ mean (v) /miːn/ meet up with sb  /ˌmiːt ˈʌp wɪθ ˌsʌmbɒdi/ mention (v) /ˈmenʃən/ miss sth (v) /ˈmɪs ˌsʌmθɪŋ/ queue (n, v) /kjuː/

pretend to be sb  /prɪˌtend tə ˈbi ˌsʌmbɒdi/

want sth badly  /ˌwɒnt ˌsʌmθɪŋ ˈbædli/

prove sb wrong  /ˌpruːv ˌsʌmbɒdi ˈrɒŋ/

waste of time  /ˌweɪst əv ˈtaɪm/

pyjamas (n) /pəˈdʒɑːməz/ sense of style  /ˌsens əv ˈstaɪl/

ability to do sth  /əˌbɪləti tə ˈduː ˌsʌmθɪŋ/

show respect  /ˌʃəʊ rɪˈspekt/

act (v) /ækt/

state (v) /steɪt/

admire (v) /ədˈmaɪə/

stereotype (n) /ˈsteriətaɪp/

affect (v) /əˈfekt/

stereotypical (adj) /ˌsteriəˈtɪpɪkəl/

assume (v) /əˈsjuːm/

tie (n) /taɪ/

assumption (n) /əˈsʌmpʃən/

tracksuit (n) /ˈtræksuːt/

behave (v) /bɪˈheɪv/

unfair (adj) /ˌʌnˈfeə/

behaviour towards sb (n) /bɪˈheɪvjə təˌwɔːdz ˌsʌmbɒdi/

uniform (n) /ˈjuːnəfɔːm/

consider (v) /kənˈsɪdə/

comfort (n) /ˈkʌmfət/

shopper (n) /ˈʃɒpə/

set up (phr v) /ˌset ˈʌp/

concentrate (v) /ˈkɒnsəntreɪt/

5.6

brand-name (adj) /ˈbrændˌneɪm/

powerful effect on sth  /ˌpaʊəfəl ɪˈfekt ɒn ˌsʌmθɪŋ/

1D READING AND VOCABULARY 5.4  

challenge (v) /ˈtʃæləndʒ/

1F SPEAKING

short/long sleeves (n) /ˌʃɔːt/ˌlɒŋ ˈsliːvz/

1G WRITING

5.7

annual (adj) /ˈænjuəl/ be off  /ˌbi ˈɒf/ carnival (n) /ˈkɑːnəvəl/ come over (phr v) /ˌkʌm ˈəʊvə/ confident (adj) /ˈkɒnfədənt/ cover (v) /ˈkʌvə/ fancy doing sth  /ˌfænsi ˈduːɪŋ ˌsʌmθɪŋ/ fancy dress party (n) /ˌfænsi ˈdres ˌpɑːti/ hide (v) /haɪd/

useless (adj) /ˈjuːsləs/ white coat (n) /ˌwaɪt ˈkəʊt/ worth (remembering)  /ˌwɜːθ (rɪˈmembərɪŋ)/

hire shop (n) /ˈhaɪə ʃɒp/ keep sb apart  /ˌkiːp ˌsʌmbɒdi əˈpɑːt/ message (v) /ˈmesɪdʒ/ ordinary (adj) /ˈɔːdənəri/ pretty (crazy)  /ˌprɪti (ˈkreɪzi)/ reckon (v) /ˈrekən/

cool (adj) /kuːl/

1E GRAMMAR

costume (n) /ˈkɒstjʊm/

be back in fashion/style  /bi ˌbæk ɪn ˈfæʃən/ˈstaɪl/

slice (n) /slaɪs/

deceiving (adj) /dɪˈsiːvɪŋ/

boutique (n) /buːˈtiːk/

social status (n) /ˌsəʊʃəl ˈsteɪtəs/

disguised (adj) /dɪsˈɡaɪzd/

dungarees (n) /ˌdʌŋɡəˈriːz/

sort sth out (phr v) /ˌsɔːt ˌsʌmθɪŋ ˈaʊt/

dress in a style  /ˌdres ɪn ə ˈstaɪl/

fashion designer (n) /ˈfæʃən dɪˌzaɪnə/

strict rules  /ˌstrɪkt ˈruːlz/

encourage (v) /ɪnˈkʌrɪdʒ/

get paid  /ˌɡet ˈpeɪd/

stuff (n) /stʌf/

fashion blog (n) /ˈfæʃən blɒɡ/

haircut (n) /ˈheəkʌt/

villain (n) /ˈvɪlən/

5.5

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FURTHER PRACTICE Workbook page 13/Online Practice

NEXT CLASS Ask students to revise Unit 1.

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01

Revision

VOCABULARY AND GRAMMAR 1 Choose two words that go with each noun. 1 2 3 4 5 6

2

Exercise 2 2 wide 3 denim 4 silk 5 wavy 6 dressed up

5

Complete the text with ø (no article), a/an or the.

DID YOU KNOW THAT 1 ø SECOND-HAND CLOTHES SHOPS ARE POPULAR IN 2 the UK?

faded / fur / ripped jeans loose-fitting / tight / well-built dress skinny / high-heeled / matching shoes tanned / plain / pale skin glamorous / stunning / long girl overweight /narrow/ muscular man

Complete the sentences with the words from the box. casually denim dressed up silk wavy wide 1 He’s s always casually dressed. He hates formal clothes! 2 I can’t put my jeans on. My hips are too . 3 is my favourite material. I’ve got three shirts made from it and lots of jeans. 4 You have to iron clothes made from very carefully because it’s so delicate. 5 Her hair is neither curly nor straight. It’s lovely and . 6 We are in our party clothes because we’re going out!

3

Complete each pair of sentences with the word that matches both sentences. 1 Can you help me carry these bags ? He’s got bags under his eyes. 2 Her clothes are too formal: she’s over dressed. I’m a few kilos over weight, so I go jogging twice a week. 3 He’s dressed up as a vampire. I look up to people who care about others. 4 He hasn’t got a beard, he’s clean shaven. She forgot to load the washing machine, so she hasn’t got any clean clothes. 5 Her hair is long and straight like her mother’s. Go straight on when you get to the High Street.

4

Exercise 4 2 am going 3 Do (you) want 4 sounds 5 don’t (usually) go 6 have 7 belongs 8 are selling 9 Do (they) have 10 are getting 11 think 12 am (just) thinking

My aunt works as 3 a shop assistant in the new second hand shop in town. My best friend bought 4 a full-length winter coat and 5 an amazing leather jacket there last week. I love 6 ø things like that! Coats like my friend’s ‘new’ one were popular in 7 the 1980’s and now they’re back in fashion! All the clothes in the shop are from countries like 8 ø France and 9 the USA. I loved 10 the shop where my aunt works the first time I walke in there. The clothes are unique and it’s efinitely 11 the best place to buy cheap clothes. I’m thinking about applying for 12 a Saturday job there!

USE OF ENGLISH 6 Choose the correct words a–c to complete the text. f . Our neighbour, Mr. Johnson, is a quiet man in his fifties Although he’s 1 b , he hasn’t got much grey hair. He’s pale-skinned and has a kind face. Mum thinks he was very 2 when he was younger. c We hardly ever see him 3 c the morning. He’s working in London at the moment, so he has to get up very early. He’s always very tidy and is never 4 c . He wears different clothes every day. However, on Saturday nights this quiet, shy man becomes a completely different person! He doesn’t wear a suit, but a plain white open-necked shirt, tight black trousers with a wide leather 5 c and shiny black shoes. The first time we saw him in this outfit we couldn’t believe our eyes but then yesterday Mr. Johnson told us he was a Latin dance champion and that he was thinking 6 c becoming a dancing professional!

Complete the conversation with the correct Present Simple or Present Continuous forms of the verbs in brackets. A Hi there.1 Are you going (go) home? B No, I’m not. I 2 (go) to the shopping centre. 3 you (want) to come? A That 4 (sound) like a good idea! I 5 usually (not go) there because I never 6 (have) time. B There’s a really good clothes shop there called Sam’s. It 7 (belong) to my neighbours. They 8 (sell) everything at half price at the moment because it’s the end of the season. A 9 they (have) loose-fitting jackets? They 10 (get) really popular this season. B Yes, I 11 (think) so. What’s the matter? A Wait a second … I 12 (think). Oh, no! I can’t buy anything! I left my money at home ...

1 2 3 4 5 6

a a a a a a

young pretty on unshaven belt in

b middle-aged b stunning b at b faded b cap b of

c old c handsome c in c baggy c jacket c on

Use of English > page 191

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FURTHER PRACTICE

ASSESSMENT

• Use of English, Student’s Book page 191

• Unit 1 Language Test (Vocabulary, Grammar, Use of English)

• Class debates pages 264–265

• Unit 1 Skills Test (Dictation, Listening, Reading, Communication)

• Self-assessment 1 and Self-check 1, Workbook pages 14–15/Online Practice

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• Unit 1 Writing Test

• Extra digital activities: Use of English, Reading, Listening

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READING 7 Read the texts and match people 1−4 with most suitable events A–E. There is one extra event.

1

E Julie looks great in her stylish blue and white top, black skirt and black high-heeled shoes. She hopes she’s wearing the right make-up because she wants to make a good impression. She felt confident when she left home but she’s beginning to feel nervous. She’s carrying a fashion magazine to appear knowledgeable and motivated, but she hopes they won’t ask her any difficult questions about fashion because it’s a new area for her. She’d love to learn more about it though. A Jason has a great sense of style. He’s wearing his favourite clothes and a leather jacket. As always, he looks very cool. He paid special attention to his outfit today just in case he is caught on camera. Well, you never know! He’s very curious which stars will be featured. He’s glad his mobile phone has got a really good camera so he can take lots of photos to post on social networks.

2

C Matt is sure he’s going to have fun because he loves live music. He’s wearing his favourite casual clothes but unfortunately, he doesn’t have his black leather jacket with him because he left it at a friend’s house. He’s carrying a rucksack on his back with everything he’ll need for the night and two bottles of water. He hopes it won’t rain. It would be a great shame. 4

3

D Isabel isn’t certain she’s made the right dress choice. Although the event is being held at a fashionable venue, she decided to dress casually as she knows she’ll feel more relaxed. She looks nice in her green top and smart black jeans. She feels a little bit nervous as she has never been to an event like this before. She’s looking forward to getting to know people who are interested in the same things she is. She’s very organised and is carrying a small case to keep her beauty products in.

SPEAKING 8 In pairs, take it in turns to ask and answer the questions. 1 What clothes do you like wearing? Why? 2 Do you prefer going out with one or two friends or in a group? Why? 3 Tell me about something you like doing with your family. 4 What do you usually wear at parties? 5 Do you prefer buying clothes alone or with a friend? Say why.

A Rock costume show

All you rockers out there will just love this show! Top models will be showing off outfits that were made famous by rock heroes of the past and present. The audience will vote for their favourite costume! This event is going to be televised so you might be able to see yourself on TV afterwards! B Musical evening

The ‘Five Strings’ music school is giving a short concert in the school auditorium next Friday 6 June. We would appreciate it if those attending this event wore smart clothes. Please note we will be filming the performance to put it on our website. Those wishing to stay overnight will be able to book a room in a free student accommodation at a very reasonable price. C ‘Heavy fest’ is here again!

This year’s heavy metal festival is being held in the town’s park from 6–7 July. There will be three stages, an area with food and drink stalls, and there will be a place where you can camp too. You can buy one-day or two-day tickets if you bring your tent! Come casually dressed and wear denim and leather if you can! D Networking conference

This year’s ‘You Make a Difference!’ conference is for make-up artists who want to meet others, share experiences and learn more techniques in an informal environment. It’s taking place in a five-star hotel, and the dress code is smart-casual. We look forward to meeting you! E Job interview

Soraia’s Fashion is looking for a new shop assistant with a sense of style. He or she doesn’t need to be glamorous but must be well-dressed and be interested in fashion. Experience is ideal although not essential. We are looking for someone who is keen, enjoys discussing the latest trends and loves learning.

WRITING 9 Read this email you received from a friend and the

notes you have made. Reply to your friend using all the notes. Hi Jamie, Fantastic! How are you getting on? Well, I hope. What a pity. pity You I’m m feeling f a bit down. My need to do more fun school work isn’t going so well things together. this term and my girlfriend doesn’t seem to like me anymore. I feel like doing something fun That would be great! this weekend but I’m not sure what. I’d love to hang out with you and Lisa. On Saturday Are you free? What do you reckon we could do? Go for a walk in All the best, the mountains? Jeremy

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The digital mind VOCABULARY Scientific research, phrases with think and mind, uses of drones, science, technology GRAMMAR Present Perfect Simple and Continuous, verb patterns Use of English > page 191 SPEAKING Making choices WRITING A blog post VIDEO Grammar Documentary Communication

The Voyager programme PHYSICS PROJECT Kit Hart & Jennifer Jordan The mission of the Voyager space probes is to study the outer planets and to voyage beyond our solar system into interstellar space. They’ve 1travelled / been travelling for over forty years. Voyager 2 left Earth on August 20 1977, and sixteen days later, on 5 September, Voyager 1 was launched. Voyager 1 has 2travelled / been travelling over 21 billion kilometres. No man-made object has ever 3gone / been going so far from the Sun. It has 4 flown / been flying past Jupiter and Saturn and their moons. Since August 2012 it’s 5travelled / been travelling through our galaxy in the direction of the constellation Ophiuchus.

I'VE BEEN THINKING ABOUT OUR

PHYSICS PROJECT Kit Jen Kit Jen

Kit Jen Kit Jen Kit Jen Kit

Hi, Jen. How’s it going? I’m fed up. I’ve been revising Chemistry all day. All day? Seriously? How long have you been revising? I’ve been revising for hours, ever since I had breakfast. So far, I’ve read three units of the book and I’ve memorised almost all the formulas. How have you been getting on? I haven’t been revising. No? What have you been doing? I’ve been thinking about our Physics project. The project? I haven’t had time to think about that. Have you come up with any good ideas? I’ve been working on a text about the Voyager space probes. I’ve written a first draft. Sounds good. What about the visuals? I’ve been searching on the Internet and I’ve found some cool photos. I’ll send you what I’ve done.

Voyager 2 hasn’t 6gone / been going quite as far as its sister spaceship spaceship. It’s 7travelled / been travelling about 17.6 billion kilometres and it’s 8 visited / been visiting four planets: Jupiter, Saturn, Uranus and Neptune. However, it hasn’t 9 reached / been reaching interstellar space yet. Since they began their amazing voyages,, the probes have voyages 10 continuously sent / been continuously sending back radio waves together with images and other scientific data. So far, they’ve 11 sent / been sending tens of thousands of photographs and a lot of valuable information about the planets and their satellites.

18

REFERENCES VIDEO SCRIPT page 232 CULTURE NOTES page 205

EXTRA ACTIVITIES IN CLASS • Do this activity after Exercise 5. Ask students to look at Kit and Jen's project

on page 18 and write questions about the Voyager programme using the Present Perfect Simple and the Present Perfect Continuous (e.g. How long have the Voyager space probes been travelling? How far has Voyager 1 travelled?). Then put them in pairs to ask and answer their questions.

• After Exercise 8, put students in new pairs and ask them to think of more prompts like the ones in Exercise 8. They should aim for ‘visible results (of an action) in the present’ (e.g. I’m out of breath. My eyes are red. My clothes are covered in chocolate.). When they are ready, get them to swap

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2A GRAMMAR AND VOCABULARY Which areas of science do you find most interesting: astronomy, biology, chemistry, earth science, physics? Discuss in pairs.

2

1.9 Read and listen to the conversation between Kit and Jen on page 18. What are they talking about?

7

In pairs, ask and answer the questions in Exercise 6. Then replace Biology with another science, change partners and ask and answer the questions again.

8

Work in pairs. Choose from the prompts below. Then use the Present Perfect Continuous to explain each situation.

revising Chemistry and a Physics project

Present Perfect Simple and Continuous

3

1 I’ve read three units of the book. a Do we know exactly when Jen read those units? b Do we know if Jen has finished reading those three units? 2 I’ve been revising Chemistry all day. I’m fed up. a Do we know if Jen has finished revising Chemistry for the day? b Do we know how long she’s been doing it? c Do we know how she feels because of it?

4

• • • •

Study sentences 1 and 2 and answer the questions.

Study the Grammar box and find more examples of the Present Perfect Simple and the Present Perfect Continuous in the conversation.

Present Perfect Simple and Continuous • We use the Present Perfect Simple to talk about a finished activity in the past if we don’t say exactly when it happened or if it happened recently. We focus on the result. We often say how much/many things we’ve done, how many times something has happened or how far we’ve travelled. • We use the Present Perfect Continuous to talk about an activity that started in the past and may still be continuing. We focus on the activity, not the result. We often mention how long the activity has been going on. We use this tense for a recent finished or unfinished activity that explains something in the present. Time expressions: since 2016/January/Monday, for two years/ three months/a week Grammar Reference and Practice > page 174

5

Look at Kit's draft of the Physics project on page 18 and choose the correct forms to complete it.

6

1.10 Complete the conversation with the correct form of the words in brackets. Use the Present Perfect or Present Perfect Continuous. Then listen and check. How long 1have you been studying (you/study) Biology? (not/study) Biology for long, only since I started high (you/do) in class recently? (do) projects and experiments with light and plants. How many experiments 5 (you/do)? So far, we 6 (carry) out three experiments. A 7 (you/ever/think) of studying Biology at university? 8 (not/cross) my mind. I 9 (always/be) (you/hear) about the more interested in astronomy. 10 (follow) it on the mission to Mars? It’s fascinating. I 11 SpaceX website. A Yes, I (hear) of it but I 13 (not follow) it closely. 3

I’ve got glue on my hands. I’ve got a sore back. My eyes hurt. I'm exhausted.

A I’ve got glue on my hands. B Why? What have you been doing? A I’ve been making a model of the International Space Station.

9

Complete these sentences with the highlighted words from Kit and Jen’s Physics project on page 18. 1 The Earth is the third planet from the Sun. It has one moon . 2 There are eight planets in our . 3 Ursa Major is a that looks like a large bear. 4 On 6 February 2018, the Falcon Heavy rocket a red sports car into space. 5 The Millennium Falcon is a very fast in Star Wars. 6 With current technology the from the Earth to Mars would take about nine months. 7 There could be 100–200 billion stars in our .

Exercise 3 1 a No, but we know she did it recently. b Yes, we know that she has finished reading those units. 2 a No, we don’t. She may still be revising Chemistry. b Yes, all day. c Yes, she’s fed up. Exercise 6 2 haven’t been studying 3 have you been doing 4 ’ve been doing 5 have you done 6 ’ve carried 7 Have you ever thought 8 hasn’t crossed 9 ’ve always been 10 Have you heard 11 ’ve been following 12 ’ve heard 13 haven’t been following Exercise 9 2 solar system 3 constellation 4 launched 5 spaceship 6 voyage 7 galaxy

10 SPEAKING In pairs, role play the situations.

Student A, go to page 196. Student B, go to page 199.

4 Read the question and watch the video. Say what the speakers answer. Then in pairs, ask and answer the question. What have scientists been working on recently? GRAMMAR VIDEO

1

4

□ I can distinguish between the Present Perfect Simple and the Present Perfect

Continuous to talk about recent finished or unfinished activities.

prompts with another pair and have similar conversations explaining each situation. They should use the Present Perfect Continuous.

• Grammar Reference and Practice, Student’s Book page 174 • Workbook pages 16–17/Online Practice

FURTHER PRACTICE

• Photocopiable resource 5: Space convention, pages 273, 292

• Photocopiable extra Grammar Video activity 2, page 266

• Extra digital activities: Grammar Checkpoint 2A

19

ASSESSMENT Grammar Quiz 2A

NEXT CLASS Ask students to think about the advantages and disadvantages of using robots in everyday life and make notes.

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2B READING AND VOCABULARY In pairs, list three ways humans are better than computers and three ways computers are better than humans. Compare your ideas with another pair.

6

Computers are better at processing information quickly. Humans can feel emotions.

2

Exercise 6 2 creation 3 disagreement 4 identification 5 procedure 6 recognition 7 proposal

1 I’ve achieved something amazing. It’s an amazing  achievement  for me. 2 I’ve created something wonderful. It is a wonderful . 3 My parents and I disagree strongly on one important issue. There is a strong between my parents and I on one issue. 4 I always have to identify myself at the school entrance. at the school I always have to show my entrance. 5 I don’t know how to proceed with applying to university. for applying to university. I don’t know the 6 My new phone can recognise my fingerprints. My new phone has a fingerprint . 7 I propose we use more technology to learn English. I have a . Why don’t we use more technology to learn English? I’ve achieved something amazing. I’ve won a photography competition. It’s an amazing achievement for me.

Study Active Reading, skim the text and answer questions 1 and 2. Then discuss questions 3 and 4 with a partner. 1 2 3 4

Where would you see a text like this one? a (print) magazine What is the main idea? the future safety of AI What do you know about the topic? What do you expect to learn from the text?

ACTIVE READING | Skimming and scanning Skimming and scanning are ways of searching for information in a text quickly and effectively. When you skim or scan a text, you do not need to read every word. • Skimming – looking at photos and reading the title, headings, captions and the first line of each paragraph to get the general idea of what a text is about. • Scanning – reading parts of the text to find specific information such as key words, dates or names.

3

Scan the text to complete the notes with one or two words from the article. Then read the text more carefully if necessary. 1 Recent developments in AI have altered the way we  interact  with our electronic devices. 2 Some experts believe general AI might be possible by . 3 The example of elephants shows that control comes from rather than strength. 4 Unlike human intelligence, artificial intelligence can exist without a . 5 One way AI may create problems is by causing as it tries to do something helpful. 6 Research into needs to develop more quickly.

4

Do you think AI will make the world a better place in the future? Discuss in pairs.

5

Complete the table with the words from the article. Verbs

achievement

interact

interaction possession

possess

20

Nouns

achieve create develop disagree exist identify

creation development disagreement

Complete the second sentence so that it means the same as the first one by changing the underlined verb into a noun. Then, in pairs, say if the sentences are true for you and add more details.

7

SPEAKING How could AI help you in the following areas of your life? How might it make things better or worse? Discuss in pairs. • homework and studying • parents and siblings • cooking and housework • health and fitness • friendship and love AI could help me with my homework; for example, it could search for information faster!

8

REFLECT | Society What would be the benefits and drawbacks of living in a world in which it’s impossible to tell the difference between a human and a robot? 5 WATCH AND REFLECT Go to page 163. Watch the documentary The T future of AI and do the exercises. DOCUMENTARY VIDEO

1

Exercise 3 2 2045 3 intelligence 4 (physical) body 5 harm 6 safety (procedures)

existence identification

proceed

procedure

propose

proposal

recognise require

recognition requirement

□ I can understand the main idea and identify specific details in an article and talk about artificial intelligence.

REFERENCES

EXTRA ACTIVITIES IN CLASS

VIDEO SCRIPT page 232

• Before Exercise 7, refer students to the notes they made at home and get them to discuss the advantages and disadvantages they thought of. They could do this in pairs, small groups or as a whole class.

CULTURE NOTES page 205

• After Exercise 8, refer students to the quote at the bottom of page 21 and discuss it briefly with the class. Do students think that machines can really become more intelligent than people? If they can, how would students answer the question in the quote?

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Science fiction or science fact?

02

1.11

Most of us have watched or read stories about lifelike robots and super-intelligent machines. However, in today’s world, science fiction is quickly becoming science fact. From facial identification systems in our phones, to algorithms that help us search the Internet, the development of Artificial Intelligence (AI) has changed the way we interact with technology. What is AI? 5

10

15

Will there be evil robots?

There are two types of AI, narrow and general. Narrow AI is already a part of our lives. It focuses on one particular task and can be used for our GPS systems or the voice-recognition systems that let us talk to our devices. General AI is a kind of machine super-intelligence and is still more of an idea than a reality. It is designed to do better than humans in all tasks that require mental e ort. here are disagreements about when general AI might become a reality. Some experts say never, while others believe it could happen as early as 2045.

Why are some experts worried?

20

25

30

35

How can we make sure AI is safe? 40

The rapid progress of research into general AI worries big names such as Elon Musk and Bill Gates. They have been warning of the possible dangers of AI for some time. One of the biggest questions is who will be in control when machines become more intelligent than people. Elephants are stronger than humans for example, but we can control them. We are able to do this because we possess greater intelligence than them. When our technological creations become more intelligent than us, will we control them or will they control us?

Are super-intelligent machines going to take over the world and make us their slaves? Most researchers agree that computers will never experience love or hate in the same way we do. This means that, despite sensational stories in the tabloid press, the rise of the killer robots is definitely more science fiction than scientific fact. physical body is not a requirement for the existence of super-intelligence. In fact, all that is really necessary is electricity and the Internet. AI is more likely to do something ‘evil’ because humans tell it to. Either that, or we will programme it to do something helpful, but it will cause harm as it attempts to achieve this.

45

50

Experts have proposed that we speed up research on AI safety immediately. It may take longer to design important safety procedures than to develop general AI itself. There are many other basic but important questions about a world shared with artificially intelligent beings. or example, how will we earn money if machines can do most jobs? What legal rights and responsibilities will robots and other super-intelligent machines have? What will happen when it becomes impossible to tell the di erence between a human and a machine ltimately, we need to begin an important conversation about what sort of future we want and how AI can help us get there.

One of the biggest questions is who will be in control when machines become more intelligent than people.

21

FURTHER PRACTICE

NEXT CLASS

• Workbook pages 18–19/Online Practice

Ask students to think about their ideal museum and make notes: what exhibits would they like to see in it? What would they like to be able to do there?

• Photocopiable resource 6: Back to the moon, pages 273, 293

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2C VOCABULARY | Science, phrases with think and mind 1

Discuss the questions in groups.

4

1 What is the most interesting or boring museum you’ve ever been to? What did/didn’t you like about it? 2 Have you ever been to a science and technology museum or exhibition? What was it like? 3 Do you read the information museums provide about their exhibits? Say why.

2

Exercise 2 2 pressure 3 radiation 4 cells 5 organism 6 research

1.13 Read the visitors’ comments. Match the highlighted expressions a–h to their definitions 1–8. Then listen and check. a blew my mind.

e broadens your mind.

b I didn’t think much of

f I’ve changed my mind.

c I’ve made up my mind

Complete the museum information with the words from the box.

d think outside the box.

cells gravity organism pressure radiation research

g my mind has gone blank.

h You can’t hear yourself think! 1 d To invent something life-changing or to do some truly original research, it’s sometimes necessary to think in a new or creative way. 2 g What have I learned? Oh goodness, so much but suddenly I can’t remember anything. 3 c I’ve decided – that I want to study Physics. 4 f I thought science was a bit dull but after today I have a different opinion. 5 a The section on radiation really impressed me. 6 e I think a visit to any museum increases your knowledge and understanding of the world. 7 h Stay out of the cafeteria. It’s extremely noisy. 8 b I wasn’t impressed by the robotics exhibition.

5

1.14 Choose the correct word from the box. Use the definitions in brackets to help you. Then listen and check. twice again seriously ahead big

3 22

40

1

 Gravity  on the moon is weaker than on Earth – that’s why astronauts bounce and float.

2

In the deep oceans, the water is too strong for humans to dive there.

3

Astronauts in space are exposed to from the Sun.

4

Did you know that there are over 37 in the average human body? trillion

5

The largest living in the world is not a coral reef, it’s actually a fungus that lives in Oregon, in the US.

6

According to , noise pollution can damage your health.

1.12 Listen to some visitors describing their experience at a science museum. Have they enjoyed their visit? Yes, they have.

1 I’ve learned that we should always think big g (have ambitious plans) even if something seems impossible. 2 I’ve learned that the planet is a living organism and we need to think seriously (think about an issue that’s important) about how we treat it. 3 And after seeing the part about industrial farming, I’ll certainly think twice (think carefully before you do something) before I eat meat again. 4 If you think museums are boring, this one will definitely make you think again (reconsider). 5 Anyway, think ahead (think about what might happen in the future) and wear comfy shoes and you’ll be fine.

6

SPEAKING Complete the sentences so that they are true for you. Then compare with a partner. 1 2 3 4 5 6

7

. I’ve recently changed my mind about The last thing that blew my mind was . The best way to broaden your mind is to . I didn’t think much of when I went there. It’s important to think ahead before you . Young people today need to think seriously about .

Should entry to museums be free? Say why. I think entry to museums should be free so that everyone can visit them.

□ I can talk about science.

REFERENCES

FURTHER PRACTICE

NEXT CLASS

AUDIO SCRIPT page 212

• Workbook page 20/Online Practice

EXTRA ACTIVITY IN CLASS

• Photocopiable resource 7: A survey on museums, pages 274, 294

Ask students to think about these questions: How good are you at remembering names/faces/numbers/dates/ etc.? Do you find it easier to remember things that you read or things that you hear? What is your earliest memory?

Lead in to Exercise 1 by referring students to the notes they made at home and inviting them to tell the class about their ideal museum. The class could then vote for the best/most interesting museum.

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• Extra digital activities: Vocabulary Checkpoint 2

ASSESSMENT Vocabulary Quiz 2

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QUIZ true or false?

02

What do you know about your brain and mind and how they work? Complete our quiz to find out. Most people can remember To improve your performance 1 MEMORY 4 MUSIC as many as 1000 faces. T F in a range of school subjects,

2

3

READING As lnog as the frist and lsat ltteres of wrods are in the rghit place, msot pepole still manage to read them. This is because your mind looks at the whole word and not each letter. T F AGE Our brains begin ageing from around the age of twenty. By the time we are sixty, they actually begin to shrink. T F

experts recommend that you practise playing a musical instrument regularly. T F HEALTH People who 5 BRAIN enjoy doing crosswords, or love reading, are more likely to maintain a healthy brain. T

F

It is safer to let someone 6 SLEEP sleepwalk because the shock of being woken up can cause serious brain damage. T F

2D GRAMMAR 1

4

Do the quiz. Then in pairs, check your answers on page 196. Which facts did you find most surprising?

1 a I forgot to buy my girlfriend a birthday present. b I’ll never forget buying my first car. a not remember to do something b not remember something that you did earlier

Verb patterns

2

Study and complete the Grammar box with the underlined verbs from the quiz.

2 b She stopped to do an online quiz. a She stopped doing online quizzes. a no longer do something b stop doing one thing so you can do another

Verb patterns We use the -ing form after some verbs (admit, avoid, can’t stand, don’t mind, fancy, hate, imagine, keep, like, miss, 1 practise , 2 enjoy , 3 love ). (in any order) We use the infinitive with to after some verbs: (agree, allow, appear, decide, expect, hope, need, learn, offer, promise, refuse, seem, want, would like, 4 manage ). We use the infinitive without to after: • modal verbs (must, might, should, will 5 can ), • make and 6 let . We use some verbs with the -ing form and infinitives with no difference in meaning (start, continue, 7 begin ).

WATCH OUT! Some verbs (forget, regret, remember, stop, try) can be followed by an -ing form or an infinitive but the meaning is different depending on the form used: I remembered to switch off my computer. (remember something, then do it) I remember switching off my computer. (do something and remember it later)

5

You can’t expect 1 to have  (have) a healthy body if you don’t try 2 to exercise(exercise) regularly. Similarly, if you want 3 to keep (keep) your brain fit, you need to remember 4 to use (use) it. Many people enjoy 5 reading (read), which is both pleasurable and good for your imagination. You could also try 6 doing (do) sudoku or crossword puzzles regularly, or, if you hate 7 solving (solve) puzzles, perhaps you’d prefer 8 to learn (learn) a strategic game such as chess or Go. If you don’t fancy 9 trying (try) any of these, you could learn 10 to play (play) a musical instrument. You will 11 find (find) plenty more advice online!

Replace the underlined verbs with the verbs in brackets and rewrite the sentences. Tick the sentences you agree with or that are true for you. Then compare with a partner. 1 2 3 4

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

How to look after your brain

Grammar Reference and Practice > page 174

3

Study Watch out! Then match the verb patterns in bold with meanings a or b.

I’m interested in learning to swim. (‘d like to) You must continue to learn new things to exercise your brain. (keep) Parents should read to their young children regularly. (need) I’d like to start reading more regularly. (begin)

6

SPEAKING Student A, go to page 196, Student B, go to page 199. Take it in turns to choose a number between 1 and 6, then follow your partner’s instructions.

□ I can use a range of verbs taking the infinitive or the -ing form.

REFERENCES

FURTHER PRACTICE

ASSESSMENT

CULTURE NOTES page 206

• Grammar Reference and Practice, Student’s Book page 174

Grammar Quiz 2D

EXTRA ACTIVITY IN CLASS Start the class by referring students to the questions they thought about at home. Put them in pairs to discuss their answers, then get brief feedback from the class.

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• Workbook page 21/Online Practice • Photocopiable resource 8: Verb pattern battleships, pages 274, 295 • Extra digital activities: Grammar Checkpoint 2D

Exercise 3 1 I’d like to learn to swim. 2 You must keep learning new things to exercise your brain. 3 Parents need to read to their young children regularly. 4 I’d like to begin reading/to read more regularly.

23

NEXT CLASS Ask students to do some online research on drones. They should list their different uses and also note down any facts they find interesting/surprising.

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1 Aerial filming and photography

2 Commercial mmercial

3

and rescue

4

5

enforcement forcement

making

6

forecasting

2E LISTENING AND VOCABULARY 1

Exercise 3 2 (commercial) deliveries 3 search (and rescue) 4 law (enforcement) 5 map (making)

2

Exercise 6 There are a lot of legal issues to be sorted out before commercial drone deliveries become a part of everyday life. However, we are already using drones to deliver blood and medical supplies.

Work in pairs. Have you ever seen or flown a drone? Where and when? Would you like to fly one? Say why.

5

In your opinion, which of the uses of drones are the most important for society?

I’ve never flown a drone, but I would like to try to because I’m interested in aerial photography.

6

1.16 Listen and write down exactly what you hear.

1.15 Listen to a podcast about drones and choose the best summary of what the interview is about.

7

1.17 PRONUNCIATION How do you say ‘ea’ in the words in the table? Listen and write the words you hear in the correct columns. Then practise saying the words.

□ □ □

Women in the drone industry a b ✓ Different uses of drones c Legal issues connected to the use of drones

3

Complete the uses of drones shown in the photographs with the words from the box. deliveries law map photography search weather

4

/iə// area ar appeared, cleared

8

1.15 Listen again and decide if statements 1–6 are true (T) or false (F), or if the information is not given (NG).

□ □ □ □ □ □

1 F Simon Porter began flying drones when he was 19. 2 T The presenter of the podcast has never flown a drone using first-person view. 3 T Some drone racing competitions offer valuable prizes. 4 F Simon says drones can be used to predict earthquakes. 5 T Commercial drone deliveries are not yet legal. 6 NG Sally French has appeared on television several times.

24

AUDIO SCRIPT page 212

EXTRA ACTIVITIES IN CLASS • Before Exercise 1, refer students to the notes they made at home and invite them to share their findings with the class. List the different uses of drones students mention on the board.

M01 High Note TB3 09593.indd 42

leading reading

/ɜː/ search earthquakes, heard

SPEAKING Tick the statements about drones you agree with. Then compare with a partner. 1 2 3 4 5 6

□ I worry about my privacy because of drones. □ I would like drones to deliver things to my home. □ Drones could cause serious accidents. □ Drones are noisier than cars. You can’t hear yourself think! I'd □ like to travel in a drone taxi in the future if it is possible. □ Drones are just harmless fun.

□ I can identify the main idea and key details in an interview and talk about technology.

REFERENCES

42

/iː/ speaker

• After Exercise 2, refer students to the list on the board. Get them to listen again and check which of the uses listed are mentioned in the podcast.

FURTHER PRACTICE • Workbook page 22/Online Practice

NEXT CLASS Ask students to imagine they are going to meet up with some friends this weekend. Ask them to list as many activities as they can think of which they could do with their friends.

• Photocopiable resource 3: Drone Boy, pages 274, 296

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02

COMMUNICATION VIDEO

2F SPEAKING SPEAKING | Making choices Making suggestions What/How about (… ing)/this? What do you think of … ing …? Why don’t we …? Let’s …

Expressing and justifying opinions You can’t go wrong with … (That) sounds good/like a good idea. (Personally,) (I think) that’s a great/terrible idea because ... It’s not a bad idea but it’s not a good one, either. I don’t think much of that idea, to be honest. The main reason is … Another reason is … Comparing options It isn’t nearly as good/bad as … It’s almost/It isn’t quite as good/bad as … That’s even better/worse than … That’s by far the best/worst idea.

1

Do you ever get bored at the weekend or do you always find something fun to do? I usually find something fun to do at the weekend, such as ...

2

Reaching decisions That’s the best idea we’ve had. That’s the one!/(Let’s) go for it!

4

6 1.18 Watch or listen to three friends discussing what to do. Answer the questions.

1 Also it’s boring. Let’s stay in. It’s raining. (another) Another reason is it’s boring. 2 And the rain is a bit lighter than it was. So, let’s go! (not/quite/heavy) 3 I disagree. I think the exhibition is a good idea. (sound) 4 I don’t think that’s a very good idea. (think/much) 5 It’s much more interesting than staying at home. (not/nearly/go/exhibition) 6 Mainly because it’s too expensive. (reason) 7 Why don’t we go to the technology exhibition? (How/about) 8 Why not? I think it’s much better than all the other ideas we’ve had. (by/far)

1 What are the first four suggestions the friends make? Why do they reject them? 2 What do the friends finally agree to do? 3 What do they do in the end? Why?

3

1.19 Study the Speaking box. Then complete the sentences with the words from the box. Listen and check. about as don’t far idea let’s main much of one reason quite sounds How worse 1 2 3 4 5 6 7 8 9 10 11 12

Why don’t we do something different today? That’s a terrible idea . I don’t think much of that idea, to be honest. How about ordering loads of pizza and playing video games all day? The main reason is that we play video games almost every weekend. And another reason is we had pizza yesterday. What do you think of going to see Bryony Fox? That is by far the worst idea I’ve ever heard. It’s not quite as good as video games and pizza, is it? It’s not nearly as good. It’s even worse than the Science Museum. What about this? The world's biggest drone show. That sounds good. Yeah, that’s the one ! Come on, let’s go!

Use the words in brackets to rewrite the sentences below without changing their meaning.

5

Use the rewritten sentences in Exercise 4 to make a dialogue. Add other sentences if necessary. Then read it out in small groups.

6

Make a list of things to do at the weekend on a sunny day and on a rainy day. Then in small groups discuss and reach a decision about what to do. Use the language in the Speaking box.

VIDEO/AUDIO SCRIPT page 233

EXTRA ACTIVITIES IN CLASS • Before Exercise 1, refer students to the lists they made at home. Elicit their ideas and list them on the board. • Before Exercise 2, get students to

Exercise 4 2 And the rain isn’t quite as heavy as it was. 3 I think the exhibition sounds like a good idea. 4 I don’t think much of that idea. 5 Staying at home isn’t nearly as interesting as going to the exhibition. 6 The main reason is (that) it’s too expensive. 7 How about going to the technology exhibition? 8 I think that’s by far the best idea (we’ve had).

Sunny day: picnic, playing basketball, … Rainy day: cinema, board games, …

□ I can make suggestions, express opinions, compare options and reach decisions. REFERENCES

Exercise 2 1 Suggestion 1: to go to the science museum. Emma thinks it’s a terrible idea because they’ve been there many times. Suggestion 2: to order loads of pizza and play video games all day. Kevin doesn’t think it’s a good idea because they play video games almost every weekend; another reason is they had pizza yesterday, the day before that, and the day before that. Suggestion 3: to go to see a scientist’s talk at the university. Emma says she doesn’t want to spend Sunday at a talk. Suggestion 4: the Zero-G experience, a simulated flight. It’s too expensive. 2 to go to a drone show at Reading airfield 3 to stay home and eat pizza because it’s raining outside

copy the list on the board into their notebooks. Ask them to watch or listen and tick the activities the friends mention. Do they mention any other activities which are not on the list? • After Exercise 6, put students in new groups and refer them again to the lists they made at home. Ask them to imagine they are going to meet up this

25

weekend. Using language from the Speaking box, they should discuss their options and decide on two things to do when they meet.

FURTHER PRACTICE Workbook page 23/Online Practice

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BELINDA’S BLOG Switch it off! It’s bad for your brain!

‘Stop staring at that screen! It’s bad for you! Switch it off!’ Parents have been telling teenagers things like that for years. But is tech really bad for your brain? Maybe so. After all, it’s true that technology causes sleep disorders. disorders The blue light from screens stops you from sleeping and a lack of sleep means you feel stressed and depressed and find it harder to concentrate. Technology may also cause memory loss. loss I read recently that millennials* are more forgetful than the over-55s. Apparently, too much information and constant interruptions prevent our short-term working memories from becoming permanent long-term memories. Now, what was I saying? What’s more, the Internet has become our brain’s external hard drive: Why memorise anything when you can find it online? Why remember directions when you have GPS?

What do you think? Click here to send your comments. (Be polite!) TamBam 11.24 a.m. Another interesting post, Belinda, but I don’t agree with everything. It’s true my parents aren’t nearly as good at multi-tasking as I am but there’s no way that their memory’s better than mine. They’re always forgetting stuff.

However, don’t throw away your phone and tablet yet. Technology’s not all bad. It offers a world of information at the touch of a screen. In addition, it provides stimulation and variety and that’s good for your brain. Millennials may have more distractions, but we’re also way better at multitasking. multitasking

Marcia 11.28 a.m. I’m in two minds about this. I realise that too much screen time is bad for me but at the same time I know that these days you’ve got to be switched-on all the time or you don’t know what’s going on.

To sum up, technology is like salt. It’s good in moderation. You can’t live without it but too much can harm you. * millennial – a young person who became an adult in this century

2G WRITING AND VOCABULARY | A blog post 1

Exercise 3 1 memory 2 lack, disorders 3 concentrate 4 multi-tasking, distractions 5 stressed, depressed

Look at the photo and answer the questions below. 1 What do you think the blog is about? 2 Have you ever … • forgotten what you were doing because you got a message on social media? • fallen asleep in front of a computer, tablet or phone screen? • spent a weekend without your mobile phone or access to the Internet? If so, say when, why and how you got on.

2

Read Belinda’s blog post. What’s her opinion on everyday technology?

3

In pairs, use the highlighted words and phrases in the text to complete the sentences. Then tick the sentences that are true for you and compare with your partner 1 2 3 4 5

rgetful as my grandmother □ I’m not nearly as forgetful loss. – I think she’s starting to suffer from of sleep or any other □ I don’t suffer from a – I get eight hours a night. sleep . □ I like coffee – it helps me to . I can do several things at the □ I’m good at . same time and I find it easy to deal with before exams but I don’t □ I often feel become

when I get a bad mark.

It’s good in moderation.

26

REFERENCES CULTURE NOTES page 206

EXTRA ACTIVITIES IN CLASS

44

• Lead in to Exercise 1 by asking students to discuss the following questions: How many hours a day do you spend on your computer? What about online? What do you use your computer for? What do you

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usually do when you go online? If there is time, get students to discuss the questions in pairs or small groups first, then elicit answers around the class. • Do this activity after Exercise 9, to help students with ideas for the writing task in Exercise 10. Once students have discussed their ideas in groups in Exercise 9, invite representatives from different groups to share their ideas

with the class. List students’ ideas on the board and get them to copy the list into their notebooks. This will give them a larger pool of ideas to choose from when they do the writing task.

FURTHER PRACTICE Workbook page 24/Online Practice

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02 4 5

Read the comments to Belinda’s blog. Write your own comment to the blog in no more than 50 words. Compare your comments in groups. Read the tips on how to write a good blog post and decide how well Belinda has followed them. very well

How to write a good blog post 1 Choose a topic that you know well and care about and that you think will interest and inform your readers. 2 Choose a title that attracts people’s attention, e.g. something beginning with ‘How to…’ or an intriguing question. 3 Use a chatty, informal style with short, clear sentences and paragraphs and avoid repetition. 4

hec your te t for mista es hen you re finishe .

5 Use images to make your text attractive and easier to understand.

6

Look at this table showing the draft and final versions of fragments of the blog post. Match tips 1-5 from Exercise 5 to these fragments (A-D).

□

A 4

□

B 2

□

C 1

□

D 3

7

Draft

Final version

Parents have said teenagers Parents have been telling things like that since years. teenagers things like that for years. Technology and health

Switch it off ! It’s bad for your brain!

The effect of computers on your body.

The effect of technology on your mind.

In conclusion, technology is very similar to salt because although it is good in moderation and obviously, nobody can live without it, there is no doubt that excessive salt damages your health, may result in death and can kill you.

To sum up, technology is like salt. It’s good in moderation. You can’t live without it but too much can harm you.

Study the Writing box and find synonyms for these words and phrases. 1 2 3 4 5

But … However, … Clearly, … Even though … In addition, … In conclusion, …

6 7 8 9 10

In my opinion, … In spite of … Research has shown that … This is largely because of … Y is a result of X.

WRITING | A blog post Introduction Mention the key point you want to make in your post. Start with one of these: • an interesting fact, e.g. There are almost 4 billion Internet users in the world. • an inspiring quotation, e.g. ‘I do not fear computers. I fear the lack of them.’ (Isaac Asimov) • a thought-provoking question, e.g. Is tech really bad for your brain? Main body (2–3 paragraphs) Give one or more arguments supporting your key point: It’s true that … It seems to me that … (This) means … X causes Y. Studies suggest that … According to … Most people believe that … Obviously, … What’s more, … but … also … This is mainly due to … To write a balanced post, mention arguments that don’t support your key point: However, … On the other hand, … Although … Despite … Conclusion Sum up your post and finish with something thought-provoking or amusing: To sum up, …/In the end, …/So …

8

SPEAKING To raise money for charity your school wants students to give up one technological device for a week. In groups, choose one thing to give up. Use the Speaking box in Lesson 2F to help you. A What do you think of giving up our phones for a week? B Personally, I think that’s a terrible idea. How about games consoles? A games console isn’t nearly as essential as a phone.

9

REFLECT | Society Discuss in groups. How has computer technology made our lives better? Think of things like education, communication, health, sports and leisure, transport, etc.

10 WRITING TASK Write a blog post about how

mobile phones, computers and the Internet have helped people and made their lives easier. Use the information in the Writing box, the tips from Exercise 5 and your ideas from Exercise 9 to help you.

□ I can write a blog post.

Exercise 7 2 Obviously, … 3 Although … 4 What’s more, … 5 To sum up, … 6 It seems to me … 7 Despite … 8 Studies suggest that … 9 This is mainly due to … 10 X causes Y.

27

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 28–29.

45

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Word List REMEMBER MORE 1 Choose the correct words. Then check with the word list.

1 Which adjective describes a model, robot, etc. that looks exactly like a real person or thing? lifelike / life-changing 2 What force makes objects fall to the ground? gravity / radiation 3 What do you do when you plan things that are difficult but very impressive? think twice / think big

2 Make nouns from these verbs. Then check with the word list. 1 2 3 4 5

require – requirement propose – proposal exist – existence possess – possession interact – interaction

2A GRAMMAR AND VOCABULARY 5.8

2B READING AND VOCABULARY 5.9

astronomy (n) /əˈstrɒnəmi/

achieve (v) /əˈtʃiːv/

beyond (prep) /bɪˈjɒnd/

achievement (n) /əˈtʃiːvmənt/

billion (num) /ˈbɪljən/

algorithm (n) /ˈælɡərɪðəm/

carry out experiments  /ˌkæri ˌaʊt ɪkˈsperəmənts/

alter (v) /ˈɔːltə/

constellation (n) /ˌkɒnstəˈleɪʃən/

Artificial Intelligence (AI) (n) /ˌɑːtəˌfɪʃəl ɪnˈtelədʒəns (ˌeɪ ˈaɪ)/

continuously (adv) /kənˈtɪnjuəsli/

artificially intelligent  /ˌɑːtɪˌfɪʃəli ɪnˈtelədʒənt/

cross sb’s mind  /ˌkrɒs ˌsʌmbɒdiz ˈmaɪnd/

attempt to do sth  /əˌtempt tə ˈduː ˌsʌmθɪŋ/

current (adj) /ˈkʌrənt/

basic (adj) /ˈbeɪsɪk/

Earth science (n) /ˈɜːθ ˌsaɪəns/

be in control  /ˌbi ɪn kənˈtrəʊl/

estimate (v) /ˈestɪmeɪt/

become a reality  /bɪˌkʌm ə riˈæləti/

ever since  /ˈevə ˌsɪns/ first draft (n) /ˌfɜːst ˈdrɑːft/ follow sth closely  /ˌfɒləʊ ˌsʌmθɪŋ ˈkləʊsli/ formula (n) /ˈfɔːmjələ/ galaxy (n) /ˈɡæləksi/

3 Complete the phrases with ø (no article), a/an or the. Then check with the word list.

difference between 1 tell somebody and something 2 lack of ø sleep 3 access to the Internet 4 think outside the box the

get on (phr v) /ˌɡet ˈɒn/ glue (n) /ɡluː/ hurt (v) /hɜːt/ International Space Station (n) /ˌɪntəˌnæʃənəl ˈspeɪs ˌsteɪʃən/

being (n) /ˈbiːɪŋ/ cause harm  /ˌkɔːz ˈhɑːm/ control (n, v) /kənˈtrəʊl/ create problems  /kriˌeɪt ˈprɒbləmz/ creation (n) /kriˈeɪʃən/ despite (prep) /dɪˈspaɪt/ develop (v) /dɪˈveləp/ disagree (v) /ˌdɪsəˈɡriː/ disagreement (n) /ˌdɪsəˈɡriːmənt/ electricity (n) /ɪˌlekˈtrɪsəti/

interstellar space (n) /ˌɪntəˌstelə ˈspeɪs/

electronic device (n) /ˌelɪkˌtrɒnɪk dɪˈvaɪs/

launch (v) /lɔːntʃ/

evil (adj) /ˈiːvəl/

man-made (adj) /ˌmæn ˈmeɪd/

exist (v) /ɪɡˈzɪst/

words from the word list. Then decide which of the statements are false.

memorise (v) /ˈmeməraɪz/

existence (n) /ɪɡˈzɪstəns/

mission (n) /ˈmɪʃən/

experience (v) /ɪkˈspɪəriəns/

1

□ The Great Wall of China is

moon (n) /muːn/

facial identification system (n) /ˌfeɪʃəl aɪˌdentəfəˈkeɪʃən ˌsɪstəm/

□

outer planet (n) /ˌaʊtə ˈplænət/

4 Complete the statements with

2

3

4 5

□ □ □

- made the only m an structure visible from space. The first v oyage to the Moon took 75 hours and 50 minutes. The Sun is the ultimate source of energy for all living o rganisms. Radio w aves travel at the speed of sound. People with m emory l oss can forget days, weeks or even years of their life.

5 Do the task below. Write your own science quiz similar to the one in Exercise 4 above. Find some interesting facts and write 4–5 true/false sentences or multiple-choice questions. You may challenge your classmates or publish your quiz online.

object (n) /ˈɒbdʒɪkt/

radio waves (n) /ˈreɪdiəʊ weɪvz/ reach (v) /riːtʃ/ revise (v) /rɪˈvaɪz/ rocket (n) /ˈrɒkət/ satellite (n) /ˈsætəlaɪt/ scientific data (n) /ˌsaɪənˌtɪfɪk ˈdeɪtə/ so far  /ˌsəʊ ˈ fɑː/ Sounds good!  /ˌsaʊndz ˈɡʊd/

focus on sth (v) /ˈfəʊkəs ɒn ˌsʌmθɪŋ/ GPS (n) /ˌdʒiː piː ˈes/ human (n, adj) /ˈhjuːmən/ identify (v) /aɪˈdentəfaɪ/ interact with sth (v) /ˌɪntərˈækt wɪð ˌsʌmθɪŋ/ interaction (n) /ˌɪntərˈækʃən/ issue (n) /ˈɪʃuː/ killer (n) /ˈkɪlə/ legal rights (n) /ˌliːɡəl ˈraɪts/ lifelike (adj) /ˈlaɪf laɪk/

space exploration (n) /ˈspeɪs ekspləˌreɪʃən/

make sure  /ˌmeɪk ˈʃɔː/

space probe (n) /ˈspeɪs prəʊb/

mental effort (n) /ˌmentl ˈefət/

spaceship (n) /ˈspeɪsˌʃɪp/

narrow/general AI  /ˌnærəʊ/ˌdʒenərəl ˌeɪ ˈaɪ/

the solar system (n) /ðə ˈsəʊlə ˌsɪstəm/

possess (v) /pəˈzes/

visuals (n) /ˈvɪʒuəlz/

possession (n) /pəˈzeʃən/

voyage  (n, v) /ˈvɔɪdʒ/

procedure (n) /prəˈsiːdʒə/

valuable (adj) /ˈvæljuəbəl/

proceed (v) /prəˈsiːd/

28

EXTRA ACTIVITIES IN CLASS • Write the following verbs on the board: create, achieve, identify, recognise, disagree. Ask students to form nouns from the verbs, then check their answers in the word list for Lesson 2B.

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• Ask students to choose 3–4 words or phrases from the word list and write each word/phrase on a piece of paper.

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Collect all the pieces of paper, put them in a bag and get each student to take out 3–4 pieces of paper. They must write one sentence with each of the words/phrases they picked. To make the activity more challenging, you could ask them to use the words/ phrases in such a way that they form a cohesive piece of writing.

• Students choose 6–8 words from the word list (or one word from each lesson) to describe to a partner. In pairs, they take turns to describe the words for their partner to guess. In weaker classes, instead of a description/definition, students can say their chosen words in their own language, for their partner to give the English words.

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02 programme (v) /ˈprəʊɡræm/

impress (v) /ɪmˈpres/

harmless (adj) /ˈhɑːmləs/

progress (n) /ˈprəʊɡres/

increase your knowledge  /ɪnˌkriːs jə ˈnɒlɪdʒ/

law enforcement (n) /ˈlɔː ɪnˌfɔːsmənt/

proposal (n) /prəˈpəʊzəl/

industrial farming (n) /ɪnˌdʌstriəl ˈfɑːmɪŋ/

map making (n) /ˈmæp ˌmeɪkɪŋ/

propose (v) /prəˈpəʊz/

invent (v) /ɪnˈvent/

predict (v) /prɪˈdɪkt/

rapid (adj) /ˈræpəd/

life-changing (adj) /ˈlaɪf ˌtʃeɪndʒɪŋ/

privacy (n) /ˈprɪvəsi/

recent developments in sth  /ˌriːsənt diˈveləpmənts ɪn ˌsʌmθɪŋ/

living organism (n) /ˌlɪvɪŋ ˈɔːɡənɪzəm/

racing competition (n) /ˈreɪsɪŋ ˌkɒmpəˌtɪʃən/

make up your mind  /ˌmeɪk ˌʌp jə ˈmaɪnd/

recognise (v) /ˈrekəɡnaɪz/

search and rescue (n) /ˌsɜːtʃ ənd ˈreskjuː/

noise pollution (n) /ˈnɔɪz pəˌluːʃən/

require (v) /rɪˈkwaɪə/

weather forecasting (n) /ˈweðə ˌfɔːkɑːstɪŋ/

not think much of sth  /ˌnɒt θɪŋk ˈmʌtʃ əv ˌsʌmθɪŋ/

2F SPEAKING

research on/into sth (n) /rɪˈsɜːtʃ ɒn/ˌɪntə ˌsʌmθɪŋ/

pressure (n) /ˈpreʃə/

by far  /ˌbaɪ ˈfɑː/

researcher (n) /riˈsɜːtʃə/

provide information  /prəˌvaɪd ˌɪnfəˈmeɪʃən/

light/heavy rain  /ˌlaɪt/ˌhevi ˈreɪn/

rise (n) /raɪz/

radiation (n) /ˌreɪdiˈeɪʃən/

science talk (n) /ˈsaɪəns tɔːk/

sensational story  /senˌseɪʃənəl ˈstɔːri/

reconsider (v) /ˌriːkənˈsɪdə/

stay in (phr v) /ˌsteɪ ˈɪn/

requirement (n) /rɪˈkwaɪəmənt/

research (n) /rɪˈsɜːtʃ/

siblings (n) /ˈsɪblɪŋz/

robotics (n) /rəʊˈbɒtɪks/

slave (n) /sleɪv/ speed up (phr v) /ˌspiːd ˈʌp/ strength (n) /streŋθ/ superintelligent (adj) /ˌsuːpərɪnˈtelədʒənt/

sb’s mind has gone blank  /ˌsʌmbɒdiz ˌmaɪnd əz ɡɒn ˈblæŋk/ stay out of sth (phr v) /ˌsteɪ ˈaʊt əv ˌsʌmθɪŋ/

5.13

2G WRITING AND VOCABULARY 5.14 access to the Internet  /ˌækses tə ði ˈɪntənet/ be in two minds about sth  /ˌbi ɪn ˌtuː ˈmaɪndz əˌbaʊt ˌsʌmθɪŋ/

think again  /ˌθɪŋk əˈɡen/

concentrate (v) /ˈkɒnsəntreɪt/

think ahead  /ˌθɪŋk əˈhed/

take over (phr v) /ˌteɪk ˈəʊvə/

directions (n) /dəˈrekʃənz/

think big  /ˌθɪŋk ˈbɪɡ/

tell the difference (between)  /ˌtel ðə ˈdɪfərəns (bɪˌtwiːn)/

distraction (n) /dɪˈstrækʃən/

think outside the box  /ˌθɪŋk aʊtˌsaɪd ðə ˈbɒks/

essential (adj) /ɪˈsenʃəl/

technology (n) /tekˈnɒlədʒi/

the tabloid press (n) /ðə ˌtæblɔɪd ˈpres/ ultimately (adv) /ˈʌltəmətli/ unlike (prep) /ʌnˈlaɪk/

think seriously  /ˌθɪŋk ˈsɪəriəsli/ think twice  /ˌθɪŋk ˈtwaɪs/ treat (v) /triːt/

fall asleep  /ˌfɔːl əˈsliːp/ feel stressed/depressed  /ˌfiːl ˈstrest/dɪˈprest/ forgetful (adj) /fəˈɡetfəl/ harm (v) /hɑːm/

voice recognition system (n) /ˈvɔɪs rekəɡˌnɪʃən ˌsɪstəm/

2D GRAMMAR age (v) /eɪdʒ/

in moderation  /ɪn ˌmɒdəˈreɪʃən/

2C VOCABULARY

brain damage (n) /ˈbreɪn ˌdæmɪdʒ/

interruption (n) /ˌɪntəˈrʌpʃən/

ambitious (adj) /æmˈbɪʃəs/

do crosswords  /ˌduː ˈkrɒswɜːdz/

lack of sleep  /ˌlæk əv ˈsliːp/

blow sb’s mind  /ˌbləʊ ˌsʌmbɒdiz ˈmaɪnd/

imagination (n) /ɪˌmædʒəˈneɪʃən/

leisure (n) /ˈleʒə/

improve your performance  /ɪmˌpruːv jə pəˈfɔːməns/

memory loss (n) /ˈmeməri lɒs/

5.10

bounce (v) /baʊns/ broaden sb’s mind  /ˌbrɔːdn ˌsʌmbɒdiz ˈmaɪnd/ can’t hear yourself think  /ˌkɑːnt hɪə jɔːˌself ˈθɪŋk/ cell (n) /sel/ change your mind  /ˌtʃeɪndʒ jə ˈmaɪnd/ coral reef (n) /ˈkɒrəl riːf/ damage your health  /ˌdæmɪdʒ jə ˈhelθ/

5.11

maintain (v) /meɪnˈteɪn/ pleasurable (adj) /ˈpleʒərəbəl/

millennials (n) /mɪˈleniəlz/ multitasking (n) /ˈmʌltiˌtɑːskɪŋ/

shrink (v) /ʃrɪŋk/

prevent sb from doing sth  /prɪˌvent ˌsʌmbɒdi frəm ˈduːɪŋ ˌsʌmθɪŋ/

sleepwalk (v) /ˈsliːpwɔːk/

result in sth (phr v) /rɪˈzʌlt ɪn ˌsʌmθɪŋ/

solve puzzles  /ˌsɒlv ˈpʌzəlz/

screen time (n) /ˈskriːn taɪm/

strategic game (n) /strəˌtiːdʒɪk ˈɡeɪm/

short-/long-term memory (n) /ˌʃɔːt/ˌlɒŋ ˌtɜːm ˈmeməri/

deep (adj) /diːp/

2E LISTENING AND VOCABULARY 5.12

sleep disorder (n) /ˈsliːp dɪsˌɔːdə/

entry (n) /ˈentri/

aerial filming/photography (n) /ˌeəriəl ˈfɪlmɪŋ/ fəˈtɒɡrəfi/

stimulation (n) /ˌstɪmjəˈleɪʃən/

exposed to sth (adj) /ɪkˈspəʊzd tə ˌsʌmθɪŋ/

commercial delivery (n) /kəˌmɜːʃəl dɪˈlɪvəri/

suffer from sth (v) /ˈsʌfə frəm ˌsʌmθɪŋ/

float (v) /fləʊt/

earthquake (n) /ˈɜːθkweɪk/

switched-on (adj) /ˌswɪtʃt ˈɒn/

fungus (n) /ˈfʌŋɡəs/

first-person view (n) /ˌfɜːst ˌpɜːsən  ˈvjuː/

tech (n) /tek/

gravity (n) /ˈɡrævəti/

fly a drone  /ˌflaɪ ə ˈdrəʊn/

variety (n) /vəˈraɪəti/

dive (v) /daɪv/ dull (adj) /dʌl/

stare at sth (v) /ˈsteər ət ˌsʌmθɪŋ/

29

FURTHER PRACTICE Workbook page 25/Online Practice

NEXT CLASS Ask students to revise Unit 2.

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02

Revision

VOCABULARY AND GRAMMAR 1 Choose the correct words to complete the sentences.

4

1 The Sun is one of many stars in our creation / galaxy / voyage. 2 Many rockets and spaceships have been required / launched / concentrated from Cape Canaveral in Florida. 3 Governments have spent a lot of money on scientific research / cells / organism. 4 Drones can be used for map forecasting / multi-tasking / making. 5 People can float in space because there isn’t any pressure / gravity / radiation. 6 Earth is the fifth biggest planet in our solar universe / system / spaceship. 7 Drones are used to make commercial search and rescue / deliveries / distractions. 8 My dad loves his high-pressure job, but he sometimes feels artificial / impressed / stressed. 9 A lack of sleep can cause memory / enforcement / disorder loss.

2

Exercise 2 2 existence 3 achievement 4 disagreements 5 recognition 6 procedures 7 identification

A I 1have just finished (just/finish) work. I 2 (work) in the lab all weekend. B How’s the project? A I think the experiments 3 only the beginning. B

B

achieve create disagree exist identify interact possess proceed recognise

Exercise 3 2 mind 3 broadens 4 seriously 5 box 6 think 7 blank 8 blew Exercise 4 2 have been working 3 have been going 4 Have you made 5 haven’t made 6 Have you seen 7 have been talking 8 have only read 9 haven’t had 10 have asked 11 Has she agreed 12 has been interviewing 13 Have you had 14 have been thinking

3

Complete the sentences with the missing words. 1 I didn’t think much of the food in the new restaurant. I thought it would be better. 2 He was never interested in Physics, but he has changed his m and now he wants to study it at university! 3 Travelling improves your understanding of the world. It really b your mind. 4 I think the course could be very useful. You should think s about taking it. 5 She always has interesting ideas. She’s very good at thinking outside the b . 6 It’s extremely noisy here. I can’t hear myself t ! 7 I never forget a face but when it comes to names sometimes my mind goes b . 8 That film was absolutely brilliant. It really b  my mind!

Exercise 5 2 to catch 3 go 4 concentrate 5 to take/taking 6 seeing 7 to phone 8 walking 9 to study 10 buying

4

 (go) very well but it’s

(you/make) much progress?

A No, we 5 early days.

Complete the sentences with the correct forms of the words from the box. There are two extra words.

1 Her kitchen robot is her favourite possession . 2 Some people believe in the of life in outer space. 3 The first landing on the moon in 1969 was an incredible . 4 There have been many about how robots can help human beings. 5 The award he won gave his project the public it deserved. 6 We need to have safety in place to ensure artificial intelligence is used well. 7 You have to show photo to get into the research building.

Complete the sentences. Use the Present Perfect Simple or the Present Perfect Continuous. Use the Present Perfect Continuous wherever you can.

 (not make) much progress yet but it’s

 (you/see) the latest ‘Science Today’ magazine?

6

A Yes, I have. My colleagues 7 B I8 I9

 (talk) about it all day.

(only/read) one article so far because (not have) time but I want to read the others.

(ask) A The research is fascinating. They 10 Professor Munroe to make a TV documentary! B

11

(she/agree)?

A Yes, she has. In fact a journalist 12 her all afternoon! A

(you/have) dinner yet? I 14 about food since four o’clock! B No, not yet. Let’s go out!

5

13

(interview) (think)

Complete the sentences with the -ing form or the infinitive form of the verbs in brackets. 1 He keeps making (make) the same mistakes! 2 She got up late but she managed (catch) the train. 3 My parents didn’t let me (go) to bed late when I was a child. 4 You should (concentrate) more in your science lessons. 5 We started (take) an interest in astronomy after the trip to the planetarium. 6 I remember (see) a drone for the first time a couple of years ago. 7 I must remember (phone) my grandma this evening. 8 Can you imagine (walk) on the moon? 9 We hope (study) artificial intelligence at university. 10 Now I regret (buy) you a new mobile phone!

30

REFERENCES

FURTHER PRACTICE

ASSESSMENT

AUDIO SCRIPT page 213

• Use of English, Student’s Book page 191

• Unit 2 Language Test (Vocabulary, Grammar, Use of English)

• Class debates pages 264–265

• Unit 2 Skills Test (Dictation, Listening, Reading, Communication)

CULTURE NOTES page 206

• Self-assessment 2 and Self-check 2, Workbook pages 26–27/Online Practice

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• Extra digital activities: Use of English, Reading, Listening

• Unit 2 Writing Test • Units 1–2 Cumulative Review Test • Units 1–2 Exam Speaking

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USE OF ENGLISH 6 Complete the second sentence using the word in bold

so that it means the same as the first one. Use between two and five words, including the word in bold.

1 I haven’t seen a commercial drone before. FIRST This is the first time I’ve seen a commercial drone. 2 I really can’t decide which course to study. MIND I can’t about which course to study. 3 The film is a little better than the book. QUITE The book as the film. 4 I have never seen a documentary as interesting as this one. EVER This is the most interesting documentary . 5 When did you become interested in artificial intelligence? LONG interested in artificial intelligence? 6 It’s two years since she last went to the cinema! BEEN to the cinema for two years! 7 It was silly of him to say he would finish the essay today. REGRETS he would finish the essay today. 8 Why don’t we have a picnic tomorrow? HOW a picnic tomorrow? Use of English > page 191

LISTENING 1.20 You are going to listen to a teacher speaking 7

2 You hear a man talking about a gadget. What is he doing? a He’s persuading a friend to buy it. b He’s explaining how to use it. c He’s helping a friend with a problem. 3 You hear a woman on TV. What is she doing? a She’s giving information about a recent event. b She’s discussing technological innovations in education. c She’s giving information about the people who are attending the event. 4 You hear a couple talking about kitchen robots. The woman agrees with her partner that a it’s a great idea to buy a kitchen robot. b food cooked by a robot isn’t as good as home cooking. c a robot could be useful when they’re very busy.

Exercise 6 2 make up my mind 3 is not quite as good 4 I have ever seen 5 How long have you been 6 She hasn’t been 7 He regrets saying 8 How about (having) Exercise 7 2 seven pounds fifty/ £7.50 3 café 4 worksheet 5 Taking photos 6 fly a drone

SPEAKING 9 Work in groups of three. A friend is having his/her

birthday soon. Look at the ideas below and talk about which objects would be the best present for him/her.

STRATEGY | Collaborative task When you do this task, use the language for making suggestions (e.g. How about …? What do you think of …?) and for reaching a decision (Let’s go for it!). 1

2

about a school trip. Complete the notes below with one to three words in each gap.

STRATEGY | Note completion Be careful about distractions in the recording. Sometimes when you think you need to listen for a number (e.g. a price or time), there could be another price or time mentioned in the recording. Make sure you complete the sentence with the correct answer.

3

Trip to the Digital Age Exhibition • • • • • •

8

Coach leaves at 17.30 . Group members pay 2 each for tickets. Lunch recommended in the 3 . Remember to complete a 4 during the visit. 5 is not allowed in the exhibition centre. Great activities! Meet robots, watch videos, 6 !

WRITING 10 You see this ad in a magazine about space. Write an article and win a book about space travel!

1.21 You are going to hear four recordings. Read questions 1–4 and the possible answers. Then listen and choose the correct answer for each recording.

• Why do people want to travel into space? • What are the pros and cons of going on

1 You hear a radio advertisement. Who might be interested in buying the gadget? a someone who has a limited budget b someone who wants a small phone c someone who needs a videophone

• Would you like to travel in space?

a space trip?

Write your article for the competition.

31

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LIFE SKILLS

Exercise 2 1 You leave your audience with a clear memory of your presentation and your main points. 2 Your audience can see how the talk will develop and what to expect in your presentation. 3 This will ensure your audience understands your point of view. 4 You will clearly show the order of your points and help your audience follow your presentation more easily. 5 This makes your points real and therefore easier to remember and clearer to your audience. 6 This opens the presentation and catches the attention of your audience. 7 This means your audience has an opportunity to contribute and engage with the topic. Exercise 3 Possible answers: 1 By choosing the clothes we like, we can express our individuality; clothes say a lot about your personality. 2 We learn to dress appropriately: what to wear and not to wear in various social situations. 3 We learn not to judge people by the clothes they wear.

How to give a presentation

Structuring your presentation

1

How often do you give presentations? Do you find it easy to give presentations? Say why.

2

Work in pairs. In which part of the presentation a–c (a = the beginning, b = the main part, c = the end) would you include points 1–7? Say why. e your points and give your opinion. 1 c Summarise 2 3 4 5 6 7

3

□ you’re re going to cover in the presentation. □a Outline the points you □b Make your points clear. □b Indicate when you move on to another point. □b Give examples to illustrate your points. □a Introduce yourself and welcome the audience. □c Ask your audience if they have any questions.

4

1.22 Study the presentation plan. Listen to a student and note down what she says about the main points 1–3 in her presentation. BEGINNING Introduction: Introduce yourself and welcome the audience. Purpose of the presentation: Outline the reasons for not having a dress code. MAIN PART Point 1 Dress code and freedom of choice. Point 2 What can we learn from not having a dress code? Point 3 Respecting others. END Summary and conclusion No dress code at school means that you have freedom of choice. You learn to dress appropriately and respect others.

1.22 Study the Speaking box. Listen to the presentation again and tick the expressions you hear.

SPEAKING | Structuring your presentation Starting a presentation ✓ The purpose of my talk today is … The subject of my presentation is … ✓ First/Firstly, I’ll talk about … And then I’ll explain/discuss/point out/say … Presenting main points I’ve divided my talk into three parts. Firstly, … Secondly, … And finally, … ✓ Let’s start with … ✓ Let’s move on to my second point. ✓ My next/second/third point is that ... Lastly, I must say that ... Adding information ✓ In addition to this … And another thing is … ✓ Let me give you an example. ✓ For example, … Referring to visuals ✓ Have a look at the first slide …/Now let’s look at slide two. If you look at the handout ... Ending your talk ✓ To conclude/sum up, I’d like to say that … ✓ Thanks for listening. ✓ Now, have you got any questions?

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REFERENCES

EXTRA ACTIVITY IN CLASS

NEXT CLASS

AUDIO SCRIPT page 213

Invite students to tell the class about a presentation they found boring. Why was it boring? What exactly didn’t they like about it? What would they change in it to make it more interesting? If there is time, let them discuss in pairs/groups first, then share ideas with the class.

Students think about their classmates’ feedback from Exercise 9 and prepare a new presentation. They record it and play it for the class in the next lesson or, if time allows, give their new presentations in front of the class. Have a brief feedback session: was their classmates’ feedback helpful? Did it help them improve? How?

VIDEO SCRIPT page 233

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01–02 Using body language

5

In pairs, discuss the questions about using body language when giving a presentation. 1 2 3 4 5

6

7

Where should a speaker stand? Where should they look? What should they do with their hands? Should they move or stay still? What can you do when you feel nervous?

1 2 3 4

8

7 1.23 Watch or listen to a class on using body language in presentations. Complete the advice below with the words from the box.

LIFE SKILLS | Using body language in presentations

LIFE SKILLS VIDEO

A

C

□A Chopping gesture □B Open palm gesture □D Open body position □C Smiling and showing enthusiasm

Work in pairs. Choose one of the presentation topics below. Make notes to prepare a presentation plan. Remember to organise your plan in clear sections. 1 Some people say that beauty is more than just your physical appearance. How do you define beauty? 2 Do you think people could live on another planet? Say why. 3 Edith Head, an American costume designer, said: ‘You can have anything you want in life if you dress for it.’ Do you agree?

backwards centre forward point smile stare

• Posture Stand facing the audience. Stand in the 1 centre of the room. • Gestures Use small open gestures to involve your audience. Don’t 2 your finger directly at the audience. • Movement Move from time to time to keep the people’s attention. Move 3 when making a new point. Move 4 when making a comment or giving an example. • Facial expressions Make eye contact with your audience. Don’t 5 at to show enthusiasm. one person. 6

7 1.23 Watch or listen again. Match the photos A–D with the descriptions below.

9

Exercise 6 2 point 3 forward 4 backwards 5 stare 6 Smile

Do the task below.

LIFE SKILLS | Project Use your plan from Exercise 8 to give a five-minute presentation. • Prepare a presentation based on your plan. • Practise your presentation and observe your body language. Use the tips from the lesson. • Give your talk to the class and listen to other students’ presentations. • Use the checklist on page 196 to assess each other’s presentation. Think about the way the presentations were structured and delivered.

B

D

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03

Active and healthy VOCABULARY Sports and fitness, injuries, accidents and emergencies, diet and nutrition GRAMMAR

Past Simple, Past Continuous and Past Perfect; used to and would Use of English > page 192

SPEAKING

Being polite

WRITING

A short story

VIDEO

Grammar

Communication

Documentary

m a h g in r e h t o F ‘Wheelz’ Aaron Fotheringham was born with a disease which made walking impossible. However, by the time he was four, he had learned to get around on crutches. A few years later, he left the crutches behind and began using a wheelchair. He and his brother Brian soon became a regular sight on the streets of their neighbourhood in Las Vegas, Aaron in his wheelchair and Brian on his BMX. One life-changing day, the boys had just arrived at the local skate park when Brian had an idea. Perhaps his younger brother could try one of the ramps in his chair. Aaron accepted the challenge. On his first attempt he fell, but he was determined to succeed, so he tried again. At the end of the day, he realised he had found a sport that he loved. He called it wheelchair motocross (WCMX). Aaron started out as an amateur athlete, entering BMX competitions and posting his videos online. At the time he was working on a new trick. His dedication paid off when he eventually managed to do a backflip. No one had ever done that in a wheelchair before! A few years later, ‘Wheelz’ as he was now known, set another record: the first ever double backflip.In 2010, Aaron turned professional and joined the action sports show Nitro Circus Live. While he was performing in Brazil in 2012, he successfully jumped a fifteen-metre gap. The crowd went wild. Four years later, on the evening of 7 September, the Brazilians were cheering him on again. This time Aaron was there to open the Rio Paralympics. Though he has suffered a few injuries, Aaron takes safety very injuries seriously. Through his passion, he wants to change the way the world thinks about people in wheelchairs, and to inspire everyone, disabled or not, to overcome their own challenges.

3A GRAMMAR AND VOCABULARY 1

In pairs, answer the questions. 1 How many extreme sports can you list in one minute? 2 Which have you tried? 3 Which would/wouldn’t you like to try?

2

Look at the photos of Aaron ‘Wheelz’ Fotheringham. Write three questions you would like to ask Aaron about his life as a professional athlete. Then read the text. Does it answer your questions?

34

REFERENCES

EXTRA ACTIVITIES IN CLASS

VIDEO SCRIPT page 234

• After Exercise 2, ask students if they find Aaron’s story inspiring. If yes, how? What can they learn from it? Do they know of any other people who have overcome similar challenges?

CULTURE NOTES page 206

• After Exercise 8, students write a paragraph about a similar experience they or someone they know had. As with the speaking task in Exercise 8, they can use the prompts on page 197 to help them.

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03 3

6

Identify the tenses of the verbs in bold: the Past Simple, the Past Continuous and the Past Perfect. Then match sentences 1–5 with meanings a–e in the Grammar box.

Unlucky Katie

□ □ □ □ □

1 b While he was performing in Brazil in 2012, he successfully jumped a fiteen-metre gap. 2 a … he fell, but he was determined to succeed, so he tried again. 3 e The boys had just arrived at the local skate park when Brian had an idea. 4 c At the time, he was working on a new trick … 5 d … on the evening of 7 September the Brazilians were cheering him on again.

Katie Ormerod is a world-class snowboarder who qualified for the 2018 British Winter Olympic team and she 1 was  (be) a favourite to take home a medal. In 2017, she had injured her back, but by the time the 2018 season started she 2 (recover). Katie 3 (arrive) in South Korea before the 2018 Games and 4 (start) practising on the Olympic course. She 5 (only do) a few practice runs when she 6 (fall) and broke her wrist. Thankfully, it wasn’t serious so she decided to carry on. Two days later, she 7 (train) again when she 8 (crash) and broke her heel in two places! This time it was serious, and she was out of the Games.

Past Simple, Past Continuous and Past Perfect We use the Past Simple: a to describe finished actions and tell the main events of a story in order. Time expressions: yesterday, last night/week/year/ Wednesday, when I was young, two months ago, in 2017, one day/evening

7

Grammar Reference and Practice > page 176

4

In pairs, answer the questions using full sentences. Then check your answers in the text. 1 What had Aaron learned to do by the age of four? 2 How did Aaron react to his brother’s idea in the skate park? 3 Why was Aaron’s first backflip special? 4 What did Aaron do in 2012? 5 What did he do the second time he went to Brazil?

5

Choose the correct tense to complete each sentence. 1 When Aaron arrived at the skate park, his friends already left / had already left. 2 Aaron broke his wheelchair while he had practised / was practising a new trick. 3 After Aaron had broken / was breaking his first wheelchair, he got a new stronger one. 4 The crowds in Brazil were amazed when they saw / were seeing how far Aaron jumped.

Complete the questions with the correct form of the highlighted words in the texts about Aaron and Katie. Then ask and answer the questions in pairs. 1 Have you ever suffered an  injury   injury   while doing a sport at school? What happened? 2 Do you know anyone who started out as an athlete then turned ? What do you know about their career? 3 Has a team from your school ever won a ? Had they taken part in an event like that before? 4 Has a team from your country ever for the finals of a major sporting competition? What happened? 5 Can you name someone from your country who has set a world ? What was it? 6 Does your country usually a lot of medals from the Olympic Games? For which sports?

We use the Past Continuous: b for longer actions interrupted by shorter ones. For shorter actions we use the Past Simple. c for temporary situations/habits. d to describe things which were in progress at a precise time in the past. Time expressions: as, when, while, at noon, this time last week, all last night We use the Past Perfect: e to talk about an action in the past that was completed before another action or a time in the past. We often contrast an action in the Past Simple with an earlier one in the Past Perfect. Time expressions: after, already, as soon as, before, by, by the time, just, once, until

Complete the text with the most suitable tense of the verbs in brackets. Use the Past Simple, the Past Continuous or the Past Perfect.

8

• Photocopiable extra Grammar Video activity 3, page 266 • Grammar Reference and Practice, Student’s Book page 176 • Workbook pages 28–29/Online Practice

Exercise 4 1 He had learned to get around on crutches. 2 He accepted his brother’s challenge. 3 Aaron’s first back flip was special because no one had ever done a back flip in a wheelchair before. 4 In 2012, Aaron jumped a 15-metre gap. 5 The second time he went to Brazil, he opened the Paralympics. Exercise 6 2 had recovered 3 arrived 4 started 5 had only done 6 fell 7 was training 8 crashed Exercise 7 2 amateur, professional 3 competition 4 qualified 5 record 6 take home

SPEAKING In pairs, talk about a time when you or someone you know did well in a sport, a performance or some other kind of challenge. Use the prompts on page 197 to help you. I won a silver medal at the school’s championships. I’d never run in a competition team before … 8 Read the question below and watch the video. Say what the speakers answer. Then in pairs, ask and answer the question. Tell me about a sports injury you had.

□ I can use the Past Simple, Past Continuous and Past Perfect to talk about past actions. FURTHER PRACTICE

Exercise 3 1 Past Continuous, Past Simple 2 Past Simple (x3) 3 Past Perfect, Past Simple 4 Past Continuous 5 Past Continuous

GRAMMAR VIDEO

Past Simple, Past Continuous and Past Perfect

• Photocopiable resource 10: Lionel Messi – the football genius, pages 274, 297

ASSESSMENT

• Extra digital activities: Grammar Checkpoint 3A

NEXT CLASS

35

Grammar Quiz 3A

Ask students to make notes about their favourite sport and why they like it.

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3B VOCABULARY | Sports, activities, fitness and exercise 1

THINK BACK Make a list of sports and fitness activities you enjoy/don’t enjoy. Then compare your lists in pairs.

4

I enjoy: swimming, yoga, … I don’t enjoy: Zumba, cycling, …

2

Exercise 2 Sports and activities in the leaflet: tennis, squash, boxing, basketball, football, athletics, rowing, weightlifting, rock climbing, swimming

build get (x 2) good keep lift shape unfit John

Read the leaflet for BFITA and the comments below. Which sports and activities does it mention? What special offer does the leaflet mention? Is BFITA a good club? How do you know?

Jackie

Special offer: one month free for all 16–18-year-olds

John Jackie

Judging by the members’ comments, BFITA seems to be a good club.

Special offer For our 16th anniversary, we’re giving away one month’s free membership for all 16–18-year-olds.

Exercise 3 1 court, pool, track, ring, machine, wall 2 programme 3 rooms 4 centre 5 weights Exercise 5 2 broke her leg 3 banged his head 4 twisted her ankle 5 pulled a muscle 6 sprained his wrist John agrees to try the leisure centre because Jackie says that you can get injured anywhere at any time.

BFITA

courts a boxing ring, ring • Make the most of our tennis and squash courts, a basketball court and a full-size outdoor football pitch with an athletics track. • Try our state-of-the-art gymnasium, now with brand new rowing machines! u your muscles in our weightlifting centre. • Lift weights and build up wall • Climb our 10-metre-high rock climbing wall. • Swim in our 25-metre swimming pool and relax in the Jacuzzi, sauna or steam room. • Find motivation with our expert fitness coaches and personalised training programmes. programmes • Chill, chat and watch sports in our award-winning café.

GET FITTER with BFITA!

was so nfit ot o t o breath limbin the stairs B t really ot into shape thanks to B T en the han in room is awesome (Keira) t first was totally o t o shape elt e ha sted B t now reat B T did me a world o ood (James)

3

eel

I’m really out of 1 shape . My gran’s fitter than I am! I’m so 2 unfit that I 3 get out of breath when I run for the bus! You really need to 4 get into shape. Why don’t you come to the leisure centre? You can 5 build up your muscles, do exercises and 6 lift weights – that really helps me 7 keep fit. No, thanks. Come on! It’s done me a world of 8 good . They’ve got great fitness coaches and a …

1.25 Study Watch out! Then complete the sentences with the correct form of the phrases in the box. Listen and check. Does John agree to try the leisure centre? Why? bang/head break/leg dislocate/shoulder pull/muscle sprain/wrist twist/ankle 1 John’s dad dislocated his shoulder during a match. 2 John’s mum in two places when she was playing hockey. 3 John when he scored a goal – he was unconscious for several minutes. 4 John’s sister when she was jogging on a rocky path. 5 Jackie in her leg because she didn’t warm up. 6 John when he fell in the shower.

WATCH OUT! We say she banged her head or broke her leg. NOT the head or the leg. leg But we say she pulled a muscle in her back NOT her muscle. This is because we have lots of muscles but only one head, two legs, etc.

6

SPEAKING Work in pairs. Use the examples below and the vocabulary in Exercises 3–5 to ask and answer the questions. 1 How fit are you? What do you do to get/keep fit? 2 Do you often get out of breath? When? 3 Do you think it’s a good idea to build up your muscles? 4 Do you find it easy to get into shape? 5 Can you think of something that does you a world of good? 6 Have you ever twisted your ankle/broken your leg/ …? How did it happen?

Use the words and phrases highlighted in the leaflet to complete the questions. Then ask and answer the questions in pairs. 1 Has your school got: a football pitch ; a tennis ; ; an athletics ; a boxing ; a swimming ; a rock climbing ? Which of these a rowing things does a school need? 2 Should students get a personalised training in their PE class? Say why. 3 What are the changing in your school gym like? How could they be better? 4 Have you ever joined a leisure ? If so, what was it like? If not, would you like to? 5 Have you ever tried lifting ? If so, what’s it like? If not, why not?

36

5

LEISURE CENTRE

e ne er been a sporty person and d ne er oined a leis re entre be ore so had no idea how m h n it wo ld be to keep fit (Ali)

54

1.24 In pairs, read the leaflet again. Then complete the sentences with the words from the box. Listen and check.

7

Imagine you joined the BFITA Leisure Centre a week ago. Write a description of your first week there. Mention the things you have done and an injury you had. Use the vocabulary in this lesson and the past tenses from lesson 3A.

□ I can talk about sports, activities, fitness and exercise.

REFERENCES

FURTHER PRACTICE

ASSESSMENT

AUDIO SCRIPT page 214

• Workbook page 30/Online Practice • Photocopiable resource 11: What happened to you?, pages 275, 298–299

Vocabulary Quiz 3

EXTRA ACTIVITY IN CLASS Before Exercise 1, students look at the notes they made at home. Then, they talk in pairs about their favourite sport. Once they have finished, invite a few students to share their answers with the class.

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• Extra digital activities: Vocabulary Checkpoint 3

NEXT CLASS Students think about a time when they or someone they know called an emergency number. What happened? They should make notes so they can share their story with the class in the next lesson.

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03 1 2

3C LISTENING AND VOCABULARY 1

3

Look at the photos and the Fact Box. In what situations do you need to call an emergency number?

4

1 You are going to hear a school pupil talking to a teacher. What’s his main purpose? a to express an opinion b to offer to call an ambulance c to inform her about an accident 2 You are going to hear the teacher calling 999. Where is Eric? a on a path near the river b at the foot of a hill c on a railway line 3 You are going to hear a man from the school calling Eric’s mother. How does she seem by the end of the conversation? a fine b worried c relieved 4 You are going to hear a bus driver talking to a policeman. Why is he talking to him? a to explain what happened b to complain about something c to persuade him to do something 5 You are going to hear a conversation between Eric and his father. What does Eric think of his mother’s driving? a she drives too fast b she’s a safe driver c she doesn’t always pay attention

FACT BOX Emergency phone numbers In the UK, the emergency number for police, ambulance and fire service is 999, but you can also use the European number, 112. In the USA, dial 911.

2

In pairs, work out the meaning of the highlighted words. In each emergency decide if you should call the police, ambulance or fire service, or if you should deal with it yourself. 1 A car knocked down a girl, she’s got a few cuts and bruises and she’s in shock. 2 A neighbour fainted and is unconscious; it might be a heart attack. 3 The school fire alarm is ringing. 4 You want to report a crime – someone has set fire to a car. 5 You hurt your head, you’re not bleeding but it’s quite painful, and you’re seeing double – you think you have a concussion. 6 Your cat is stuck up a tree. 7 Your little brother burned his hand when he was cooking. 8 A shop in your street is burning down. 1 You should call the police and the ambulance service.

3

1.26 Study Active Listening. Then listen and choose the correct answer.

5

You are going to hear a P.E. teacher talking to her students. What’s her main purpose?

1.28 Complete the sentences with the words and phrases from the box. Listen to the extracts and check. blood concussion cuts and bruises elbow fainted heart hurt painful shock sprained twisted

a to persuade them to run as fast as they can b to advise them to be careful c to complain about their attitude towards P.E.

1 The bus driver sprained her wrist. It was really . . She didn’t know if the car driver was badly 2 Eric got some , broke his leg, his ankle, . and suffered a 3 Eric’s mum lost a little , dislocated her and banged her head. She was in but she’s better now. 4 Eric’s dad didn’t have a attack, he because of stress.

ACTIVE LISTENING | Identifying the speaker’s purpose When someone speaks, they have a purpose for speaking. It may be to inform, to explain, to express an opinion, to agree, to complain, to advise, to persuade or to make an arrangement, an offer, a request, or a suggestion. The context, the language the speakers use and their tone of voice can help you identify their purpose. Understanding the speaker’s purpose can help you to take part in a conversation and respond appropriately.

1.27 Listen and choose the correct answers. Use Active Listening to help you with questions 1 and 4.

6

AUDIO SCRIPT page 214 CULTURE NOTES page 206

EXTRA ACTIVITY IN CLASS Lead in to Exercise 1 by referring students to the notes they made at home and getting them to share their stories with

Exercise 5 1 painful, hurt 2 cuts and bruises, twisted, concussion 3 blood, elbow, shock 4 heart, fainted

SPEAKING In pairs, use the tenses in lesson 3A to retell the story in this lesson from two different points of view. Student A, imagine you are Eric. Student B, imagine you are Eric’s mum.

□ I can identify the speaker’s purpose and specific information in conversations and talk about accidents. REFERENCES

Exercise 2 2 You should call an ambulance. 3 You should call the fire service. 4 You should call the police and the fire service. 5 You could go to see a doctor but perhaps it’s better to call an ambulance. 6 You shouldn’t call the fire service; you should get the cat down yourself. 7 You shouldn’t call an ambulance. If it’s not too serious, you can treat it at home. Otherwise, you should take him to the doctor’s. 8 You should call the fire service and maybe the police too.

the class. In bigger classes or if time is short, they could do this in pairs or small groups.

FURTHER PRACTICE • Workbook page 31/Online Practice • Photocopiable resource 12: There’s been an accident!, pages 275, 300

37

NEXT CLASS Ask students to look up people who have changed their life around. They can be celebrities or any other people with inspiring or interesting life stories. Students should choose two or three people and make brief notes about what changes they have made in their lives.

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ls a i c e p s s ’ y a Tod Starters

é Rabbit apâlatd Tu_na_s____ _ _ Mains otto Salmon rischips k an_d___ Stea_ __ _ s Vegan disheil pâté lent Onion andm lasagne Mushroo

Exercise 2 1 He’s given up winter sports. He does yoga now. He’s become a vegan and he doesn’t wear leather shoes or clothes any more. 2 Colin orders the onion and lentil pâté and the mushroom lasagne. Daisy orders the rabbit pâté and a steak. 3 The waiter mixes up the starters, so Daisy eats some of Colin’s onion and lentil pâté and Colin eats some of Daisy’s rabbit pâté. Exercise 5 I used to have a very unhealthy diet when I was growing up. I used to love cakes and biscuits. I used to eat chips with almost every meal. I never used to eat fresh fruit and I didn’t use to drink water, just cola. I used to believe it was good for you. We didn’t use to sit at the table to eat, we used to eat in front of the TV. So I used to be overweight and unfit. But then one day, my friend Dev invited me to eat with his family. It was amazing. We had a fantastic meal with salad and lots of fresh fruit. That was the day I changed the way I eat.

3D GRAMMAR 1

Write six ways in which you, your life, your friends or your family are different from before. Then compare your sentences in pairs.

2

We use used to and would to talk about things that were true but are not true anymore. used to would ✓

• for past states with verbs like have, be, believe, love ...

✓

1.29 Look at the photo and the menu. Then listen to a conversation and answer the questions.

Grammar Reference and Practice > page 176

1.29 In pairs, complete extracts 1–7 with phrases or sentences a–g. Listen again and check. 1 I used to come here a lot. e . 2 They didn’t use to have many vegetarian dishes a . 3 I used to be into winter sports. c whenever I could. 4 But one day, someone knocked me over on the ski slope and b . 5 After the yoga class f and that’s where I got into healthy eating. 6 I used to love my leather biker’s jacket and my cowboy boots. d . g 7 . I used to have a pair just the same. a b c d e f g

but now they’ve even got vegan options. I got a serious back injury. I’d go skiing and snowboarding I’d wear them almost every day. It’s different now. we’d often go to a vegetarian café nearby Your canvas shoes are very nice.

WATCH OUT! I used to go skiing every year when I was younger. = I went skiing many times. One day someone knocked me over on a ski slope. = It happened once.

5

1.30 Study the Grammar box and Watch out! again. Then rewrite the text changing the underlined verbs to used to wherever possible. Listen and check.

I had used to have a very unhealthy diet when I was growing up. I loved cakes and biscuits. I ate chips with almost every meal. I never ate fresh fruit and I didn’t drink water, just cola. I believed it was good for you. We didn’t sit at the table to eat, we ate in front of the TV. So I was overweight and unfit. But then one day, my friend Dev invited me to eat with his family. It was amazing. We had a fantastic meal with salad and lots of fresh fruit. That was the day I changed the way I eat.

6

1.31 Now rewrite the text in Exercise 5 changing used to to would wherever possible. Listen and check.

7

SPEAKING In pairs, use used to and would to talk about changes in your life. Remember to use the Past Simple if something only happened once. A Did you use to do any sports that you don’t do any more? B I used to be in a football team but …

REFERENCES

FURTHER PRACTICE

ASSESSMENT

AUDIO SCRIPT page 215

• Grammar Reference and Practice, Student’s Book page 176

Grammar Quiz 3D

Do this activity at the end of the lesson. Refer students to the notes they made at home and get them to tell a partner about the people’s past and present using used to, would and the Past Simple.

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✓

□ I can use used to and would to talk about past habits and routines.

EXTRA ACTIVITY IN CLASS

56

Used to and would

• for habitual/repeated actions in the past

Used to and would

3

Study the sentences in Exercise 3. Then decide when we use used to and would. Tick the correct boxes in the Grammar box.

When I was little I was super active, and now I hardly ever leave the house. I watched TV every day when I was little but now I hardly ever watch it. I believed in Santa Claus but now I don’t.

1 How has Colin’s life changed since he had a skiing accident? 2 What do Colin and Daisy order? 3 What problem do they have?

Exercise 6 I used to have a very unhealthy diet when I was growing up. I used to love cakes and biscuits. I would eat chips with almost every meal. I would never eat fresh fruit and I wouldn’t drink water, just cola. I used to believe it was good for you. We wouldn’t sit at the table to eat, we would eat in front of the TV. So I used to be overweight and unfit. But then one day, my friend Dev invited me to eat with his family. It was amazing. We had a fantastic meal with salad and lots of fresh fruit. That was the day I changed the way I eat.

38

4

• Workbook page 32/Online Practice • Photocopiable resource 13: Eating habits – past and present, pages 275, 301 • Extra digital activities: Grammar Checkpoint 3D

NEXT CLASS Ask students to make a list of 5–6 questions they often ask shop assistants when they are shopping (e.g. Do you have this in a smaller size?). Encourage them to think about different shops and products.

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03

1

In pairs, take turns to describe what you can see in the photo and answer the questions below. 1 What kind of shop is it? What is happening? 2 What do you think the shop assistant and the customer are talking about? 3 How are the people in the photo feeling?

2

9 1.32 Watch or listen to a conversation in a health food store. Does Marie find her first day in the shop easy? No, she finds it difficult.

3

1.33 Study the Speaking box and complete the polite requests and refusals with one word in each gap. Listen and check. 1 Would you mind  telling   telling  me where the organic kale is? 2 That’s very kind of you, dear, but I think I’ll manage. 3 I’d like to know whether your fruit and veg is locally grown. 4 Have you got any idea whether it's local? 5 I'm sure they look lovely but I’m afraid it's local or nothing for me. 6 I wonder if you have any free-range eggs. 7 Could you possibly tell me where I can find those eggs? 8 No, that’s alright , thanks. I’ll be fine. 9 Do you happen to know if you've got any wholemeal bread in there?

SPEAKING | Being polite

COMMUNICATION VIDEO

3E SPEAKING AND VOCABULARY

4

Other phrases I was wondering ... I’d like to know … Have you got any idea …? Do you (happen to) know/have/sell, etc. …? Would you mind telling me …? Refusing politely That’s very kind of you, but ... They look/sound very nice, but I’m afraid … No, that’s alright thanks. Thanks for the offer, but … Thank you, but I’m alright.

Rewrite the questions as indirect questions. 1 Are these apples organic? → I wonder … I wonder if/whether these apples are organic. 2 What time does the juice bar in the gym close? → I was wondering … 3 Does this bread contain gluten? → Have you got any idea …? 4 Could I have soy milk? → Do you think …? 5 Where can I buy freshly-squeezed apple juice? → Would you mind …? 6 How much is a wholemeal loaf? → I’d like to know … 7 Who writes the ‘Healthy Living’ blog? → Do you happen to know …?

Asking politely We often use indirect questions to make polite requests or to ask for opinions and information in English. Use the polite phrases below and affirmative word order. Indirect questions I wonder if/whether you could help me. = Could you help me? Could you (possibly) tell me how much this is? = How much is it? Do you think it will take long? = Will it take long?

Exercise 1 1 It’s a health food store. A customer is talking to a shop assistant. 2 The customer is asking the shop assistant a question which the shop assistant isn’t sure how to answer. 3 The customer feels slightly irritated. The shop assistant feels embarrassed/ confused. The other shop assistant in the background seems annoyed.

5

1.34 PRONUNCIATION Listen to how the underlined words are pronounced. Then practise saying the sentences. 1 2 3 4 5

6

Could you tell me how much it is? Would you mind telling me what this is? I don’t know really. I’m going to ask my colleague. You’ve got to eat more fruit.

Exercise 4 2 I was wondering what time the juice bar in the gym closes. 3 Have you got any idea if/whether this bread contains gluten? 4 Do you think I could have soy milk? 5 Would you mind telling me where I can buy freshly-squeezed apple juice? 6 I’d like to know how much a wholemeal loaf is. 7 Do you happen to know who writes the ‘Healthy Living’ blog?

Check that you understand the adjectives in the box. In groups, use them to prepare polite questions about your teacher's eating habits. Use the phrases from the Speaking box. free-range freshly-squeezed wholemeal

locally grown organic

Would you mind telling me whether you buy any organic food?

7

In pairs, role play the situations at the back of your book. Student A, go to page 196. Student B, go to page 199.

□ I can use indirect questions to make polite requests or to ask for opinions and information.

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REFERENCES

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

VIDEO /AUDIO SCRIPT page 234

After Exercise 4, refer students to the questions they wrote at home. They should rewrite them as indirect questions, using phrases from the Speaking box.

Workbook page 33/Online Practice

NEXT CLASS Ask students to make a list of the different foods and drinks sold at their school canteen and if possible, bring photos of (some of) them.

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3F READING AND VOCABULARY Make a list of healthy and unhealthy foods that you eat. Then compare your lists in groups. Who do you think has the healthiest/unhealthiest diet?

6

calories diet fizzy foods fresh full ingredients junk outlets processed

Healthy things I usually eat: bananas, yoghurt, … Unhealthy things I usually eat: crisps, muffins, fried bacon, …

Exercise 4 Possible questions and answers: 2 What is their rap about? It’s about growing your own food and eating healthy food. 3 Where did AFC start? In North Minneapolis, Minnesota, USA. 4 How did it start? In 2011 a group of people were shocked that in their community there was nowhere to eat good, healthy food, so they decided to do something about it. 5 What are the aims of the organisation? To encourage healthy living, strengthen families, create economic prosperity and reduce unemployment and crime in their community. 6 What are the three steps? 1. Urban Agriculture – growing food in urban areas; 2. Good Food Policy – persuading people to adopt healthy diets; 3. Community Cooks Project – cooking workshops where people eat and talk about how to change their community. 7 Where do they get money from? The government, private donations and two money-making projects: the Kindred Kitchen, which small businesses pay to use, and the Breaking Bread café. 8 How successful has AFC been? It’s been a huge success. Exercise 6 1 full 2 ingredients, processed 3 diet 4 foods 5 fizzy 6 junk 7 outlets 8 fresh

2

Look at the photo and the title of the article. What do you think the text is about? Read it quickly to check.

3

Read the text again. Match sentences A–H with gaps 1–5 in the article. There are three extra sentences. A And perhaps even more importantly, it has brought a community together. B It might seem expensive but it can actually cost less. C In 2011, three women decided to do something about it. D Nobody in that area had tried anything like that before. E The idea is to have a chain of healthy food from the ground to your plate. F The kids uploaded the video to YouTube and it went viral. G They get some support from government and generous individuals. H What’s more, most people didn’t realise how unhealthy their diets were.

4

1 Do you know much about the food you eat? Which of foods are high in calories ? Which are vitamins? 2 In your family, do you cook meals with raw or foods that are ar high in do you buy ready-made fat, sugar and salt? 3 Do you think you have a healthier or unhealthier than your parents? Say why. 4 What are your favourite comfort ? When and where do you eat them? 5 Do you prefer drinks, freshly-squeezed orange juice or still water? 6 How often do you eat food like burgers, hot dogs, or kebabs? 7 How many fast food are there in your neighbourhood? 8 Is it hard to buy produce like fruit and vegetables where you live?

7

Use these prompts to write questions about AFC. Add some questions of your own if you like. Then in pairs, ask and answer your questions. 1 2 3 4

What / think / AFC? What / rap / about? Where / AFC / start? How / start?

5 6 7 8

What / aims / organisation? What / three steps? Where / money / from? How / successful?

In pairs, read the Fact Box. Which statement do you think is false? Which one is the most interesting/ shocking? How is the situation in your country similar/ different?

FACT BOX American eating habits 1 Last year Americans ate over 400 million hamburgers – that’s enough to circle the world. 2 52% of Americans believe doing their taxes is easier than figuring out how to follow a healthy diet. 3 The average American consumes 22 teaspoons of sugar every day, most of it in drinks and candy bars. 4 Junk food first became popular in the US in the 1920s, but it really took off in the 1950s thanks to TV advertising. 5 Native Americans were already eating popcorn over 5,000 years ago. 6 In 2014, 1% of Americans were vegans, now it’s 6% and rising.

SPEAKING The Education Authority wants to encourage healthy eating at schools in your area. In pairs, discuss the ideas below. Which are the best? Say why. Can you think of any better ideas? • Ban unhealthy snacks, fizzy drinks, sweets, crisps and junk food from schools. • Show videos and films that demonstrate the negative effects of unhealthy diets. • Organise a cooking competition for students in the area. • Include ‘Diet and Nutrition’ as part of the P.E. class and have all students sit an exam on it. • Open an affordable café serving healthy food in every school.

What do you think of Appetite for Change?

5

Complete the sentences below with the words from the box. Then ask and answer the questions in pairs.

8

REFLECT | Society People today consume more unhealthy food and drink than ever before. Do you think that’s true? Say why. Discuss in groups. 10 WATCH AND REFLECT Go to page 164. Watch the documentary Pushing yourself to the limit and do the exercises. DOCUMENTARY VIDEO

1

Exercise 2 The text is about a community organisation that aims to help people have healthier diets.

The false statement is 1. Last year Americans ate 13 billion hamburgers – that’s enough to circle the world more than 32 times.

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□ I can understand the development of ideas in an article and talk about eating habits.

REFERENCES VIDEO SCRIPT page 234 CULTURE NOTES page 206

EXTRA ACTIVITY IN CLASS Do this activity after Exercise 7. Put students in groups and refer them to the lists they made at home (and their

photos, if they have them). They should decide whether the items on their lists are healthy or unhealthy, and whether their school canteen should continue to sell these items. If time allows, they could then use their photos to create a poster with a healthy menu for a school canteen.

FURTHER PRACTICE Workbook pages 34–35/Online Practice

NEXT CLASS Ask students to bring some photos from their holidays (or to have them available on their phones).

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03

GROW FOOD, EAT WELL, BE HEALTHY

AFC’s mission is ‘to use food as a tool to build health, wealth and social change’. 3 E They achieve this in three steps. 35

1.35

5

10

15

20

25

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A group of kids from a historically underprivileged neighbourhood in the American mid-west made a music video of a hip-hop track. It was called ‘Grow Food!’ and the lyrics urged people to grow their own food and cook their meals with natural ingredients; to drink water and milk, not fizzy drinks full of sugar; to give up fake food that puts ‘poison in your brain’ and to eat better options, like broccoli, salad and fresh fruit instead. 1 F So far, it’s had over half a million views. That’s pretty amazing, and so is the organisation that inspired it. North Minneapolis is similar to many urban areas across North America. There is a lack of shops, development projects, and healthy food options. Many of the residents suffer from bad health, partly because of unhealthy diets Along with with too much junk food. 2 C young community members, they concluded there were thirty-eight fast food outlets within two miles of where they lived, but there was nowhere you could sit down to eat a nutritious meal. They knew that poor diets were causing serious health problems, for example, heart conditions, high blood pressure and obesity. The community also suffered from high unemployment, which is a major cause of crime. The solution, they thought, was to encourage healthy living, to strengthen families and to create economic prosperity. So they set up a non-profit, community-owned association called ‘Appetite for Change’ (AFC).

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1 Urban Agriculture. AFC turns unused urban land into cooperative farms where kids and adults grow and pick fresh produce. 2 Good Food Policy. The organisation argues in favour of healthy eating and persuades people to swap junk food high in calories for natural food full of vitamins and to eat meals made with raw ingredients rather than processed foods. 3 Community Cooks Project. AFC organises cooking workshops in which people come together to cook a meal, to eat and to talk about the changes they want to see in their community.

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All of this costs money, of course, so how does AFC pay for it? G In addition, they run two successful money-making projects:

4

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• Small local businesses rent the Kindred Kitchen to help them run their food trucks, catering businesses and meal preparation services. • The Breaking Bread café sells delicious healthy comfort foods and gives job opportunities to young members of the community.

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AFC has been a great success. It has improved people’s health and created jobs. 5 A Its strongest supporters are young people concerned about the unhealthy food full of fat, sugar and salt that damages the health of their friends, families and neighbours. The lyrics of their rap send out their message loud and clear.

OD PLEASE CHANGE THE FO OD. GO IN MY SCHOOL, MAKE IT MY ’HOOD. OUTTA GET THAT FAKE FOOD UP MISUNDERSTOOD. HOPE THE MESSAGE NOT OWN FOOD – GROW AND COOK YOUR YES, YOU COULD!

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3G WRITING | A short story 1

Exercise 2 Suggested answers: Surfer: relieved, shocked, grateful, happy to be alive

In pairs, use the pictures and the words in the box to tell a story. Then read the story below and compare it to yours. lifeguard surfer fin

2

How do you think the surfer, the lifeguard, the people on the beach and the shark felt after the events on the beach? I think the surfer was probably terrified.

shark punch

Lifeguard: proud, shocked, exhausted People on the beach: surprised, amazed, frightened

1

2

3

4

Shark: unhappy, confused, shocked, hungry

That day the skies were clear, the sun was hot, and the sea was a beautiful deep blue. Ava was on the beach lying on the golden sand, listening to the radio and happily watching the surfers riding the powerful waves. It was busy, and families were playing in the warm, shallow water near the beach. ‘This is the life’ she thought, and turned over to get some sun on her back. She had just fallen asleep when a noise woke her. From nowhere, a lifeguard ran past her at full speed, shouting at people to get out of the way. Everyone on the beach sat up and watched as she dived in and swam towards a guy who was kicking his legs, waving his arms and shouting something. All of a sudden, the huge huge, dark fin of a shark appeared. People in the water started screaming. They grabbed their children and swam for their lives. Now wide awake, Ava watched through her fingers as the lifeguard reached the panicking man then raised her arm and… punched the shark in the face! Amazingly, it turned and swam away. While the crowds cheered, the fearless lifeguard carried the shocked surfer back to safety. She had saved his life. That was the day Ava decided to become a lifeguard. 42

EXTRA ACTIVITY IN CLASS Do this activity after Exercise 8. Put students in pairs and ask them to share the photos they have brought in (or have on their phones) with their partner. In their pairs, they brainstorm ideas for a story using their photos, and then write

their story. If time is short, you could get them to plan their story in class and then set the writing task for homework.

FURTHER PRACTICE

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 44–45.

Workbook page 36/Online Practice

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03 3

Study the Writing box and answer questions 1–7 about the story on page 42.

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1 From which point of view is the story written, first or thirdperson? 2 Where does the story take place? 3 What information does the writer give in the first line? 4 What is the main event in the story? 5 Which tenses has the writer used to describe the action? 6 Which sentences introduce the lifeguard and the shark? How does the writer make them dramatic? 7 How does the writer finish the story?

point of view; first-person.

 That afternoon  the water was cool and clean. they The waves looked gorgeous 2 moved above me. I’d just eaten a delicious octopus lunch and I decided to head to the beach to see what the two-legged creatures I got there, some of them were doing. 3 were standing on those strange long things and riding on the waves. I’m really not sure why they do that, but I watched them for a I noticed one of them, it was while. 4 male I think, kicking its legs and making those bubbles I love. Friends are always telling me not to go too close, but... those beautiful , a female came out of bubbles! 5 , it punched me in the face! nowhere. 6 Right on the end of my nose where it really hurts. What on earth is wrong with these creatures? They really shouldn’t be allowed in our water. I considered a second lunch if , I decided you know what I mean, but 7 to be the grown up one and just swim away. Horrible, violent creatures.

1

WRITING | A short story General Short stories are usually written in either the first or third person point of view. Beginning Catch the reader’s attention: use a detail related to the place where the story begins or a statement by one of the main characters. That day the skies were clear, the sun was hot, and the sea was a beautiful deep blue. Say where and/or when the story happened. Use longer sentences to set the scene. Ava was at the beach lying on the golden sand, listening to the radio and happily watching the surfers riding the powerful waves. Middle Describe the action. Use mainly the Past Simple with the occasional Past Continuous and Past Perfect. Avoid long strings of the Past Simple. Use direct speech to express the characters thoughts or give them a voice. ‘This is the life’ she thought. Use a variety of verbs to report speech e.g. scream, whisper, ask, shout, etc. From nowhere, a lifeguard ran past her at full speed, shouting at people to get out of the way. Use shorter sentences and/or dramatic linkers to add drama. All of a sudden, the huge, dark fin of a shark appeared. End Describe how you or the main characters felt at the end, what you/they learned from the story, or decisions you/they made because of what happened. That was the day Ava decided to become a lifeguard.

4

Add the words in bold from the story to the appropriate group of linkers. • Start the action: (at) first, in the beginning, 1  that day  / day  morning/evening; • Move the action: 2 , next, later, after that/a while, by the time; • Introduce a dramatic moment: suddenly, just then, out of the blue, without warning, 3 ,4 ; • Describe events that happen at the same time: when, at the same time (as), 5 ,6 ; • Finish the action: finally, eventually, in the end.

Read the story below ignoring the gaps. How is it connected to the story on page 42? From which point of view is it written, first person or third person? It’s the same story told from the shark’s

6

Complete the story in Exercise 5 with the linkers from the box. Sometimes more than one answer is possible.

Exercise 3 1 third-person 2 on a beach 3 details about the weather and the location 4 A lifeguard punches a shark in the face and saves the life of a surfer. 5 Past Simple, Past Continuous, Past Perfect 6 'All of a sudden, the huge, dark fin of a shark appeared' – short sentence with a dramatic linker; 'From nowhere, a lifeguard ran past her at full speed, shouting at people to get out of her way' – dramatic linker 7 She describes a decision she made because of what had happened. Exercise 4 2 then 3–4 from nowhere, all of a sudden (in any order) 5–6 as, while (in any order) Exercise 6 2 as/when 3 When 4 Then 5 All of a sudden/ Without warning 6 Without warning/ All of a sudden 7 in the end

all of a sudden as in the end that afternoon then when without warning

7

The underlined adjectives in the story on page 42 help the reader to visualise characters, events and objects. Find and underline similar adjectives in the story in Exercise 5. cool, clean, …

8

Work in pairs. Follow the instructions on page 197 to tell another story.

9

WRITING TASK Write a short story. Use your own ideas or write the story you told in Exercise 8. Use the Writing box and the tips in this lesson to help you.

□ I can write a short story.

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Word List REMEMBER MORE

3A GRAMMAR AND VOCABULARY 5.15

1 Find names of places on the

build up your muscles  /ˌbɪld ˌʌp jə ˈmʌsəlz/

amateur (adj) /ˈamətə/

word list where you can … 1 2 3 4

break your leg  /ˌbreɪk jə ˈleɡ/

play football: football pitch go running: athletics track play basketball: basketball court play squash: squash court

changing room (n) /ˈtʃeɪndʒɪŋ ruːm/

athlete (n) /ˈæθliːt/

chill (v) /tʃɪl/

attempt (n) /əˈtempt/

climb the stairs  /ˌklaɪm ðə ˈsteəz/

break your wrist/heel  /ˌbreɪk jə ˈrɪst/ˈhiːl/

dislocate your shoulder  /ˌdɪsləkeɪt jə ˈʃəʊldə/

carry on (phr v) /ˌkæri ˈɒn/

do exercises  /ˌduː ˈeksəsaɪzɪz/

challenge (n) /ˈtʃæləndʒ/

2 Complete the sentences with verbs from the word list.

championships (n) /ˈtʃæmpjənʃɪps/

If you’re not careful, you could … 1 bang your head against the door. 2 burn your hand in hot water. 3 pull your muscle playing volleyball. 4 break your leg skiing.

cheer on (phr v) /ˌtʃɪər ˈɒn/

3 Write the missing negative

prefixes. Then check with the word list.

misunderstood what 1 You I said. 2 Sandy never gets any exercise, unfit. so she’s really 3 There are huge areas of un/dis used land in this part of the country. Non -profit associations use 4 all their money to help people.

4 Complete the sentences with the adjectives from the word list.

1 At 3 a.m. I was still wide awake . I was too excited to fall asleep. 2 I always buy vegetables from shops which sell home - grown produce from organic farms. 3 Fizzy drinks, such as cola, are bad for your teeth. 4 Free - range eggs are believed to be healthier than factory-farmed eggs.

do sb the world of good  /ˌduː ˌsʌmbɒdi ðə ˈwɜːld əv ˌɡʊd/ exhausted (adj) /ɪɡˈzɔːstɪd/

course (n) /kɔːs/

fitness coach (n) /ˈfɪtnəs kəʊtʃ/

crutches (n) /ˈkrʌtʃɪz/

football pitch (n) /ˈfʊtbɔːl pɪtʃ/

dedication (n) /ˌdedəˈkeɪʃən/ determined to do sth  /dɪˌtɜːmənd tə ˈduː ˌsʌmθɪŋ/

full-size (adj) /ˌfʊl ˈsaɪz/

disabled (adj) /dɪsˈeɪbəld/

get into shape  /ˌɡet ˌɪntə ˈʃeɪp/

disease (n) /dɪˈziːz/

get out of breath  /ˌɡet ˌaʊt əv ˈbreθ/

enter/win a competition  /ˌentər/ˌwɪn ə ˌkɒmpəˈtɪʃən/

get/keep fit  /ˌɡet/ˌkiːp ˈfɪt/

flip/backflip (n) /flɪp/ˈbækflɪp/ gap (n) /ɡæp/ have/suffer an injury  /ˌhæv/ˌsʌfər ən ˈɪndʒəri/ injure (v) /ˈɪndʒə/

gymnasium (n) /dʒɪmˈneɪziəm/ hockey (n) /ˈhɒki/ Jacuzzi (n) /dʒəˈkuːzi/ leisure centre (n) /ˈleʒə ˌsentə/ lift weights  /ˌlɪft ˈweɪts/

inspire (v) /ɪnˈspaɪə/

make the most of sth  /ˌmeɪk ðə ˈməʊst əv ˌsʌmθɪŋ/

overcome (v) /ˌəʊvəˈkʌm/ Paralympics (n) /ˌpærəˈlɪmpɪks/

membership (n) /ˈmembəʃɪp/

passion (n) /ˈpæʃən/

motivation (n) /ˌməʊtəˈveɪʃən/

pay off (phr v) /ˌpeɪ ˈɒf/

out of shape  /ˌaʊt əv ˈʃeɪp/

qualify for sth (v) /ˈkwɒləfaɪ fə ˌsʌmθɪŋ/

outdoor  (adj) /ˌaʊtˈdɔː/

ramp (n) /ræmp/

personalised (adj) /ˈpɜːsənəlaɪzd/

recover (v) /rɪˈkʌvə/

pull a muscle  /ˌpʊl ə ˈmʌsəl/

run (n) /rʌn/

rock climbing wall (n) /ˈrɒk ˌklaɪmɪŋ wɔːl/

set a (world) record  /ˌset ə (ˌwɜːld) ˈrekɔːd/

rowing machine (n) /ˈrəʊɪŋ məˌʃiːn/

skate park (n) /ˈskeɪt pɑːk/

sauna (n) /ˈsɔːnə/

snowboarder (n) /ˈsnəʊbɔːdə/ start out as sb (phr v) /ˌstɑːt ˈaʊt əz ˌsʌmbɒdi/

ACTIVE VOCABULARY | Flashcards

succeed (v) /səkˈsiːd/

Use ‘smart’ flashcards to review new vocabulary. On one side of the card, write a short sentence that you will find easy to remember including the word or phrase you want to learn, e.g. I always start my workout on a rowing machine. On the back of the card, write the word translated into your language. When you are doing a vocabulary review, look at the translation on each card and try to recall the word or phrase and the example sentence that you have written.

turn professional  /ˌtɜːn prəˈfeʃənəl/

take home a medal  /ˌteɪk ˌhəʊm ə ˈmedl/

wheelchair motocross (WCMX) (n) /ˌwiːltʃeə ˈməʊtəʊkrɒs (ˌdʌbəljuː ˌsiː ˌem ˈeks)/ world-class (adj) /ˌwɜːld ˈklɑːs/

3B VOCABULARY

5.16

athletics track (n) /æθˈletɪks træk/

school gym (n) /ˌskuːl ˈdʒɪm/ sporty (adj) /ˈspɔːti/ sprain your wrist  /ˌspreɪn jə ˈrɪst/ state-of-the-art (adj) /ˌsteɪt əv ði ˈɑːt/ steam room (n) /ˈstiːm ruːm/ swimming pool (n) /ˈswɪmɪŋ puːl/ tennis/squash court (n) /ˈtenəs/ˈskwɒʃ kɔːt/ training programme (n) /ˈtreɪnɪŋ ˌprəʊɡræm/ twist your ankle  /ˌtwɪst jər ˈæŋkəl/

award-winning (adj) /əˈwɔːd ˌwɪnɪŋ/

unconscious (adj) /ʌnˈkɒnʃəs/

bang your head  /ˌbæŋ jə ˈhed/

unfit (adj) /ʌnˈfɪt/

basketball court (n) /ˈbɑːskətbɔːl kɔːt/

weightlifting (n) /ˈweɪtˌlɪftɪŋ/

boxing ring (n) /ˈbɒksɪŋ rɪŋ/

Zumba (n) /ˈzʊmbə/

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EXTRA ACTIVITIES IN CLASS

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• Students play Memory Challenge. Give them 2–3 minutes to study the word list, then ask them to close their books. Write Sports and fitness and Diet and nutrition on the board, put students in pairs or small groups and set a time limit (e.g. 3 minutes). In their pairs/groups, they should write as many words under each

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category as they can. The pair/group with the most items on their lists at the end of the time limit are the winners. To simplify the game, you could give students only one of the two categories. To add a spelling element to the game, you could award one extra point for each correctly spelt item.

• Write anagrams of 6–8 words from the word list on the board. Individually or in pairs, students try to solve the anagrams as quickly as they can. The first student/pair to do so wins. To make the activity easier, you could choose words from a category (e.g. Sports and fitness activities) and give students that category before they begin.

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03 3C LISTENING AND VOCABULARY 5.17 ambulance service (n) /ˈæmbjələns ˌsɜːvəs/ badly hurt  /ˌbædli ˈhɜːt/ bleed (v) /bliːd/ burn down (phr v) /ˌbɜːn ˈdaʊn/ burn (your hand) /ˌbɜːn (jə ˈhænd)/ call an ambulance  /ˌkɔːl ən ˈæmbjələns/ concussion (n) /kənˈkʌʃən/

cuts and bruises (n) /ˌkʌts ənd ˈbruːzɪz/

locally grown (adj) /ˌləʊkəli ˈɡrəʊn/

poison (n) /ˈpɔɪzən/

organic (adj) /ɔːˈɡænɪk/

poor diet  /ˌpɔː ˈdaɪət/

soy milk (n) /ˈsɔɪ mɪlk/

processed food (n) /ˌprəʊsest ˈfuːd/

wholemeal bread/loaf (n) /ˌhəʊlmiːl ˈbred/ˈləʊf/

raw ingredients (n) /ˌrɔː ɪnˈɡriːdiənts/

3F READING AND VOCABULARY 5.20 affordable (adj) /əˈfɔːdəbəl/ appetite for sth (n) /ˈæpətaɪt fə ˌsʌmθɪŋ/ ban (v) /bæn/

dial (v) /daɪəl/

bring together (phr v) /ˌbrɪŋ təˈɡeðə/

elbow (n) /ˈelbəʊ/

candy bar (n) /ˈkændi bɑː/

emergency number (n) /ɪˈmɜːdʒənsi ˌnʌmbə/ faint (adj) /feɪnt/ fire alarm (n) /ˈfaɪər əˌlɑːm/ fire service (n) /ˈfaɪə ˌsɜːvəs/ heart attack (n) /ˈhɑːt əˌtæk/ hurt your head  /ˌhɜːt jə ˈhed/ in shock  /ˌɪn ˈʃɒk/ knock down (phr v) /ˌnɒk ˈdaʊn/ lose some blood  /ˌluːz səm ˈblʌd/ painful (adj) /ˈpeɪnfəl/

comfort food (n) /ˈkʌmfət fuːd/ community (n) /kəˈmjuːnəti/ concerned about sth (adj) /kənˈsɜːnd əˌbaʊt ˌsʌmθɪŋ/

report a crime  /rɪˌpɔːt ə ˈkraɪm/ ring (v) /rɪŋ/

set fire to sth  /ˌset ˈfaɪə tə ˌsʌmθɪŋ/ unconscious (adj) /ʌnˈkɒnʃəs/

5.18

dish (n) /dɪʃ/ knock over (phr v) /ˌnɒk ˈəʊvə/ mushroom lasagne (n) /ˌmʌʃruːm ləˈsænjə/ onion (n) /ˈʌnjən/ rabbit/lentil pâté (n) /ˈræbɪt/ˌlentl ˈpæteɪ/

solution (n) /səˈluːʃən/ step (n) /step/ still water (n) /ˌstɪl ˈwɔːtə/ strengthen (v) /ˈstreŋθən/ supporter (n) /səˈpɔːtə/ swap sth for sth (v) /ˈswɒp ˌsʌmθɪŋ fə ˌsʌmθɪŋ/ take off (phr v) /ˌteɪk ˈɒf/ teaspoon (n) /ˈtiːspuːn/ tool (n) /tuːl/ unused (adj) /ˌʌnˈjuːzd/ urban (adj) /ˈɜːbən/

co-operative farm (n) /kəʊˌɒpərətɪv ˈfɑːm/

urge sb to do sth  /ˌɜːdʒ ˌsʌmbɒdi tə ˈduː ˌsʌmθɪŋ/

do your taxes  /ˌduː jə ˈtæksɪz/

vegan (n) /ˈviːɡən/

economic prosperity  /ˌekəˌnɒmɪk prɒˈsperəti/

wealth (n) /welθ/

fake (adj) /feɪk/

workshop (n) /ˈwɜːkʃɒp/

figure out (phr v) /ˌfɪɡər ˈaʊt/ fizzy drink (n) /ˌfɪzi ˈdrɪŋk/ foodstuff (n) /ˈfuːdstʌf/

see double  /ˌsiː ˈdʌbəl/

rent (v) /rent/

consume (v) /kənˈsjuːm/

fast food outlet (n) /ˌfɑːst ˈfuːd ˌaʊtlet/

relieved (adj) /rɪˈliːvd/

3D GRAMMAR

catering business (n) /ˈkeɪtərɪŋ ˌbɪznəs/

ready-made (adj) /ˌredi ˈmeɪd/

fresh produce (n) /ˌfreʃ ˈprɒdjuːs/ full of vitamins  /ˌfʊl əv ˈvɪtəmɪnz/ ground (n) /ɡraʊnd/ grow (v) /ɡrəʊ/ have/follow a healthy diet  /ˌhæv/ˌfɒləʊ ə ˌhelθi ˈdaɪət/

3G WRITING

5.21

at full speed  /ət ˌfʊl ˈspiːd/ bubble (n) /ˈbʌbəl/ clear (adj) /klɪə/ consider (v) /kənˈsɪdə/ cool (adj) /kuːl/ creature (n) /ˈkriːtʃə/ deep blue (n) /ˌdiːp ˈbluː/ fearless (adj) /ˈfɪələs/

have an unhealthy diet  /ˌhæv ən ʌnˌhelθi ˈdaɪət/

fin (n) /fɪn/

heart condition (n) /ˈhɑːt kənˌdɪʃən/

golden (adj) /ˈɡəʊldən/

high blood pressure (n) /ˌhaɪ ˈblʌd ˌpreʃə/

gorgeous (adj) /ˈɡɔːdʒəs/ grab (v) /ɡræb/

salmon risotto (n) /ˌsæmən rɪˈzɒtəʊ/

high in calories/fat/sugar/salt  /ˌhaɪ ɪn ˈkæləriz/ ˈfæt/ˈʃʊɡə/ˈsɔːlt/

ski slope (n) /ˈskiː sləʊp/

hot dog (n) /ˈhɒt dɒɡ/

octopus (n) /ˈɒktəpəs/

starter (n) /ˈstɑːtə/

in favour of sth  /ˌɪn ˈfeɪvər əv ˌsʌmθɪŋ/

panic (v) /ˈpænɪk/

steak (n) /steɪk/

junk food (n) /ˌdʒʌŋk ˈfuːd/

powerful (adj) /ˈpaʊəfəl/

tuna salad (n) /ˌtjuːnə ˈsæləd/

kebab (n) /kəˈbæb/

vegan options (n) /ˈviːɡən ˌɒpʃənz/

punch sb in the face  /ˌpʌntʃ ˌsʌmbɒdi ɪn ðə ˈfeɪs/

land (n) /lænd/

ride on the waves  /ˌraɪd ɒn ðə ˈweɪvz/

misunderstand (v) /ˌmɪsʌndəˈstænd/

shallow (adj) /ˈʃæləʊ/

native American (n) /ˌneɪtɪv əˈmerəkən/

shark (n) /ʃɑːk/

free-range eggs (n) /ˌfriː ˌreɪndʒ  ˈeɡz/

non-profit association (n) /ˌnɒn ˌprɒfɪt əˌsəʊsiˈeɪʃən/

surfer (n) /ˈsɜːfə/

freshly-squeezed juice  /ˌfreʃli ˌskwiːzd ˈdʒuːs/

nutrition (n) /njuːˈtrɪʃən/

terrified (adj) /ˈterəfaɪd/

gluten (n) /ˈɡluːtn/

obesity (n) /əʊˈbiːsəti/

two-legged (adj) /ˌtuː ˈleɡɪd/

imported (adj) /ɪmˈpɔːtɪd/

pick (v) /pɪk/

wide awake (adj) /ˌwaɪd əˈweɪk/

3E SPEAKING AND VOCABULARY 5.19

head to sth (v) /ˈhed tə ˌsʌmθɪŋ/

45 • In pairs or groups, students play Hangman with words from the word list.

FURTHER PRACTICE Workbook page 37/Online Practice

NEXT CLASS Ask students to revise Unit 3.

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Revision

VOCABULARY AND GRAMMAR 1 Complete the collocations with the words from the

4

Tick the correct verb forms 1–10 and correct the incorrect ones.

box.

amateur ankle challenge competition medal record professional 1 2 3 4 5 6 7

2

accept / overcome a challenge   start out as an amateur       enter / do well in a competition       become a / turn professional       set a world record       take home a medal       twist / sprain / break your ankle      

Choose the correct word in each sentence. 1 When she’s depressed, she eats fizzy / comfort / poor food. 2 As part of his healthy diet he has locally grown / raw / wholemeal bread for breakfast. 3 They are very health conscious and never eat processed / organic / fresh food. 4 After a competition the athletes always eat foods that are high in junk / ingredients / calories. 5 The new stadium will have a world-class athletics track / ring / court. 6 She always uses the rowing pitch / wall / machine to warm up before a training session. 7 The goalkeeper dislocated / banged / pulled his head hard when he fell. 8 We got out of breath / weights / muscles after thirty minutes of running. 9 There’s nothing like freshly-squeezed fat / food / juice to start the day.

Exercise 3 1 had already started 2 was travelling, visited 3 was rock climbing, didn’t hear 4 had you learnt, were 5 was running, pulled, felt, had shot 6 was, was shining, were singing, started 7 had asked, saw 8 decided, had seen

3

Exercise 4 4 believed/used to believe 6 wasn't/didn't use to be 7 moved 10 won

Complete the sentences with the Past Simple, Past Continuous or Past Perfect forms of the verbs in brackets. 1 By the time they arrived at the stadium, the game (already/start). 2 While she (travel) round South America, she (visit) Rio de Janeiro. 3 I (rock climb) yesterday evening between 6 (not hear) your and 7 o’clock, which is why I call. 4 What (you learn) to do by the time you (be) five years old? 5 I (run) after the ball when suddenly I (pull) a muscle. It (feel) as if someone (shoot) me! 6 It (be) a lovely day when I woke up. The sun (shine) and the birds (sing), but then (start) to pour with rain. all of a sudden it 7 I (ask) for freshly squeezed orange juice so (see) the waiter pouring I was upset when I me an orange drink from a bottle. 8 They (decide) to follow a healthier diet (see) a documentary about the after they effects of processed foods.

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When I was at school I 1 would love loved/used oved/used to love sports. I 2used to play for the school netball and hockey teams, which 3was ✓ fun. However, our head teacher 4 would believe ✗ that academic subjects were more important than sports, so she didn’t spend much money on sports facilities. The P.E. teachers 5used to organise ✓ a sports day every year but it 6wouldn’t be ✗ very good. Luckily for me, though, when I was eleven, my family 7used to move ✗ to a new house, which was next door to the local tennis club. I 8would spend ✓ hours there in the summer playing with my friends. I wasn’t very good but I 9used to enter ✓ the club tournament every July and once I even 10would win ✗ the junior championship! I don’t play tennis these days but I still love sports.

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USE OF ENGLISH 5 Complete the text with one word in each gap.

Lee’s blog I’m a nurse in the accidents and emergencies department at a big hospital. However, I started my professional life working 1 as a secretary in a big company! Although I never really enjoyed working in an office, I 2 would regularly tell my family and friends how interesting my job was. One lunchtime I was crossing a road near my office listening to music on my earphones 3 when a car knocked me down. I can’t remember much about what happened because I fainted as 4 soon as the car hit me. Luckily, a very kind passer-by 5 had seen everything and called for an ambulance right away. She realised I was 6 in shock and lent me her jacket to keep me warm. Amazingly, ten minutes later I was in hospital. That was 7 the day my life changed forever. I trained as a nurse and now I have a very rewarding job. It’s true that I 8 used to earn a lot more before, but money isn’t everything!

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FURTHER PRACTICE

ASSESSMENT

• Use of English, Student’s Book page 192

• Unit 3 Language Test (Vocabulary, Grammar, Use of English)

• Class debates pages 264–265 • Self-assessment 3 and Self-check 3, Workbook pages 38–39/Online Practice • Extra digital activities: Use of English, Reading, Listening

• Unit 3 Skills Test (Dictation, Listening, Reading, Communication) • Unit 3 Writing Test

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Complete the second sentence using the word in bold so that it means the same as the first one. Use between two and five words, including the word in bold. 1 I’d like to know what time the restaurant opens. MIND Would you mind telling me what time the restaurant opens? 2 When I was a child, I would spend hours in this park. TO When I was a child, I in this park. 3 Thanks for the offer, but I don’t need any help. KIND you, but I don’t need any help. 4 He wanted to get fit, so he went running every day. INTO He went running every day because he wanted . 5 Could you help me, please? IF I help me? 6 When he was young, my father used to go fishing every weekend. WOULD My father every weekend when he was young.

Use of English > page 192

READING 7 Read texts 1–4 and choose the correct answers a, b or c. STRATEGY | Multiple choice Read each text and identify what kind of text it is and where it would appear. Before you read the questions, think what the main message of each text is. To: aty From: enny ot yo r in itation to dinner this mornin Thanks eally lookin orward to it yo re s h a ood ook lease remember that d doesn t eat meat e ll brin a ho olate ake or dessert ee yo abo t Be reat to at h p 1 Jenny is writing to a invite Katy to a meal she’s going to cook. b suggest that Katy makes a chocolate dessert. c remind Katy that someone is a vegetarian.

Is competition a good or bad thing? Come to the weekly debate after school in the Main Hall. Arrive before 4.15 as only 100 people can be seated. Debate starts at 4.30. 2 a Students should arrive early as numbers are limited. b People who arrive after 4.30 will not be allowed into the debate. c The debate is part of a school competition.

Jack Met Aunt Gina while I was walking the dog and we’ve gone for a coffee. Dinner is in fridge. Heat lasagne in microwave for ten minutes. There’s also some salad to go with it. Back soon.

Exercise 6 2 used to spend hours 3 That’s (very) kind of 4 to get into shape 5 wonder/was wondering if you could 6 would go fishing

Dad 3 a Jack’s dad will cook dinner this evening. b Jack knows the recipe for lasagne. c Jack’s dad is telling Jack what to do for dinner. Road ahead closed apart from resident access due to Great South Run Sat 9.30–15.30. Access vehicles should not exceed 15kph. 4 a People who live in this road will not be allowed to drive along it on Saturday morning. b There will be a speed limit in force for any vehicles on the road on Saturday morning. c A sporting event will close the road to pedestrians and all vehicles on Saturday morning.

SPEAKING 8 In pairs, role play the situation below. Then change roles and do the task again.

Student A You are speaking to a teacher about your class project for the school health week. You’d like to set up a lunchtime health food café in school. In the conversation discuss the points below: • Explain what you’d like to do and give examples of healthy food the café could sell. • Say you will ask parents and teachers to donate food. • Suggest the money the café makes goes towards paying for new school sports equipment. • Explain that students would like to organise everything themselves and thank the teacher for his/her offer to help. Student B You are Student A’s teacher. You are discussing Student A’s class project for your school’s health week. Use the phrases below to help you. You start first. • Have you got any ideas for our school health week? • Would you mind telling me who is going to pay for the food? • Would you like the teachers to help? • Thank you. That’s a very good idea.

WRITING 9 Write a story beginning with this sentence. I walked into the gym and looked around.

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Time to move VOCABULARY Air travel, holiday phrases, travel essentials, travel phrases, urban transport GRAMMAR

Modal and related verbs, defining and non-defining relative clauses Use of English > page 192

SPEAKING

Agreeing and disagreeing

WRITING

A formal email of enquiry

VIDEO

Grammar

Documentary

Communication

Your career in the sky starts here Here are some of the weird and wonderful things our customers ask for during their flights. Thanks to all the patient flight attendants who contributed to this list.

Do we have to fly so high? I’m afraid of heights.

Could we go back to the airport? I left my hat in the café. It’s only been ten minutes so we can still turn the plane around. Excuse xcuse me, when I went to the bathroom, I couldn’t find the showers. Where are they?

I’m so uncomfortable! May I lie on the floor?

I really must get some sleep. Please ask the pilot to turn off the engines.

You ought to warn passengers about the lack of air. Can I open a window?

Please tell the pilot we mustn’t fly so close to Windsor Castle because the planes annoy the Queen.

4A GRAMMAR AND VOCABULARY 1

What do you think are the best and worst parts of the job of a flight attendant? Discuss in pairs.

2

Read the passenger comments and choose the funniest one. What would you say in reply to them?

Can you ask that baby to stop crying!? I can’t hear myself think!

I was just looking out of the window and I saw another plane. Someone should tell the pilot.

Excuse me, but why can’t we fly over New York? I’ve always wanted to see it.

I understand we may not smoke in our seats, but could you tell me where the smoking area is, please?

48

REFERENCES

EXTRA ACTIVITY IN CLASS

AUDIO SCRIPT page 215

Do this activity after Exercise 11. Divide the class into three groups, A, B and C. Assign car to group A, plane to group B and train to group C. Ask each group to brainstorm advantages and disadvantages for their means of

VIDEO SCRIPT page 235 CULTURE NOTES page 207

transport. Then hold a class debate in which each group tries to convince the other groups that travelling using their means of transport is better. They should use the advantages they have thought of to prepare arguments in support of their view, and the disadvantages to anticipate counterarguments from the other groups.

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2.1 Listen to a podcast and complete the collocations with the verbs from the box.

Look at the underlined modal verbs on page 48 and answer the questions. Check your answers in the Grammar box.

book choose fasten fold go go through leave put (x2) raise switch watch

Which modal verbs do we use to … 1 say something is necessary? have to , must 2 say something is not allowed? mustn’t , can’t , may not 3 say something is a duty, or to give advice? should ,

1 2 3 4 5 6 7 8 9 10 11 12

ought to (in any order)

4 ask for permission to do something? may

can

, could ,

(in any order)

5 ask someone else to do something? can , could 6 say something is possible? can 7 describe an ability (or lack of it) in the present or past? can , could

Modal and related verbs • We use must and have to to talk about necessity. We often use must when we think something is necessary, and have to when it is a rule or a law. • We use mustn’t, can’t and may not to talk about things that are not allowed. • We use should and ought to to talk about duty, or to give advice. • We use can, could and may to ask for permission. • We use can and could to make requests. • We use can to talk about possibility. • We use can/could to talk about ability in the present/past.

6

1 You  should  book your flight as early as possible to get the best price. 2 Passengers can usually choose an aisle or a window seat. 3 You mustn’t bring any dangerous items with you in your luggage. 4 Once you have a boarding pass, you may go through security. 5 Towards the end of the flight, you will have to put your seat in the upright position, fold away your tray table and raise your window blind.

Study Watch out! Then choose the best option to complete the travellers’ comments. 1 The hotel room was really noisy. I can / could hear the sea the whole time. 2 There was too much sand on the beach. We must / had to shower every evening! 3 Can’t we / Do we have to go through security? It’s so boring. 4 Can / May you explain why the time is different in Spain? 5 Since we landed, I haven’t been able to / couldn’t hear properly. 6 I must / have to buy a travel pillow. My neck aches. 7 Someone ought to / may warn guests that there are fish in the sea. 8 The flight attendant says we don’t have to / may not smoke on the plane.

7

WATCH OUT! We only use must in the present tense. In other tenses we use have to: We didn’t have to wait long. Will I have to share a room? We use can to talk about ability in the present and could to talk about ability in the past. In other tenses we use be able to. We won’t be able to land in this weather.

FURTHER PRACTICE • Photocopiable extra Grammar Video activity 4, page 266

2.2 Complete the advice with the verbs from the box. There is one extra verb. Then listen and check. can have to may mustn’t ought to should

Grammar Reference and Practice > page 178

4

book a flight an aisle/window seat your luggage unattended security to your gate your hand luggage in the overhead locker your seatbelt your phone to flight mode the safety demonstration your seat in an upright position away your tray table your window blind

SPEAKING In pairs, choose a place and write what you can’t, mustn’t, may not, should and have to do there. Read your list to another pair. Can they guess your place? A You mustn’t lean over the side. B Is it a boat? 11 Read the question and watch the video. Say what the speakers answer. Then in pairs, ask and answer the question. If you are travelling by tube, what should you and what mustn’t you do? GRAMMAR VIDEO

Modal and related verbs

□ I can use a variety of modal and related verbs.

• Photocopiable resource 14: Vietnam: know before you go, pages 276, 302 • Extra digital activities: Grammar Checkpoint 4A

• Grammar Reference and Practice, Student’s Book page 178

ASSESSMENT

• Workbook pages 40–41/Online Practice

Grammar Quiz 4A

Exercise 5 2 choose 3 leave 4 go through 5 go 6 put 7 fasten 8 switch 9 watch 10 put 11 fold 12 raise Exercise 7 Possible answers: Hotel: can’t leave without paying; mustn’t make lots of noise in your room; may not smoke in public areas; should respect other guests; have to leave your key at reception Campsite: can’t light fires next to your tent; mustn’t play loud music; should clean up your rubbish; have to pay for water and electricity Library: mustn’t speak loudly; can’t write in books; may not borrow books without a card; should put books back in the right place; have to pay a fine if books are late Petrol station: can’t smoke; mustn’t use matches or a lighter; may not leave without paying; have to drive slowly and carefully Hospital: can’t have visitors outside visiting hours; mustn’t smoke; may not bring pets; should speak quietly; have to register when you arrive School: can’t wear too much make-up; mustn’t use bad language; may not skip lessons; should respect other students; have to do your homework/ wear a uniform/switch your phone off in class

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NEXT CLASS Ask students to think about the advantages and disadvantages of going on holiday with friends and make notes.

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How ow to survive a holiday with your parents Rule 1 2.3 1 When was the last time you hit the

dance floor with your mum, heard stories about when your dad was a rebellious teenager, or buried your annoying younger brother in the sand? Well, these were just some of the highlights of this year’s family holiday to Spain.

2 When my parents invited me to join them on holiday, my first thought was that I’d rather spend a week at the dentist having all my teeth pulled out. Then I thought again. ‘In September, I’ll be leaving home and heading for university and I won’t see them nearly as often after that. My bank account is almost empty, so I can’t afford my own week in the sun. Plus, although my brother can sometimes be a pain, he’s more fun than he is annoying, and he does tend to think I’m pretty cool.’ Perhaps, I thought, I ought to grab the opportunity and, for the last time, head off with my family on holiday. 3 So, how was it? Well, I survived, and to be fair, it was surprisingly fun. What had seemed like a terrible idea, turned out to be a memorable experience. What made it a success? Read on for my three golden rules …

□c

4 As you read this, your parents are probably searching online for tips on ‘how to survive a holiday with teenagers’. Packing a positive attitude can help things go smoothly for everyone. Try to appreciate simple pleasures such as sun, sea and a lack of homework. Plan to ask your parents some questions. What were family holidays like when they were teenagers? They’ll appreciate you showing some interest, and you might uncover some juicy gossip. Even if you aren’t 100% happy, try not to go on about it all the time. So the evening entertainment at the hotel isn’t exactly Beyoncé live? Well, at least you’re not revising for exams.

Rule 2

□d

5 Things will probably go wrong, but try to see the funny side. In Spain, we decided to go off the beaten track and visit the ruins of an ancient castle. We hired a car, car planned the route, hit the road and got lost almost immediately. Using his nonexistent Spanish, my dad asked a farmer the way. Whatever my dad said, the farmer thought it was hilarious. Soon we were all laughing along with him, though we still don't really know why! We turned back and eventually found the castle we were looking for, but the farmer who made us laugh is what we’ll really remember from that day.

Rule 3

□a

Your parents may well need a break more than you do, 6 so let them have it. If you are sharing a room and want to spend ages in the bathroom, pick a time when they aren’t there. If they want a lie-in, be careful not to wake them up too early. One or two kind gestures from you such as volunteering to do some shopping, or bringing everyone a cold drink will help make the holiday better for them. Oh, and remember your headphones and a good book. There will be times when you need some peace and quiet, too. So those are my golden rules for enjoying a holiday with your family. In the end, it’s all about being patient, looking for fun and respecting each other’s needs. Well that, and taking as many embarrassing photos of them as possible :) !

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REFERENCES VIDEO SCRIPT page 235 CULTURE NOTES page 207

EXTRA ACTIVITIES IN CLASS • Start the class by referring students to the notes they made at home and getting them to discuss their views in

pairs or small groups. If time allows, you could then invite students from different pairs/groups to share their views with the rest of the class. • After Exercise 7, put students in pairs or small groups and get them to discuss the statements in items 1 and 4. Are these statements true for them? Encourage them to give reasons.

FURTHER PRACTICE • Workbook pages 42–43/Online Practice • Photocopiable resource 15: What a hotel!, pages 276, 303

NEXT CLASS Ask students to make notes about apps/ websites that help people while travelling.

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4B READING AND VOCABULARY Work in pairs. Make a list of good and bad things about holidays with your parents. Then compare your list with another pair. Are there more pluses or minuses?

6

1 Which is NOT a way to make a holiday with parents better? a Avoid a negative attitude. b Enjoy uncomplicated things. c Always say how you feel. d Find out some things about your family. 2 The blogger compares hotel entertainment to the work of a famous singer in order to a say how professional it is. b criticise it. c advise how to improve it. d say how enjoyable it is. 3 In ‘Rule 2’ the blogger felt that the day was memorable because a his father made a hilarious joke. b they met a fascinating person. c they visited an interesting place. d a stressful situation became a funny one. 4 In ‘Rule 3’ the blogger suggests teenagers can make a holiday more relaxing for their parents by a helping to buy things for the family. b never spending a long time in the bathroom. c getting up early. d letting them read in peace.

Your parents probably pay for everything. You might have to share a room with them.

2

Read paragraphs 1–3 of the blog post. Did the blogger go on a holiday with his family? Was it the right decision? Yes, he did. Yes, it was.

3

Study Active Reading. Then read paragraphs 1–3 of the blog again and answer the questions below. 1 What exaggeration in the text shows the blogger’s initial feelings about the invitation to join his parents on holiday? 2 What comparison in the text shows the blogger’s attitude to his younger brother? Is it positive or negative? 3 Which adverb does the blogger use to say that the holiday was more enjoyable than he had expected? 4 Does the sentence that includes the adjectives terrible and memorable express a positive or negative attitude?

ACTIVE READING | Identifying author’s attitudes Writers use these techniques to express positive, negative and neutral attitudes: • choice of words, e.g. awful or surprisingly, • exaggeration, e.g. the bed was as hard as rock, • comparisons to express their attitude, e.g. ‘fishing is more fun than it looks’. When trying to identify attitude, look at full sentences, not just single words, e.g. It seemed like an awful (negative word) idea, but actually we have never had so much fun (positive attitude).

4

2 3 4 5 6

5

7

□ What was supposed to be the trip of a lifetime was actually a very frustrating experience. □+ The turquoise waters were as warm and welcoming as a bath. □- Our day trip to the spice plantation was unexpectedly dull. □0 The ‘world’s greatest wildlife park’ was OK, but certainly not great. □0 The rooms were fine and the food reasonable. □- It wasn’t nearly as much fun as we had hoped. –

Read paragraphs 4–6 of the blog and match sentences a–d to the Rules 1-3. There is one extra sentence. Which rule do you think is most useful? a b c d

Make space for each other. Make plans to escape. Leave negativity at home. Pack a sense of humour.

Exercise 3 1 I'd rather spend a week at the dentist having all my teeth pulled out 2 he is more fun than he is annoying; positive 3 surprisingly (fun) 4 positive Exercise 7 2 ask the way 3 hire a car 4 go off the beaten track 5 plan the route 6 turn back 7 hit the road

Complete the sentences with the correct form of the highlighted phrases in the text. 1 I don’t know how people managed before sat nav. I would get lost  all the time without it. 2 We’re lost! This man looks like a local. Let’s stop and . 3 It’s cheaper to for a day than to buy train tickets. 4 I like to when I go on holiday. I enjoy being far away from the rest of the world. 5 There’s no need to . I’ve got my maps app! 6 We're lost! This is not the right way. Let’s and ask someone in that village we have just gone through. 7 So, are you ready? Let's ! It’s time to go!

Do the following extracts express a positive (+), negative (–), or neutral (0) attitude? 1

Read the whole blog again and choose the correct answers a–d.

8

SPEAKING Work in groups. Prepare a presentation for parents called ‘How to survive a holiday with teenagers’. 12 WATCH AND REFLECT Go to page 165. Watch the documentary Off the beaten track and do the exercises. DOCUMENTARY VIDEO

1

□ I can identify the author’s attitudes in an article about holidays.

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4C VOCABULARY | Travel essentials, travel phrases 1

6

Discuss the questions in pairs. 1 When you go on holiday, do you prefer to travel light or pack for every possibility? Do you usually pack a backpack or a suitcase? 2 Do you find lists, apps or websites helpful when deciding what to pack? Say why. When I go on holiday, I prefer to pack for every possibility. I usually pack in a suitcase.

Exercise 4 Alice is going to Portland, Oregon, USA. The weather is going to be hot and sunny.

2

Read the packing tips below. Which are the most difficult to follow and why? Can you add any more tips?

3

Look at the picture and match letters A–L to the items in the packing list.

4

2.4 Listen to a conversation between Alice and Suzy. Where is Alice going? What is the weather going to be like there?

5

2.5 Complete the sentences with travel essentials from the packing list. Then listen and check.

Exercise 5 2 travel pillow 3 ear plugs 4 insect repellent 5 first-aid kit 6 travel adapter

How to pack like a pro

escape cape (leave / escape) the crowds and go 1 I wish I could ________ off the beaten track for my holidays. off (on 2 Are you stopping _______ on / off) somewhere on the way? direct (direct / straight) flight to Portland. 3 I’m taking a _______ set (go / set) off? 4 What time do you have to _______ reach (reach / arrive) my destination at 8 a.m. local 5 I’ll _______ _______ time (time / hour). 6 Have you got a guidebook? How are you going to find way (route / way) around? your _______ reach (distance / reach) of the 7 I’ll be staying within easy _______ shops. safely (safely / safe). 8 Let me know you’ve arrived _______

7

1 I’ve got  sunblock  so my beautiful fair skin doesn’t get burnt in that hot sunshine. 2 Have you got a so you don’t get a stiff neck? 3 You ought to take some in case it’s really noisy on the plane. 4 Have you got some ? I read that Oregon has some very hungry mosquitoes. 5 I’ve got a little in case of minor injuries. 6 Are the electric plugs the same or do you need a ?

2.6 Choose the correct words to complete the travel phrases. Then listen again and check.

SPEAKING Complete the sentences so that they are true for you. Then compare with a partner. with me on long journeys in case … 1 I always take 2 No one should go on holiday without because … 3 I think it’s important to stay within easy reach of on holiday … 4 The first thing I do when I reach my destination after a long journey is . 5 Before I set off on holiday, I always . I always take a power bank in case I can't plug in to charge my phone and a pocket guide book for times when I don't have access to the Internet.

A C B

Heading off for a gap year or a backpacking adventure? Consult our packing tips and tick off the items on our packing list.

G F E

• Go small – Whether you’re running

through the airport to catch your flight, or climbing on the roof of the train to the next Indian town, you’ll be glad you packed small and light.

L

• Pack fours – 4 t-shirts, 4 pairs of socks,

4 pairs of underwear. One to wear, one as a spare, one to wash, and one to dry.

• Think flexibility – trousers that you

can unzip to become shorts, a jacket that is also a travel pillow, a scarf that may be used as a hat, bag, towel etc.

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□ I can use language related to travel.

REFERENCES AUDIO SCRIPT page 216

EXTRA ACTIVITIES IN CLASS

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• After Exercise 1, refer students to the notes they made at home. How can the websites/apps they found help travellers? Which ones have students used/would they like to use?

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Packing list Electronics 1 E phone & charger 2 F headphones 3 J travel adapter 4 B power bank

□ □ □ □

• After Exercise 5, put students in pairs and ask them to imagine that they are going on a two-week trip to Oregon. Refer them to the packing list at the bottom of the page and tell them that they can only pack six of the items. In their pairs, they should decide which items to take with them. Encourage them to give reasons for their choices.

J Health and hygiene 5 D first aid kit 6 C insect repellent 7 G sunblock 8 A travel pillow 9 I ear plugs

□ □ □ □ □

Other 10 K penknife 11 L torch 12 H pocket guidebook

□ □ □

FURTHER PRACTICE • Workbook page 44/Online Practice • Photocopiable resource 16: Define and guess!, pages 276, 304 • Extra digital activities: Vocabulary Checkpoint 4

ASSESSMENT Vocabulary Quiz 4

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04

Re: Oregon Hi Suzy, Oregon’s great! I’m staying with a guy who is a friend of Jamie’s. He’s the American that visited Jamie’s family last year, remember? Not the guy you didn’t like, the other one. The one whose sister looks like Emma Stone. His name’s Ryan. The town where he lives is on the west coast. It’s an area which is great for hiking. The Siuslaw National Forest, where you can walk for miles, is right on his doorstep! Ryan, who is really into photography, by the way, is a great guy. I’m attaching a photo he took. The photo, which he took with his phone, believe it or not, shows a sea fountain that we visited yesterday. Thor’s Well, whose name comes from the Norse god Thor, looks like a big hole in the ocean. Water shoots way up before falling back into the hole, which is about 7 metres deep. It’s amazing. Got to go. Ryan and his sister are taking me for a drive. I’ll send more photos tomorrow, that’s a promise. Love, Alice

4D GRAMMAR 1 2

Which places in the USA would you most like to visit? Say why.

Exercise 2 Alice is in Oregon, staying with Ryan, a friend of Jamie’s. Yesterday, she visited a place called Thor’s Well. Thor’s Well is a sea fountain. Exercise 3 1 a) which, that; b) where, which, that; c) who, that; d) whose 2 Sentence a: different (he and you); Sentence b: same (he); We can leave out the relative pronoun when the subject is different in each clause.

5

Find four defining and four non-defining relative clauses in Alice’s email.

6

In pairs, use non-defining relative clauses to combine the ideas into single sentences. 1 Oregon is the ninth largest state in the USA. It is just north of California. Oregon, which is just north of California, is the ninth largest state in the USA. 2 The President is a powerful political figure. He/She lives in a big white house in Washington. 3 Taylor Swift was born in 1989. Her songs often tell stories about her life. 4 The bald eagle is not in danger of extinction. It is the national symbol of the USA. 5 Hollywood is in Los Angeles. They make the world’s most famous movies there. 6 The Grand Canyon is 446 km long, 29 km wide and 1.86 km deep. It is in Arizona.

Read the email. Where is Alice? What did she do yesterday? What is Thor’s Well?

Relative clauses

3

Look at the underlined pronouns in the email and answer questions 1–2. 1 Which pronouns do we use for a) things, b) places, c) people, d) possessions/relations? 2 Is the subject the same or different in the two clauses in sentences a–b? When can we leave out the relative pronoun in the relative clause? a He’s the guy (who/that) you didn’t like. like b He’s the American who/that visited Jamie last year. year

4

Look at sentences 1–2. Which relative clause tells you who Ryan is? Which relative clause gives more information about him? Study the Grammar box to check your answers. 1 I’m staying with a guy who is a friend of Jamie’s. 2 Ryan, who is really into photography, photography is a great guy.

Relative clauses Defining relative clauses show which person, thing or place we are talking about. Non-defining relative clauses give extra information about people, things and places. We use commas before and after a non-defining relative clause. We can’t leave out the relative pronoun (who, which) in non-defining relative clauses. We can’t use the relative pronoun that instead of who/which in non-defining relative clauses. Grammar Reference and Practice > page 178

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2.7 PRONUNCIATION Study Watch out! Then listen and repeat the sentences in Exercise 6.

WATCH OUT! When you listen to a non-defining relative clause, you can hear the commas because the speaker pauses slightly before and after the clause and often pronounces the clause in a lower tone.

8

It’s in the north-west. It’s a place where people often go hiking.

9

In groups, use non-defining relative clauses to combine the sentences from your quiz in Exercise 8. The Lake District, where people often go hiking, is in the north-west.

REFERENCES

FURTHER PRACTICE

ASSESSMENT

CULTURE NOTES page 207

• Grammar Reference and Practice, Student’s Book page 178

Grammar Quiz 4D

After Exercise 6, students write similar pairs of sentences about people or places in their country. They exchange sentences with a partner and join them using non-defining relative clauses.

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Exercise 6 2 The President, who lives in a big white house in Washington, is a powerful political figure. 3 Taylor Swift, whose songs often tell stories about her life, was born in 1989. 4 The bald eagle, which is the national symbol of the USA, is not in danger of extinction. 5 Hollywood, where they make the world’s most famous movies, is in Los Angeles. 6 The Grand Canyon, which is in Arizona, is 446 km long, 29 km wide and 1.86 km deep.

SPEAKING In pairs, use defining relative clauses to write a quiz about your country. Write two pieces of information for each person, thing or place in your quiz. Then do your quiz with another pair.

□ I can use defining and non-defining relative clauses.

EXTRA ACTIVITY IN CLASS

Exercise 4 The relative clause in sentence 1 tells you who Ryan is. The relative clause in sentence 2 gives more information about him.

• Workbook page 45/Online Practice • Photocopiable resource 17: Match and combine, pages 277, 305 • Extra digital activities: Grammar Checkpoint 4D

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NEXT CLASS Ask students to think of things that would make a city/town an ideal place to live.

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A Air pollution in India

B A busy bike lane in Amsterdam, Holland

4E LISTENING AND VOCABULARY 1

In pairs, describe the photos. Then answer the questions below.

3

1 Which photo is most like the place where you live? 2 On a scale from 1 (very clean) to 10 (very polluted) how clean is the air you breathe? 3 What is the air like in the centre of your nation’s capital city during rush hour? Photo B is more like my city because there are a lot of bikes.

2

Exercise 2 2 toxic 3 diesel, pollution 4 renewable, environment 5 fuels, sustainable 6 Smog

2.8 You are going to hear a radio presenter talking about air pollution. Tick the words you hear from the box below. Then use the words you ticked to complete the sentences below.

2 3 4 5

4

2.9 Listen to the call-in and match each caller with three ideas. There are three extra ideas. (not mentioned: a, g, k)

□ □f □h

a b c d e f g h i j k l

5

□ □ □l

Ciaran c d

□ □i □j

Michelle e

Allow drivers to use their phones in traffic jams. Build more and better bike lanes. Cut down on noise pollution. Encourage car sharing schemes. Go on foot. Learn from other places. Make everyone use bikes. Make more safe parking areas for bikes. Obey the traffic regulations. Respect each other. Stop cyclists from riding on pavements. Use electric and hybrid vehicles.

Choose the correct options to complete the sentences. 1 Cyclists should ride on the bike lane//pavement if there is one. 2 Cyclists should always give way to//run over pedestrians. 3 Cyclists should always stop at one-way systems//red lights even if there are no cars coming. 4 If a driver knocks down//picks up a pedestrian on a zebra crossing, he/she should lose his driving licence for a year. 5 Carpooling//Congestion helps cut down pollution by sharing our journeys to work or school. 6 The speed limit/traffic jams in cities should never be more than 20 km per hour.

6 54

□F In Delhi, India, in November 2017, nobody was allowed to go outside because of air pollution. □T Due to poor visibility at that time there were a lot of road accidents. □T The World Health Organisation claims that no other city in the world has pollution as bad as Delhi. □T Traffic causes most of the air pollution in London. □F The speaker thinks the best solution is to wear masks.

Monica b

□✓ congestion □✓ diesel □✓ environment fumes □motorway □✓ fuels □exhaust □✓ pollution □✓ renewable □✓ smog □sustainable □✓ toxic

1 Cyclists and pedestrians should wear masks in busy streets to avoid breathing in exhaust fumes  from cars and other vehicles. 2 If a company pollutes our rivers or air, their executives produces should go to prison. 3 It’s better not to buy cars with engines because they cause more than petrol cars. 4 It’s clear that energies are better for . the 5 As long as fossil are cheaper, people will keep using them even though . they are not 6 , which is a mixture of smoke and fog, is bad for your health, so it’s a good idea to get an app which tells you when it’s safe to go out.

2.8 Listen again. In pairs, say if the statements are true or false.

1

SPEAKING In pairs, say if you agree or disagree with the sentences in Exercise 5. Say why.

□ I can identify specific information in a talk and a radio programme about urban transport and pollution.

REFERENCES AUDIO SCRIPT page 216 CULTURE NOTES page 207

EXTRA ACTIVITY IN CLASS Use this activity as a brief lead-in, before Exercise 1. Write An ideal town/city on the board and refer students to the notes they

made at home. Get them to discuss their ideas in pairs or small groups. Encourage them to think about features that are common for people of different ages. After 3–4 minutes, invite students from different pairs/groups to share their ideas with the class. Encourage them to expand on their answers.

FURTHER PRACTICE • Workbook page 46/Online Practice • Photocopiable resource 18: The air we breathe, pages 277, 306

NEXT CLASS Ask students to make a list of the different transport options in their area.

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4F SPEAKING In pairs, ask and answer the questions.

COMMUNICATION VIDEO

1

1 When was the last time you were in a traffic jam? How bad was it? 2 What can you do to kill time when you’re stuck in a traffic jam? I was in a traffic jam this morning on my way to school. It wasn’t too bad.

2

In pairs, make a list of all the transport options available in a big city like London.

Exercise 2 bikes/cycling; cars/ driving; car sharing schemes and apps; electric cars; taxis; public transport: bike sharing, buses, trains, underground; walking/ on foot

Buses, …

3

13 2.10 Watch or listen to the conversation. Which of the transport options you listed in Exercise 2 do the friends mention? Why do Brian and Zoe laugh at Alex?

4

2.11 Study the Speaking box and complete the extracts from the conversation with two words in each gap. Listen and check. 1 2 3 4 5 6 7 8 9 10

5

I’m sorry but I don’t agree! agree I take the bus a lot. I Zoe. She’s right. The bus service isn’t bad. You can’t ! Buses are a joke. Come ! Cycling’s much cheaper. OK, you’ve got , but the problem with bikes is they're too easy to steal. I you mean, but you don’t need to have your own bike. You right, Alex. Maybe I’ll try it. That’s I feel. It’s a crime against the environment to use a car. What? , right? Of course, they cause pollution. A I don’t think that’s realistic. B I don’t either.

Agreeing You’re (absolutely) right. That’s exactly how I feel. I don’t think so either. That’s for sure. You’re not wrong. I agree with … (100 per cent). Partly agreeing I agree up to a point. You’ve got a point, but … Maybe that’s true, but … You might be right, but … Yes, but don’t you think that … I see what you mean, but …

1 It’s better to walk than to take the bus. a I don’t think so either. b I agree up to a point. But not when it’s raining. c You’re joking, right? The bus service is hopeless. 2 The trains on that line are old and dirty. a That’s for sure. They used to be a lot cleaner. b Maybe that’s true, but I don’t think they’re very good. c You can’t be serious! They’re terrible! 3 Cycling’s dangerous. a I agree with you 100%. It’s the best way to get around. b I see what you mean but it’s not safe. c Come off it! It’s fine as long as you wear a helmet.

6

SPEAKING | Agreeing and disagreeing Disagreeing I’m sorry, but I disagree/ don’t agree. You’re joking, right?* You can’t be serious.* Come off it!* Come on, get real!* No way!*

2.12 Choose the correct answers a, b or c to complete these mini-dialogues. Then listen and check.

Exercise 3 The speakers mention buses, bikes/cycling; the underground, bike sharing; cars/ driving; electric cars. Brian and Zoe laugh at Alex because he argues strongly against using cars but then he tells them his sister is picking him up in a car. Exercise 4 2 agree with 3 be serious 4 off it 5 a point 6 see what 7 might be 8 exactly how 9 You’re joking 10 think so

The council of your nearest big town or city wants to improve urban transport. There is only enough money for one of these ideas. In groups, discuss which ones you would choose. • Pedestranise more streets in the centre. • Develop a free public bike-hire system and build more bike lanes. • Offer free public transport. • Start a park and ride scheme (big car parks outside a city with shuttle buses to bring people into the centre).

7

REFLECT | Society In Tallinn, Estonia public transport is free for all residents. Do you think that’s a good idea? Say why. Do you think that could happen in your country?

* informal, perhaps rude for people you don’t know well

□ I can show degrees of agreement using a range of language.

55

REFERENCES

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

VIDEO/AUDIO SCRIPT page 236

This activity can be done before or after Exercise 1. Put students in pairs or small groups and refer them to the list of transport options they made at home. Get them to tell each other how they move around their town/city: which of the transport options on their list do they use? What do they use them for?

Workbook page 47/Online Practice

CULTURE NOTES page 208

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NEXT CLASS Students find information online about the Scottish Highlands. They should note down any information they find interesting, to share with the class in the next lesson.

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A mountain biking

B rock climbing

C survival skills

Explore xplore Scotland with AYE and have the adventure holiday of a lifetime Who are we? Adventures for Young Explorers (AYE) is a non-profit making organisation that organises expeditions to some of the wildest and most beautiful parts of the Scottish Highlands. Our aim is to challenge young people, to change who they are and who they can be in the future.

Expeditions Climbing imbing in the Cairngorms; Mountain biking from coast to coast; Survival skills on the Isle of Skye; Canoeing from Loch Tay to the North Sea. Those ose are just four of the many adventure holidays and expeditions that we organise for young people in the Highlands every year.

How to apply Places aces are limited so apply early. Don’t get left behind! And remember, it’s a good idea to raise your own money to help pay for the expedition. So, study our page on fundraising, which you’ll find in the link below. Then write us an email to book your place with AYE.

D canoeing

Damian Hartley To: [email protected] Re: Cairngorms climbing expedition

Dear Ms Cooper, I am writing to enquire about the Cairngorms climbing expedition, which begins on Sunday 1 June June.. I would really like to take part. However, I have a few queries. queries On your website, it states that you must be aged 16 to 21 to participate. I will turn 16 on 5 July, four days after the expedition begins.1Could you let me know if I would be allowed to take part or if I would have to choose another expedition later in the year? 2 With regard to dates and times, times, I wonder if you could confirm what time the expedition will end on July 8. I have an exam on 9 July. Therefore, I need to be in Stirling by 3 p.m. in order to travel back to Manchester. As for food, 3could you confirm there are vegetarian options available during the expedition? Finally, I am keen to raise funds to help finance the expedition. Unfortunately, the relevant page on your website 4 is under construction. I would greatly appreciate it if you could send me some information on fund-raising. I am really looking forward to the expedition and I hope to hear from you soon. Best regards egards, Damian amian Hartley

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REFERENCES

EXTRA ACTIVITIES IN CLASS

AUDIO SCRIPT page 217

• Use the information students found out about the Scottish Highlands to lead in to Exercise 1. Invite different students to share their information with the class, then ask them if they would like to visit the Highlands. Encourage them to give reasons.

CULTURE NOTES page 208

• Before students do the writing task in Exercise 8, put them in pairs to plan their email. They should think about: a) the details of the expedition they are going to write about, b) the questions they are going to ask, c) how they are going to organise the information in their email and d) which phrases from the Writing box they can use.

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4G WRITING | A formal email of enquiry 1

Look at the website and read the information. In groups, discuss which of the expeditions A–D you would most like to participate in. Say why.

2

Imagine you want to participate in the ‘Climbing in the Cairngorms’ expedition. In groups, make a list of what information you would look for on the website.

6

• Dear Ms Cooper, • Finally, • However, I am not sure which expedition would be the most suitable for me. • I am a keen musician and it might be fun to play some music. • I am interested in taking part in • I am looking forward to hearing from you soon. • I wonder if you could let me know how far • Kind regards, • Therefore, I would greatly appreciate it if you could • With regard to

Dates, ….

3

Read the email. Which of your ideas from Exercise 2 does Damian enquire about?

4

2.13 Find four queries Damian has in the email and predict the answers. Then listen and check.

5

Study the Writing box. Tick the things which Damian does in his email. Then complete the box with the underlined words and phrases from Damian's email.

WRITING | A formal email of enquiry

Hi Clare, Dear Ms Cooper,

Subject Fill in the subject box with your reason for writing.

□ Greeting □✓ If you know the person’s name, write Dear + name.

If you don’t know the person’s name, write Dear Sir/Madam. Opening

□✓ State clearly why you are writing: I am writing to enquire about … I would (really) like to … I am interested in/keen to …

1

2

    

    /some doubts.

Be polite

□✓ Write in a polite style with complete sentences, use full

forms instead of contractions and use more formal linkers:    . however, furthermore and 3     You can use indirect questions and formal requests:        … I wonder if you could confirm what time …

4

       … You shouldn’t use slang words, smileys ( ), abbreviations (lol, btw, pls), exclamation marks (!) or leave out words like pronouns, articles or the verb to be. 5

Signal topics ✓ Signal new topics:

□

         …, Concerning …, 7     Turning to … and Finally.

6

    …,

Be relevant

□✓ Don’t include irrelevant information, ask silly questions or try to be funny.

Ending ✓ Conclude your email in a formal way, by writing:

Hi Clare, How’s it going? Well, I hope. I fancy doing something different so I was thinking of trying one of your adventure holidays this summer. There are two things I quite fancy doing: ‘Mountain biking from coast to coast’ and ‘Survival skills on the Isle of Skye,’ but I can’t decide which one is more my cup of tea. So, can you answer a few questions about them to help me decide? First off, the mountain biking trip. I kind of like cycling but I’m worried I’m not fit enough. I could do with losing a kilo or two!! So how far do we have to cycle every day and are there a lot of steep hills? (Even though my name is Hill, I prefer cycling where it’s flat. ) Now, about the survival skills thing – it sounds cool but how many people are there in each group, and what are the sleeping arrangements? Is it OK to bring pets? I’ve got the cutest little kitten and I don’t want to leave her. Oh! One more thing, I’d like to bring my trumpet with me. What do you reckon? I’m really into music and I could knock out some tunes in the evenings. Right, I’m off to the library now. Got an exam coming up soon. Write back soon, pls ‘cause I really need to plan something for my hols. Don’t want to go to my gran’s again!! Hope to CU this summer. Bye 4 now. Hayley

7

SPEAKING In groups, use the Speaking box in lesson 4F to agree on the best expedition or adventure holiday you could realistically do in your country.

8

WRITING TASK Use the Writing box to write an email of enquiry about another expedition. Include at least three queries from your list in Exercise 2.

□

       … I hope to hear from you soon.

8

         (Kind) regards, Yours sincerely (if you know the person’s name) or Yours faithfully (if you don’t) and your name.

9

Read another student's email and rewrite it in a more formal style. Use the phrases below to help you. Add anything that’s missing and cut any irrelevant information.

□ I can write a formal email requesting information.

Exercise 2 Possible answers: • dates and times • prices • age limits • location of the base • transport to and from the base • accommodation • food and dietary requirements • clothes, shoes and equipment to take • equipment provided • number of people per group • number of monitors • monitors’ experience • a full description of the route and activities for each expedition • insurance • fundraising tips Exercise 3 • age limits • dates and times • food and dietary requirements • fundraising tips Exercise 4 Possible answers: 1 He will be allowed to take part. They’re making an exception for him. 2 It will end by 12 a.m. on 8 July. 3 Yes, there are. 4 That is not necessary because the fundraising page on the website is now available. Exercise 5 2 I have a few queries 3 therefore 4 Could you let me know if 5 I would greatly appreciate it if you could 6 With regard to 7 As for 8 I am really looking forward to 9 Best wishes

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FURTHER PRACTICE Workbook page 48/Online Practice

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 58–59.

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Word List REMEMBER MORE Exercise 4 Things to take on holiday: backpack, charger, earplugs, first aid kit, insect repellent, penknife, pocket guidebook, sunblock, torch, towel, travel adapter, travel pillow

1 Add more words and phrases from the word list to the vocabulary maps.

4A GRAMMAR AND VOCABULARY 5.22  

gesture (n) /ˈdʒestʃə/ get/be lost  /ˌɡet/ˌbi ˈlɒst/

afraid of heights  /əˌfreɪd əv ˈhaɪts/

go off the beaten track  /ˌɡəʊ ˌɒf ðə ˌbiːtn ˈtræk/

annoy (v) /əˈnɔɪ/

go on about sth (phr v) /ˌɡəʊ ˈɒn əˌbaʊt ˌsʌmθɪŋ/

book a flight  /ˌbʊk ə ˈflaɪt/

THINGS TO TAKE ON HOLIDAY

go smoothly  /ˌɡəʊ ˈsmuːðli/

choose a window seat/an aisle seat  /ˌtʃuːz ə ˈwɪndəʊ siːt/ən ˈaɪl siːt/

power bank

golden rule (n) /ˌɡəʊldən ˈruːl/ grab the opportunity  /ˌɡræb ði ˌɒpəˈtjuːnəti/

contribute to sth (v) /kənˈtrɪbjuːt tə ˌsʌmθɪŋ/

head off (phr v) /ˌhed ˈɒf/

delay (n) /dɪˈleɪ/

Problems in cities: air/noise pollution, busy street, exhaust fumes, rush hour, smog, traffic jam

highlights (n) /ˈhaɪlaɪts/

engine (n) /ˈendʒən/

congestion

PROBLEMS IN CITIES

three sentences?

1 When we are on holiday, we often go off the beaten track. 2 Even if I set off very early, I am often late for school. 3 I’m going to stop off in Paris for a day or two.

3 Match the two parts of the

collocations. Then check with the word list.

□b raise a the opportunity □d escape b your window □a grab blind □c reach c your destination d the crowds

4 Complete the sentences with the

Exercise 4 1 unattended 2 renewable 3 survival 4 safety

hit the dance floor  /ˌhɪt ðə ˈdɑːns flɔː/

fold away your tray table  /ˌfəʊld əˌweɪ jə ˈtreɪ ˌteɪbəl/

2 Which preposition completes all

1 2 3 4

hire a car  /ˌhaɪər ə ˈkɑː/

fasten your seat belt  /ˌfɑːsən jə ˈsiːt belt/

correct words formed from the words in bold. Then check with the word list.

1 Remember never to leave your luggage at the airport. It could be taken away and destroyed. ATTEND 2 The production of energy such as solar power should be widely promoted. NEW 3 At the camp we learned various skills which can help you in critical conditions. SURVIVE 4 You should always watch the demonstration before the plane takes off. SAFE

5 Do the task below. Imagine you had the worst possible holiday. Say where you went and what unfortunate things happened on the way to and/or at your destination. Use words and phrases from the word list.

hit the road  /ˌhɪt ðə ˈrəʊd/

go through security  /ˌɡəʊ ˌθruː sɪˈkjʊərəti/

in peace  /ˌɪn ˈpiːs/

go to your gate  /ˌɡəʊ tə jə ˈɡeɪt/

juicy gossip  /ˌdʒuːsi ˈɡɒsəp/

item (n) /ˈaɪtəm/

lie-in (n) /ˈlaɪ ɪn/

lean over the side  /ˌliːn ˌəʊvə ðə ˈsaɪd/

local  (n) /ˈləʊkəl/

leave your luggage unattended  /ˌliːv jə ˌlʌɡɪdʒ ˌʌnəˈtendəd/

make space  /ˌmeɪk ˈspeɪs/

look out of the window  /ˌlʊk ˌaʊt əv ðə ˈwɪndəʊ/ ought to (v) /ˈɔːt tuː/ put your hand luggage in the overhead locker  /ˌpʊt jə ˈhænd ˌlʌɡɪdʒ ɪn ðə ˌəʊvəˌhed ˈlɒkə/ put your seat in an upright position  /ˌpʊt jə ˌsiːt ɪn ən ˌʌpraɪt pəˈzɪʃən/

maps app (n) /ˈmæps æp/ memorable (adj) /ˈmemərəbəl/ negative attitude  /ˌneɡətɪv ˈætɪtjuːd/ negativity (n) /ˌneɡəˈtɪvəti/ non-existent (adj) /ˌnɒn ɪɡˈzɪstənt/

raise your window blind  /ˌreɪz jə ˈwɪndəʊ blaɪnd/

pack a positive attitude  /ˌpæk ə ˌpɒzətɪv ˈætətjuːd/

smoking area (n) /ˈsməʊkɪŋ ˌeəriə/

peace and quiet (n) /ˌpiːs ən ˈkwaɪət/

switch your phone to flight mode  /ˌswɪtʃ jə ˌfəʊn tə ˈflaɪt məʊd/

plan the route  /ˌplæn ðə ˈruːt/

turn sth around (phr v) /ˌtɜːn ˌsʌmθɪŋ əˈraʊnd/

reasonable (adj) /ˈriːzənəbəl/

warn (v) /wɔːn/

rebellious (adj) /rɪˈbeljəs/

watch the safety demonstration  /ˌwɒtʃ ðə ˈseɪfti demənˌstreɪʃən/

relaxing (adj) /rɪˈlæksɪŋ/

weird (adj) /wɪəd/

respect sb’s needs  /rɪˌspekt ˌsʌmbɒdiz ˈniːdz/ sense of humour  /ˌsens əv ˈhjuːmə/ show interest  /ˌʃəʊ ˈɪntrəst/

4B READING AND VOCABULARY 5.23

simple pleasures  /ˌsɪmpəl ˈpleʒəz/

advise (v) /ədˈvaɪz/

spice plantation (n) /ˈspaɪs plænˌteɪʃən/

ancient castle  /ˌeɪnʃənt ˈkɑːsəl/

stressful (adj) /ˈstresfəl/

ask the way  /ˌɑːsk ðə ˈweɪ/

surprisingly (adv) /səˈpraɪzɪŋli/

at least  /ˌət ˈliːst/

tend to do sth  /ˌtend tə ˈduː ˌsʌmθɪŋ/

be a pain  /ˌbi ə ˈpeɪn/

to be fair  /tu bi ˈfeə/

bury (v) /ˈberi/

trip of a lifetime  /ˌtrɪp əv ə ˈlaɪftaɪm/

compare sth to sth (v) /kəmˈpeə ˌsʌmθɪŋ tə ˌsʌmθɪŋ/

turn back (phr v) /ˌtɜːn ˈbæk/ turn out (phr v) /ˌtɜːn ˈaʊt/

criticise (v) /ˈkrɪtəsaɪz/

turquoise (adj) /ˈtɜːkwɔɪz/

escape (v) /ɪˈskeɪp/ evening/hotel entertainment (n) /ˌiːvnɪŋ/həʊˌtel ˌentəˈteɪnmənt/ frustrating (adj) /frʌˈstreɪtɪŋ/

pull out a tooth  /ˌpʊl ˌaʊt ə ˈtuːθ/

uncover (v) /ʌnˈkʌvə/ unexpectedly (adv) /ˌʌnɪkˈspektɪdli/ wildlife park (n) /ˈwaɪldlaɪf pɑːk/

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EXTRA ACTIVITIES IN CLASS

76

• Ask students to choose 6–8 verb + noun collocations from the word list (e.g. raise an eyebrow, make an excuse, break somebody’s heart). Get them to divide a piece of paper into two columns, headed A and B, and to write the verbs from their chosen collocations in a numbered list in column A (e.g. 1 raise,

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2 make, 3 break). Then ask them to write the second part of the collocations in a lettered list in column B, in random order (e.g. a) somebody’s heart, b) an excuse, c) an eyebrow). Put them in pairs and get them to swap papers with their partner. They should complete their partner’s matching task and then check their answers with their partner.

• Individually, students write gap-fill sentences using the collocations they matched in the previous activity. They should only gap one word from each collocation. To make the exercise easier, they could supply the first letter of each word. Then, in new pairs, they swap sentences, complete them and check their answers with their partner.

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04 guy (n) /ɡaɪ/

share a journey  /ˌʃeər ə ˈdʒɜːni/

arrive safely  /əˌraɪv ˈseɪfli/

hole (n) /həʊl/

smog (n) /smɒɡ/

backpack (n) /ˈbækpæk/

in danger of extinction  /ɪn ˌdeɪndʒər əv ɪkˈstɪŋkʃən/

speed limit (n) /ˈspiːd ˌlɪmɪt/

4C VOCABULARY

5.24

backpacking (n) /ˈbækˌpækɪŋ/ catch a flight  /ˌkætʃ ə ˈflaɪt/ charge (v) /tʃɑːdʒ/

national symbol (n) /ˌnæʃənəl ˈsɪmbəl/ ocean (n) /ˈəʊʃən/ political figure (n) /pəˌlɪtɪkəl ˈfɪɡə/

charger (n) /ˈtʃɑːdʒə/

right on the doorstep  /ˌraɪt ɒn ðə ˈdɔːstep/

earplugs (n) /ˈɪəplʌɡz/ electric plug (n) /ɪˌlektrɪk ˈplʌɡ/ escape the crowds  /ɪˌskeɪp ðə ˈkraʊdz/ find your way around  /ˌfaɪnd jə ˌweɪ əˈraʊnd/

sea fountain (n) /ˈsiː ˌfaʊntən/ state (n) /steɪt/

stop at red lights  /ˌstɒp ət ˌred ˈlaɪts/ sustainable (adj) /səˈsteɪnəbəl/ toxic  (adj) /ˈtɒksɪk/ traffic jam (n) /ˈtræfɪk dʒæm/ traffic regulations (n) /ˈtræfɪk ˌreɡjuˌleɪʃənz/ visibility (n) /ˌvɪzəˈbɪləti/ WHO / World Health Organisation (n) /ˌdʌbəljuː eɪtʃ ˈəʊ/ wɜːld helθ ˌɔːɡənaɪˈzeɪʃən/

first aid kit (n) /ˌfɜːst ˈeɪd kɪt/

4E LISTENING AND VOCABULARY 5.26

flexibility (n) /ˌfleksəˈbɪləti/

air/noise pollution (n) /ˈeə/ˈnɔɪz pəˌluːʃən/

gap year (n) /ˈɡæp jɪə/

bike lane (n) /ˈbaɪk leɪn/

get burnt  /ˌɡet ˈbɜːnt/

busy street  /ˌbɪzi ˈstriːt/

bus service (n) /ˈbʌs ˌsɜːvəs/

hygiene (n) /ˈhaɪdʒiːn/

capital city (n) /ˌkæpətl ˈsɪti/

crime against sth (n) /kraɪm əˈɡenst ˌsʌmθɪŋ/

insect repellent (n) /ˈɪnsekt rɪˌpelənt/

carpooling/car sharing (n) /ˈkɑːˌpuːlɪŋ/ˈkɑː ˌʃeərɪŋ/

get around (phr v) /ˌɡet əˈraʊnd/

local time (n) /ˌləʊkəl ˈtaɪm/ minor injury  /ˌmaɪnə ˈɪndʒəri/ mosquito (n) /məˈskiːtəʊ/ pack for every possibility  /ˌpæk fər ˌevri ˌpɒsəˈbɪləti/

car sharing scheme (n) /ˈkɑː ˌʃeərɪŋ skiːm/ congestion (n) /kənˈdʒestʃən/ cut down on sth (phr v) /ˌkʌt ˈdaʊn ɒn ˌsʌmθɪŋ/ cyclist (n) /ˈsaɪklɪst/

packing list (n) /ˈpækɪŋ lɪst/

diesel engine (n) /ˈdiːzəl ˌendʒən/

penknife (n) /ˈpennaɪf/

electric/hybrid vehicle (n) /ɪˌlektrɪk/ˌhaɪbrəd ˈviːɪkəl/

plug in (phr v) /ˌplʌɡ ˈɪn/ pocket guidebook (n) /ˌpɒkət ˈɡaɪdbʊk/ power bank (n) /ˈpaʊə bæŋk/ pro (n) /prəʊ/ reach your destination  /ˌriːtʃ jə ˌdestəˈneɪʃən/ set off (phr v) /ˌset ˈɒf/ stop off (phr v) /ˌstɒp ˈɒf/

environment (n) /ɪnˈvaɪrənmənt/ executive (n) /ɪɡˈzekjətɪv/ exhaust fumes (n) /ɪɡˈzɔːst fjuːmz/ fossil fuel (n) /ˈfɒsəl ˌfjuːəl/ give way to sb  /ˌɡɪv ˈweɪ tə ˌsʌmbɒdi/ junction (n) /ˈdʒʌŋkʃən/

zebra crossing (n) /ˌzebrə ˈkrɒsɪŋ/

4F SPEAKING

5.27

bike/car hire system (n) /ˈbaɪk/ˈkɑː haɪə ˌsɪstəm/

helmet (n) /ˈhelmət/ kill time  /ˌkɪl ˈtaɪm/ park and ride scheme (n) /ˌpɑːk ənd ˈraɪd skiːm/ pedestrianise (v) /pəˈdestriənaɪz/ public transport (n) /ˌpʌblɪk ˈtrænspɔːt/ realistic (adj) /rɪəˈlɪstɪk/ shuttle bus (n) /ˈʃʌtl bʌs/

4G WRITING

5.28  

canoeing (n) /kəˈnuːɪŋ/ confirm (v) /kənˈfɜːm/ enquire (v) /ɪnˈkwaɪə/ flat (adj) /flæt/ fundraising (n) /ˈfʌndˌreɪzɪŋ/

sunblock (n) /ˈsʌnblɒk/

knock down a pedestrian  /ˌnɒk ˌdaʊn ə pəˈdestriən/

sunshine (n) /ˈsʌnʃaɪn/

mask (n) /mɑːsk/

hill (n) /hɪl/

take a direct flight  /ˌteɪk ə dəˌrekt ˈflaɪt/

motorway (n) /ˈməʊtəweɪ/

hols (n) /hɒlz/

torch (n) /tɔːtʃ/

obey (v) /əʊˈbeɪ/

keen (adj) /kiːn/

towel (n) /ˈtaʊəl/

on foot  /ɒn ˈfʊt/

limited (adj) /ˈlɪmətəd/

travel adapter (n) /ˈtrævəl əˌdæptə/

one-way system (n) /ˌwʌn weɪ ˈsɪstɪm/

mountain biking (n) /ˈmaʊntən ˌbaɪkɪŋ/

travel light  /ˌtrævəl ˈlaɪt/

parking area (n) /ˈpɑːkɪŋ ˌeəriə/

query (n) /ˈkwɪəri/

travel pillow (n) /ˈtrævəl ˌpɪləʊ/

pavement (n) /ˈpeɪvmənt/

raise funds  /ˌreɪz ˈfʌndz/

unzip (v) /ʌnˈzɪp/

pedestrian (n) /pəˈdestriən/

relevant (adj) /ˈreləvənt/

within easy reach  /wɪðˌɪn ˌiːzi ˈriːtʃ/

pick up (phr v) /ˌpɪk ˈʌp/

sleeping arrangements (n) /ˈsliːpɪŋ əˌreɪndʒmənts/

4D GRAMMAR

5.25

bald eagle (n) /ˌbɔːld ˈiːɡəl/ coast (n) /kəʊst/ Grand Canyon (n) /ˌɡrænd ˈkænjən/ great for (hiking)  /ˌɡreɪt fə (ˈhaɪkɪŋ)/

pollute (v) /pəˈluːt/ renewable energy (n) /rɪˌnjuːəbəl ˈenədʒi/ ride (v) /raɪd/ run over (phr v) /ˌrʌn ˈəʊvə/

get left behind  /ˌɡet ˌleft bɪˈhaɪnd/

steep (adj) /stiːp/ survival skills (n) /səˈvaɪvəl skɪlz/ under construction  /ˌʌndə kənˈstrʌkʃən/

rush hour (n) /ˈrʌʃ aʊə/

59 • Students choose one or two words from each lesson that they want to remember and write example sentences. Tell them to try to think of sentences about themselves or people they know if possible. This will help them remember the words.

FURTHER PRACTICE Workbook page 49/Online Practice

NEXT CLASS Ask students to revise Unit 4.

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04 Exercise 4 2 Could/Can you ask the people in the room next door to stop shouting? 3 You have to/must wear a swimming hat in the pool. 4 I couldn’t speak English well when I started this job but now I can. 5 You may not/can’t/ mustn’t bring pets to the hotel. 6 The hotel ought to/ should change the towels every day. 7 I didn’t have to show my passport the last time I stayed. 8 If it rains tomorrow, we won’t be able to go to the beach.

Revision

VOCABULARY AND GRAMMAR 1 Choose the correct words to complete the sentences.

2

Match the words from the box with the definitions.

1 I feel it’s important to get up early tomorrow. I must get up early tomorrow. 2 Please ask the people in the room next door to stop shouting. 3 It’s necessary to wear a swimming hat in the pool. 4 I wasn’t able to speak English well when I started this job but now I am. 5 You are not allowed to bring pets to the hotel. 6 It would be a good idea if the hotel changed the towels every day. 7 It wasn’t necessary for me to show my passport the last time I stayed. 8 If it rains tomorrow, it won’t be possible for us to go to the beach.

5

1 You need this when your phone runs out of power. charger 2 This protects your skin from the sun. sunblock 3 It stores electrical energy that you can use later to charge your devices. power bank 4 Take this object with you so that you can see at night. torch 5 You need this to charge your electronic devices in a foreign country. travel adapter 6 A small, pocket-sized gadget you can cut things with. penknife 7 Put your head on this when you are travelling by plane or train. travel pillow 8 You need one at home and one in the car for health emergencies. first aid kit

3

Exercise 6 2 unattended 3 demonstration 4 survival 5 repellent 6 congestion 7 renewable

Combine the two sentences to create one sentence with either a defining relative clause (1–4) or with a nondefining relative clause (5–8). Put the pronoun in brackets if it can be omitted. 1 I saw an advertisement on the website. It wasn’t up to date. The advertisement (which/that) I saw on the website wasn’t up to date. 2 People enjoy travelling off the beaten track. They can get lost! 3 We stayed in a hotel last summer. It was heated by renewable energy sources. 4 Some people have heavy hand luggage. They ought to be careful when they put it in the overhead lockers. 5 Toxic air is still produced by some factories. It is a big contributor to global warming. 6 Jo Brown was on a flight that couldn’t land because of smog. He is a well-known football player. 7 Wind power is growing in popularity. It’s a form of sustainable energy. 8 Cycling is a popular means of transport. It’s environmentally-friendly.

Complete the sentences with one word in each gap. 1 Before the plane takes off you must put your seat in an upright pright position and switch your phone to mode. f light 2 We h ired a car for a week on our last holiday the road early to to Spain. We always h it avoid traffic. 3 Dad loves choosing places no one knows for our holidays, but I don’t really like going off the b eaten track. 4 It was easy to find their way a round so they didn’t need a map. 5 When they’re driving, they always plan the r oute so they can e scape the crowds. They hate going to busy places. 6 Although her office is within easy r each , she leaves home early because of the traffic congestion in the city centre.

Rewrite the sentences with the correct form of the verbs from the box. Sometimes more than one answer is possible. can/can’t could/couldn’t must/mustn’t may/may not (not) have to ought (not) to (not) be able to should (not)

1 If you want a good price, you should leave / book / switch a flight in advance. 2 Please close / put / fasten your seatbelt. The plane is going to take off. 3 You should throw / fold / hide away your tray table before take-off and landing. 4 You should answer questions the staff ask when you go by / through / between security at the airport. 5 Can you raise your window blind / curtain / cover so I can see the view, please? 6 They had a good trip and arrived home carefully / safely / securely.

charger first aid kit penknife power bank sunblock torch travel adapter travel pillow

Exercise 5 2 People who enjoy travelling off the beaten track can get lost. 3 The hotel where we stayed/The hotel (that) we stayed in last summer was heated by renewable energy sources. 4 People who have heavy hand luggage ought to be careful when they put it in the overhead lockers. 5 Toxic air, which is a big contributor to global warming, is still produced by some factories. 6 Jo Brown, who is a well-known football player, was on a flight that couldn’t land because of smog. 7 Wind power, which is a form of sustainable energy, is growing in popularity. 8 Cycling, which is environmentallyfriendly, is a popular means of transport.

4

USE OF ENGLISH 6 Complete the sentences with the correct words formed from the words in bold.

1 The key to getting on well with your parents on holiday is flexibility . FLEXIBLE 2 You should never leave your luggage at the airport. ATTEND 3 Please watch the safety carefully. DEMONSTRATE 4 You need good skills for some types of adventure holiday. SURVIVE 5 There are a lot of flies here. Has anyone got any insect ? REPEL 6 They were very late because of the traffic in the city centre. CONGEST 7 Countries should invest in energies such as wind and water power. RENEW

60

REFERENCES

FURTHER PRACTICE

ASSESSMENT

AUDIO SCRIPT page 217

• Use of English, Student’s Book page 192

• Unit 4 Language Test (Vocabulary, Grammar, Use of English)

• Class debates pages 264–265

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• Self-assessment 4 and Self-check 4, Workbook pages 50–51/Online Practice

• Unit 4 Skills Test (Dictation, Listening, Reading, Communication)

• Extra digital activities: Use of English, Reading, Listening

• Units 3–4 Cumulative Review Test

• Unit 4 Writing Test • Units 3–4 Exam Speaking

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7

Choose the correct words a–d to complete the text. I’ve just got back from the 1 holiday but it didn’t start well.

of a lifetime to Spain. It was a great

I was going to go with my friend Jack but unfortunately, he was too ill to travel. So, I set 2 for the airport alone! I checked in and went through security. It took so long that I thought I was going to miss my flight! 3 , I needn’t have worried as it was two hours late! Once I was on the plane, things didn’t get any better. I had booked 4 seat so I could get off the plane more quickly after landing. Unfortunately, someone had made a mistake, so I had to sit in a window seat. Finally, when we were almost at our 5 , the captain announced, ‘We are sorry but we won’t be able to land for another fifty minutes due to a bad storm.’ Despite this terrible start, everything went 6 and I had a fantastic holiday.

1 2 3 4 5 6

a voyage a on a Although a a side a aim a badly

b journey b up b However b a fold b target b worse

c trip c down c Furthermore c an aisle c objective c smoothly

d walk d off d Therefore d a window d destination d good

Use of English > page 192

LISTENING 2.14 You are going to hear people talking in five 8

different situations. For questions 1–5 choose the best answers a, b or c. 1 You are going to hear a tour guide talking to visitors to the Greek island of Rhodes. What is she doing? a giving the visitors information about Rhodes b welcoming the visitors c giving the visitors details about their accommodation 2 You are going to hear a radio traffic report. What are the presenters the most surprised about? a the bad weather on the M25 b a car crash on the M26 c the reason for traffic congestion on the M26 3 The speaker is announcing that a there is a change of gate for flight 285. b flight 285 is delayed for technical reasons. c flight 285 is ready for boarding. 4 You are going to hear a telephone conversation between two friends. Why is the boy calling? a To ask the girl to lend him something. b To ask for advice about travelling on a long flight. c To tell the girl he’s going away. 5 You are going to hear a business woman who travels a lot talking about flying. What is her attitude to flying? a She finds it exciting. b She thinks it’s a practical way of travelling. c She says it pollutes the environment.

SPEAKING 9 Your friend is going on holiday without their

parents for the first time. In pairs, talk about why each piece of advice is important and then decide which is the best advice.

STRATEGY | Collaborative task Make sure you ask your partner questions about their opinion. It is important to use language for agreeing and disagreeing (I’m sorry but I disagree., That’s exactly how I feel.) You do not have to agree with your partner. go with one or two good friends

take a charger

WHICH IS THE BEST ADVICE?

choose a destination near home

take a lot of money

call your parents every day

10 Discuss these questions with a partner. 1 Do you think you would follow any of this advice if you went on holiday without your family? Say why. 2 Why do you think many people prefer to choose active holidays? 3 Some people say there are more important things to spend your money on than holidays. How far do you agree with this opinion?

WRITING 11 You have seen this advertisement for cycle tours. City cycle tours! Get to know the city and keep fit at the same time! We organise day and half-day tours for all ages. Interested? Then send Brian Philips an email to find out more! We look forward to hearing from you! Write an email asking for more information. Ask about the meeting point and time, how long and difficult the ride is, the price and the lunch arrangements.

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LIFE SKILLS

Exercise 3 2 Some speakers speak for and others against. 3 They try to convince the audience and judges that their point of view is right. 4 The text doesn't say this. 7 Rebutting means explaining why the other side’s arguments are wrong.

1

How to take part in a debate

In pairs, discuss the questions.

3

1 Describe a situation when you took part in a debate at home or at school. 2 How do you think debating skills can be useful a) at school b) in future jobs?

2

Exercise 5 1 1) The vegan diet is the best way to improve your health because it contains only healthy and nutritious foods. This diet is good for your weight and heart. 2) Producing meat has a harmful effect on the environment. 2 1) A strict vegan diet doesn’t contain all the important nutrients, especially proteins and some vitamins. A healthy diet includes plants as well as animal products. 2) A vegan diet may also have some negative impacts on the environment. This is because the exotic foods vegans buy are transported from different parts of the world. It is more eco-friendly to eat meat products produced locally.

□ □ □ □ □ □ □

1 T Every debate has two sides. 2 F All the speakers speak for and against the debate statement. 3 F In a debate, the speakers try to persuade the second team to accept their point of view. 4 F A timekeeper may extend the time limit for a speaker. 5 T The audience may decide on the outcome of a debate. 6 T The speakers in both teams take turns to talk. 7 F Rebutting means finding additional arguments to prove a team is right.

Read the announcement. Would you like to join the club? Say why.

R Roundhills Debating Club Do you like taking part in discussions? Are you looking for a chance to broaden your horizons? If yes, don’t hesitate and join Roundhills Debating Club! We meet every Thursday at 15.30 in the School Hall. We discuss topics that are important to young people, which last year ranged from the best pizza topping to how to take exams. Still not sure you’d like to join? Here’s why it's useful to learn how to debate.

1 It oosts o r confidence o won t feel scared the ne t time you have to give a presentation.

2 o can also improve your communication skills. 3 o learn to look at both sides of complex questions and

think critically. This will help you do better at school and write excellent essays.

And finally, debating is just great fun!

Read the text What is a debate? with rules for members of the debating club. Are the statements below about a debate true or false? Explain why the false ones are incorrect.

4

Work in pairs. Read the debate statement below and make a list of arguments for and against a vegan diet. Everyone should become a vegan.

5

2.15 Listen to part of a debate on the statement in Exercise 4. Answer the questions. Are the students’ arguments similar to yours? 1 What two arguments in favour of the statement does the first speaker give? 2 What two arguments against the statement does the second speaker give? 3 Who do you think has stronger arguments and should win the debate? Say why.

Come and find out for yourself!

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REFERENCES

NEXT CLASS

AUDIO SCRIPT page 217

After students hold their debate, get them to discuss their experience in groups or as a whole class. Did they use language from the Speaking box? Did they follow the tips from the lesson? Were they helpful? What did they find easy/difficult? What do they think went well? What would they do differently next time?

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03–04 What is a debate? A competitive debate is an argument with some rules. It involves two teams of two or more people. The teams are given a controversial statement to discuss and a set period of time to prepare.

Chairperson and timekeeper A chairperson opens the debate, introduces each speaker and makes sure everybody follows the rules. The timekeeper checks the time and gives signals to speakers to show that they will soon run out of time.

Judges and audience Usually a panel of judges gives points to the teams and decides who should win. Sometimes the audience votes to choose the winner.

Proposition and opposition

Structure of the debate

The team which argues in favour of the statement are called ‘proposers’. The team which argues against the statement are called the ‘opposers’.

A typical debate has the following format: • Teams hear the topic and take positions (for and against). • Teams discuss their topic and come up with arguments. • The speakers for the proposition and opposition present the main arguments. • Teams discuss the arguments of the opposing team and try to ‘rebut’ them, that is explain why their arguments are wrong. • Speakers from both teams present their rebuttals. • This continues until all speakers have spoken and the last speakers sum up their points.

Goal of the debate The goal of a debate is for the teams to prepare a good argument in a short time. The speakers in a team must work together to convince the audience and judges that they are right.

Length of speeches Participants can only speak for a specified period of time, for example 3−5 minutes.

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2.15 Study the Speaking box. Then listen again and tick the expressions you hear.

7

Read the advice. Why do you think these points are important when debating?

SPEAKING | Debating

LIFE SKILLS | How to take part in a debate

Presenting the motion and the speakers ✓ We are going to speak in favour of/against the motion that … Today I hope to persuade you to agree that … This morning we have the easy task of convincing you that … ✓ First, I will talk about … I shall also argue that …The next speakers will explain why … ✓ I, as the first speaker will be talking about … My colleagues will later discuss …

• Be calm and confident. • Speak clearly and slowly. • Prepare well. Use logical arguments to support your point of view. • Don’t get personal. Challenge what someone says, but don’t attack the person saying it. • Pay attention to the time. • Be polite at all times. • Work as a team and support each other.

□ □ □ □ □

Presenting your arguments

□✓ My first/second argument is … □✓ Let me come to my first/second/next argument. □✓ Let the facts speak for themselves. □ Perhaps I should also mention that … □✓ To begin with, … □✓ In addition, … What’s more, … Stating a strong opinion □ I firmly believe that … □✓ We are convinced that … □✓ It is our belief that … Supporting an opinion with examples/evidence □✓ New studies confirm that … □✓ Recent research has shown that … Summarising □✓ So, to sum up, … □ All in all, … □✓ To conclude, let me stress that …

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DEBATE Read the statement. In small groups, make a list of arguments for and against that you could use in a debate. It’s better to spend holidays in your own country than abroad.

9

Do the task below.

LIFE SKILLS | Project Work in two teams and prepare for a debate in the next class. Use the tips from the lesson and the language from the Speaking box to help you. • Use the statements in Exercise 4 or 8, or choose a topic on page 197. • Discuss points and examples for your side of the debate. • Decide who will present each point. • Research information online and prepare your speeches. • Debate the statement against another team in class, in front of other students. • The class votes on the winner of the debate. Use the checklist on page 197 to assess the participants.

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05

The next step VOCABULARY Personality adjectives, studying, work and jobs GRAMMAR

Talking about the future, Future Continuous and Future Perfect Use of English > page 193

SPEAKING

Describing strengths and weaknesses

WRITING

Personal statement as part of a university application

VIDEO

Grammar

Communication

Katy

OK, a I’ll get the tickets. tickets … What? Oh, yeah, I’ll ask them but b I don’t think they’ll come. come. Bye!

Katy

What are you two doing after the exam? c I’m meeting Andy at Mario’s and then we’re going to see a movie. Do you want to come?

Jake

No, thanks. After this exam, d I’m going to lie down in a dark room. room

Katy

Well, I'm sure you you’ll enjoy that. What about you, Maya?

Maya

What time does the film start?

Katy

e

Maya

I can’t make it then. I’m meeting Mo at the library at seven.

Katy

Why are you going to the library?

Maya

To study.

Jake

Are you going to revise for the Maths exam?

Maya

No, I don’t need to. I’ll definitely pass Maths. I’m going to study French.

Katy

Any last-minute predictions?

Jake

Yes, I’ll fail, f you might pass and …

Katy

What do you mean I might pass? I’m going to walk this exam.

You need to be eager to learn to do well in exams.

Jake

How do you feel before exams? Choose the sentence which is most true for you. Then talk about your answers in pairs.

No, you’re overconfident. And Maya will probably get every single question right.

Maya

I definitely won’t get a 100 percent, Jake. Chemistry’s hard. And I’m sure you won’t fail. You never fail.

Jake

That’s not true. I failed Art in Year 9. Anyway, I’m not going to pass this exam. I know it.

Katy Maya Jake

5A GRAMMAR AND VOCABULARY 1

In pairs, choose the adjectives that best describe a person who does well in exams. competitive curious dedicated determined eager to learn gifted hard-working inventive mature overconfident responsible sensible sharp

2

1 I usually feel confident that I’m going to pass but occasionally, I get a nasty surprise. 2 I enjoy exams. I think it’s exciting to have a chance to show everything I’ve learned. 3 I get butterflies in my stomach, I can’t sleep the night before and I’m sure I’m going to fail.

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Documentary

2.16 Read and listen to the dialogue. Then match the speakers: Katy, Jake and Maya to sentences 1–3 in Exercise 2. Katy – 1; Maya – 2; Jake – 3

It starts at six. six.

Teacher OK, g the exam is about to begin so please stop talking and turn over your exam papers. Jake

Oh no! I haven’t studied this. h I’m going to fail!

REFERENCES

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

VIDEO SCRIPT page 236

This activity can be done after Exercise 8 or 9. Ask students to think about their future and where they see themselves in five/ten/fifteen years’ time. They should write down their predictions and then discuss them in pairs or small groups.

• Photocopiable extra Grammar Video activity 5, page 267 • Grammar Reference and Practice, Student’s Book page 180 • Workbook pages 52–53/Online Practice

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05 Talking about the future In pairs, read the underlined sentences a–h in the text and match them to the explanations 1–8. Then study the Grammar box and check. 1 2 3 4 5 6 7 8

□b In my opinion, this won’t happen. □d That’s my plan. □e That’s what the website says. □a I promise to do that. □f It’s not impossible but it’s not guaranteed. □h I’ve seen the questions, I know I can’t pass. □g It’s going to start very soon. □c We’ve arranged to do that.

Talking about the future When we have already decided or planned something in the future, we use: • the Present Simple for timetables and scheduled events • the Present Continuous for personal arrangements • going to + infinitive for plans and intentions

1 I think I’ll pass all my exams but I think I’ll pass most of them. 2 I’ll probably start studying seriously next weekend. I’ve got too much to do. 3 I’ll definitely leave before the end of the exam. It’s a tough subject. 4 I think I’ll go to university when I leave school. I want to get a job. 5 I’ll certainly fail Maths – it’s my best subject.

WATCH OUT! We often use think and be sure before will: I’m sure you’ll enjoy that. In negative sentences I don’t think they’ll come is more usual than I think they won’t come. The adverbs definitely, probably and certainly come after will but before won’t: It will probably happen. It probably won’t happen.

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When we announce a decision we have just made or offer/promise to do something, we use will + infinitive.

Tick the sentences in which the correct future structure is used and correct the ones which are wrong. 1

When we predict the future, we use: • going to + infinitive for predictions based on evidence • will + infinitive for predictions based on opinions and beliefs • may/might/could + infinitive to talk about possibilities

2 3 4 5 6

When we talk about something in the very near future, we use be about to + infinitive. Grammar Reference and Practice > page 180

5

Study Watch out! Then rewrite the underlined phrases in sentences 1–5 in the negative so that they make sense.

2.17 Complete the conversation with the correct future form of the verbs in brackets. Then listen and check. Katy

Please help me study for the Physics exam. I’ll buy you a cake. Maya I can’t. I 1 'm going (go) to my gran’s. It’s her sixtieth birthday. I’ve got to get to (take) the train. It 3 the station. I 2 (leave) at half past. Katy No problem. I 4 (come) with you! Maya What? I’m not sure but my gran 5 (be) a bit surprised to see you. She’s never met you. Katy Don’t be silly. I 6 (not/go) to your (walk) with you gran’s! I’m just 7 to the station.

□ I’m sure I’m about to pass my next English test. I’m sure I’ll pass … □✓ I’m sitting an exam tomorrow – it starts at 9 a.m. □ I promise I’m not cheating in any of my exams. □ We’ll get a surprise test next week – it’s a possibility. □✓ It’s an important exam so I’m going to study all night. □ Look at the time – the bell will ring for the end of the

Exercise 5 2 ’m taking 3 leaves 4 ’ll come 5 might be 6 not going to go 7 going to walk 8 ’re coming 9 ’ll pass 10 is about to leave/is going to leave Exercise 6 1 I don’t think I’ll pass 2 I probably won’t start 3 I definitely won’t leave 4 I don’t think I’ll go 5 I certainly won’t fail Exercise 7 3 I promise I won’t cheat in any of my exams. 4 We might/may/could get a surprise test next week – it’s a possibility. 6 The bell is going/ about to ring for the end of the class.

class.

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SPEAKING In pairs, ask and answer the questions. Use the language from the Grammar box and Watch out! Student A, go to page 196. Student B, go to page 199.

9

Do you think exams are the best way to measure students’ ability? Say why. What other ways might be better? 14 Read the question below and watch the video. Say what the speakers answer. Then in pairs, ask and answer the question. What skills do you think you will need to learn for your future career? GRAMMAR VIDEO

4

6

(come) round Maya So it’s arranged? You 8 to mine on Sunday at four, right? (pass) if you help me. Katy Yes! I’m sure I 9 Maya Sorry, I’ve got to run! The train 10 (leave).

□ I can use a variety of forms to talk about future events and situations. • Photocopiable resource 19: Future choices, pages 277, 307 • Extra digital activities: Grammar Checkpoint 5A

ASSESSMENT Grammar Quiz 5A

NEXT CLASS Ask students to think about how they prefer to study and make notes. They should think about a) the place/ surroundings: where do they prefer to study? b) the time of day: do they prefer to study in the morning/afternoon/

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evening? and c) the environment/ conditions: do they work best in silence or listening to music? Alone or with a partner? Do they find background noise distracting?

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5B VOCABULARY |

5C GRAMMAR

1

1

Look at the online information about a university open day for future students. Which parts of the day look most interesting to you?

2

2.19 Listen to Tom and Natalie discussing their plans for the open day. Complete Tom’s plan with the events from the online information in Exercise 1.

Phrasal verbs related to studying

VOCABULARY Exercise 1 2 get down to 3 come up with 4 go over 5 hand in 6 catch up on 7 drop out

2.18 Complete the text with the correct forms of the phrasal verbs from the box. Then listen and check. catch up on come up with drop out hand in get down to go over put off Are you tired of  putting off (delaying) your exam revision? (start) work in comfortable Do you need to 2 (created) surroundings? At Riverside Café, we’ve 3 just what you need. Drop in to one of our Sunday Study Sessions in May, and enjoy a comfortable, quiet atmosphere with unlimited coffee and cake for just £3.99. Whether you (study), an important essay to have piles of notes to 4 5 (give to your teacher) next week, or lots of reading (do something you haven’t been able to do to 6 recently), Riverside Café’s Sunday Study Session is the place (leave school before you’ve completed to be. Don’t 7 your studies) of school; drop in to Riverside Café instead! 1

VOCABULARY Exercise 3 2 up 3 together 4 over/through 5 up 6 up 7 behind 8 up 9 down 10 on

2

GRAMMAR Exercise 4 1 But soon you will have finished your exams. (rule c) 2 Over the next few months you’ll be deciding which universities to apply to. (rule b); Will you be studying at Langchester at this time next year? (rule a, question form)

Match the highlighted phrasal verbs with definitions a–f. Then check with a partner.

□ □ □ □ □ □

GRAMMAR Exercise 3 a action in progress = 1, 3; completed action = 2 b point in time = 1, 2; period of time = 3

1 e My history teacher says I need to pull my socks up or I won’t pass the exam. 2 d I think I’ll be able to keep up with Maya. I’m as dedicated as she is. 3 f I tend to pick up languages easily but I really have to work hard at Maths. 4 a Two of my classmates put together a great presentation on the Amazon rainforest. 5 b I really hope algebra comes up in the test tomorrow. 6 c You’re going to fall behind if you miss any more classes. a research and write b appear c progress too slowly

3

08 08.50 – 09.05 listen to welcome speech 09.10 – 09.45      explore the campus and library 09 10.00 – 11.00       attend subject talks 10 11 11:30 – 12.30       see the sports facilities 12.30 – 13.00 have lunch 13.00 – 14.00       visit the information desks 14.00 – 15.00    tour the halls of residence

Future Continuous and Future Perfect

3

1 At 9.00 we’ll be listening to the welcome speech. 2 We’ll have finished the talks by 11.00. 3 For the next four years you will be studying for your undergraduate degrees. a Which sentences refer to an action in progress and which to a completed action? b Which sentences refer to a point in time and which to a period of time?

d work as quickly as e work harder f learn

Future Continuous and Future Perfect

Add the missing words, then match beginnings 1–6 with endings a–f. In pairs, say if the sentences are true for you.

a We use the Future Continuous for actions that will be in progress at a certain time in the future. b We also use the Future Continuous for actions that will be in progress over an extended time in the future. will/won’t + be + -ing Time expressions: at this time next month, tomorrow at 5 p.m., etc. c We use the Future Perfect for actions that will be completed before a certain time in the future. will/won’t + have + past participle We often use by + a time phrase with the Future Perfect. I’ll have had enough of open day by eleven o’clock. Other time expressions: by the time I’m twenty, two hours from now, etc.

1 Although it’s tempting to put 1   off  revision until the last minute … with all my 2 Sometimes it can be difficult to keep 2 schoolwork … 3 If I’m absent from a lesson for any reason … 4 I quite enjoy putting 3

presentations …

5 It’s a good idea to go 4

your notes before an exam …

6 I don’t pick 5 a

new English words easily …

□5 … but success depends mostly on which questions on the day. come . □2 … and occasionally I fall □4 … but I’m less keen on standing up and presenting them. with different ways of □6 … so I have to come remembering them. to work as soon as □1 … it’s better to get 3 possible. what I’ve missed □ … I always try to catch up 6

b c d e f

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7

Grammar Reference and Practice > page 180

8

9

Look at extracts 1–3 from the conversation and answer questions a–b. Then study the Grammar box and check your answers.

4

10

Find more examples of the two tenses on the university website. Match them to rules a–c in the Grammar box.

and hand in the homework.

□ I can talk about studying.

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

ASSESSMENT

Start the class by referring students to the notes they made at home and getting them to compare and discuss their preferences in pairs or small groups. Encourage them to elaborate. If time allows, invite a few students to share their answers with the class.

• Workbook page 54/Online Practice

Vocabulary Quiz 5

• Photocopiable resource 20: Study phrasal verbs!, pages 278, 308

NEXT CLASS

• Extra digital activities: Vocabulary Checkpoint 5

Ask students to look up ‘open day’ online and make notes. What is a university open day? Who is it for? What can visiting students do on open days?

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05

LANGCHESTER UNIVERSITY UN

Undergraduate Open Day

EVENTS

Saturday 10 May 8.45 a.m.–3.00 p.m.

visit the information desks explore the campus and library attend subject talks see the sports facilities

Right ght now you are working harder than ever. But soon you will have finished your exams. Over the next few months you’ll be deciding which universities to apply to. These are exciting times. Wi you be studying at Langchester at this time next year? Will Find out more at our open day. Meet our students and talk to our academic staff.

tour the halls of residence click cl ick here for times and locations

5

7

Choose the correct forms to complete the sentences. 1 What will you be doing / have done at midday tomorrow? 2 I can’t meet you at 7 p.m., I’ll have had / be having a driving lesson. 3 I’m not going camping next weekend because I won’t be finishing / have finished my science project. 4 At this time next year, I’ll be studying / have studied at university. 5 Will you have decided / be deciding what you want to study at university by the end of the month? 6 For the next four years, you’ll be living / have lived in student accommodation.

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Look at Tom’s plan in Exercise 2 and write sentences with the Future Perfect or the Future Continuous and at or by. 1 09.00 / Tom / listen to the welcome speech.

2 3 4 5 6 7

At 09:00 Tom will be listening to the welcome speech. 09.50 / he / explore the campus and library. 10.30 / he / attend the talk on veterinary medicine. 12.30 / he / see the sports facilities. 13.05 / Tom and Natalie / have lunch. 13.30 / they / visit the information desks. 14.30 / the two friends / tour the halls of residence.

2.20 Complete the conversation between Tom and Natalie. Use the Future Continuous or the Future Perfect forms of the verbs in brackets. Then listen and check. Natalie Shall we meet tomorrow and go over our options for next year? How about Riverside Café? They 1 will be serving  (serve) unlimited coffee and cake for just £3.99 all the way through May! I heard it on the radio. Tom Do you ever think about anything else except coffee? Natalie Occasionally. Shall we say 10? 2 (you/wake up) by (you/still/lie) in bed? then or 3 Tom Cheeky! Actually, I 4 (play) football at 10, we start (finish) by 11.30, so I could meet you at 9, but we 5 at 12. Natalie No, sorry. I 6 (have) lunch with my parents at 12. How about 1.30 at the café? Tom I might get there a bit earlier to catch up on some reading, but I 7 (wait) for you inside at half one. Natalie With a huge pot of coffee, please!

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SPEAKING In pairs, ask and answer the questions. What will you have done: What will you be doing: 5 by the end of this lesson? 1 at 9 p.m. this evening? 6 24 hours from now? 2 at midday on Saturday? 7 in one year’s time? 3 at this time next week? 8 by the time you are 25? 4 next year?

AUDIO SCRIPT page 218 CULTURE NOTES page 208

EXTRA ACTIVITY IN CLASS Start the class by briefly discussing university open days with students. Refer them to the notes they made at home and invite them to share their information

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Exercise 7 2 Will you have woken up 3 will you still be lying 4 ’ll be playing 5 ’ll have finished 6 ’ll be having 7 ’ll be waiting

A What will you be doing at 9 p.m. this evening? B I’ll be watching a film.

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Work in groups. Plan an open day for students who want to study at your school. Write a schedule for the day and prepare a short welcome speech. Use the Future Continuous and the Future Perfect to give information about the day.

□ I can use the Future Continuous and the Future Perfect to talk about future events and situations. REFERENCES

Exercise 6 2 By 09.50 he’ll have explored the campus and the library. 3 At 10.30 he’ll be attending the talk on veterinary medicine. 4 By 12.30 he’ll have seen the sports facilities. 5 By 13.05 Tom and Natalie will have had lunch. 6 At 13.30 they’ll be visiting the information desks. 7 At 14.30 the two friends will be touring the halls of residence.

with the class. Do they think open days are a good idea? Would they like to attend one? Why/Why not?

FURTHER PRACTICE • Grammar Reference and Practice, Student’s Book page 180 • Workbook page 55/Online Practice • Photocopiable resource 21: Order and match, pages 278, 309

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• Extra digital activities: Grammar Checkpoint 5C

ASSESSMENT Grammar Quiz 5C

NEXT CLASS Ask students to practise their welcome speech (from Exercise 9) at home.

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5D SPEAKING 5

COMMUNICATION VIDEO

Exercise 4 Chen follows all the tips: she is there on time. She is smartly dressed. She remembers Lily’s name. She doesn’t answer her phone or check her messages during the interview. She doesn’t read from her CV or application form. She adds details about her strengths, experiences, motivations, etc. She doesn’t talk about irrelevant details.

16 2.22 Complete the Speaking box with the words from the box. Then watch or listen again and check. What are Chen's strengths and weaknesses? develop difficult fast manage pressure tend

SPEAKING | Describing strengths and weaknesses Describing strengths I have good communication/English/organisational skills. I’m self-motivated. I 1manage my time carefully. I work well/better under 2 pressure /in a team. I’m good at multi-tasking/meeting deadlines. I’m a 3 fast learner. I enjoy solving problems.

Exercise 6 /s/ progress, impossible, missing /ʃ/ impression, professional, session

Describing weaknesses My biggest weakness is probably Maths. I 4 tend to spend too much time checking my homework. I find it 5 difficult to talk to large groups of people. I’m trying to 6 develop my public speaking skills. I’m working on my typing skills.

6

2.23 PRONUNCIATION How do you pronounce 'ss'? Add these words to lists 1 and 2. Then listen and check. impossible impression missing professional progress session 1 /s/ weakness, …

7

1

2

Look at the photos. Colin and Chen have just arrived at their interviews for a gap year placement with a video games company. Who do you think will make a better impression? Say why. Complete these interview tips with do or don’t. Can you add any more tips? 1 2 3 4 5 6 7

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Do    arrive ten minutes early so you are relaxed and ready when your name is called. Do dress smartly and make sure you smell nice. Do listen carefully and try to remember names. Don’t use your phone during the interview. Don’t read from your CV or application form. Do give details and examples. Don’t talk about irrelevant details.

3

15 2.21 Watch or listen to Colin’s interview. Does he follow any of the tips in Exercise 2? no

4

16 2.22 Watch or listen to Chen's interview. What does she do better than Colin?

VIDEO/AUDIO SCRIPT page 236

EXTRA ACTIVITIES IN CLASS • Start the class by getting students to give their welcome speeches from the previous lesson to the rest of the class. After each speech, the class gives brief feedback on the open day presented:

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Complete the extract from an interview with answers a–e. Lilly

Tell me, how do you manage your time, Mark?

Mark Lilly

1

Mark Lilly

2

Mark Lilly

3

Mark Lilly

4

Mark

5

    b    I see. And, how good are you at meeting deadlines?

e       That’s great. Are you a fast learner?

      d Very good. Now, tell me about a time you worked well in a team. a       Well done! Finally, what’s your biggest weakness, and what are you doing to improve it? c

     

a Two classmates and I worked on a Science project together and we won the first prize. b I use a weekly planner and I write lists. c It’s probably my handwriting. I’m trying to make it neater and I type whenever possible. d Yes, I think so. I picked up quite a lot of conversational Spanish on our two-week holiday this year. e Very good, I think. I never hand in schoolwork late unless I’m ill.

8

In pairs, take turns to role play a job interview. Student A, ask the questions in Exercise 7. Student B, ask the questions on page 199.

□ I can carry out a simple interview and describe my strengths and weaknesses.

REFERENCES

86

2 /ʃ/ pressure, …

would they like to attend it? Which parts of the day sound most interesting to them? • Do this activity after Exercise 8. Put students in pairs and ask them to imagine they are interviewing for their dream job. Their partner is the interviewer. First, they should tell their partner what their dream job is. He/She then chooses two questions from

Exercise 7 and two from page 199 to ask the ‘interviewee’. In stronger classes, you could ask students to think of their own questions as interviewers. Students role play the interviews in their pairs, taking turns to be the interviewer and candidate.

FURTHER PRACTICE Workbook page 56/Online Practice

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05

5E LISTENING AND VOCABULARY 1

5

Study Active Listening and look at the notes. Which advice did the writer follow/not follow?

Receptionist, doctor, …

Gig economy & world of work – changes & future

Look at the cartoon and read the definition below. Use a dictionary to help you. What pros and cons of the gig economy can you think of?

• •

0 .0 15

Mon. – Fri . 10 .0

.& ur Th

. 16.00–18.00

0 0.0 ed. & Fri. 18.00–2

•

Pros for workers: work experience; meet people; no need to 3commute - work from home; variety, your own boss

•

Cons for workers: hard to refuse work; long hours, low wages, no 4overtime or holiday pay OR not enough work/money

•

In last year 5 4.4% of population work in gig economy = 2.8 million people check 50% + 15% of gig economy workers aged from 18-6 34      

In the gig economy people often have several part-time jobs instead of one full-time job. The jobs are often temporary temporary, not permanent. Gig economy workers are often self-employed. 2.24 Listen to a radio show about the gig economy and answer the questions. 1 Who is the guest on the show? an economist 2 How does he feel about the gig economy? a mostly positive b mostly negative c totally negative

4

Match phrases 1–8 with definitions a–h.

□ □ □ □

1 g commute 2 h deadline 3 f freelance 4 a overtime a b c d e f

Tendency will continue

ACTIVE LISTENING | Taking notes

gig economy

3

Many people, especially young - several part-time jobs, frequent temporary jobs Companies want flexibility → 2freelance workers; zero-hours contracts; unpaid shifts

• • Mo n., W

Gig economy dates from crisis in 1 2009    

• e Tu

0–

2

THINK BACK In groups, write a list of jobs you know. Divide the jobs from your list into: full-time jobs, part-time jobs you can do at weekends and temporary summer jobs.

□ □ □ □

5 d low wages 6 c shift 7 b temporary 8 e unemployed

extra work, often paid more lasting for only a short time, not permanent period of work, often 8 hours, sometimes at night poor pay out of work self-employed, working for several employers or clients g travel to and from work h the time/date you must finish a job by

• Don’t try to write down every word, just the key points. • Don’t write complete sentences when a few words will do. You can omit words such as articles and auxiliary verbs. • Use abbreviations, e.g. min = minute, yr = your; symbols, e.g. &, %, =, → and numbers, e.g. 4 not four. • Be careful not to confuse words which sound similar, e.g. numbers such as fifteen and fifty. • Don’t jump to conclusions. The first reference to something may not tell the whole story so keep listening. • If you’re not sure of what you hear, write something that makes sense in the context and check it later.

6

2.24 Listen to the show again and complete the notes in Exercise 5 with one or two words in each gap.

7

2.25 Listen to a caller on the radio show. Take notes of what she says, following the advice from Active Listening. Compare your notes in pairs.

8

SPEAKING In groups, discuss the questions. Justify your opinions.

Exercise 2 Possible answers: Pros: you can work at home, you can get up when you like, you are not dependent on one employer Cons: no stability, not enough money Exercise 5 She followed most of the advice: she didn’t try to write down every word. She wrote key words instead of full sentences. She used symbols and numbers. She guessed something she wasn’t sure she understood (2.8 million people). She corrected a mistake with similar sounding words (15% changed to 50%) but she didn’t use any contractions. Exercise 7 Possible notes: • Carla has 3 jobs: freelance translator, salsa instructor, children’s entertainer • tired but enjoys her jobs • salsa classes – from 6–8 on Mon, Wed, Fri • children’s parties – usually weekends but sometimes Tue & Thu after school • translates mostly mornings but sometimes at night • doesn’t accept every job but it can be hard to turn down work – expensive life in London • occasionally gets paid overtime at sports centre • doesn’t want a fulltime job now – enjoys variety

When you finish studying, would you rather: • have one full-time job or several part-time jobs? • have a permanent job ‘for life’ or lots of different jobs and careers? • work for an employer or be self-employed/work freelance? When I finish studying, I’d rather have two part-time jobs to have two sources of income.

□ I can take effective notes while listening to an interview and talk about jobs.

69

REFERENCES

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

AUDIO SCRIPT pages 218–219

After Exercise 1, refer students to the list of summer jobs and put them in pairs to discuss the ones they would most/ least like to do. Encourage them to give reasons for their choices.

• Workbook page 57/Online Practice

CULTURE NOTES page 208

• Photocopiable resource 22: The changing world of work, pages 278, 310

NEXT CLASS Students do an online search for jobs which have disappeared and make a list.

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5F READING AND VOCABULARY

Exercise 3 Text A 1 self-service checkouts, self-parking cars, telephone personal assistants 2 because those jobs will probably disappear because of automation 3 unpredictable jobs and jobs which involve creating things and managing or interacting with people 4 to show that technological change creates jobs as well as destroys them 5 We'll have shorter working weeks and more leisure time, jobs will be enjoyable. Text B 6 400–800 million 7 predictable and repetitive, low-skill, low-wage blue collar and white-collar jobs 8 because technology will have advanced 9 It improves our self-esteem, gives us identity, status and a social life and it provides us with a salary. 10 He thinks it’s improbable. Exercise 5 2 risk 3 opportunities 4 unemployment, generate 5 interact, process 6 conditions, repetitive, salary

1

Look at the photos and the title of the text. Then answer the questions in pairs. 1 Why do you think the man in the photo is worried? Is he right to be worried? 2 How old will you be in 2030? What job do you think you will be doing?

2

In pairs, scan the texts. How many different jobs can you find? Which jobs do you think will have disappeared by 2030? Which ones will still exist?

3

Work in pairs. Student A, read text A. Student B, read text B. Answer the questions below. Text A 1 What examples of automation does the author mention in the first paragraph? 2 Why does the author not recommend training to be a lorry driver or technical translator? 3 What kind of work do robots not do well? 4 Why does the author mention the Industrial Revolution? 5 How does the author think automation will improve our lives? Text B 6 How many people could become unemployed because of automation? 7 What kind of jobs can robots and machines take over more easily? 8 Why does the author think that robots will take over most jobs in the future? 9 Why does the author think work is good for us? 10 How probable does the author think a Universal Basic Income is?

4

Read your partner’s text and check his/her answers to the questions. Then discuss which text – A or B – you find more convincing and why.

5

Complete the questions with the words from the box. Then ask and answer the questions in pairs.

SPEAKING In pairs, rewrite these predictions for the year 2030 using the words in brackets. Do you agree with them or not? Then use the words in brackets to make predictions about your future. 1 There is likely to be less demand for secretaries. (probably) 2 3 4 5

7

There will probably be less demand for secretaries. Some jobs are sure to be safe. (definitely) Most families will probably have robot servants. (likely) Teachers probably won’t lose their jobs. (unlikely) We’ll definitely have a shorter working week. (sure)

SPEAKING In pairs, describe your dream job and your nightmare job. Use the vocabulary from lesson 5E and from Exercise 5 to help you. Guess from your partner’s descriptions, what jobs he/she is describing. In my dream job I have to interact with people. The salary isn’t bad but it’s not the most important thing.

8

REFLECT | Society In groups, read the quote and say if you agree with it or not. Justify your opinion.

blue conditions generate interact opportunities process repetitive risk salary unemployment 1 Do you think white collar jobs should be better paid than  blue collar jobs? 2 Which jobs do you think are most at                from automation? 3 Which professions do you think offer the best career               ? 4 Will there be more                in the future or will new jobs? technologies                even more jobs 5 Would you rather have a job in which you                with people or one in which you have to collect and                data? 6 Would you rather have an unpredictable, challenging job with poor working                or a boring,                job with a high                ? Why?

Exercise 6 2 Some jobs will definitely be safe. 3 Most families are likely to have robot servants. 4 Teachers are unlikely to lose their jobs. 5 We’re sure to have a shorter working week.

70

6

The only way to enjoy life is to work. Work is much more fun than fun. Noel Coward (English writer)

17 WATCH AND REFLECT Go to page 166. Watch the documentary Handcrafts in the 21st st century and do the exercises. DOCUMENTARY VIDEO

Exercise 1 1 He’s worried that robots will take over his job. He’s probably right to be worried.

□ I can identify specific details in an extended text and talk about the future of work.

REFERENCES

EXTRA ACTIVITIES IN CLASS

VIDEO SCRIPT page 237

• Before Exercise 2, tell students that they are going to read two texts about jobs which may disappear in the future as a result of automation. Refer them to the notes they made at home and ask them to share their findings with the class. Then briefly discuss them as a whole class. Do students think

CULTURE NOTES page 208

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that these jobs would still be useful/ necessary? Is their disappearance a sign of progress? • If your class has Internet access, you could get students to look for more quotes about work like the one in Exercise 8. They can then share and discuss their quotes in pairs, small groups or, if time is short, as a whole class.

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05

2.26

B

A

A world where work is fun Tracy Bright

The robots are coming and they want your job Stephen Glum

In 2030 robots will be doing the dirty work and people will be free to do work that’s fun.

Many people worry that automation will bring mass unemployment. But look around you: automation is here already. We’ve got selfservice checkouts, self-parking cars and ultra-intelligent personal assistants inside our phones. And yet, there are still plenty of jobs available.

As technology progresses, machines and robots will take over more jobs so it’s probably not a good career move to train to be a lorry driver or technical translator. But don’t worry: not all jobs are in danger of extinction. Unpredictable jobs are unlikely to be lost. It’s hard to program machines to work as gardeners, plumbers or construction workers. And robots are no good at creating things or managing or interacting with people. So we’ll still need entertainers, executives, social workers, teachers and therapists. And with an increasingly aging population, there will definitely be plenty of jobs in health care. Another reason to look on the bright side is that new technologies generate new jobs. The Industrial Revolution destroyed many jobs in the 18th and 19th centuries. But it also created new jobs with better working conditions. Over the last few decades personal computers have destroyed 3.5 million jobs in the USA but they’ve created over 19 million new ones. Automation will lead to millions of new technology jobs, jobs that are not common today such as data detectives and personal memory managers.

I admit it.

According to a recent report* 400-800 million When it comes workers around the world will lose their to the future jobs by 2030 because of automation. of work, I’m a Obviously, the jobs most at risk are those which are predictable and repetitive. These pessimist. are often blue collar jobs with low skills and low wages: drivers, fast food workers and machine operators in factories. But white collar jobs in offices and banks, especially those which involve collecting and processing data, will also be in danger. In the near future, the report claims, there is likely to be less demand for secretaries, administrative assistants or bank tellers. Many people assume that some jobs are sure to be safe. They argue we’ll always need humans to carry out tasks that robots will never be able to do. They also say that technological changes will create lots of new career opportunities. But what if they’re wrong? I believe that by 2030 technology will have advanced so far that robots will be doing almost every job you can imagine. There will be robot singers, graphic designers, sports stars, childcare workers and doctors. There will even be nano-robots that we inject into our bodies to protect our health. What will our lives be like when there are no jobs? Work is good for our well-being. It improves our self-esteem. To a large extent, our jobs define who we are. They give us our identity, a status and a social life. On a more basic level, how will people survive if they don’t earn a salary? Perhaps automation will make our economies so productive that a generous government will provide a Universal Basic Income: free money for everyone! But I’m not holding my breath. After all, I am a pessimist. * Jobs lost, jobs gained: workforce transitions in a time of automation. McKinsey Global Institute December, 2017.

By 2030 automation will have made the economy more efficient. We’ll definitely have a shorter working week and more leisure time as we share the work that’s available. Machines and robots will do the boring jobs and we’ll be free to do jobs we enjoy. We’ll be living in a world where work is fun.

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FURTHER PRACTICE

NEXT CLASS

Workbook pages 58–59/Online Practice

Ask students to look up ‘personal statement’ online and make brief notes. What is a personal statement? When is it used? If possible, they should also look for examples of personal statements and note down the kind of information included.

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5G WRITING | Personal statement as part of a university application 1

4

In groups, discuss the questions.

Read Lucy’s personal statement. Which two things from her notes hasn’t she included and why?

1 What university course would you like to do, and why? 2 What will you have to do to apply for a place on that course? 3 What skills, achievements and interests could help you receive an offer to study your chosen course?

2

2.27 Listen to some information about personal statements and tick the sentences that are true. A personal statement … a is necessary to apply for a place on a course at a UK university. b is another name for a CV. c ✓ is a formal piece of writing. d ✓ says why you are excited about the subject you want to take. e is organised like an interesting article. f ✓ provides evidence of relevant skills and achievements. g ✓ explains how these skills and achievements could help you do better on the course.

□ □ □ □ □ □ □

Exercise 3 1 a teaching course/ primary education 2 volunteered at a summer activity camp, musical and arts and crafts skills, work experience at a primary school, sports taught her teamwork 3 running a sports team at school, becoming a head teacher

3

Exercise 4 She hasn’t included DJing or passing her driving test because they aren’t relevant to the course she wants to study.

20 June 2018 Dept. of Teacher Studies Langchester University

Look at Lucy’s notes on her personal statement and answer the questions. 1 What subject do you think Lucy wants to study at university? 2 What relevant skills and experience does she have? 3 What long-term ambitions does she mention?

Dear Sir/Madam,

‘A grown-up that cares and shows interest can make any child a great success.’

1

That’s something that my grandmother used to say to me and for 2 me it summarises why I am so excited about studying Primary Education. I want to help children create their own success stories. I have two younger brothers, who are very curious and always f lling when I can help them learn asking questions. I find it fulfi the answers. By studying Primary Education, I hope to make this satisfaction part of my professional life. Last year I volunteered at a summer activity camp for eight- to ten-year-olds. I probably enjoyed it as much as the children! 4 I used my guitar playing skills, and my love of arts and crafts. By the end of the week, it was clear that the children liked working with me, and as a result I felt more confident. 3

During work experience at a primary school this past spring I helped children with reading, supervised at play time and learnt about running a classroom. This taught me that working with children is not only fun and rewarding, but also requires patience, discipline and preparation.

AArt. Music. DJing. Sport. Family. My younger brothers ask so many questions and I love answering them. I want to learn how to do it professionally. My gran - 'A grown up that cares and shows interest can make any child a great success.'

Volunteered at a summer acti vity camp for kids last year. Good for my confidence. Enjoyed it as much as the children! Used my guitar play ing. Also arts and crafts skills.

Work experience at local primary school. Helped individuals with reading. Supervised at play time. Learnt a bit about running a classroom. Patience, discipline and preparation.

Subject: Application for admission to Bachelors of Primary Education

4

I am quite competitive and I enjoy sport. I play for a successful football team and, through my sporting achievements I have learned the value of teamwork. In the future, I hope to run sports teams to help children learn that same life lesson.

5

6

I know that teaching is a challenging career choice, but I am hard-working, determined and eager to learn. I am confident that I have the patience and dedication to succeed as a teacher and7perhaps even to become a head teacher. Yours sincerely, Lucy Johnson

Love sport. Team work, work. Could run sp power of hard orts teams at scho ol in future.

JJust passed my driving test – learn new skills easily.

Teaching = difficu lt but satisfying. Ea ger to learn. Head tea cher one day?

72

REFERENCES

EXTRA ACTIVITIES IN CLASS

AUDIO SCRIPT page 219

• Before Exercise 2, refer students to the notes they made at home and elicit what they found out about personal statements. Encourage different students to contribute. List the points students mention on the board.

CULTURE NOTES page 208

• After Exercise 2, you could ask students to listen again and check which of the points on the board/in their notes the recording mentions. • Do this activity after Exercise 7. Put students in pairs and ask them to read each other’s personal statements and give their partner feedback. Has he/she followed the tips in the Writing box?

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05

5

Study the Writing box. Find examples of how Lucy followed tips 1–7 in her personal statement.

6

□ □ □ □ □

1 b After having lessons for years, I play the piano very well. 2 a I volunteered to collect litter in the local community. 3 d I update my blog twice a week, every week. 4 c I play for the school hockey team and we won the league. 5 e I really enjoy video gaming. a Doing this made me realise that sometimes you have to solve problems that you didn’t create yourself. b The process has shown me that to get good at something, you have to work hard and practise a lot. c The experience has taught me that success often comes through working closely with others. d Doing something so regularly takes dedication and has taught me to respect deadlines. e This hobby has taught me to think strategically and to concentrate for long periods of time.

WRITING |

Personal statement as part of a university application General • Be positive and don’t be too modest. The idea of a personal statement is to advertise yourself. • Don’t just describe your experience, reflect on it and say how it will help you on the course or in the job. • Do not include irrelevant information. • Write in a formal, concise style. Opening paragraph(s) • 1Begin with a sentence or quote that catches the reader’s attention and makes them want to read more. • 2Say why you are interested in the course you are applying for and what excites you about the subject. Main body • 3Give details of any relevant work experience, volunteering or other experience, and the skills you learnt while doing it.

Match justifications a–e with general statements 1–5.

7

• 4Mention any activities or hobbies that are connected to the subject you want to study. • 5Mention any training or achievements and say how they will help you on the course or in your career. Conclusion • 6Emphasise your enthusiasm and say why you deserve a place on the course.

WRITING TASK Prepare to write your own personal statement. Follow the instructions. 1 Make notes on your reasons for choosing the subject you would like to study at university and why you feel you would be good at it. Use Lucy’s notes in Exercise 3 as a model. 2 Follow the tips in the Writing box and develop your notes into a personal statement. 3 Check your spelling, grammar and punctuation carefully.

• 7Mention any long-term ambitions connected to employment or further studies.

□ I can write a personal statement as part of a university application. Has he/she organised the information into clear paragraphs? Is his/her spelling, grammar and punctuation correct? What has he/she done well? What could be improved?

FURTHER PRACTICE Workbook page 60/Online Practice

73

NEXT CLASS • If you did the peer feedback activity above, you could ask students to rewrite their personal statements following their partner’s feedback. • Ask students to study the word list and do the Remember More exercises on Student’s Book pages 74–75.

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Word List REMEMBER MORE 1 Complete the text with one word from the word list in each gap.

I like challenges and I’m e ager to learn Science. I can say I try not to fall 2b ehind with any school work. But last week the teacher of exercises to gave us 3p iles do – over 100, I suppose. Since I can’t work under 4p ressure , them in on time I didn’t 5hand (but I was only two days late!) The teacher gave me fifty more to do for failing to meet the 6d eadline . surprise! I got a really 7n asty 1

2 Complete the sentences with verbs from the word list.

1 No one can keep up with Bob. He can swim 100 metres in sixty seconds. 2 You’d better pull your socks up, if you don’t want to fail the Maths test tomorrow. 3 Whenever I go to England, I pick up a lot of useful colloquial expressions. 4 We were all happy that the irregular verbs didn’t come up in yesterday’s test.

3 Match the two parts of the

compound nouns. Then check with the word list.

1 2 3 4 Exercise 4 1 weaknesses 2 absent 3 temporary 4 high 5 blue-collar

□c gig □d zero-hours □b career □a leisure

a b c d

time choice economy contract

4 Find words with opposite

meanings on the word list.

1 strengths – 2 present at the lesson – from the lesson 3 permanent job – job 4 low salary – salary 5 white-collar job – job

5A GRAMMAR AND VOCABULARY 5.29  

5C GRAMMAR

5.31

academic staff (n) /ˌækəˌdemɪk ˈstɑːf/

bell (n) /bel/

campus (n) /ˈkæmpəs/

competitive (adj) /kəmˈpetətɪv/

cheeky (adj) /ˈtʃiːki/

curious (adj) /ˈkjʊəriəs/

open day (n) /ˈəʊpən deɪ/

dedicated (adj) /ˈdedəkeɪtəd/

sports facilities (n) /ˈspɔːts fəˌsɪlətiz/

determined (adj) /dɪˈtɜːmənd/

subject talk (n) /ˈsʌbdʒɪkt tɔːk/

eager to learn  /ˌiːɡə tə ˈlɜːn/

undergraduate (n) /ˌʌndəˈɡrædʒuət/

get a (nasty) surprise  /ˌɡet ə (ˌnɑːsti) səˈpraɪz/ get butterflies in your stomach  /ˌɡet ˈbʌtəflaɪz ɪn jə ˌstʌmək/ get sth right  /ˌɡet ˌsʌmθɪŋ ˈraɪt/

welcome speech (n) /ˈwelkəm spiːtʃ/

5D SPEAKING

5.32   

gifted (adj) /ˈɡɪftəd/

conversational (Spanish)  /ˌkɒnvəˌseɪʃənəl (ˈspænɪʃ)/

hard-working (adj) /ˌhɑːd ˈwɜːkɪŋ/

develop your skills  /dɪˌveləp jə ˈskɪlz/

inventive (adj) /ɪnˈventɪv/

fast learner  /ˌfɑːst ˈlɜːnə/

lie down (phr v) /ˌlaɪ ˈdaʊn/

find it difficult to do sth  /ˌfaɪnd ɪt ˌdɪfɪkəlt tə ˈduː ˌsʌmθɪŋ/

mature (adj) /məˈtʃʊə/

handwriting (n) /ˈhændˌraɪtɪŋ/

overconfident (adj) /ˌəʊvəˈkɒnfɪdənt/

sensible (adj) /ˈsensəbəl/

have good communication/English/ organisational skills  /ˌhæv ˌɡʊd kəˌmjuːnəˈkeɪʃən/ˈɪŋɡlɪʃ/ˌɔːgənaɪˈzeɪʃənəl skɪlz/

sharp (adj) /ʃɑːp/

irrelevant (adj) /ɪˈreləvənt/

turn over (phr v) /ˌtɜːn ˈəʊvə/

manage your time carefully  /ˌmænɪdʒ jə ˌtaɪm ˈkeəfəli/

5B VOCABULARY

meet the deadlines  /ˌmiːt ðə ˈdedlaɪnz/

responsible (adj) /rɪˈspɒnsəbəl/

5.30  

absent from sth (adj) /ˈæbsənt frəm ˌsʌmθɪŋ/

neat (adj) /niːt/

Algebra (n) /ˈældʒəbrə/

placement (n) /ˈpleɪsmənt/

atmosphere (n) /ˈætməsfɪə/

schoolwork (n) /ˈskuːlwɜːk/

catch up on (phr v) /ˌkætʃ ˈʌp ɒn/

self-motivated (adj) /ˌself ˈməʊtəveɪtəd/

come up (phr v) /ˌkʌm ˈʌp/

solve a problem  /ˌsɒlv ə ˈprɒbləm/

come up with (phr v) /ˌkʌm ˈʌp wɪð/ delay (v) /dɪˈleɪ/

strengths and weaknesses (n) /ˌstreŋkθs ən ˈwiːknəsɪz/

drop in to sth (phr v) /ˌdrɒp ˈɪn tə ˌsʌmθɪŋ/

type (v) /taɪp/

drop out of school  /ˌdrɒp ˌaʊt əv ˈskuːl/ fall behind (phr v) /ˌfɔːl bɪˈhaɪnd/

typing/communication/public speaking skills (n) /ˈtaɪpɪŋ/kəˌmjuːnəˈkeɪʃən/ˌpʌblɪk ˈspiːkɪŋ skɪlz/

get down to sth (phr v) /ˌɡet ˈdaʊn tə ˌsʌmθɪŋ/

unless (conj) /ʌnˈles/

go over sth (phr v) /ˌɡəʊ ˈəʊvə ˌsʌmθɪŋ/ hand in (phr v) /ˌhænd ˈɪn/ keep up with sb/sth (phr v) /ˌkiːp ˈʌp wɪð ˌsʌmbɒdi/ˌsʌmθɪŋ/

ACTIVE VOCABULARY | Stories

pick up (phr v) /ˌpɪk ˈʌp/

Write a short story using the new words and phrases you want to learn. Try to make it close to your personal experience and add some humour to it. That way, you’ll find it easier to recall the words later – just retell your story.

pull your socks up  /ˌpʊl jə ˈsɒks ʌp/

piles of sth (n) /ˈpaɪəlz əv ˌsʌmθɪŋ/

put off (phr v) /ˌpʊt ˈɒf/ put together a presentation  /ˌpʊt təˌɡeðər ə ˌprezənˈteɪʃən/

weekly planner (n) /ˌwiːkli ˈplænə/ work well under pressure/in a team  /wɜːk ˌwel ˌʌndə ˈpreʃə/ɪn ə ˈtiːm/

5E LISTENING AND VOCABULARY 5.33   client (n) /ˈklaɪənt/ commute (v) /kəˈmjuːt/ crisis (n) /ˈkraɪsəs/ date from (phr v) /ˈdeɪt frəm/

research (v) /rɪˈsɜːtʃ/

deadline (n) /ˈdedlaɪn/

study session (n) /ˈstʌdi ˌseʃən/

employer (n) /ɪmˈplɔɪə/

surroundings (n) /səˈraʊndɪŋz/

freelance (adj) /ˈfriːlɑːns/

unlimited (adj) /ʌnˈlɪmətəd/

frequent (adj) /ˈfriːkwənt/

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EXTRA ACTIVITIES IN CLASS

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• In teams and with books closed, students list as many personality adjectives from Lesson 5A as they can in a given time limit. When the time is up, the team with the most adjectives write them on the board. The other teams take it in turns to add more adjectives. They all get one point for each correct

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adjective on their list and the team with the most points are the winners. • Write Phrasal verbs related to studying on the board. Dictate short definitions of phrasal verbs from Lesson 5B, e.g. You do this when you give your homework to your teacher. (hand in). Students supply the correct phrasal verb for each definition.

• Students choose 4–6 words/phrases from the word list and write short definitions for them. In weaker classes, the definitions could be in the students’ own language. When they are ready, put them in small groups. They take it in turns to read out their definitions for the group to guess the word/phrase.

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05 full-time/part-time job  /ˌfʊl taɪm/ˌpɑːt taɪm ˈdʒɒb/ gig economy (n) /ˌɡɪɡ ɪˈkɒnəmi/ holiday pay (n) /ˈhɒlədi peɪ/ low wages  /ˌləʊ ˈweɪdʒɪz/ out of work  /ˌaʊt əv ˈwɜːk/ overtime (n) /ˈəʊvətaɪm/ permanent job  /ˌpɜːmənənt ˈdʒɒb/ poor pay  /ˌpɔː ˈpeɪ/

graphic designer (n) /ˌɡræfɪk dɪˈzaɪnə/

working conditions (n) /ˌwɜːkɪŋ kənˈdɪʃənz/

high salary  /ˌhaɪ ˈsæləri/

working week (n) /ˌwɜːkɪŋ ˈwiːk/

hold your breath  /ˌhəʊld jə ˈbreθ/

workplace (n) /ˈwɜːkpleɪs/

in danger  /ɪn ˈdeɪndʒə/ in the near future  /ɪn ðə ˌnɪə ˈfjuːtʃə/ identity (n) /aɪˈdentəti/ increasingly (adv) /ɪnˈkriːsɪŋli/ Industrial Revolution (n) /ɪnˌdʌstriəl ˌrevəˈluːʃən/

pros and cons  /ˌprəʊz ən ˈkɒnz/

inject sth into sth (v) /ɪnˈdʒekt ˌsʌmθɪŋ ˌɪntə ˌsʌmθɪŋ/

self-employed (adj) /ˌself ɪmˈplɔɪd/

interact with people  /ˌɪntərˌækt wɪð ˈpiːpəl/

shift (n) /ʃɪft/

involve (v) /ɪnˈvɒlv/

source of income  /ˌsɔːs əv ˈɪŋkʌm/

leisure time (n) /ˈleʒə taɪm/

temporary job  /ˌtempərəri ˈdʒɒb/

look on the bright side  /ˌlʊk ɒn ðə ˈbraɪt saɪd/

tendency (n) /ˈtendənsi/

lorry driver (n) /ˈlɒri ˌdraɪvə/

unemployed (adj) /ˌʌnɪmˈplɔɪd/

low skills  /ˌləʊ ˈskɪlz/

unpaid (adj) /ˌʌnˈpeɪd/

machine operator (n) /məˈʃiːn ˌɒpəreɪtə/

variety (n) /vəˈraɪəti/

manage people  /ˌmænɪdʒ ˈpiːpəl/

work freelance  /ˌwɜːk ˈfriːlɑːns/

mass unemployment  /ˌmæs ˌʌnɪmˈplɔɪmənt/

zero-hours contract (n) /ˌzɪərəʊ ˌaʊəz ˈkɒntrækt/

new technologies  /ˌnjuː tekˈnɒlədʒiz/

5F READING AND VOCABULARY 5.34    administrative assistant (n) /ədˌmɪnəstrətɪv əˈsɪstənt/ advance (v) /ədˈvɑːns/ aging population  /ˌeɪdʒɪŋ ˌpɒpjəˈleɪʃən/ at risk  /ət ˈrɪsk/ automation (n) /ˌɔːtəˈmeɪʃən/ bank teller  /ˈbæŋk ˌtelə/ career move (n) /kəˈrɪə muːv/ career opportunities (n) /kəˌrɪə ˌɒpəˈtjuːnətiz/ carry out a task  /ˌkæri ˌaʊt ə ˈtɑːsk/ challenging (adj) /ˈtʃæləndʒɪŋ/ childcare worker (n) /ˈtʃaɪldkeə ˌwɜːkə/ claim (v) /kleɪm/ collect/process data  /kəˌlekt/ˌprəʊses ˈdeɪtə/ common (adj) /ˈkɒmən/ data detective (n) /ˈdeɪtə dɪˌtektɪv/ decade (n) /ˈdekeɪd/ define (v) /dɪˈfaɪn/ demand for sb/sth (n) /dɪˈmɑːnd fə ˌsʌmbɒdi/ ˌsʌmθɪŋ/ destroy (v) /dɪˈstrɔɪ/ efficient (adj) /ɪˈfɪʃənt/

no good at sth  /ˌnəʊ ˈɡʊd ət ˌsʌmθɪŋ/ plumber (n) /ˈplʌmə/ poor working conditions  /ˌpɔː ˈwɜːkɪŋ kənˌdɪʃənz/

5.35

admission (n) /ədˈmɪʃən/ arts and crafts (n) /ˌɑːts ənd ˈkrɑːfts/ as a result  /əz ə rɪˈzʌlt/ Bachelor of Education (n) /ˌbætʃələr əv ˌedjʊˈkeɪʃən/ career choice (n) /kəˈrɪə tʃɔɪs/ collect litter  /kəˌlekt ˈlɪtə/ confidence (n) /ˈkɒnfədəns/ discipline (n) /ˈdɪsəplən/ do sth professionally  /ˌduː ˌsʌmθɪŋ prəˈfeʃənəli/ get good at sth  /ˌɡet ˈɡʊd ət ˌsʌmθɪŋ/ life lesson (n) /ˈlaɪf ˌlesən/ long-term ambitions  /ˌlɒŋ ˌtɜːm  æmˈbɪʃənz/ motivational speaker (n) /ˌməʊtɪˌveɪʃənəl ˈspiːkə/ patience (n) /ˈpeɪʃəns/ period of time  /ˌpɪəriəd əv ˈtaɪm/ personal statement (n) /ˌpɜːsənəl ˈsteɪtmənt/ preparation (n) /ˌprepəˈreɪʃən/ Primary Education (n) /ˌpraɪməri ˌedjʊˈkeɪʃən/

predictable/unpredictable (adj) /prɪˈdɪktəbəl/ ˌʌnprɪˈdɪktəbəl/

professional life (n) /prəˌfeʃənəl ˈlaɪf/

productive (adj) /prəˈdʌktɪv/ program (v) /ˈprəʊɡræm/

relevant skills/achievements/experience  /ˌreləvənt ˈskɪlz/əˈtʃiːvmənts/ɪkˈspɪəriəns/

progress (v) /prəˈɡres/

require (v) /rɪˈkwaɪə/

repetitive job  /rɪˌpetətɪv ˈdʒɒb/

rewarding (adj) /rɪˈwɔːdɪŋ/

report (n) /rɪˈpɔːt/

run a classroom/a team  /ˌrʌn ə ˈklɑːsrʊm/ə ˈtiːm/

robot servant (n) /ˌrəʊbɒt ˈsɜːvənt/

satisfaction (n) /ˌsætəsˈfækʃən/

self-esteem (n) /ˌself ɪˈstiːm/

satisfying (adj) /ˈsætəsfaɪɪŋ/

self-parking car (n) /ˌself ˌpɑːkɪŋ ˈkɑː/

success story (n) /səkˈses ˌstɔːri/

self-service checkout (n) /ˌself ˌsɜːvɪs  ˈtʃekaʊt/

summarise (v) /ˈsʌməraɪz/

social life (n) /ˈsəʊʃəl laɪf/

supervise (v) /ˈsuːpəvaɪz/

quote (n) /kwəʊt/

social worker (n) /ˈsəʊʃəl ˌwɜːkə/

think strategically  /ˌθɪŋk strəˈtiːdʒɪkli/

sports star (n) /ˈspɔːts stɑː/

value (n) /ˈvæljuː/

status (n) /ˈsteɪtəs/

work closely with sb  /ˌwɜːk ˈkləʊsli wɪð ˌsʌmbɒdi/

technical translator (n) /ˌteknɪkəl trænsˈleɪtə/ therapist (n) /ˈθerəpəst/ to a large extent  /tu ə ˌlɑːdʒ ɪkˈstent/ train to be sb  /ˌtreɪn tə ˈbiː ˌsʌmbɒdi/ transition (n) /trænˈzɪʃən/

entertainer (n) /ˌentəˈteɪnə/

ultra-intelligent (adj) /ˌʌltrə ɪnˈtelədʒənt/

gain (v) /ɡeɪn/

well-being (n) /ˌwel ˈbiːɪŋ/

gardener (n) /ˈɡɑːdnə/

white/blue collar job (n) /ˌwaɪt/ˌbluː ˈkɒlə dʒɒb/

generate jobs  /ˌdʒenəreɪt ˈdʒɒbz/

5G WRITING

workforce (n) /ˈwɜːkfɔːs/

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FURTHER PRACTICE Workbook page 61/Online Practice

NEXT CLASS Ask students to revise Unit 5.

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05

Revision

VOCABULARY AND GRAMMAR 1 Complete the dialogue with the correct forms of the

Exercise 1 2 hand 3 keep up 4 determined 5 pull 6 down to 7 put 8 drop out 9 salary 10 unemployed

4

1 The presentation won’t have finished (not finish) by five o’clock. 2 What do you think you (do) this time next year? 3 They (not land) in Australia by 7 p.m. 4 the professor (come) to a decision by tomorrow? 5 At this time tomorrow we (sit) in the exam room with the question paper in front of us! 6 I can’t have coffee at ten tomorrow because I (play) tennis.

words from the box.

determined down to drop out fall behind hand keep up pull put salary unemployed A I’ve 1 fallen behind with my Geography homework. I still haven’t done last week’s project. it in on Monday? B Why don’t you 2 A I don’t know if I’ll have enough time. I’m finding it with the class. hard to 3

Exercise 3 2 overtime 3 do shift work 4 full-time job 5 work part-time 6 permanent 7 are sometimes selfemployed

. You B What’s wrong? I know you’re usually so 4 your socks up and do it this never give up. So 5 weekend! A Starting is the hardest part. I find it really difficult to work at the moment. get 6 B I understand but you mustn’t 7

5

it off any longer.

of school and look for a job. A Maybe I’ll 8 B Don’t be silly! Go and ask the teachers for help. If you don’t finish school, you won’t have qualifications and you and you won't get a job with a good 9 . might even end up being 10

Exercise 4 2 you will be doing 3 won’t have landed 4 Will (the professor) have come 5 will be sitting 6 will be playing

2

Which adjectives match these definitions? 1 A person who likes winning. competitive ompetitive 2 Someone who always wants to know more about everything. curious       3 This person has too much faith in themselves. overconfident       4 A person who has lots of ideas. i nventive 5 A person with natural talent. gifted 6 This describes someone with a grown-up attitude. mature

3

Choose the correct words to complete the three conversations. A

1

B

2

A

3

B

4

A

5

B

6 That’s a big decision. Are you sure you may not / won’t regret it?

What time may / does the train leave?

At five thirty but it’s five thirty already! It is going to be / is being late. We will go / are going to the cinema after school. Would you like to come? Great! What time do you meet / are you meeting?

I think I will have / will have had a gap year when I finish school. I’m sick of studying.

USE OF ENGLISH 6 Complete the text. Write one word in each gap. ‘What are you going to do when you 1 leave school?’ is a question teens are often asked. Some young people have a clear vision of what they want 2 their future life to be like and might reply, ‘By the time I’m twenty-three, I’ll have 3 fini e ni e it n working in be 4However fin nce , a considerable number of young people don’t have such concrete plans. The value of getting work experience for those in 5 such a dilemma is sometimes overlooked. For instance, if a teen is thinking about following a career in ini t ti n t ette t fin t if e e i e in in n ffice 6 than to get a temporary summer job in one? Although doing a repetitive holiday job with low wages might not sound like much fun, it can teach a young person the value of hard work and how to work 7 under pressure. This all contributes to their ability to understand themselves and to choose an appropriate university course or job.

Replace the underlined words in the text with the expressions from the box. are sometimes self-employed commute do shift work full-time job overtime permanent work part-time In some ways the world of work in the past and at present is similar. For instance, many people don’t live near their workplace and have to 1travel to work commute in their car or by public transport. Some people work 2extra hours and others, such as nurses and factory-workers, 3have schedules that change. change Just like in the past, young people and students often find temporary employment for a month or two before they get a 4job to dedicate all their time to. Of course, some people with limited time decide not to 5work every day day. However, our attitudes towards work and expectations are very different from the past. Then, people wanted a 6regular job, whereas these days young people change jobs more often to climb the career ladder and 7sometimes work for themselves. Are jobs for life a thing of the past?

Complete the sentences with the Future Perfect or the Future Continuous.

Use of English > page 193

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FURTHER PRACTICE

ASSESSMENT

• Use of English, Student’s Book page 193

• Unit 5 Language Test (Vocabulary, Grammar, Use of English)

• Class debates pages 264–265 • Self-assessment 5 and Self-check 5, Workbook pages 62–63/Online Practice • Extra digital activities: Use of English, Reading, Listening

• Unit 5 Skills Test (Dictation, Listening, Reading, Communication) • Unit 5 Writing Test

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READING 7 Read the text. Match sentences A–F with gaps 1–5 in the text. There is one extra sentence.

SPEAKING 8 Look at the photos. In pairs, take turns to describe them.

• Talk about the person. • Talk about the place. • Talk about other things in the photo.

STRATEGY | Gapped text Skim the text first ignoring the gaps to get its general meaning. Then try to choose the missing information to complete the text, paying special attention to the words that come before and after the gap.

THE BEST SUMMER EVER?

As

soon as the boat sailed, I knew I had made a mistake. It wasn’t as if I’d never had a job before. Throughout my second year at university I had worked as a waitress at an Italian restaurant in town. 1 F As well as helping me nancially, it was something I really en oyed. I got on well with the rest of the staff and met lots of different people. I also had a passion for travelling and I was really excited when my mother phoned me just before the end of summer term. ‘I’ve found you a summer job on a cruise ship!’ she said. ‘It’s only four weeks and you’ll have nished efore uni ersity starts again, ow his was a real opportunity. 2 C In my opinion it was going to be the best summer ever. You’ve probably guessed by now. I hadn’t considered the actual work side of this. hen I arri ed on oard, I found out I was sharing a ery small ca in with three other girls. They were kind enough, but they hardly had time to say hello before they had to rush off to start their shifts. 3 A After all, I was experienced in restaurant work. At the door of the dining area, however, I hesitated. In front of me was an enormous space. It was at least ten times bigger than the Italian restaurant I’d worked in! Someone important-looking, in a spotless uniform, came up to me. ‘You’re the new girl?’ he asked. 4 D ‘As you’re new, you will be responsible for the two tables the furthest from the kitchen.’ He pointed to two tables set for six people each. ‘There are three courses, and of course, the passengers like to be served at the same time. And they will be expecting hot food.’ My mind started to swim; twelve people, three courses, miles to walk back and forth to the kitchen. That’s when the ship started to move. I could feel the oor ecoming slightly unsteady under my feet. I pictured myself a tray in each hand, piled with bowls of soup, trying to maintain my balance and reach my tables safely. 5 B I turned to say, ‘Thanks ut I , when a loud ell sounded, and people started to ood into the restaurant. The ship had sailed, and I couldn’t escape. A I hurried off too, to the restaurant to get my instructions, full of confidence. B No, this was not what I had expected. C I would get to travel the Mediterranean, visit loads of different countries completely free AND get paid for doing it! D And before I had a chance to respond, he was leading me through all the tables towards the very back of the restaurant. E As soon as he showed me the way to the kitchen, I realised that waitressing on a cruise would not be such an easy job as I had imagined. F The money I earned there helped towards paying for my books and allowed me to have a bit of a social life.

WRITING STRATEGY | Competition entry Start and end the letter in a formal way. Begin the letter by explaining your reason for writing.

9

You have read this advertisement on a university website.

Free language course! The university is offering a free place on a two-week English course in the UK. All expenses paid! To apply, write a letter telling us about your language learning background, why you would like to study English in the UK and why we should choose you. Write your letter. Use the beginning below. Dear Sir/ Madam, I would like to apply for the free place on the English course in the UK that I saw advertised on your website. …

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06

Do the right thing VOCABULARY Truth and lies, communicating, relationships, conflicts and problems GRAMMAR

The first and the second conditionals, the zero conditional and alternatives to if Use of English > page 193

SPEAKING

Asking for, giving and reacting to advice

WRITING

A for-and-against essay

VIDEO

Grammar

Part 1 Louise Paul

Louise Paul

Louise

It’s our anniversary next weekend so what would you say if I booked a trip to Paris? Hmm, it would be great but there’s so much going on next weekend … Would it be OK if we didn’t go? Maybe some other time? Well, it wouldn’t be the end of the world if we stayed here but … I’d love to go, but there’s Jodie’s concert on Saturday and Dylan’s match on Sunday. They’d be so disappointed if we weren’t there. How would you feel if you were a teenage kid and your parents missed your big day? OK, if I were a kid, I’d feel bad. But, Paul, it’s our wedding anniversary!

Documentary

Jodie Dylan Jodie

Dylan Jodie Dylan Jodie Dylan Jodie Dylan

Communication

OK, let me do the talking. Why? Because I can lie through my teeth. If I talk to them, they’ll believe me. They’ll fall for it. But if you talk, they’ll know you’re lying. I don’t know about that. You can’t fool anyone. If you open your mouth, they’ll see right through you. But what will I do if they ask me a question? Won’t they be suspicious if I don’t speak? If they ask you a question, I’ll cover for you. How? I’ll make something up. I know! I’ll say you’ve lost your voice. If you say that, they definitely won’t go.

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REFERENCES AUDIO SCRIPT page 219 VIDEO SCRIPT page 237

EXTRA ACTIVITIES IN CLASS • After students write their sentences for Exercise 7, ask them to think of similar first conditional sentences that children

may say to their parents. Encourage them to think about questions/favours they may ask – give them one or two examples if necessary: If I finish my homework on Friday, will you let me go shopping with Ella on Saturday? Will you get me that new smartphone now if I promise not to ask for a birthday present in May?

• You could do this activity after Exercise 9 or after the Grammar Video activity. Write the following question on the board: If you could ask a friend to do something for you, what would it be? Ask students to answer the question in as many different ways as possible in 1–2 minutes. Then put them in pairs to compare and discuss their answers.

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6A GRAMMAR AND VOCABULARY 2.28 Look at the photo and read and listen to the dialogues. Then in pairs, answer the questions. 1 2 3 4 5

2

What is the relationship between the four people? Why does Louise want to go to Paris? Why does Paul want to stay at home? Does Jodie think Dylan is good at lying? What do Jodie and Dylan want their parents to do?

Match the highlighted words and phrases from Part 2 of the dialogue with the definitions. Can you usually tell when people are lying? 1 2 3 4 5 6

Believe a lie. fall for Not believe someone’s lies. see right through somebody Invent, e.g. a story or excuse. make something up Say something totally false. lie through my teeth Say something to protect someone. cover for somebody Trick someone, make them believe you’re telling the truth. fool somebody

7

Read these sentences from the dialogues and answer the questions.

8

Jodie If I talk to them, they’ll believe me. Louise If I were a kid, I’d feel bad. 1 2 3 4 5 6

Is it possible that Jodie will talk to her parents? How does she think they’ll react if she talks to them? Is Louise a kid? Is it possible for her to be one? Can she imagine how it feels to be a kid? Whose sentence is about a situation that is likely to happen? 7 Whose sentence is about an imaginary or impossible situation?

4

Study the Grammar box. Then find more examples of conditional sentences in the dialogues.

The first and second conditionals We use the first conditional for situations in the future that are possible or likely: The condition The result if + Present Simple, will + infinitive We use the second conditional for situations in the present or future that are imaginary, impossible or very unlikely: The condition The result If + Past Simple,

2.29 In pairs, match fragments 1–6 with a–f to form six sentences. Then listen again and check. 1 2 3 4 5 6

□e She’s right. If the concert’s off, □b Yeah, well, we would be able to go to Paris □d You won’t become a good player □a If I were you, □c You’re right. If we don’t book soon, □f Well, if your gran can’t look after you,

a b c d e f

I’d book your tickets straight away. if Dylan didn’t have a match. the price will go up. if you start missing matches. we’ll be able to go to Paris. we won’t be able to go to Paris.

2.30 Listen and write down the first conditional sentences. What other sentences like that do parents often say to their children? 1 If I find out you’re lying, I’ll be very upset.

The first and second conditionals

3

6

would + infinitive

We sometimes use were instead of was after I/he/she/it, especially in more formal or written English and to give advice: If I were you, I’d apologise.

Complete the first part of these second conditional sentences with the correct forms of the verbs in brackets. Then finish them so that they are true for you. 1 2 3 4

If I won (win) the lottery, I’d buy a zoo . If I (be) an animal, . If I (can) be anyone in the world, . If my parents (go) away for the weekend, . 5 If I (not/have) to study so much, .

9

Complete the questions with the verbs/phrases from Exercise 2. Then in pairs, ask and answer the questions. 1 If you accidentally broke a window at home, would a story? you tell the truth or would you 2 If you told your parents a lie, would they it or you? would they 3 If a friend wanted to stay out late, would you him/her? 18 Read the question below and watch the video. Say what the speakers answer. Then in pairs, ask and answer the question.

Exercise 1 1 Louise and Paul are Jodie and Dylan’s parents. 2 Because it’s their wedding anniversary. 3 Because there’s a lot going on at the weekend: Jodie has a concert and Dylan has a big match. 4 No, she thinks he’s a bad liar. 5 They want them to go to Paris. Exercise 3 1 Yes, it is. 2 They’ll believe her. 3 No, she isn’t. 4 No, it’s impossible. 5 Yes, she can. 6 Jodie’s 7 Louise’s Exercise 7 2 We’ll let you have a party if you promise not to be noisy. 3 You won’t pass your exams if you don’t study. 4 If you don’t try harder, you won’t get anywhere in life. 5 If you tell the truth, I won’t get angry. 6 You’ll be late if you don’t hurry. Exercise 8 2 were 3 could 4 went 5 didn’t have Exercise 9 1 make 2 fall for, see through 3 cover for

If you could go anywhere for a weekend, where would you go and who with? GRAMMAR VIDEO

1

Grammar Reference and Practice > page 182

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2.29 In pairs, say why you think Jodie and Dylan want their parents to go away. Then listen and check. They want their parents to have a great wedding anniversary.

□ I can use the first and second conditional to talk about possible and hypothetical situations.

• As an extension to the Grammar Video activity, you could ask students to discuss the following questions in their pairs: If you could buy any one thing for yourself, what would you buy? If you could buy any one thing for someone else, what would you buy and who for? Encourage students to give reasons for their answers.

FURTHER PRACTICE • Photocopiable extra Grammar Video activity 6, page 267

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• Photocopiable resource 23: Complete and match, pages 279, 311 • Extra digital activities: Grammar Checkpoint 6A

• Grammar Reference and Practice, Student’s Book page 182

ASSESSMENT

• Workbook pages 64–65/Online Practice

Grammar Quiz 6A

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6B READING AND VOCABULARY Exercise 5 Ways of speaking: groan, murmur, sigh Ways of looking: gaze, glance, stare Facial movements: frown, grin, raise an eyebrow, roll your eyes, wink Body movements: hug, shake your head, shiver, shrug your shoulders Exercise 8 When the couple were trying to cash in the prize, they were arrested for stealing.

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6

SPEAKING In pairs, answer the questions. 1 What would you do if you found a sports bag at a bus stop and you were the only person there? 2 What would you do if you opened the bag and found $5,000 inside? 3 Would your decision be different if you knew the money belonged to a poor/rich person/a criminal? Say why. 4 If you decided to keep the money, would you make up a story about where you got it or would you tell the truth? 5 If you lied about where you got the money, would your friends and family fall for your story or would they see right through you?

2

Look at the picture and the title of the story. In pairs, say what you think the person in the picture will do. Read the story quickly to check your ideas.

3

Read the story again. Match sentences A–H with gaps 1–5 in the story. There are three extra sentences. A They didn’t know the story was covered by news channels nationwide. B Lola thanked him for returning her money. C Had they made the right decision? D It probably belongs to a criminal! E Then he glanced at the money on the table. F ‘Thanks to all the publicity in the media, we raised over $12,000!’ G ‘I didn’t know then what I know now,’ he said. H ‘But nobody will ever know you took it,’ she said.

4

Choose the correct verbs. 1 If you don’t want someone to hear you, you sigh / whisper. 2 If you’re in pain, you groan / murmur. 3 It’s rude to glance / stare at someone. 4 He gazed / winked into the eyes of the girl he loved. 5 You frown / grin when you’re not happy. 6 You hug / shiver when you’re cold or frightened. 7 Parents don’t like it if you raise / roll your eyes at them. 8 If you don’t want to do something, you shake / shrug your head.

7

In pairs, speak, look or move in ways that match the verbs above. Guess what your partner is doing. Student A speaks very quietly. B You’re whispering. A Yes, your turn. Student B smiles widely. A You’re grinning.

8

2.32 SPEAKING In pairs, discuss what you would do in the situation below. Then listen. What happened to the couple who actually were in that situation? 1 What would you do if you found a lottery ticket on the pavement? 2 If you kept the ticket and it turned out to be the winning ticket, what would you do then?

9

REFLECT | Values In groups, discuss the quotes. Which do you agree/disagree with? Say why.

In pairs, ask and answer the questions.

Crime never pays in the end.

1 In your opinion, did Trent do the right thing? 2 What do you think Trent and Freya will do with the rest of the money? 3 What would you do if you were in their position?

5

Anonymous

In pairs, check the meaning of the highlighted words and phrases in the text. Then add their infinitive forms to the vocabulary map.

,

19 WATCH AND REFLECT Go to page 167. Watch the documentary W Why hy do we lie? and do the exercises.

Ways of looking , ,

COMMUNICATING Facial movements , , ,

AUDIO SCRIPT page 219 VIDEO SCRIPT page 238 CULTURE NOTES page 208–209

EXTRA ACTIVITIES IN CLASS • After checking answers to Exercise 6, get students to write similar definitions

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Body movements , ,

,

□ I can understand the development of ideas in a short story and talk about being honest.

REFERENCES

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,

DOCUMENTARY VIDEO

Ways of speaking whisper, whisper ,

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Integrity is doing the right thing even when no one is watching. C.S. Lewis, English author

for the verbs in italics they did not choose. Point out that in items 7 and 8, they need to define collocations (and not single words, as in items 1–6). Elicit or give them the correct collocations for the two verbs (raise an eyebrow, shrug your shoulders). If you think your students will struggle with these, you could ask them to only write definitions for the verbs in 1–6.

• If your class has Internet access, you could get students to look for more quotes about integrity like the ones in Exercise 9. They can then share and discuss their quotes in pairs, small groups or, if time is short, as a whole class. They could also select a few of the quotes and make them into posters to display around the classroom.

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IF YOU KEEP IT, WE’LL BE RICH

06

2.31

‘If you keep it, we’ll be rich,’ whispered Freya.

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25

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Trent glanced at the bag. There was enough money in it for them to pay off all their debts, to get a decent place to live and to mend his broken bicycle. ‘I don’t know, Freya,’ he sighed. ‘With my luck, it’ll just cause problems if I keep it.’ Freya raised an eyebrow. eyebrow 1 H That was true, he thought. He’d found the bag at a bus stop. Nobody had seen him pick it up, he was sure of that. And there were no security cameras there. ‘We really need the money, Trent’ insisted Freya, staring at the bag. Trent frowned. ‘But if I kept it, I’d feel bad … dishonest. What if the money belongs to someone that needs it more than we do?’ Freya rolled her eyes. ‘Nobody can need the money more than we do!’ she groaned. ‘We’re out of work and we live in a lousy trailer, for goodness’ sake!’ She shivered. It was cold. Trent wasn’t convinced. ‘We should give it back to the rightful owner,’ he murmured. ‘But we don’t know whose money it is,’ argued Freya. ‘If we knew who it belonged to, we could give it back to them but we don’t know! Anyway, which honest person would carry $5,000 in cash in a sports bag? 2 D o we sho ld keep it, right?’ Trent gazed into her eyes. Then he made up his mind. He took her hand in his and shook his head. The next day, Trent took the money to the police. Then he returned to his usual life, washing car windscreens during the day and sleeping in the trailer at night. Three days later Trent and reya woke p to find a T crew at the door. Standing behind them was a young woman. ‘Trent Jamieson?’ asked the reporter, who Trent vaguely recognised from the days when he owned a TV.

35

40

‘Yes,’ he replied. There was a red light flashing on the camera. ‘This is Lola García.’ The reporter pulled the young woman forward. ‘It was her money you found.’ Lola explained the money had come from selling her car. ‘I had to sell it to pay my fees,’ she said. ‘They were going to throw me out of college. I can’t thank you enough.’ Trent shrugged his shoulders. ‘It was the right thing to do,’ he said. Neither Trent nor Freya saw the TV report. 3 A So there was no way they could know what Lola was doing.

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Two weeks later the TV crew returned to the campsite with Lola. This time she had a large envelope in her hands and a huge smile on her face. ‘I wanted to reward you for your honesty so I set up a crowdfunding site,’ she said. 4 F Lola hugged Trent, Freya grinned and the reporter winked at the cameraman. There was more good news to come. A businessman who’d seen the story on TV was so impressed with Trent’s honesty that he offered him a job as a security guard. Trent and Freya moved into an apartment and the day before he started work Trent ot his bike fi ed ‘What shall we do with the rest of the money?’ asked Freya when Trent ame home tired b t happy rom his first day at work. Trent thought for a second. 5 E e sho ld i e it to someone who really needs it,’ he said. ‘I mean, it’s not really ours, is it?’

GLOSSARY lousy – awful trailer – mobile home

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FURTHER PRACTICE Workbook pages 66–67/Online Practice

NEXT CLASS Ask students to make a list of different things a lottery winner might do with the money they win.

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6C LISTENING AND VOCABULARY Exercise 2 The radio show reveals that winning the lottery is the least likely event listed in Exercise 1. Exercise 4 The show suggests that the following are good choices: remain anonymous, donate to charity, make investments, stay active.

1

3

4 5

• jealousy, sympathy • disappointment, embarrassment, excitement

Complete the table with the noun forms of the adjectives. Use a dictionary if necessary. Adjectives

Nouns

happy

happiness

lonely

loneliness

2.33 Listen to the beginning of a radio programme and check your ideas from Exercise 1.

sad

sadness

embarrassed

embarrassment

Work in pairs. Which of the following do you think are good choices for a lottery winner? Say why.

disappointed

disappointment

excited

excitement

buy expensive cars donate to charity give the money to your parents go on expensive holidays make investments remain anonymous stay active stop working

envious

envy

jealous

jealousy

sympathetic

sympathy

2.34 Listen to the rest of the programme and check your ideas from Exercise 3.

7

Complete the sentences with nouns from the table in Exercise 6. 1 Jealousy is a useless emotion and I try not to waste time on it. 2 I think we need to experience sadness, so we can appreciate . 3 I don’t feel any for famous people. I’d prefer to be anonymous. 4 I’d never buy a lottery ticket because I know it’s almost certain to end in . 5 If I lived alone, I don’t think I’d be able to cope with the . 6 I find it very difficult to hide my when someone gives me a compliment in public. 7 I feel for anyone who is attacked on social media whether they are famous or not. 8 I enjoy the of doing the lottery even though I know I’m not likely to win.

2.34 Listen again and choose the correct answers. 1 Dale Glover’s book After the Jackpot is about a how to win the lottery. b the history of lotteries. c people who won the lottery. 2 Dale suggests that the example of Jane Park shows a a millionaire’s lifestyle isn’t right for everyone. b having too much money is as bad as having too little. c relationships are easier when people are rich. 3 Which of the following is not true of Jane’s relationships after her win? a Her relatives are extremely jealous. b She can’t always tell if people are being honest with her. c People she doesn’t know are mean to her online. 4 When you win a lottery, it’s never a good idea to a stay anonymous. b stop being active. c donate to charity.

Exercise 9 • sadness, happiness

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becoming an astronaut being struck by lightning winning a lottery jackpot winning an Oscar winning an Olympic gold medal

2

Exercise 7 2 happiness 3 envy 4 disappointment 5 loneliness 6 embarrassment 7 sympathy 8 excitement

Which of these things is the least likely to happen to a person in their lifetime? Discuss in pairs.

8

In pairs, say if the sentences in Exercise 7 are true for you or if you agree with them.

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2.35 PRONUNCIATION Listen and find the schwa /ə/ / / sounds in the words below. Then read out the sentences in Exercise 7 and focus on pronouncing the schwa sound. • loneliness, ss, sadness, happiness • jealousy, sympathy • disappointment, embarrassment, excitement

10 SPEAKING What would you do if you suddenly received a huge amount of money? Discuss in groups.

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□ I can identify specific details in a radio programme and talk about winning a lottery.

REFERENCES AUDIO SCRIPT page 219–220

EXTRA ACTIVITIES IN CLASS

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• Before Exercise 3, refer students to the lists they made at home and elicit ideas around the class. Write students’ ideas on the board and then get them to compare their lists with the one in Exercise 3.

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• After Exercise 8, students choose one of the emotions in the table in Exercise 6 and then, in small groups, talk about a time when they felt that way.

FURTHER PRACTICE • Workbook page 68/Online Practice • Photocopiable resource 24: After the jackpot, pages 279, 312

NEXT CLASS Students prepare a short quiz for a partner. They should think of three or four different ways to complete the question: What would you do if you saw somebody … ? They should write down their questions so that they can ask a partner in the next lesson.

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QUIZ

Are you in touch with your feelings and those of other people? Take our empathy test and find out!

06

For each statement say whether you agree strongly (AS), agree (A), disagree (D), or disagree strongly (DS). 1

If people are unhappy, I enjoy making them feel better.

2

When I upset someone, I feel bad.

3

I find it hard to guess how someone is feeling unless they are a close friend.

4

After I have an argument with someone, I’m usually the first one to try to make up with them.

5

I’m not really interested in how other people feel unless it affects me directly.

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I can talk to almost anyone as long as they show an interest in having a conversation with me, too.

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I don’t share personal information with people until I know them very well.

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Provided that they aren’t dangerous, I generally prefer animals to people.

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Before I discuss my problems with others, I try to solve them myself.

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As soon as someone starts crying, I begin to feel irritated.

6D GRAMMAR 1

In pairs, discuss the meaning of the word 'empathy'. Then ask and answer these questions: 1 Who is the most empathetic person you know? Say why. 2 Do you find it easy or difficult to empathise with others?

2

In pairs, do the quiz. Then check your scores on page 197. Do you agree with your results?

The zero conditional and alternatives to if

3

WATCH OUT! Remember that unless = if not. I don’t share personal information with people unless I know them well. I don’t share personal information with people if I don’t know them well.

4

Look at sentences a–b and answer the questions. Then read the Grammar box and Watch out! and check.

1 I / nervous about something / I / start sweating When I’m nervous about something, I start sweating. 2 I / feel embarrassed / my cheeks / go red 3 my dad / eat a lot of chocolate / he / feel stressed 4 my mum / talk very quickly / she / get excited 5 my sister /ask / her friends for advice / she / have a personal problem

a If people are unhappy, I enjoy making them feel better. b I enjoy making people feel better when they are unhappy. 1 Do the sentences refer to something that is true only in the present, only in the future, or always? 2 In sentence a, which clause gives the condition and which gives the result? 3 Which tenses are used in each clause? 4 Which word could you use instead of if without significantly changing the meaning of the sentence? 5 When you change the order of the clauses (sentence b), what change to punctuation do you need to make?

The zero conditional and alternatives to if

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6

Choose the best alternative to if to complete the sentences. 1 I don’t tend to say very much before / as soon as I have my morning coffee. 2 I don’t find people attractive after / unless they are good listeners. 3 As soon as / As long as I see my best friend, I know how he or she is feeling. 4 Before / As long as I trust someone, I’m comfortable asking for personal advice. 5 After / Before I tell someone my problems, I usually feel better. 6 I don’t truly relax until / provided that I’m alone in my room.

If + Present Simple, Present Simple In all conditional sentences the if clause can come before or after the result clause. When the if clause is first, it is followed by a comma.

Grammar Reference and Practice > page 182

Make Wh- questions about the situations in Exercise 4. Then in pairs, ask and answer the questions. 1 What do you do when you feel nervous?

We use the zero conditional to talk about real situations that are always true. The condition The result

Alternatives to if In zero conditional sentences we can use when instead of if with little or no change in meaning. In conditional sentences we can also replace if with unless, as soon as, as long as, until, provided that, before, after.

Use the prompts and if or when to write zero conditional sentences. Be careful with commas.

7

Exercise 3 1 always 2 the first (if) clause gives the condition, the second (main) clause gives the result 3 both Present Simple 4 when 5 remove the comma Exercise 4 2 If/When I feel embarrassed, my cheeks go red. 3 My dad eats chocolate in bed if/when he feels stressed. 4 My mum talks very quickly if/when she gets excited. 5 My sister asks her friends for advice if/when she has a personal problem. Exercise 5 2 What do you do when you feel embarrassed? 3 What does your dad do when he feels stressed? 4 What does your mum do when she gets excited? 5 What does your sister do when she has a personal problem?

SPEAKING In pairs, say if the statements in Exercise 6 are true for you.

□ I can use the zero conditional to talk about real situations that are always true. EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

ASSESSMENT

Start the class by putting students in pairs or small groups to ask and answer the quiz questions they prepared at home. They should take it in turns to ask a question for their partner/group to answer. When they have finished, ask them to share any interesting or surprising answers with the class.

• Grammar Reference and Practice, Student’s Book page 182

Grammar Quiz 6D

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Exercise 1 Empathy is the ability to understand other people’s emotions and problems.

• Workbook page 69/Online Practice • Photocopiable resource 25: How good a friend are you?, pages 279, 313–314 • Extra digital activities: Grammar Checkpoint 6D

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NEXT CLASS Ask students to think of different situations in which they have been asked for advice and make notes.

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Exercise 2 1 She was invited to a party and she really wants to go, but she was supposed to be going to Brighton that weekend to stay with Jane, her best friend at primary school. 2 Claire advises Sally to tell Jane the truth.

1

What’s the best and worst way to tell a friend that you have to cancel an arrangement to meet?

2

20 2.36 Watch or listen to Part 1 of a story and answer the questions. 1 Why does Sally ask for Claire’s advice? 2 What advice does Claire give to Sally in the end? 3 What would you do if you were Sally? 4 How do you think Jane will feel when Sally calls her to explain?

3

21 2.37 Watch or listen to Part 2 of the story. How are Jane’s and Sally’s situations similar?

4

Complete the Speaking box with the words from the box.

COMMUNICATION VIDEO

6E SPEAKING

They both got other invitations for the weekend.

better helpful problem thought were wonder

SPEAKING

for, giving and | Asking reacting to advice

5

Choose the correct answers to complete the dialogues. 1 A I really can't go to Pam’s party … I’m thinking of making an excuse and telling her I’m not feeling well. Do you think that’s a good idea? B a No, I don’t think you should do that. b That’s really helpful, thanks.

Asking for advice I 1 wonder if you could give me some advice. What do you think I should/ought to do? Do you think I need to/should …? I’ve got a bit of a 2 problem and I don’t know what to do. I’ve no idea how/what to ... I’d really appreciate your advice. I’m at (a bit of) a loss.

2 A What do you think I should do: text my friend to cancel our plans, or give her a call? B a I never thought of that, good idea. b If I were you, I’d call her. 3 A I’m afraid my friend won’t understand. I’ve no idea what to tell him. B You’d better talk to your mom, she'll know what to do. A a I’d really appreciate your advice. b I don’t know if she can help me but I’ll give it a try.

Giving advice You could/ should(n’t)/ought (not) to… I (don’t) think you should ... You’d 3 better (just) tell her the truth.* You’d better not do this ... It’s probably (not) a good idea to … The first/best thing to do is … If I 4 were you, I’d go to Paris.

4 A I'm at a loss. How can I tell Susan that she can't visit me this Saturday? I have a cold! B a I thought about doing that, but it will not work. b You should explain the situation and invite her on a different weekend.

Reacting to advice Thanks. That’s really 5 helpful . You’re right, that’s good advice, thanks. I never thought of that, (it’s a) good idea. I don’t know if it’ll work but I’ll give it a try. I 6 thought of that but I’m pretty sure ... I thought about doing that but ...

6

* strong advice, similar to ‘you have to’

7

In pairs, offer advice in these situations. Use the language from the Speaking box. • Your friend is thinking of shaving his/her head. • Your cousin wants to become a vegan. • Your friend wants to drop out of school and get a job in a burger bar. A I’m thinking of shaving my head. B If I were you, I wouldn’t do it. In groups, ask for and give advice about real or invented problems. Use the language from the Speaking box. A My parents won't let me buy a motorbike. What should I do? B If I were you I'd listen to them, it's a dangerous sport.

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□ I can ask for, give and react to advice on a wide range of subjects.

REFERENCES VIDEO/AUDIO SCRIPT page 238

EXTRA ACTIVITIES IN CLASS

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• Do this activity after Exercise 6 or 7. Refer students to the notes they made at home and put them in pairs. Depending on the time available, get them to choose 2–4 situations from

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their notes and role play them. They should take it in turns to ask for and give advice using phrases from the Speaking box. • This activity revises vocabulary from Lesson 6B and is best done at the end of the lesson. Copy the vocabulary map from Exercise 5 in Lesson 6B onto the board. Play the communication video from this lesson again, asking students

to raise their hand every time they see or hear one of the characters do one of the things in the vocabulary map. Pause the video and elicit the correct verb/verb phrase each time.

FURTHER PRACTICE Workbook page 70/Online Practice

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06

6F VOCABULARY | Relationships, conflicts and problems Dilemma P Pbea3

My older sister is in a serious relationship but her boyfriend has changed recently. He spends most of his time with his friends and ignores her! She’ss crazy about him but he’s making her unhappy. Everyone thinks she should break up with him but I’m worried it will break her heart if they split up. up What should I tell her? How can I help her?

Ex-friend Joyoloyo

I’ve fallen out with my best friend. She makes lots of promises but in the end she always lets me down! Now another friend told me she’s been talking about me behind my back . I’m m through with her. I’ve forgiven her before but this his time we won’t make up. up We’re finished.

Afraid LukU

I’ve fallen in love with a girl. I know I should ask her out but I’d be heartbroken if she refused to go out with me or if we didn’t hit it off. off What should I do?

Amy’s advice site

Help! phillingXJ

1

This guy at school is really mean! He bosses me around and makes fun of me. If I complain, he just laughs at me and insults me. I’ve had enough! I can’t put up with it anymore. I’m worried I’ll lose my temper, temper do something stupid and get into trouble.

What kind of advice would you ask these people for? Discuss in groups.

5

In pairs, choose the correct options to complete Amy’s advice. Do you agree with her? Say why.

a blogger a teacher your best friend your parents

Joyoloyo, I know how you feel. It’s hard to 1 with it when a friend insults you or 2 . However, before you decide to end this friendship maybe you should give her another chance. When I was younger, I 3 with my best friend because she was always 4 me around and telling me what to do. But a few weeks later, when I5 , she stood by me in my time of need. She didn’t 6 . We 7 and now we’re still best friends.

I’d ask my dad about computer stuff and my best friend about …

2

Read the texts from Amy’s advice site. In pairs, decide which person has the most serious problem. What advice do you think Amy will give them?

3

Look at the highlighted words and phrases in the texts and add them to the lists below. 1 Happy relationships: be in a serious relationship, … 1 2 3 4 5 6 7

2 Problems and conflicts: break up with sb, …

4

In pairs, complete Amy’s advice to LukU with one word in each gap. Do you agree with her? Say why.

LukU, Keep cool. You’ve got to realise that when you ask someone 1 out , it doesn’t always lead to a serious 2 . The girl might not agree to 3 out with you but you won’t know if you don’t try. I’m sure it won’t really 4 your heart if she says no. If she says yes, don’t worry if you don’t 5 it off immediately. Just because you’re 6 about in someone doesn’t mean they’ll 7 love with you straight away. Give it time.

6 7

a a a a a a a

fall out hits it off fell out breaking got into trouble ask me out made up

b b b b b b b

put up talks behind your back made up bossing lost my temper let me down were through

Write a reply giving advice to either Pbea3 or phillingXJ. Use the vocabulary in this lesson and the phrases in the Speaking box in lesson 6E to help you. SPEAKING In pairs, ask and answer these questions. 1 Have you ever lost your temper and got into trouble? Do you know anyone who has? What happened? 2 Do you know anyone who likes to boss other people around? Who? What do you think of him/her? 3 How would you feel if you heard a good friend talking about you behind your back? 4 Have you ever fallen out with a friend? What happened? Did you make up again?

□ I can talk about relationships, conflicts and problems. EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

ASSESSMENT

Depending on your teaching situation and if you think your students will feel comfortable doing so, after Exercise 7, get them to discuss a few more personal questions using vocabulary from the lesson: Has anyone ever: a) made fun of you? Who? When? b) insulted you? What happened? How did you react?

• Workbook page 71/Online Practice

Vocabulary Quiz 6

• Photocopiable resource 26: Love and War, pages 279, 315

NEXT CLASS

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• Extra digital activities: Vocabulary Checkpoint 6

Exercise 3 1 be crazy about sb, make up (with sb), fall in love with sb, ask sb out, go out with sb, hit it off 2 break sb’s heart, split up (with sb), fall out with sb, let sb down, talk behind sb’s back, be through with sb, be heartbroken, boss sb around, make fun of sb, insult sb, put up with, lose your temper, get into trouble Exercise 4 2 relationship 3 go 4 break 5 hit 6 crazy 7 fall

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Ask students to think of different situations in which they would prefer to lie rather than tell the truth. They should make notes about the situations and also note down their reasons.

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6G WRITING | A for-and-against essay

Is honesty always the best policy? of us say we value honesty, yet we are all dishonest occasionally. Should you always attempt to tell 1 Most the truth, or can it sometimes be acceptable to lie? are many reasons why you should always try to be honest. To begin with, with lying is morally wrong 2 There because it deceives and misleads people. Furthermore, although many pu lic gures set a poor e ample, most adults know it is wrong to lie for personal or nancial gain, or to hide guilt or co er for someone who has done wrong. Finally, lies create distance and destroy relationships. For this reason, lying to someone you love is particularly unacceptable. aving said that, that it may sometimes be preferable not to tell the whole truth. For instance, when we want 3 Having to avoid hurting someone’s feelings or appear to be well-mannered, we might agree that a friend’s new haircut is ‘nice’, or thank someone for a ‘lovely’ gift, regardless of how we actually feel about these things. What is more, people sometimes lie or make up stories to avoid upsetting someone vulnerable. For example, it may be easier for a young child to accept that the family dog ‘has gone to live on a farm’, than to try to deal with the death of a much-loved pet. , honesty is generally the best policy, but there are times when lying can make things easier 4 TTofor conclude other people. Personally, I believe it’s usually better to tell a harmless white lie than to hurt someone.

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EXTRA ACTIVITIES IN CLASS • Start the class by referring students to the notes they made at home and getting them to discuss the situations and their reasons. They could do this in pairs, small groups or as a whole class.

• Before students attempt the writing task in Exercise 9 on their own, you could get them to plan another forand-against essay in pairs, using one of the topics in Exercise 8. They should follow steps 1–2 in Exercise 9 to plan their essay. They can then write their essay for homework, using the plan they made with their partner.

FURTHER PRACTICE Workbook page 72/Online Practice

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 88–89.

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06 1

In pairs, discuss these questions.

5

1 A ‘white lie’ is a lie about a small or unimportant thing, usually told to avoid hurting someone’s feelings. Can you think of some common examples? 2 Is it possible to always tell the truth?

2

• Introducing new arguments: 1  To begin with ; with  First of , Another point is; all; Secondly; Furthermore; 2 Some/Most of us know/agree/say; Finally; ; • Giving examples and support: For example; 3 ; Such as; According to; 4 • Introducing a contrast: However; On the other hand; 5 ;6 , Nevertheless; • Introducing a conclusion: In summary; In conclusion; 7 ; • Introducing your own opinion: In my opinion; . Ultimately, I think; 8

Read the essay and answer the questions. 1 Does the writer mention any of the things you discussed in Exercise 1? 2 What is the writer’s personal opinion and do you agree with it?

3

Match paragraphs 1–4 with descriptions a–d. a b c d

4

□3 Arguments against always telling the truth. □3 The author’s view on always telling the truth. □2 Arguments for always telling the truth. □1 An introduction to the topic of honesty and

6

Study the Writing box. Then find more arguments for and against always telling the truth with reasons and/ or examples in the essay.

WRITING | A for-and-against essay A for-and-against essay should be formal in tone.

7

REFLECT | Values Is it unethical for parents lie to their young children about the existence of mythical figures, such as the Tooth Fairy? Discuss in groups.

8

Work in pairs. Match the sentences in Exercise 6 with the essay topics a–c.

Paragraph 2 Give several arguments for the issue and support with examples and reasons: To begin with, lying is morally wrong because it deceives and misleads people. Paragraph 3 Give several arguments against the issue and support with examples and reasons: What is more, people sometimes lie or make up stories to avoid upsetting someone vulnerable. For example, it may be easier for a child to accept that the family dog ‘has gone to live on a farm’, than to try to deal with the death of a much-loved pet. Paragraph 4 Summarise the debate briefly: To conclude, honesty is generally the best policy, but there are times when lying can make things easier for other people. Add your own opinion: Personally, I believe it’s usually better to tell a harmless white lie than to hurt someone.

Choose the most suitable linking phrase in each sentence. In one sentence both are possible. 1 Although / In summary other teenagers may sympathise, they don’t always have the experience necessary to offer good advice. 2 When we make a mistake, we learn from it and for this reason / furthermore, young people should be allowed to make their own decisions now and again. 3 There is almost no chance of winning, nevertheless / another point is people seem to enjoy taking part in lotteries. 4 On the other hand / Such as, there are also some strong arguments for lotteries. 5 Another point is / What is more, no one understands what a teenager is going through better than another teenager. both possible

dishonesty.

Paragraph 1 Begin with some general points, or say that an issue is controversial: Most of us say we value honesty, yet we are all dishonest occasionally. End with a statement or question that mentions both sides of the issue: Should you always attempt to tell the truth, or can it sometimes be acceptable to lie?

Look at the linking words and phrases underlined in the essay and put them in the correct group.

a b c

9

Exercise 2 The writer believes it’s usually better to tell a white lie than to hurt someone. Exercise 4 For: … most adults know it is wrong to lie for personal or financial gain, or to hide guilt or cover for someone who has done wrong. … lies create distance and destroy relationships. For this reason, lying to someone you love, is particularly unacceptable. Against: … when we want to avoid hurting someone’s feelings or appear to be wellmannered, we might agree that a friend’s new haircut is ‘nice’, or thank someone for a ‘lovely’ gift, regardless of how we actually feel about these things. Exercise 5 2 What is more 3 For instance 4 For this reason 5 Having said that 6 Although 7 To conclude 8 Personally, I believe

□2 Young people should always do exactly as their parents tell them. □1 □5 Friends are the best source of advice for teenagers. □3 □4 National lotteries do more harm than good.

WRITING TASK Choose one of the topics in Exercise 8 to write a for-and-against essay about. Follow the instructions. 1 Make notes on arguments for and against the topic you have chosen. 2 Think of supporting examples and reasons to include in your essay. 3 Use the Writing box and the phrases in Exercise 5 to write your essay. Topic: National Lotteries do more harm than good. Arguments for: 1 A lot of money from lotteries goes to charity. 2 Arguments against: 1 Lotteries give people false hope. 2

□ I can write a for-and-against essay.

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Word List REMEMBER MORE 1 Complete the sentences with the correct verbs. Then check with the word list.

1 Bob will break Beth’s heart if he tells her he doesn’t love her anymore. 2 I’m not sure restarting my phone will help, but I will give it a try. 3 Tracy is very sociable but she would never talk behind anybody’s back. 4 Mum tried hard not to lose her temper when she saw our test results.

2 Complete the sentences with the verbs from the word list.

When you … 1 shrug your shoulders, you show that you’re not interested or you don’t care. 2 shake your head, you show that you don’t agree with someone. 3 roll your eyes, you show that you’re annoyed or bored. 4 lie through your teeth, you say something that is completely false.

3 Which verb from the word list

make

get

break a window  /ˌbreɪk ə ˈwɪndəʊ/ cover for sb (phr v) /ˈkʌvə fə ˌsʌmbɒdi/ fall for sth (phr v) /ˈfɔːl fə ˌsʌmθɪŋ/ false (adj) /fɔːls/ find out (phr v) /ˌfaɪnd ˈaʊt/ fool (v) /fuːl/ insist on sth (phr v) /ɪnˈsɪst ɒn ˌsʌmθɪŋ/ invent a story/an excuse  /ɪnˌvent ə ˈstɔːri/ən ɪkˈskjuːs/ lie (n, v) /laɪ/ lie through your teeth  /ˌlaɪ θruː jə ˈtiːθ/

insist (v) /ɪnˈsɪst/ integrity (n) /ɪnˈteɡrəti/ keep (v) /kiːp/ lottery ticket (n) /ˈlɒtəri ˌtɪkət/ lousy (adj) /ˈlaʊzi/ mend (v) /mend/ murmur (v) /ˈmɜːmə/ nationwide (adv) /ˌneɪʃənˈwaɪd/ news channel (n) /ˈnjuːz ˌtʃænl/ own (v) /əʊn/ pay (v) /peɪ/ pay off debts  /ˌpeɪ ɒf ˈdets/

lose your voice  /ˌluːz jə ˈvɔɪs/

publicity (n) /pʌˈblɪsəti/

make sth up (phr v) /ˌmeɪk ˌsʌmθɪŋ ˈʌp/

pull sb forward (phr v) /ˌpʊl ˌsʌmbɒdi ˈfɔːwəd/

miss (v) /mɪs/

raise an eyebrow  /ˌreɪz ən ˈaɪbraʊ/

see right through sb  /ˌsiː raɪt ˈθruː ˌsʌmbɒdi/

reporter (n) /rɪˈpɔːtə/

straightaway (adv) /ˌstreɪtəˈweɪ/

return (money) (v) /rɪˌtɜːn (ˈmʌni)/

suspicious (adj) /səˈspɪʃəs/

reward sb for sth (v) /rɪˈwɔːd ˌsʌmbɒdi fə ˌsʌmθɪŋ/

tell the truth/a lie  /ˌtel ðə ˈtruːθ/ə ˈlaɪ/ trick (v) /trɪk/ upset (adj) /ˌʌpˈset/ wedding anniversary (n) /ˈwedɪŋ ænəˌvɜːsəri/ win the lottery  /ˌwɪn ðə ˈlɒtəri/

rightful owner  /ˌraɪtfəl ˈəʊnə/ roll your eyes  /ˌrəʊl jər ˈaɪz/ rude (adj) /ruːd/ security camera (n) /sɪˈkjʊərəti ˌkæmərə/ security guard (n) /sɪˈkjʊərəti ɡɑːd/

6B READING AND VOCABULARY 5.37

set up a website  /ˌset ʌp ə ˈwebsaɪt/

for something in love out with somebody

cameraman (n) /ˈkæmərəmən/

shiver (v) /ˈʃɪvə/

convinced (adj) /kənˈvɪnst/

shrug your shoulders  /ˌʃrʌɡ jə ˈʃəʊldəz/

a promise something up up wih somebody

crowdfunding site (n) /ˈkraʊdfʌndɪŋ saɪt/

completes these phrases? fall

6A GRAMMAR AND VOCABULARY 5.36

cover a story  /ˌkʌvər ə ˈstɔːri/

decent (adj) /ˈdiːsənt/ dishonest (adj) /dɪsˈɒnəst/ do the right thing  /ˌduː ðə ˌraɪt ˈθɪŋ/

into trouble excited

envelope (n) /ˈenvələʊp/ facial/body movements  /ˈfeɪʃəl/ˈbɒdi ˌmuːvmənts/

4 Do the task below. Look at the word list and choose 5–8 verbs or phrases you want to learn. Write a sentence with each of them. Begin your sentence with a name that starts with the same letter as your verb, e.g. Mark murmured something in my ear.

fees (n) /fiːz/ fix (v) /fɪks/ flash (v) /flæʃ/ frown (v) /fraʊn/

shake your head  /ˌʃeɪk jə ˈhed/

sigh (v) /saɪ/ stare at sb (v) /ˈsteər ət ˌsʌmbɒdi/ trailer (n) /ˈtreɪlə/ TV crew (n) /ˌtiː viː ˈkruː/ TV report (n) /ˌtiː ˈviː rɪˌpɔːt/ vaguely (adv) /ˈveɪɡli/ whisper (v) /ˈwɪspə/ windscreen (n) /ˈwɪndskriːn/ wink (v) /wɪŋk/ winning ticket  /ˌwɪnɪŋ ˈtɪkət/

gaze (v) /ɡeɪz/

6C LISTENING AND VOCABULARY 5.38

give back (phr v) /ˌɡɪv ˈbæk/

be struck by lightning  /bi ˌstrʌk baɪ ˈlaɪtnɪŋ/

glance at sth (v) /ˈɡlɑːns ət ˌsʌmθɪŋ/

cope with sth (v) /ˈkəʊp wɪð ˌsʌmθɪŋ/

grin (v) /ɡrɪn/

disappointed (adj) /ˌdɪsəˈpɔɪntɪd/

groan (v) /ɡrəʊn/

disappointment (n) /ˌdɪsəˈpɔɪntmənt/

honesty (n) /ˈɒnəsti/

do the lottery  /ˌduː ðə ˈlɒtəri/

hug (v) /hʌɡ/

donate to charity  /dəʊˌneɪt tə ˈtʃærəti/

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EXTRA ACTIVITIES IN CLASS

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• Play True or False with vocabulary from the word list. Divide students into teams. Give teams in turn true/ false statements about a word/ phrase, e.g. You complain when you’re happy about something. (F) When you boss somebody around, you tell them what to do. (T). Students have to decide

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if each statemet is true or false. In stronger classes, students could also play in groups, with players taking it in turns to give statements for their group to decide if they are true or false. Each correct answer gives teams one point and the team with the most points wins. • Put students in pairs. Student A says a word from the word list. Student B spells it and then gives the translation

or, in stronger classes, a simple definition in English. Then it is Student B’s turn to give a word for A to spell and translate/explain. Pairs continue for 3–5 minutes. Students win one point for spelling a word correctly and one for each correct translation/definition. The student with the most points at the end wins.

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06 embarrassed (adj) /ɪmˈbærəst/

trust (v) /trʌst/

split up (phr v) /ˌsplɪt ˈʌp/

embarrassment (n) /ɪmˈbærəsmənt/

upset (v)  /ˌʌpˈset/

stuff (n) /stʌf/

envious (adj) /ˈenviəs/

6E SPEAKING

envy (n) /ˈenvi/

5.40

be at (a bit of) a loss  /ˌbi ət (ə ˌbɪt əv) ə ˈlɒs/

excited (adj) /ɪkˈsaɪtɪd/ excitement (n) /ɪkˈsaɪtmənt/ give sb a compliment  /ˌɡɪv ˌsʌmbɒdi ə ˈkɒmpləmənt/

cancel your plans  /ˌkænsəl jə ˈplænz/ explain the situation  /ɪkˌspleɪn ðə ˌsɪtʃuˈeɪʃən/ feel well  /ˌfiːl ˈwel/

happiness (n) /ˈhæpinəs/

give sb a call  /ˌɡɪv ˌsʌmbɒdi ə ˈkɔːl/

hide (v) /haɪd/

give sth a try  /ˌɡɪv ˌsʌmθɪŋ ə ˈtraɪ/

honest with sb (adj) /ˈɒnəst wɪð ˌsʌmbɒdi/

helpful advice  /ˌhelpfəl ədˈvaɪs/

jealous (adj) /ˈdʒeləs/

make an excuse  /ˌmeɪk ən ɪkˈskjuːs/

jealousy (n) /ˈdʒeləsi/

shave your head  /ˌʃeɪv jə ˈhed/

loneliness (n) /ˈləʊnlinəs/ lonely (adj) /ˈləʊnli/

6F VOCABULARY

5.41

talk behind sb’s back  /ˌtɔːk bɪˌhaɪnd ˌsʌmbɒdiz ˈbæk/

6G WRITING

5.42

appear (to be)  /əˌpɪə tə ˈbi/ deal with sth (phr v) /ˈdiːl wɪð ˌsʌmθɪŋ/ death (n) /deθ/ deceive (v) /dɪˈsiːv/ destroy (v) /dɪˈstrɔɪ/ dishonesty (n) /dɪsˈɒnəsti/ distance (n) /ˈdɪstəns/ do more harm than good  /ˌduː mɔː ˌhɑːm ðən ˈɡʊd/

ask sb out (phr v) /ˌɑːsk ˌsʌmbɒdi ˈaʊt/

do wrong  /ˌduː ˈrɒŋ/

be crazy about sb  /ˌbi ˈkreɪzi əˌbaʊt ˌsʌmbɒdi/

false hope (n) /ˌfɔːls ˈhəʊp/

make investments  /ˌmeɪk ɪnˈvestmənts/

be in a serious relationship  /ˌbi ɪn ə ˌsɪəriəs rɪˈleɪʃənʃɪp/

gain (n) /ɡeɪn/

mean to sb (adj) /ˈmiːn tə ˌsʌmbɒdi/

be through with sb  /ˌbi ˈθruː wɪð ˌsʌmbɒdi/

go through sth (phr v) /ˌɡəʊ ˈθruː ˌsʌmθɪŋ/

millionaire (n) /ˌmɪljəˈneə/

boss sb around (phr v) /ˌbɒs ˌsʌmbɒdi əˈraʊnd/

guilt (n) /ɡɪlt/

remain/stay anonymous  /rɪˌmeɪn/ˌsteɪ əˈnɒnɪməs/

break sb’s heart  /ˌbreɪk ˌsʌmbɒdiz ˈhɑːt/

harmless (adj) /ˈhɑːmləs/

sad (adj) /sæd/

break up with sb (phr v) /ˌbreɪk ˈʌp wɪð ˌsʌmbɒdi/

hurt sb’s feelings  /ˌhɜːt ˌsʌmbɒdiz ˈfiːəlɪŋz/

sadness (n) /ˈsædnəs/

complain (v) /kəmˈpleɪn/

sympathetic (adj) /ˌsɪmpəˈθetɪk/

dilemma (n) /dəˈlemə/

sympathy (n) /ˈsɪmpəθi/

do sth stupid  /ˌduː ˌsʌmθɪŋ ˈstjuːpəd/

waste time on sth  /ˌweɪst ˈtaɪm ɒn ˌsʌmθɪŋ/

ex-friend (n) /ˌeks ˈfrend/

lottery jackpot (n) /ˈlɒtəri ˌdʒækpɒt/ lottery win (n) /ˈlɒtəri wɪn/

6D GRAMMAR

5.39

be in touch with your feelings  /bi ɪn ˌtʌtʃ wɪð jə ˈfiːəlɪŋz/

fall in love with sb  /ˌfɔːl ɪn ˈlʌv wɪð ˌsʌmbɒdi/ fall out with sb (phr v) /ˌfɔːl ˈaʊt wɪð ˌsʌmbɒdi/

financial gain  /fəˌnænʃəl ˈɡeɪn/

make sth easier  /ˌmeɪk ˌsʌmθɪŋ ˈiːziə/ mislead (v) /ˌmɪsˈliːd/ morally wrong  /ˌmɒrəli ˈrɒŋ/ much-loved (adj) /ˌmʌtʃ ˈlʌvd/ mythical figure (n) /ˌmɪθɪkəl ˈfɪɡə/ now and again  /ˌnaʊ ənd əˈɡen/ offer advice  /ˌɒfər ədˈvaɪs/

forgive (v) /fəˈɡɪv/

pet (n) /pet/

get into trouble  /ˌɡet ˌɪntə ˈtrʌbəl/

policy (n) /ˈpɒləsi/

empathise with sb (v) /ˈempəθaɪz wɪð ˌsʌmbɒdi/

go out with sb (phr v) /ˌɡəʊ ˈaʊt wɪð ˌsʌmbɒdi/

public figure (n) /ˌpʌblɪk ˈfɪɡə/

get excited  /ˌɡet ɪkˈsaɪtəd/

have enough  /ˌhæv ɪˈnʌf/

good listener  /ˌɡʊd ˈlɪsənə/

set a poor example  /ˌset ə ˌpɔːr ɪɡˈzɑːmpəl/

heartbroken (adj) /ˈhɑːtˌbrəʊkən/

irritated (adj) /ˈɪrɪteɪtɪd/

tell the whole truth  /ˌtel ðə ˌhəʊl ˈtruːθ/

hit it off  /ˌhɪt ɪt ˈɒf/

unacceptable (adj) /ˌʌnəkˈseptəbəl/

make up (with sb) (phr v) /ˌmeɪk ˈʌp (wɪð ˌsʌmbɒdi)/

ignore (v) /ɪɡˈnɔː/

unethical (adj) /ʌnˈeθɪkəl/

insult (v) /ɪnˈsʌlt/

value (v) /ˈvæljuː/

laugh at sb (phr v) /ˈlɑːf ət ˌsʌmbɒdi/

vulnerable (adj) /ˈvʌlnərəbəl/

personal problem/advice  /ˌpɜːsənəl ˈprɒbləm/ ədˈvaɪs/

lead to sth (v) /ˈliːd tə ˌsʌmθɪŋ/

well-mannered (adj) /ˌwel ˈmænəd/

let sb down (phr v) /ˌlet ˌsʌmbɒdi ˈdaʊn/

personal information (n) /ˌpɜːsənəl ˌɪnfəˈmeɪʃən/

white lie (n) /ˌwaɪt ˈlaɪ/

lose your temper  /ˌluːz jə ˈtempə/

sb’s cheeks go red  /ˌsʌmbɒdiz ˌtʃiːks ɡəʊ ˈred/

make a promise  /ˌmeɪk ə ˈprɒməs/

share information  /ˌʃeər ˌɪnfəˈmeɪʃən/

make fun of sb  /ˌmeɪk ˈfʌn əv ˌsʌmbɒdi/

show an interest in sb/sth  /ˌʃəʊ ən ˈɪntrəst ɪn ˌsʌmbɒdi/ˌsʌmθɪŋ/

make up (phr v) /ˌmeɪk ˈʌp/

cry (v) /kraɪ/ empathetic (adj) /ˌempəˈθetɪk/

nervous about sth (adj) /ˈnɜːvəs əˌbaʊt ˌsʌmθɪŋ/

sweat (v) /swet/

regardless of sth (adv) /rɪˈɡɑːdləs əv ˌsʌmθɪŋ/

put up with sb/sth (phr v) /ˌpʊt ˈʌp wɪð ˌsʌmbɒdi/ˌsʌmθɪŋ/

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FURTHER PRACTICE Workbook page 73/Online Practice

NEXT CLASS Ask students to revise Unit 6.

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06

Revision

VOCABULARY AND GRAMMAR 1 Complete the story with one word in each gap.

Exercise 4 1 get 2 say, disagree 3 knocks, start 4 lose, feel 5 will win, trains 6 win, will be able to 7 won’t buy, gets 8 pay, will lend

3

ask back crazy fun go love put temper trouble up with 1 If you fancy someone, you should ask them out but don’t worry if they won’t go out with you. 2 If I were you, I wouldn’t make fun of your sister. You might get into trouble ! 3 Just because you’re crazy about someone doesn’t mean they’ll fall in love with you. 4 You should never put up with a friend talking behind your back . 5 If you lose your temper with your best friend and fall out with him or her, you should apologise. 6 Splitting up with someone can make you feel lonely at first – but it is only temporary.

‘Will you 1cover for me this afternoon at the club, Georgie?’, Michael asked me today. He was supposed to help at the gymnastics club after school. Michael was very good at 2 aking m things up but he hadn’t made an 3 xcuse e to her about why he couldn’t be there. He had told her the 4t ruth . He didn’t try to lie to me either because I always saw straight 5through him and, anyway, I knew the story.

Exercise 5 2 saw 3 were 4 would go 5 (would) explain 6 went 7 would be 8 wouldn’t put up 9 had 10 wouldn’t go 11 spoke 12 asked

Michael had fallen for a girl who he really out. The liked, and they started 6going problem was he got really 7jealous when she spoke to other boys. She is a really nice girl who would never 8let anyone down and disappoint them, but Georgie started to boss her 9a round so she 10broke up with him. Although she had broken his 11heart , I hadn’t felt much 12sympathy for him at the time because of the way he’d behaved.

4

Choose the correct words to describe the pictures.

5 1 frown / grin

2 hug / glance

Complete sentences 1–4 with the zero conditional form of the words in brackets, and sentences 5–8 with the first conditional form of the words in brackets. Then choose the correct word in italics for each sentence. 1 Until / When people I don’t know talk (talk) to me, I (get) very nervous. 2 They always (say) what they think if/ before they (disagree) with someone. 3 If / Unless a stranger (knock) on the door, the dogs (start) barking. 4 After / Provided that I (lose) my temper, I usually (feel) embarrassed. 5 She (win) the race unless / as long as she (train) hard. 6 Unless / After you (win) the lottery, you (be able) to buy a car. 7 He (not buy) a new house as long as / unless he (get) a well-paid job. 8 Provided that / Until you can (pay) me back by Saturday, (lend) you the money. I

But now that Michael was going to ask her to forgive him, I changed my mind and said ‘Yes, I will cover for you.’

2

Complete the sentences with the words from the box.

Complete the conversation with the second conditional form of the verbs in brackets. Alex Hi Jack. What 1 would you do (do) if you 2 someone bullying a friend at school? Jack Why? Has something happened? Alex Yes, it has and I’ve no idea what to do. Jack Well, if I 3 teacher and I 5

3 shake your head / shiver

4 raise an eyebrow / shrug shoulders

(see)

(be) you, I 4 (go) straight to your class (explain) what you saw.

(go) to the teacher, my Alex I thought about that, but if I 6 (be) through with me. best friend 7 Jack Really? Your best friend? Alex Yes, he’s, unfortunately, the bully. Jack How come he’s your friend then? I 8 that sort of behaviour. Alex He’s got problems at home.

(not put up) with

Jack That’s no excuse. If I 9 (have) problems, I 10 go) round bullying people. Alex I’m really at a loss.

5 roll your eyes / wink

6 stare / whisper

(not

Jack If you 11 (speak) to him about it and 12 (ask) him to apologise to the student he was bullying, it might help him too. Alex Thanks!

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REFERENCES

FURTHER PRACTICE

ASSESSMENT

AUDIO SCRIPT page 220

• Use of English, Student’s Book page 193

• Unit 6 Language Test (Vocabulary, Grammar, Use of English)

• Class debates pages 264–265

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• Self-assessment 6 and Self-check 6, Workbook pages 74–75/Online Practice

• Unit 6 Skills Test (Dictation, Listening, Reading, Communication)

• Extra digital activities: Use of English, Reading, Listening

• Units 5–6 Cumulative Review Test

• Unit 6 Writing Test • Units 5–6 Exam Speaking

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USE OF ENGLISH 6 Complete the second sentence using the word in bold

so that it means the same as the first one. Use between two and five words, including the word in bold.

1 Jane doesn’t focus so she makes a lot of mistakes. FOCUSED If Jane focused, she would make fewer mistakes. 2 I’m not brave enough to tell them I lied. BRAVER , I would tell them I lied. 3 I think you should tell her how you feel. YOU If tell her how you feel. 4 She looked very surprised when she heard the news. EYEBROW She in surprise when she heard the news. 5 You should start revising because the exams begin next week. HAD You because the exams begin next week. 6 The price of the tickets is going up, so we must buy them soon. UNLESS soon, they will be more expensive. 7 I forgive people quickly provided that they say sorry. LONG I forgive people quickly say sorry. Use of English > page 193

LISTENING 2.38 You are going to hear a woman talking about 7 her work. Complete the notes below with a word or a short phrase.

STRATEGY | Notes completion Read each gap and check what kind of information or word is missing. Write exactly what you hear and do not change the words in any way.

• • • • • • •

As well as working as an agony aunt, June is also a 1 .

SPEAKING 8 In pairs, role play the situation below. Then change roles and do the task again.

Student A You recently had an argument with your classmate. You’d like to make up and you talk about this with a friend from the UK. In the conversation discuss the points below: • Talk about your relationship with your classmate. • Explain the reason for the argument and ask for advice. • Accept Student B’s advice. • Say what you can do to get on better with the classmate. Student B You are Student A’s friend from the UK. You are discussing how to resolve his/her conflict with a classmate. Use the phrases below to help you. You start first. • How do you usually get on? • So, what happened exactly? • If I were you, I’d apologise. • What can you do to improve your relationship?

Exercise 6 2 If I was/were braver 3 I were you, I’d 4 raised an eyebrow 5 had better start revising 6 Unless we buy the tickets 7 as long as they Exercise 7 1 social worker 2 website 3 love and relationships 4 bullying 5 their family 6 loneliness 7 sympathetic

WRITING 9 Read the task below and write an essay. STRATEGY | Essay Read the essay question and make a note of the points you need to include in the answer. In the task, you need to address the two aspects mentioned in the task as well as discuss one aspect of your own. Parents shouldn’t try to control the lives of their children who are over sixteen. Do you agree? Write about: 1 going out at night 2 using technology 3

June communicates through social networks and her 2 . In the last century, teens needed information about 3 . Modern technology has created some new problems for teenagers today such as cyber-4 . She says some teens don’t want to talk to about problems.

5

June thinks the key problem people suffer from nowadays is 6 . June thinks agony aunts need to be 7

.

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LIFE SKILLS

1

How to set SMART goals

In pairs, discuss the questions. 1 Compare the colourful and black and white photos. What goals did the people have? Have they achieved them or failed? 2 How important do you think it is to set yourself goals for the future? 3 What are some of your educational and personal goals for this year?

2

Do you have plans to achieve the goals you mentioned in Exercise 1? What are you going to do and when?

3

Read the forum entries about failed goals. Match statements 1–4 with entries a–c. There is one extra statement. The speaker … 1 b failed to achieve a goal because of a lack of preparation. 2 a wasn’t sure which goal he/she wanted to achieve. 3 c did not do enough research to achieve a goal. 4 chose a goal that was impossible to reach.

□ □ □ □

Exercise 4 Possible answers: A not clear about which goal he/she wanted to achieve; didn’t choose a goal he/she really wanted to achieve B didn’t train hard enough; took it too lightly C didn’t plan well enough

4

Work in pairs. Why did the people fail to achieve their goals? What didn’t they do? What advice would you give them?

5

2.39 Listen to an expert talking about setting goals. What is she talking about? Choose the correct answer. a b c d

Where to get advice on what our goals should be. How important it is to have big ambitions. How to make our goals easier to achieve. What to do if we fail to achieve a goal.

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REFERENCES

EXTRA ACTIVITY IN CLASS

NEXT CLASS

AUDIO SCRIPT page 221

After Exercise 4, put students in pairs and ask them to tell their partner about a goal they failed to achieve. Why do they think they failed? What didn’t they do? What advice would their partner give them?

Students can create a SMART chart like the one in Exercise 8 to use in their presentations.

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05–06

Nick04

Charli3

A m finishing m first ear of nglish at uni soon and it definitel hasn t t rned out as I’d hoped. When I was at school, I joined a student drama club. It was my passion to act and I dreamt of a career on the stage. But everyone told me it was too challenging and I should choose a more traditional job. So I thought I could study something to do with languages because was prett good at nglish and tho ght maybe I could be a teacher. Both oth of my parents are teachers and they seem to enjoy their jobs. My favourite subject at school was History though, but I just didn’t think there’d be many jobs available. o went for nglish in the end ost niversities have nglish co rses and I didn’t think too much about what was on the course as long as I got a degree. But the course is boring, and I often skip classes. I may not come back next year … When my friend suggested we take B W part in the City half-marathon which takes place once a year, I thought it was a great idea have to admit m not that fit reall – I don’t do a lot of sport. But you see marathons on television with thousands taking part so I thought I could manage it. After all, I wasn’t out there to break any records! Of course, I had these great plans to train regularly and I went running after school with my friend for a couple of evenings – but then school work got in the way so I didn’t really do much. The result is that I did the half-marathon last Saturday – but my legs went to jelly after a couple of kilometres and I had to stop. It was a bit embarrassing – but I guess I’m just not built for running long distances. I shall stick to exercises at home in the future!

C Just got back from my trip to Spain, France and Italy and I have to say it wasn’t a success. I went with my Spanish friend and the idea was to travel by train and buses along the coast, stopping off at interesting places on the way. Sounds a cool idea, doesn’t it? Well, we thought so. I cut down my spending a bit in the month before we left so I’d have enough money and we checked out the route which Buster56 loo ed definitel doa le he pro lem was that the fares and accommodation were more than we had thought and I ran out of money pretty early on. It’s a pity we didn’t check how much these things cost and didn’t plan a budget or how much time we needed to save enough money. We didn’t enjoy ourselves nearly as much as we'd hoped to. I stayed in Barcelona at my friend’s house for a week, but we were both disappointed.

6

2.39 Listen again. Complete the gaps with the words from the box. There are two extra words.

Exercise 6 1 what 2 when 3 possible 4 important 5 deadlines

deadlines easy how important possible what when

LIFE SKILLS | How to set SMART goals S (SPECIFIC) Define exactly 1 what you want to achieve. M (MEASURABLE) Think about how and 2 you’ve achieved your goal. A (ACHIEVABLE) Set goals that are 3

you’ll know that to achieve.

R (RELEVANT) Choose a goal which matters and is 4 T (TIME-BOUND) Set yourself 5

to you.

for achieving the goal.

7

Would you now give the same advice to the authors of the forum entires? Say why.

8

Match statements a–e with questions 1–5 from the SMART diagram. a I want to reach my goal by the end of the term when we have a big test. b I will do the following to help me achieve the goal: – record new words after each lesson in a notebook, – draw mind maps and pictures, – ask my friends to help me revise vocabulary before tests, – write an article in English for the school’s website. c I will keep track of the marks I get in English tests to check if I get higher scores. I’d like to improve my average score by 10%. d I want to improve and expand my English vocabulary. I usually get lower marks in my English tests because I find it difficult to learn new words. e I want to pass my exams in English well. I also need English to chat with my friends online.

Make a SMART goal

Your goal: improve my English, learn new vocabulary

9

S

Specific What do you exactly want to achieve?

M

Measurable How will you know when your goal is met?

A

Achievable What steps can you take to achieve your goal?

R

Relevant Why is your goal important to you?

T

Time-bound How long will it take you to reach your goal?

4

1

d

               2

c 3

b

  

e 5

a

Do the task below.

LIFE SKILLS | Project • Think of a goal related to education or your personal life. • Follow the tips from this lesson about SMART goals and answer the questions in the SMART chart in Exercise 8. • Present your SMART goal to the class in the next lesson. • Discuss each other’s goals. Do you think they are easy to achieve? Can you think of other steps to reach them?

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07

In the spotlight VOCABULARY TV news, viewing habits, success and failure, describing art, films, books and plays GRAMMAR

Reported speech, reported questions Use of English > page 194

SPEAKING

Describing a personal experience

WRITING

A review of a play

VIDEO

Grammar

Documentary

Communication

And finally … 2 And finally, the second orld og urfing hampionships are taking place in alifornia. arlier today, we spoke to one of the organisers. e said that about fifty dogs were competing in this year’s championships. hat doesn’t sound like a lot but he asked us to remember that only five dogs had taken part the year before. e also pointed out that the event had attracted more spectators and media interest than ever. e explained there were di erent pri es depending on the weight of the dogs and the si e of the waves. e admitted the dogs couldn’t surf as well as humans but claimed that the dogs were learning fast and predicted that the performances would be better than the previous year’s. e added that there were also pri es for the best dressed dogs.

1 And finally, a popular new trend in the . air facing is a way of brushing your hair so it covers your face completely. o find out more about it, we talked to some teenagers at their school in righton. hey told us that hair facing was becoming really popular there. hey agreed the trend would last because it was fun. ne girl explained she had only started hair facing a few days before. he confessed she had always looked down on it until she had tried it. nother girl claimed she felt more relaxed with her hair over her eyes. teacher said he didn’t like the fashion. e complained that he couldn’t see his pupils’ faces so he didn’t know if they were sleeping in class. e said he would ban it if he could. owever, another teacher told him not to criticise it if he’d never tried it.

Exercise 1 ‘And finally …’ reports are news items that often come last in a TV news programme. They are often human interest stories or involve animals.

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7A GRAMMAR AND VOCABULARY 1

Read the information below and work out the meaning of the highlighted words. What is an ‘And finally,…’ report? TV news programmes always begin with the headlines followed by the most important stories or breaking news. They often finish with a curious or amusing news item which the newsreader usually introduces with the words ‘And finally,…’. These reports tend to be human interest stories or to involve animals.

2

In pairs, ask and answer the questions. 1 What TV or newspaper headlines do you remember from this week’s news? 2 Can you remember a time when a newsreader interrupted a programme to report some breaking news? What was it? 3 Which curious or funny human interest stories can you remember from the news?

3

Look at the photos and read both ‘And finally, …’ news items. Which one do you think is true and which fake? Say why. Story 1 is fake and story 2 is true.

REFERENCES

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

AUDIO SCRIPT page 221

This activity can be done before or after Exercise 10. Put students in (new) pairs and get them to tell each other about some of the funniest and strangest things people have said to them. Remind them that they should use reported speech and encourage them to use different reporting verbs where possible.

• Photocopiable extra Grammar Video activity 7, page 267

VIDEO SCRIPT page 239 CULTURE NOTES page 209

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• Grammar Reference and Practice, Student’s Book page 183 • Workbook pages 76–77/Online Practice

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07 Reported speech

5

1 ‘After I had read the headlines last night my throat felt dry so I decided to take a drink,’ Jack told / said us. 2 ‘There’s always a glass of water on the desk while I’m reading the news but I don’t usually touch it,’ he asked / pointed out. 3 ‘I was in a hurry and spilt the water all down my shirt,’ he said / told. 4 ‘Don’t laugh,’ his producer added / warned him. 5 ‘Once I started laughing, I couldn’t stop,’ Jack explained / predicted. 6 ‘It’s the first time anything like that has ever happened to me,’ he claimed / replied. 7 ‘It won’t happen again in tomorrow’s programme,’ he admitted / promised. 8 ‘I can’t believe I’m the human interest story on my own TV channel,’ Jack agreed / confessed.

3.1 Listen to two interviews. Then read news item 1 again. How are quotations below reported in the text? How are the reported sentences different from the originals? 1 ‘Hair-facing is becoming really popular here.’ They told us that hair-facing was becoming really popular there. 2 ‘It’ll last because it’s fun.’ 3 ‘I only started hair-facing a few days ago.’ 4 ‘I had always looked down on it.’ 5 ‘I feel more relaxed with my hair over my eyes.’ 6 ‘I can’t see my pupils’ faces.’ 7 ‘I would ban it.’ 8 ‘Don’t criticise it!’

7

Study the Grammar box and check your answers to Exercise 4. Then read news item 2 again and find more examples of reported speech.

Reported speech Direct speech Reported speech Present Simple → Past Simple Present Continuous → Past Continuous Past Simple → Past Perfect Present Perfect → Past Perfect will → would can → could must → had to The Past Perfect, would, could, should and might don’t change in reported speech. With imperatives we use (not) to before the verb. ‘Remember!’ → She asked/told me to remember. ‘Don’t forget!’ → She asked/told me not to forget. These expressions usually change: Time: now → then/at that time; a few days ago → a few days before; yesterday → the day before/ the previous day; last year → the year before/the previous year; tomorrow → the day after/ the next day. Places and things: here → there; this → that; these → those. People: I/you → he/she, me/you → him/her; my/your → his/her; we → they; our → their Reporting verbs: add, admit, agree, ask, claim, complain, confess, explain, point out, predict, promise, reply, say, tell, warn.

Choose the correct reporting verbs in sentences.

3.2 Rewrite the quotes in Exercise 6 in reported speech to complete the news story. Listen and check. Jack told us that after he had read the headlines the night before his throat had felt dry so he …

8

In pairs, transform the sentences to reported speech using the words in brackets. 1 ‘I watched the news last night.’ (Rose/tell/friends) Rose told her friends that she’d watched the news the previous night. 2 I hadn’t watched the TV news for ages. (She/claim) 3 I don’t think I’ll watch it again in the near future. (She/add) 4 I can get all the news I need on my phone. (She/explain) 5 Check all the information you get online because a lot of it is false. (Mo/warn/the others) 6 I don’t believe everything I see on the news. (He/point out)

9

REFLECT | Society Which news sources (TV, radio, the Internet, newspapers, etc.) do you trust the most/least? Say why.

10 SPEAKING Work in pairs. Use reported speech to talk about a time when someone said something that made you feel annoyed, confused, embarrassed, happy or relieved.

I was annoyed about something and my sister told me to calm down. That made me laugh because she gets annoyed more than anyone I know. 22 Read the question and watch the video. Say what the speakers answer. Then in pairs, ask and answer the question. What's the one thing your parents always told you to do? GRMMAR VIDEO

4

6

Grammar Reference and Practice > page 183

□ I can use reporting verbs to report stories. • Photocopiable resource 27: What’s that line?, pages 280, 316 • Extra digital activities: Grammar Checkpoint 7A

ASSESSMENT Grammar Quiz 7A

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Exercise 4 1 Present Continuous Past Continuous; here ➔ there 2 They agreed the trend would last because it was fun. will ➔ would; it’s (Present Simple) ➔ it was (Past Simple) 3 One girl explained she had only started hairfacing a few days before. I ➔ she; only started (Past Simple) ➔ had only started (Past Perfect); a few days ago ➔ a few days before 4 She confessed she had always looked down on it. I ➔ she; had always looked (Past Perfect) ➔ no change 5 Another girl claimed she felt more relaxed with her hair over her eyes. I ➔ she; feel (Present Simple) ➔ felt (Past Simple); my ➔ her 6 He complained that he couldn’t see his pupils’ faces. I ➔ he; can’t ➔ couldn’t; my ➔ his 7 He said he would ban it. I ➔ he; would ➔ no change 8 Another teacher told him not to criticise it. Don’t criticise ➔ not to criticise In reported sentences, verb tenses, pronouns and time expressions may change. Exercise 7 See audio script 3.2 on page 222. Exercise 8 2 She claimed that she hadn’t watched the TV news for ages. 3 She added she didn’t think she would watch it again in the near future. 4 She explained that she could get all the news she needed on her phone. 5 Mo warned the others to check all the information they got online because a lot of it was false. 6 He pointed out that he didn’t believe everything he saw on the news.

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NEXT CLASS Ask students to find out about the viewing habits of people in their country and make notes. What types of shows are popular with different age groups? Which shows are people’s favourites? You could ask them to look for information online and/or interview different people in their family/social circle.

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7B VOCABULARY | Viewing habits 1

2

Exercise 3 Possible questions: Do you binge-watch (multiple episodes of a series in one sitting)? Is binge-watching one of your main hobbies? Does binge-watching a show make it better? Do you sometimes watch more ondemand content than you intend to? Does this cost you sleep and leave you feeling tired? Are you afraid that spoilers will reveal the endings of your favourite shows? Are you trying to cut down your screen time in some way? Have you ever pretended to be sick so you can stay at home and binge-watch?

3

Work in pairs. What types of shows do you like watching? Which are your favourite shows and why? How many episodes do you usually watch in one sitting? Look at the statistics on viewing habits in the UK at the bottom of the page and match the highlighted phrases to the definitions. Which statistic do you find most surprising?

•

1 A multi-part television show. series 2 One part of a multi-part television show. episode 3 Watching television for a long time in one sitting. binge-watching 4 Total amount of time spent watching television. screen time 5 Bits of information about what happens in a film or television show you haven’t watched yet. spoilers 6 TV shows and films that you can watch whenever you want. on-demand content 7 An internet-based television service you pay for each month. subscription streaming service 8 People who watch television. viewers

•

In pairs, ask and answer questions based on the information from the survey. Add more details about services, shows, times, etc. A Do you use subscription streaming services? B No, I tried one for a month, but I hardly watched it.

4

Viewing Habits in the UK •

• • • • •

5

1 This show got really good reviews. well-reviewed 2 This show won lots of awards. award-winning 3 People have been waiting for this show to start and are excited about it. eagerly-awaited 4 This show really makes you think. thought-provoking 5 Not many people have watched or heard about this show. little-known 6 Some of the episodes in this show are as long as a film. feature-length

credits dialogue seasons subtitles title sequence trailers

6

7

CULTURE NOTES page 209

EXTRA ACTIVITY IN CLASS After Exercise 5 or 6, dictate only the first or second part of each of the compound adjectives in Exercise 5. Tell students where the hyphen goes each time so they’ll know which part is missing.

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3.3 PRONUNCIATION Match the words in the box to the correct syllable stress patterns. Then practise saying them. binge-watching dialogue discussion statistics subscription subtitles surprising discussion, statistics, subscription

episode binge-watching, dialogue, little-known, subtitles

REFLECT | Culture According to studies, sixty-eight percent of adults in the UK say that watching TV shows and films brings the family together. Do you agree? Do you think people feel the same way in your country? Say why.

□ I can talk about viewing habits.

REFERENCES

114

Work in pairs. Use the adjectives in Exercise 5 to talk about your favourite TV shows. … is one of my favourite shows. It was really well-reviewed. In fact it’s award-wining, thought-provoking and some of the episodes are feature-length. The best thing about it is …

8

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Form adjectives with the words from boxes A and B. Then match them to the descriptions of shows below. A little feature eagerly thought award well B -reviewed -known -length -winning -provoking -awaited

Use a dictionary to check the meaning of the words from the box. Then use them to complete the sentences. Which of them are true for you? Compare with a partner.

1 When I’m binge-watching a TV show on a subscription streaming service, I always skip the  title sequence  at the beginning of the episode and go straight to the action. 2 When I go to the cinema, I like to stay and watch the credits at the end so I’m often the last to leave. 3 I’m not into TV shows or films that are full of dialogue. I prefer action to discussion. 4 I find that watching English language shows with the English subtitles helps me learn new words and phrases. 5 For me, most shows get boring after three or four seasons . 6 I think most trailers show too much of the story and that spoils the film or series for me.

76 percent of 16-24-year-olds reported using subscription streaming services. 79 percent of adults admitted binge-watching multiple episodes in one sitting. 55 percent of 18-24-year-old viewers said binge-watching was one of their main hobbies. 35 percent said that binge-watching a series made it better. 74 percent said they sometimes watched more on-demand content than they intended to and 32 percent p said that this cost them sleep and left them feeling tired. 25 percent of binge viewers said they were afraid that spoilers would reveal the endings of their favourite shows. 47 percent of 16-24-year-olds said they were trying to cut down their screen time in some way. 3 percent of adults admitted they had pretended to be sick so they could stay at home and binge-watch.

Students try to complete the compound adjectives as fast as they can.

FURTHER PRACTICE • Workbook page 78/Online Practice • Photocopiable resource 28: Viewing habits survey, pages 280, 317 • Extra digital activities: Vocabulary Checkpoint 7

ASSESSMENT Vocabulary Quiz 7

NEXT CLASS Students visit the social media page(s) of an artist/performer they like and make notes about the different ways in which he/she promotes his/her work through social media.

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07

7C LISTENING AND VOCABULARY 1

Which artists/performers do you follow on social media? Whose posts are the most interesting and why?

2

3.4 Study the ideas for promoting one’s work on social media. Then listen to four interviews and match speakers 1–4 with ideas a–d.

4

1 It’s not easy to become popular so how did you make a name for yourself? yourself 2 A few months ago I got my first break when the people at this gallery contacted me. 3 Although the play was a huge flop, I got good reviews. It started off OK but in the end, it came to nothing. I didn’t get many views at first but then it really took off. 4 That was a bit of a setback but I didn’t give up. A major publisher took it on and I haven’t looked back since. I’m the author of a best-seller. 5 It only sold about a hundred copies. What a disaster! So after that we went back to square one. The video went viral in January 2017 and now we’re big stars! Every show’s a sell-out. a A big failure. a huge flop b Start to do well. take off c Become famous. make a name for yourself d Have no success. come to nothing e A slight disappointment. a bit of a setback f Keep on progressing. not look back g A big literary success. a best-seller h Receive an opportunity. get (my) first break i Return to the beginning. go back to square one j Quickly become successful online. go viral k An event where all the tickets are sold. a sell-out l A catastrophe. a disaster

How to promote your work on social media a pay for pop-up ads on the Internet b start a dedicated social media page for your work c upload some videos to your own YouTube channel d self-publish your writing online Speakers 1 b Keira, an artist 2 c Andy, an actor and comedian 3 d Selena, an author 4 a Tracy, a singer and musician

□ □ □ □

3

3.4 Listen again and choose the correct answer for each question. 1 Where is Keira now? A

B

C

2 What was Andy doing when he made a key decision in his life? A

B

C

5

B

ital

C

t Liagnhd life

Selena 4 U e

DiSgunshin

6

B

2015

C

2016

3.5 Choose the correct words or phrases to complete what film director, Tony, said in an interview. Listen and check.

Use the reporting verbs in the order below to report what Tony said in Exercise 5.

In the interview, interview Tony pointed out he had made his first film …

2017

7

SPEAKING What are the pros and cons of being an artist or performer? Discuss in pairs.

□ I can identify specific details in a radio programme and talk about artists and performers on social media. REFERENCES AUDIO SCRIPT page 221–222

EXTRA ACTIVITY IN CLASS Before Exercise 2, refer students to the notes they made at home and put them in pairs to tell each other about the artist/ performer they chose. How does social media help him/her promote his/her

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Exercise 6 Tony pointed out he had made his first film three years before but he admitted that he had been too young and the film had been a complete disaster. He told Terence that he had got his first break with a music video. He explained that fortunately, it had gone viral and had been a huge success. He agreed that the video had really helped him make a name for himself and added that after that he hadn’t looked back. He said that he was working on an adaptation of Selena Starr’s new best-seller. He claimed it was the best novel he’d ever read.

point out admit tell explain agree add say claim

4 When did Tracy’s group make their first music video? A

Exercise 4 Success: make a name for yourself, got my first break, took off, not look back, best-seller, go viral, sell-out Failure: huge flop, came to nothing, setback, went back to square one

I made my first film three years ago but I was too young and the film was a complete 1 disaster / sell out. … I 2got my first break / took off with a music video. Fortunately, it 3was a setback / went viral. It was a huge success. … Yes, the video really helped me 4came to nothing / make a name for myself. After that I haven’t 5looked back / gone back to square one. … I’m working on an adaptation of Selena Starr’s new 6best-seller / flop. It’s the best novel I’ve ever read.

3 Which of Selena’s projects was the most successful? A

Decide if the highlighted phrases refer to success or failure. Then match them with the definitions below.

work? When students have completed Exercise 2, you could ask them if they talked about any of the ideas (a–d) mentioned in the interviews.

FURTHER PRACTICE • Workbook page 79/Online Practice • Photocopiable resource 29: Art and social media, pages 280, 318

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NEXT CLASS Ask students to make notes about their favourite piece of art. What is it? Who is it by? What do they know about it? Why do they like it? If appropriate, they could also bring photos (or look for some online and have them available on their phones).

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7D READING AND VOCABULARY Work in groups. How many art disciplines can you name in sixty seconds? Can you name a famous artist from each discipline?

5

painting, sculpture …

2

Look at the two works of art pictured in the article. Which do you think is a real piece of art and which isn’t? Read the article quickly to find out. Neither one is a real piece of art.

3

Exercise 5 Always positive: atmospheric, breathtaking, expressive, meaningful, profound, sophisticated, spectacular Depends on the context: abstract, puzzling, realistic, shocking, unique

realistic – positive, neutral or negative, depending on the context

6

Read the article again and choose the correct answers. 1 The two incidents described in the first two paragraphs illustrate that a all modern art is worthless. b only an artist can create a work of art. c it is often difficult to decide what art is. d social media can help us understand art. 2 In the third paragraph, the author suggests that a it is easier to recognise classic examples of fine art than of modern art. b all art demonstrates the artistic skills of the artist. c modern art is generally worth more money than classical art. d if experts say something is art, it must be art. 3 Belgian researchers showed that a only an expert can answer the question ’What is art?’ b both experts and non-experts struggle to recognise true art. c passport photographs are art. d non-experts were worse at identifying real works of art. 4 The concluding paragraph suggests that the answer to ‘What is art?’ a may be different for each of us. b has finally been answered in this article. c depends on the individual artist. d is impossible to answer. 5 The author writes ‘you are probably not going to like this’ in the final paragraph because she a doesn’t think the reader will like her works of art. b doesn’t provide the reader with the solution to the challenge she set. c asked the reader to think like an expert. d played a trick on the reader.

Exercise 6 1 expressive, sophisticated, meaningful, atmospheric, profound, spectacular 2 They are talking about the glasses that the teenagers put on the floor in a gallery in San Francisco. Exercise 7 2 I don’t get it. 3 it speaks to me 4 It leaves me cold. 5 It gets you thinking. 6 I could do better myself.

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1 What ‘s this then? Ha! I don’t think it’s art. There’s nothing to it. Call that art? 2 I don’t understand what the artist is trying to say. It’s just a pair of glasses on the floor! 3 Well, it has a special meaning for me. It’s about the experience of viewing art. 4 Well, I don’t feel anything. I have no interest in it. 5 The artist is saying…‘make up your own mind about art’. There is a lot to consider. 6 It doesn’t demonstrate any skill. Are you sure it’s really part of the exhibition?

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Use adjectives from Exercise 5 and expressions from Exercise 7 to describe the artworks on page 198.

9

SPEAKING Work in groups. Do you agree or disagree with these statements about art? Explain your answers. • Whether you like it or not, if it gets you talking, it’s art. • If experts and critics agree that something is great art, then it must be. • There is a lot of skill, but little art in painting a picture or making a sculpture that looks 100% real. • Art is whatever the artist says it is. 23 WATCH AND REFLECT Go to page 168. Watch the documentary Living iving art and do the exercises.

□ I can identify specific details in an article and talk about art.

AUDIO SCRIPT page 222 VIDEO SCRIPT page 239 CULTURE NOTES page 209

EXTRA ACTIVITIES IN CLASS • This activity can be done before or after Exercise 1. Using the notes they made

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Replace the underlined sections in the sentences with the phrases from the box. Call that art? I could do better myself. I don’t get it. It gets you thinking. It leaves me cold. it speaks to me

Work in pairs. Which of the modern pieces mentioned in the article do you think are or are not art? Do you agree with the author of the article when she says her creations are not art?

REFERENCES

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.7 Listen to two visitors to an art gallery and 3.7 answer the questions. 1 Which adjectives from Exercise 5 can you hear? 2 Which exhibit from the article are they talking about?

I think the piece ‘Where shall we go dancing tonight?’ is art because it makes a comment on an important issue.

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In pairs, work out the meaning of the highlighted adjectives in the text. Which of them are always positive? Which can be positive, neutral or negative depending on the context?

DOCUMENTARY VIDEO

1

Exercise 1 Possible answers: ceramics, drawing, photography, film, literature, architecture, dance, graphic design, fashion design, music, theatre, ballet

at home (and their photos, if they have them) students tell a partner about their favourite piece of art. • After Exercise 8, students describe the artwork they talked about in the previous extra activity. They should use adjectives from Exercise 5 and expressions from Exercise 7.

FURTHER PRACTICE Workbook pages 80–81/Online Practice

NEXT CLASS Ask students to write down three or four questions they would like to ask a celebrity they admire.

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What is and isn’t art?

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by Sandi Jones 3.6

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odern art is rubbish; at least that’s what cleaners at a gallery in Bolzano, Italy were probably thinking when they threw away an installation called ‘Where shall we go dancing tonight?’ To be fair, the installation was a room designed to look like there had been a party there the night before. It was filled with empty bottles and party decorations, and was meant to be a comment on corruption in Italy in the 1980s. Unfortunately, it was so realistic that the cleaners missed the message and threw the whole thing away. Interestingly, rather than asking the artist to go back to square one, the gallery owners went through the bins and rebuilt the piece more or less as it was originally. On the other side of the world, at the Museum of Modern Art in San Francisco, two teenage visitors were impressed by many of the sophisticated and occasionally shocking works of art on display there. However, they found some of the pieces to be more puzzling than inventive, and others to be the sort of thing they could probably do themselves. And that’s what they did. When nobody was looking, one of them placed their glasses on the floor below an official-looking piece of paper. Within minutes, people began to stop in front of the ‘unique’ exhibit to discuss and photograph it. At the same time, the two teenagers photographed the people and posted the images on Twitter, where they quickly went viral. These parallel stories raise a familiar question; ‘what is and isn’t art?’ Most would agree that Michelangelo’s spectacular ceiling of the Sistine chapel, the expressive face of Da Vinci’s Mona Lisa and the atmospheric paintings of Claude Monet are great examples of classical art. Such works demonstrate great skill, express the artists’ emotions, and often make political, social or historical points. When it comes to more modern and abstract art, rt, however, opinions are divided. Does, for example,

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Andy Warhol’s unchanging 8-hour single shot film of the Empire State Building really demonstrate artistic skill? What is there to say about Damien Hirst’s series of over a thousand paintings of dots of different colours and sizes? Are these artists revealing their inner-thoughts and connecting with others, or are they making huge amounts of money from exploiting the audience? If their work gets you talking, does that make it art? If the artist, the critics and the experts say a work of art is meaningful meaningful, should we simply agree? Sometimes even specialists struggle to decide whether something is art or not. Belgian researchers showed experts and non-experts a series of photographic portraits, some of which were valuable works of art and others simple passport photographs. The results revealed that the experts were no better at identifying the recognised works of art than the non-experts. In fact, the researchers reported that the experts were more likely to mistake the valuable works of art for the simple photographs. And, what about you? Can you tell what is art and what isn’t? Have a go: which of the two pieces in the photographs at the bottom of the page do you think is a real work of art? This article has asked far more questions than it has answered, so drawing conclusions is difficult. Presumably you weren’t expecting a definitive answer to ‘What is and isn’t art?’ in a short article like this, anyway. Perhaps it’s safe to say that it is for the individual to decide. Some modern art is breathtaking breathtaking, skilful and profound profound, and some classical art lacks exactly those qualities. Finally, what about the challenge from the previous paragraph? Which of the works of art is ‘real’? Well, you are probably not going to like this, but the answer is neither of them! hem! I’m not an artist and I did them both on my laptop in less than two minutes. Art?

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So You Think You Can Dance audition in Dallas, Texas

7E GRAMMAR Exercise 4 2 Michael asked (Bella)/wanted to know how it had gone. 3 Michael asked (Bella)/wanted to know what had happened. 4 Michael asked/ wanted to know if/ whether Bella had been nervous. 5 Michael asked/ wanted to know if/ whether Bella had waited a long time.

1

In pairs, discuss the questions. 1 Would you like to appear on a TV talent show? Which one? Say why. 2 Read the definition below. Have you ever auditioned for anything? How did you feel? Were you successful?

audition (v) – give a short performance to show you are suitable for a part in a play or a place in a competition

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Study the examples and choose the correct options. Check your answers in the Grammar box and Watch out!

Exercise 6 2 How long have you been dancing for? 3 What type of dance are you going to do? 4 What music did you choose/have you chosen? 5 Did/Have you hurt yourself? 6 Do you want to start again?

1 When we report questions, we usually use tell / ask / want to know as the reporting verb. 2 When we report yes/no questions / wh- questions, we use if or whether. 3 When we report questions, the subject comes before / after the verb. We use / don’t use auxiliary verbs (do, does, did). 4 When we write reported questions, we use / don’t use a question mark.

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3.9 Listen to the second part of the conversation between Michael and Bella. What went wrong during the audition? Did Bella get through to the next round of the competition?

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Change the reported questions that Bella was asked during the audition into direct questions. 1 A girl came and asked if I was ready. Are you ready? 2 One of them wanted to know how long I had been dancing for. 3 Another one asked me what type of dance I was going to do. 4 He also asked me what music I had chosen. 5 One of the judges asked if I had hurt myself. 6 She asked me if I wanted to start again.

Reported questions Direct questions

Reported questions

• Yes/No questions Do you need anything? → They kept asking me if/whether I needed anything. Have we met before? • Wh- questions Why is it called the green room?

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→ She wanted to know if/whether we had met before. → I asked them why it was called the green room.

Where have you been? → They wanted to know where I had been. Grammar Reference and Practice > page 183

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SPEAKING Follow the instructions below. • Write three yes/no questions and three wh- questions to ask a classmate about their hobby, talent or skill. What are you really good at? • Swap questions with another student. Work with a different partner and interview each other by reporting the questions you received. Make a note of your partner’s answers. Mark wanted to know what you are really good at. • Talk to the person who wrote the questions and report the answers using reported speech. Maria told me she was really good at playing the drums.

□ I can use reported questions to talk about what someone else said.

REFERENCES

they take turns to introduce their celebrity and report their interviews.

• Extra digital activities: Grammar Checkpoint 7E

CULTURE NOTES page 209

FURTHER PRACTICE

ASSESSMENT

EXTRA ACTIVITY IN CLASS

• Grammar Reference and Practice, Student’s Book page 183

Grammar Quiz 7E

AUDIO SCRIPT page 222

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Report the questions Michael asked Bella during their phone call. 1 Are you OK? Michael wanted to know if Bella was OK. 2 How did it go? 3 What happened? 4 Were you nervous? 5 Did you wait a long time?

Reported questions

Direct questions Reported questions Did you audition last year? They asked if I’d auditioned the year before. Where are you from? They wanted to know where I was from.

Exercise 7 Possible questions: How long have you been able to do this? How did you get interested in it? Where did you learn your talent or skill? Why do you enjoy it? What’s the most challenging part? Where can I learn this skill? Do you (have to) practise a lot? Is it difficult to do/learn? Do you always enjoy it? Could anyone do it? Is there anything you don’t enjoy about it?

When we report questions, we do not use question word order. In reported questions, the subject comes before the verb. I asked them why it was called the green room. NOT I asked them why was it called the green room. room

3.8 Listen to a phone call. What kind of talent show has Bella just auditioned for? a dance show

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Exercise 5 Bella fell over during the audition. Yes, she did get through to the next round.

WATCH OUT!

After Exercise 7, students work in pairs roleplay interviews with their chosen celebrities, using the questions they wrote at home. Then, in groups of four,

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• Workbook page 82/Online Practice • Photocopiable resource 30: What’s your line of work?, pages 281, 319

NEXT CLASS Students make notes about the most exciting experience they have ever had.

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7F SPEAKING 1

Work in groups. Think of different kinds of performances and talk about what can go wrong during a play, concert or fashion show. Use the prompts below to help you.

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a costume tears can’t stop laughing feel ill while on stage forget their lines trip and fall over there are sound or light problems

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24 3.10 Watch or listen to three actors discussing times when things went wrong. What happened? Which of their experiences would you find the most embarrassing?

SPEAKING | Describing a personal experience Say when and where it took place Have I ever told you about the time …? You won’t believe what happened … last night! It happened a few weeks ago/last year. It was maybe a year ago. I was appearing in a talent show/play …

3.11 Study the Speaking box and complete the extracts from the dialogue with one word in each gap. Listen and check.

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You guys won’t believe what last night. It was really . night was our first performance. , I couldn’t hear anything. The thing I know, I woke up backstage. I felt like , to be honest. I was in a talent show. first, I was really excited. then, when I got to the first day of rehearsals, the director turned to me and said, ‘Okay, ready to shave your head?’

3.12 Use the Speaking box to help you choose the correct words to complete the story. Then listen and check. Have I ever told you about the time when I made a TV advert? It happened a few years 1ago / before. I was working with a well-known entertainer. 2Although / Because she’s a celebrity, she was really nice. We’d 3just / soon started and things were going well. But then she had to say the line ‘It’s really rather refreshing, Roger’. 4 Although / Despite trying her best, she just couldn’t get it right. 5Immediately / Suddenly, she started laughing. Of course that made me laugh, too. At first, the director was calm, 6but / so then he got really angry. He told us we 7 had / have to stop laughing. Then he said ‘time is money,’ but that just made us laugh more. Finally, we calmed down and started to record the advert. Unfortunately, as soon as I walked in front of the camera, I tripped and fell. I couldn’t 8believe / understand it. I felt so 9embarrassed / relieved. But in the 10end / finish, it all worked out.

Connect the different parts of your story At first, ...., but then... The next thing I know, … Suddenly, … As soon as .../Immediately after .../We’d just ... On the first day/The following night/In the end Although/Because/Despite/So Say how you felt I couldn’t believe it. I felt like crying. I (just) felt (really/so) silly/embarrassed! I was so nervous/embarrassed. It was really/so embarrassing! We were so relieved.

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Exercise 3 1 happened 2 embarrassing 3 Last 4 Suddenly 5 next 6 crying 7 appearing 8 At, But

Describe a personal experience where something went wrong or you were embarrassed by something. • Think of an embarrassing or funny event when things went wrong for you or make up a story. Make notes about what happened and how you felt. • Use the Speaking box to help you tell your story. • Tell your stories in small groups. Guess which stories are true and which are invented. Whose story is the funniest?

COMMUNICATION VIDEO

Use direct speech and reported speech He said, ‘Yes. This role requires you to shave your head.’ He said that the role required me to shave my head.

Exercise 2 The first speaker fainted during a play but a fellow actor kept her on the stage instead of taking care of her. The second speaker was singing in a talent show and the sound didn’t work. The third speaker had to shave his head for a role in a play.

□ I can describe a personal experience. REFERENCES

EXTRA ACTIVITY IN CLASS

VIDEO/AUDIO SCRIPT page 239

You could do this activity before or after Exercise 5. Using the notes they made at home, students tell a partner about their exciting experience. Remind them to use language from the Speaking box to help them tell their story. In small classes,

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students could tell their story to the whole class – the class can then vote for the most exciting experience.

FURTHER PRACTICE Workbook page 83/Online Practice

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7G WRITING AND D VOCABULARY | A review of a play

FOURTH ANNUAL SHORT PLAY COMPETITION Each play should have no more than six actors and should take no more than ten minutes. The three winning groups will perform their plays in the Assembly Hall every Friday in April. The group behind the winning play will receive an all expenses paid trip to London’s West End to see a play and will also represent the school in the South of England short play competition in May.

Exercise 1 Possible answers: You need to: • have an audition to choose the cast, to find the right actor for each part or role. • design and make the costumes for the actors. • use make-up and wigs to create the right look for each character. • learn your lines. • design and make the set. • plan the lighting for each scene and have someone operate it. • find the right props for each scene in the play. • rehearse/have rehearsals again and again. Exercise 4 He/She thinks it’s brilliant. Adjectives used: breathtaking, simple but atmospheric, dramatic, sharp, witty, talented, convincing, stunning, impressive, spectacular, unique, entertaining

H T A E D C MA

1 If anyone’s ever told you that Shakespeare was boring, then you must see Macdeath, this year’s winner in the short play competition. It’s an utterly breathtaking version of Shakespeare’s tragedy, Macbeth, starring Joel, Mary and Tommy from Year 11. 2 The play features all the major scenes, including the witches, the death of Banquo, Lady Macbeth’s sleepwalking and the death of Macbeth. All in just ten minutes with only three actors and a few basic props! 3 The set is simple but atmospheric, the lighting is dramatic, the dialogues are sharp and quite witty, and the actors are so talented! Joel is totally convincing in the role of Macbeth. Mary plays a seriously terrifying witch and a stunning Lady Macbeth. And I was amazed to see Tommy play so many parts so well. He’s particularly impressive as Banquo’s ghost. 4 It has been quite a good competition this year but Macdeath is the best play I’ve seen. It’s spectacular and unique. Several spectators said they were surprised that such young students could create such a thoroughly entertaining show. I can’t recommend it highly enough. It’s on again next Friday. Get your tickets now. It’s sure to be a sell-out!

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Look at the photo and use the words in the box to say what you need to do or have before you put on a play. audition cast costume lighting lines make-up part/role prop rehearse/rehearsal set stage wig You need to have an audition to choose the cast, to find the right actor for each part.

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In pairs, ask and answer the questions. 1 Have you ever taken part in a play? If so, what was it like? What part did you play? If not, would you like to? Say why. 2 When was the last time you saw a play? What did you think of it? 3 How is a play different from and similar to a film? Which one do you prefer and why?

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Read the poster. In pairs, discuss how easy or difficult it would be to take part in this competition. Give reasons. I don’t think it would be too hard to write a play but it might be hard to convince my friends to take part in performing it.

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Read the review. What does the reviewer think of the play? Find some adjectives that describe the vewier's impressions of the play.

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REFERENCES CULTURE NOTES page 209

EXTRA ACTIVITIES IN CLASS

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• Use the following questions before Exercise 4, to lead in to the topic of reviews: Do you read reviews before deciding whether to watch a play or film? Why/Why not? What information

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should a review include in order to help the reader decide whether a play or film is worth watching? • If students do the writing task in class, you can put them in pairs for some peer correction. They check each other’s work and make suggestions for improvements. They then rewrite their reviews, in class or as homework, following their partner’s feedback.

FURTHER PRACTICE Workbook page 84/Online Practice

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 104–105.

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07 5

Read the review again and match points a–d below with paragraphs 1–4. a

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□3 Give your opinion on the acting, dialogue, directing,

a b c d e f

lighting, etc. You may also mention other aspects such as the price and the location. b 4 Summarise your opinions and make a recommendation. c 1 Give key information: the name of the play and the author, the actors’ names, where and when it took place, etc. d 2 Describe the performance. Mention the plot, the characters and the setting but don’t give any spoilers.

□ □ □

6

WRITING | A review of a play

The play lasts just over ten minutes but it 3 e . The problem is the group has tried to include too many scenes. As a result, it’s sometimes 4 b to understand everything.

It’s been 9 d competition this year so Ro & Jules isn’t the worst play I’ve seen. However, a few spectators said they found it uninspiring. It’s on again next Friday. If I 10 i , I’d read the play first so you know what’s going on.

The concert was so loud. → It was such a loud concert. The show was quite long. → It was show. The actors are so funny. → They are actors. The seat I had was quite good. → I had seat. The play was so amusing. → It was play.

Adverbs like really, quite and so come before adjectives: She is really/quite/so good. We use such (not so) before an adjective + noun phrase: They are such good actors. NOT They are so good actors. Be careful with the position of the indefinite article (a/an) in sentences with such and quite. He is a really good actor. He is quite a good actor. NOT He is a quite good actor. He is such a good actor. NOT He is a such good actor.

Exercise 6 Adverbs + adjectives: totally convincing, seriously terrifying, particularly impressive, thoroughly entertaining Other adjectives: basic, simple, atmospheric, dramatic, sharp, witty, talented, stunning, amazed, good, spectacular, unique, surprised

The set looks professional and the lighting is cool but unfortunately, the dialogues don’t 5 g . The actors all try hard but Melanie is unconvincing in the role of Juliet. She manages to be both 6 h at the same time. Nick is quite good as Romeo but his voice is 7 f it’s hard to hear what he’s saying. Jeremy plays many parts, all with great energy. It’s just a pity he has a special talent for 8 c .

Find examples of quite, so and such in the review. Then study Watch out! and rewrite the sentences.

WATCH OUT!

g sound natural h very silly and rather boring i were you j you’d better avoid

If you like Shakespeare, 1you’d better avoid Ro & Jules, one of the short plays in this year’s competition. It’s a 2 a of Romeo and Juliet, with Melanie, Nick and Jeremy from Year 10.

• Begin with an interesting opening sentence: If anyone’s ever told you that theatre was boring, then you must see … Well, that’s ten minutes of my life that I’ll never get back. • Use a variety of adjectives, e.g. breathtaking, hilarious, forgettable, dull but avoid vague adjectives like good, bad, nice. • Modify some of the adjectives (but not all) with adverbs, e.g. utterly, completely, really, rather, slightly, very. • Summarise your opinion: It stands head and shoulders above the other plays. Unfortunately, this play is a complete flop. It left me cold. I have mixed feelings about this play. • Make recommendations: I can’t recommend it highly enough. Get your tickets now. If I were you, I’d stay at home and watch something on TV.

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confusing version extremely hard forgetting his lines quite a disappointing seems longer so quiet

Ro & Jules

Study the Writing box and find more examples of these categories in the review of Macdeath. • Adverbs + adjectives: utterly breathtaking, … • Other adjectives: boring, …

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Read the review of Ro & Jules and complete it with phrases a–j.

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Exercise 7 2 quite a long 3 such funny 4 quite a good 5 such an amusing

Rewrite the review of Macdeath to make it more negative or rewrite the review of Ro & Jules to make it more positive. Then compare your version with a partner.

10 REFLECT | Culture Live theatre and other

performances have survived despite the invention of cinema, radio, TV and the Internet. Why do you think that is?

11 WRITING TASK Write a review off a play, live

show or other performance you have seen. Use the Writing box, Watch out! and the vocabulary in this lesson and in lessons 7C and 7D to help you.

□ I can write a review of a play.

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Word List REMEMBER MORE Exercise 1 Films and series: credit, dialogue, episode, feature length, screen time, season, spoiler, title sequence, trailer, adaptation, part/role, cast, costume, directing, make-up, plot, prop, scene, set

1 Add more words and phrases from the word list to the vocabulary map.

7A GRAMMAR AND VOCABULARY 5.43

subtitles (n) /ˈsʌbˌtaɪtlz/ thought-provoking (adj) /ˈθɔːt prəˌvəʊkɪŋ/

attract media interest  /əˌtrækt ˌmiːdiə ˈɪntrəst/

title sequence (n) /ˌtaɪtl ˈsiːkwəns/

breaking news (n) /ˌbreɪkɪŋ ˈnjuːz/

trailer (n) /ˈtreɪlə/

brush your hair  /ˌbrʌʃ jə ˈheə/

subtitles

viewing habits (n) /ˈvjuːɪŋ ˌhæbɪts/

calm down (phr v) /ˌkɑːm ˈdaʊn/

well-reviewed (adj) /ˌwel rɪˈvjuːd/

confess (v) /kənˈfes/

FILMS AND SERIES

7C LISTENING AND VOCABULARY 5.45

criticise (v) /ˈkrɪtɪsaɪz/ feel dry  /ˌfiːl ˈdraɪ/

People: newsreader, organiser, spectator, publisher, critic, cast

adaptation (n) /ˌædæpˈteɪʃən/

get annoyed  /ˌɡet əˈnɔɪd/

PEOPLE

human interest story (n) /ˌhjuːmən ˈɪntrəst ˌstɔːri/

binge viewer

look down on sth (phr v) /ˌlʊk ˈdaʊn ɒn ˌsʌmθɪŋ/

2 Match the two parts of the

adjectives. Then check with the word list.

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□ award□e little□a on□b eagerly□c thought-

a b c d e

d

best-seller (n) /ˌbestˈselə/

headline (n) /ˈhedlaɪn/

demand awaited provoking winning known

3 Complete the sentences with the correct verbs. Then check with the word list.

1 A role in a popular show helped Aaron to make a name for himself and become popular. 2 The vlogger’s efforts toattract media interest came to nothing. 3 I decided to start a new life and not look back or focus on missed opportunities. 4 I’m sure she’s going to give a great performance in the show.

catastrophe (n) /kəˈtæstrəfi/ come to nothing  /ˌkʌm tə ˈnʌθɪŋ/

news item (n) /ˈnjuːz ˌaɪtəm/

dedicated (adj) /ˈdedəkeɪtəd/

news source (n) /ˈnjuːz sɔːs/

disaster (n) /dɪˈzɑːstə/

newsreader (n) /ˈnjuːzˌriːdə/

get many views  /ˌɡet ˌmeni ˈvjuːz/

organiser (n) /ˈɔːɡənaɪzə/

get your first break  /ˌɡet jə ˌfɜːst ˈbreɪk/

point out (phr v) /ˌpɔɪnt ˈaʊt/

go back to square one  /ɡəʊ ˌbæk tə ˌskweə ˈwʌn/

report (n, v) /rɪˈpɔːt/

go viral  /ˌɡəʊ ˈvaɪərəl/

spectator (n) /spekˈteɪtə/

huge flop  /ˌhjuːdʒ ˈflɒp/

surf  (v) /sɜːf/

keep on doing sth  /ˌkiːp ɒn ˈduːɪŋ ˌsʌmθɪŋ/

surfing (n) /ˈsɜːfɪŋ/

key (adj) /kiː/

throat (n) /θrəʊt/

make a name for yourself  /ˌmeɪk ə ˈneɪm fə jɔːˌself/

trend (n) /trend/

not look back  /ˌnɒt ˌlʊk ˈbæk/

TV news programme (n) /ˌtiː ˌviː ˈnjuːz ˌprəʊɡræm/

pop-up ad (n) /ˈpɒp ʌp æd/ promote (v) /prəˈməʊt/

7B VOCABULARY

5.44

publisher (n) /ˈpʌblɪʃə/

award-winning (adj) /əˈwɔːd ˌwɪnɪŋ/

self-publish (v) /ˌself ˈpʌblɪʃ/

binge viewer (n) /ˌbɪndʒ ˈvjuːə/

sell-out (n) /ˈselaʊt/

binge-watch (v) /ˌbɪndʒ ˈwɒtʃ/

setback (n) /ˈsetbæk/

credits (n) /ˈkredɪts/

take off (phr v) /ˌteɪk ˈɒf/

cut down (phr v) /ˌkʌt ˈdaʊn/

take on (phr v) /ˌteɪk ˈɒn/

dialogue (n) /ˈdaɪəlɒɡ/

YouTube channel (n) /ˈjuːtjuːb ˌtʃænl/

ACTIVE VOCABULARY | Drawing idioms

eagerly-awaited (adj) /ˌiːɡəli əˈweɪtɪd/

A good way to remember an idiom is to draw a sketch which shows its different parts. The picture will help you recall the idiom and create a mental picture of it in your mind. For example, you could draw the idiom go back to square one to look like the picture below. Try to draw another idiom from the word list.

feature-length (adj) /ˌfiːtʃə ˈleŋθ/

7D READING AND VOCABULARY 5.46

in one sitting  /ɪn ˌwʌn ˈsɪtɪŋ/

abstract art (n) /ˌæbstrækt ˈɑːt/

little-known (adj) /ˌlɪtl ˈnəʊn/

artistic skill  /ɑːˌtɪstɪk ˈskɪl/

on-demand content (n) /ɒn dɪˈmɑːnd ˌkɒntent/

atmospheric (adj) /ˌætməsˈferɪk/

reveal the ending  /rɪˌviːl ði ˈendɪŋ/

breathtaking (adj) /ˈbreθˌteɪkɪŋ/

screen time (n) /ˈskriːn taɪm/

ceiling (n) /ˈsiːlɪŋ/

season (n) /ˈsiːzən/

chapel (n) /ˈtʃæpəl/

series (n) /ˈsɪəriːz/

classical art (n) /ˌklæsɪkəl ˈɑːt/

skip (v) /skɪp/

connect with sb/sth (v) /kəˈnekt wɪð ˌsʌmbɒdi/ ˌsʌmθɪŋ/

1

2

3

4

5

episode (n) /ˈepəsəʊd/

spoiler (n) /ˈspɔɪlə/

corruption (n) /kəˈrʌpʃən/

statistics (n) /stəˈtɪstɪks/ subscription streaming service (n) /səbˌskrɪpʃən ˈstriːmɪŋ ˌsɜːvəs/

critic (n) /ˈkrɪtɪk/ definitive answer  /dɪˌfɪnətɪv ˈɑːnsə/

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EXTRA ACTIVITIES IN CLASS

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• Put students in groups of four and divide each group into two pairs. Assign one category from Exercise 1 to each pair (Films and series and People). Each pair writes anagrams with three or four words from their category, then close their books. Point out that they should not show their anagrams to the

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other pair. Pairs then swap lists and the first pair to solve all the anagrams are the winners. • In pairs, students write sentences with verb + noun/phrase collocations from Lessons 7C and 7D and gap the verb from each collocation. They then join together into groups of four, swap sentences with the other pair and try to complete them as fast as they can.

The first pair to complete all their sentences are the winners. • Divide the class into teams. Give each team in turn a word or phrase from the word list. They have to use it correctly in a sentence. Each correct sentence gives each team one point, and the team with the most points at the end are the winners.

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07 demonstrate a skill   /ˌdemənstreɪt ə ˈskɪl/

sophisticated (adj) /səˈfɪstəkeɪtəd/

dramatic (adj) /drəˈmætɪk/

discipline of art  /ˌdɪsəplən əv ˈɑːt/

spectacular (adj) /spekˈtækjələ/

entertaining (adj) /ˌentəˈteɪnɪŋ/

divided (adj) /dəˈvaɪdɪd/

struggle to do sth  /ˌstrʌɡəl tə ˈduː ˌsʌmθɪŋ/

extremely (adv) /ɪkˈstriːmli/

dot (n) /dɒt/

throw away (phr v) /ˌθrəʊ əˈweɪ/

feature (v) /ˈfiːtʃə/

draw conclusions  /ˌdrɔː kənˈkluːʒənz/

to be fair  /tə bi ˈfeə/

forgettable (adj) /fəˈɡetəbəl/

exhibit (n) /ɪɡˈzɪbɪt/

unchanging (adj) /ʌnˈtʃeɪndʒɪŋ/

ghost (n) /ɡəʊst/

exploit (v) /ɪkˈsplɔɪt/

unique (adj) /juːˈniːk/

hilarious (adj) /hɪˈleəriəs/

express emotions  /ɪkˌspres iˈməʊʃənz/

worthless (adj) /ˈwɜːθləs/

impressive (adj) /ɪmˈpresɪv/

expressive (adj) /ɪkˈspresɪv/ familiar (adj) /fəˈmɪliə/ get sb talking  /ˌɡet ˌsʌmbɒdi ˈtɔːkɪŋ/ have a go  /ˌhæv ə ˈɡəʊ/ incident (n) /ˈɪnsədənt/ individual (n) /ˌɪndəˈvɪdʒuəl/ inner thoughts  /ˌɪnə ˈθɔːts/ installation (n) /ˌɪnstəˈleɪʃən/

7E GRAMMAR

5.47

appear on a show  /əˌpɪər ɒn ə ˈʃəʊ/ audition for sth (v) /ɔːˈdɪʃən fə ˌsʌmθɪŋ/ give a performance  /ˌɡɪv ə pəˈfɔːməns/ part (n) /pɑːt/ play the drums  /ˌpleɪ ðə ˈdrʌmz/ talent show (n) /ˈtælənt ʃəʊ/

include (v) /ɪnˈkluːd/ lighting (n) /ˈlaɪtɪŋ/ lines (n) /laɪnz/ make-up (n) /ˈmeɪkʌp/ mixed feelings (n) /ˌmɪkst ˈfiːəlɪŋz/ part/role (n) /pɑːt/rəʊl/ particularly (adv) /pəˈtɪkjələli/ perform a play  /ˌpəfɔːm ə ˈpleɪ/

inventive (adj) /ɪnˈventɪv/

7F SPEAKING

lack (v) /læk/

backstage (adv) /ˌbækˈsteɪdʒ/

prop (n) /prɒp/

leave sb cold  /ˌliːv ˌsʌmbɒdi ˈkəʊld/

fall over (phr v) /ˌfɔːl ˈəʊvə/

rather (predeterminer) /ˈrɑːðə/

make a comment on sth  /ˌmeɪk ə ˈkɒment ɒn ˌsʌmθɪŋ/

feel ill  /ˌfiːl ˈɪl/

rehearse (v) /rɪˈhɜːs/

make a political/social/historical point  /ˌmeɪk ə pəˌlɪtɪkəl/ˌsəʊʃəl/hɪˌstɒrɪkəl/ˈpɔɪnt/ meaningful (adj) /ˈmiːnɪŋfəl/ mistake sth for sth (phr v) /məˈsteɪk ˌsʌmθɪŋ fə ˌsʌmθɪŋ/ modern art (n) /ˌmɒdn ˈɑːt/ more or less  /ˌmɔː ə ˈles/ non-experts (n) /ˌnɒn ˈekspɜːts/ on display  /ˌɒn dɪˈspleɪ/ originally (adv) /əˈrɪdʒɪnəli/

5.48

plot (n) /plɒt/

feel like (crying)  /ˌfiːl laɪk (ˈkraɪɪŋ)/

represent (v) /ˌreprɪˈzent/

forget your lines  /fəˌɡet jə ˈlaɪnz/

scene (n) /siːn/

refreshing (adj) /rɪˈfreʃɪŋ/

seem (longer) (v) /ˌsiːm (ˈlɒŋɡə)/

rehearsal (n) /rɪˈhɜːsəl/

set (n) /set/

relieved (adj) /rɪˈliːvd/

setting (n) /ˈsetɪŋ/

require sb to do sth  /rɪˌkwaɪə ˌsʌmbɒdi tə ˈduː ˌsʌmθɪŋ/

sharp (adj) /ʃɑːp/

silly (adj) /ˈsɪli/ tear (v) /teə/ trip (v) /trɪp/

sleepwalking (n) /ˈsliːpˌwɔːkɪŋ/ slightly (adv) /ˈslaɪtli/ sound (natural) (v) /ˌsaʊnd (ˈnætʃərəl)/ stage (n) /steɪdʒ/

parallel (adj) /ˈpærəlel/

try your best  /ˌtraɪ jə ˈbest/

photograph (v) /ˈfəʊtəɡrɑːf/

turn to sb (phr v) /ˈtɜːn tə ˌsʌmbɒdi/

stand head and shoulders above sb/sth  /ˌstænd ˌhed ənd ˌʃəʊldəz əˈbʌv ˌsʌmbɒdi/ˌsʌmθɪŋ/

piece (n) /piːs/

work out (phr v) /ˌwɜːk ˈaʊt/

starring  /ˈstɑːrɪŋ/

play a trick on sb  /ˌpleɪ ə ˈtrɪk ɒn ˌsʌmbɒdi/

7G WRITING AND VOCABULARY 5.49

terrifying (adj) /ˈterəfaɪɪŋ/

presumably (adv) /prɪˈzjuːməbli/

acting (n) /ˈæktɪŋ/

thoroughly (adv) /ˈθʌrəli/

profound (adj) /prəˈfaʊnd/

amusing (adj) /əˈmjuːzɪŋ/

totally (adv) /ˈtəʊtli/

puzzling (adj) /ˈpʌzlɪŋ/

audition (n) /ɔːˈdɪʃən/

tragedy (n) /ˈtrædʒədi/

quality (n) /ˈkwɒləti/

cast (n) /kɑːst/

unconvincing (adj) /ˌʌnkənˈvɪnsɪŋ/

raise a question  /ˌreɪz ə ˈkwestʃən/

completely (adv) /kəmˈpliːtli/

uninspiring (adj) /ˌʌnɪnˈspaɪərɪŋ/

realistic (adj) /rɪəˈlɪstɪk/

confusing (adj) /kənˈfjuːzɪŋ/

utterly (adv) /ˈʌtəli/

rebuild (v) /riːˈbɪld/

convince (v) /kənˈvɪns/

version (n) /ˈvɜːʃən/

recognised work of art  /ˌrekəɡnaɪzd ˌwɜːk əv ˈɑːt/

convincing (adj) /kənˈvɪnsɪŋ/

wig (n) /wɪɡ/

set a challenge  /ˌset ə ˈtʃæləndʒ/

costume (n) /ˈkɒstjʊm/

witch (n) /wɪtʃ/

shocking (adj) /ˈʃɒkɪŋ/

dialogue (n) /ˈdaɪəlɒɡ/

witty (adj) /ˈwɪti/

shot (n) /ʃɒt/

directing (n) /daɪəˈrektɪŋ/

skilful (adj) /ˈskɪlfəl/

disappointing (adj) /ˌdɪsəˈpɔɪntɪŋ/

place (v) /pleɪs/

take part in a play  /teɪk ˌpɑːt ɪn ə ˈpleɪ/

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FURTHER PRACTICE Workbook page 85/Online Practice

NEXT CLASS Ask students to revise Unit 7.

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07

Revision

VOCABULARY AND GRAMMAR 1 Complete the conversation with the words from the box.

Exercise 1 2 breaking 3 break 4 looked back 5 spoilers 6 demand 7 programme 8 newsreader

4

1 Why did you decide to become an actor? (me) She asked me why I had decided to become an actor. 2 Have you ever binge-watched your favourite series? (them) He .                3 What do you think will happen in the next episode? (her) I .                 4 Do you think this is a fake news item? (him) We .                 5 Where are you going now? (me) They .                 6 Did you like the new art installation? (them) She .                

break breaking headlines looked back newsreader on-demand programme spoilers A Can we watch the eight o’clock news? B OK, but just the 1 headlines if that’s OK. A good film is about to start on Channel 2.

Exercise 3 2 He told me not to forget to come to their play that evening. 3 They said they had seen me on the news programme the night before/the previous night. 4 She confessed she couldn’t go to the theatre with us/me the following week/the week after. 5 The optician warned Tom (that) if he watched too much TV, he would have eye problems. 6 They agreed (that) the news report had been very thoughtprovoking. 7 We pointed out she had to work very hard if she wanted to make a name for herself. Exercise 4 2 asked them if/ whether they had ever binge-watched their favourite series. 3 asked her what she thought would happen in the next/following episode. 4 asked him if/whether he thought that was a fake news item. 5 asked me where I was going then. 6 asked them if/ whether that had liked the new art installation.

news about the new political A I’d like to hear the 2 scandal. B I’m sorry, you know I don’t want to miss the film. I didn't see it at the cinema. Peter Smith got his first big 3 with this film. He hasn’t 4 since. A Well, I saw it at the cinema. I can show you a site that tells you all about what happens. B I hate 5 ! I don’t want to know what happens. I want to find out for myself! A Well, I’m sure you’ll be able to see it at the weekend. content these days you can see There’s so much 6 almost anything whenever you want. . And, anyway, B Ok, I give in. Let’s watch the news 7 . She's got a lovely voice. I like the 8

2

USE OF ENGLISH 5 Complete the text with the correct words formed from the verbs in bold.

Choose the correct words to complete the sentences.

TV today

1 Even though I’ve been acting for ages, I always get nervous before an episode / audition. 2 The director believes the actors should only have a few meaningful props / sets. 3 The first night was disappointing as the leading actor kept forgetting his plot / lines! 4 They were pleased they had booked the tickets in advance as the play was a flop / sell-out. 5 The painting was so abstract / realistic that no one could understand what it was about. 6 Despite the initial setbacks, the show really came to nothing / took off. 7 Despite being a little-known / award-winning actor, he managed to get the part.

3

Exercise 5 2 entertainment 3 choice 4 viewers 5 unconvincing 6 eagerly 7 productions 8 subscription

People watch TV for all sorts of reasons. Some people watch it for 1 information (INFORM), whereas others do it for 2 (ENTERTAIN). In addition, it also provides company for those with no family or job. These days, though, deciding which programme to watch is a major challenge as there is such a big 3 (CHOOSE)! The news headlines always attract a large number of 4 (VIEW), as do sports programmes and films. On the other hand, many people are addicted to drama series, even if the acting is sometimes 5 (CONVINCE) and the plot puzzling. Some drama series shown on TV in the UK have been running for decades! However, perhaps two of the most 6 (EAGER)-awaited types of programmes are reality shows and talent contests. The quality of some of these 7 (PRODUCE) is undoubtedly excellent. Whether people watch TV in real time at home, use 8 (SUBSCRIBE) streaming services or access it via a mobile device, the only conclusion we can draw is that it’s as popular as ever!

Use the prompts to report what the people said. 1 ‘I don’t like watching the news because it’s depressing.’ (She explained ...) She explained she didn’t like watching the news because it was depressing. 2 ‘Don’t forget to come to our play this evening!’ (He told me ...)  3 ‘We saw you on the news programme last night!’ (They said ...) 4 ‘I can’t go to the theatre with you next week.’ (She confessed ...) 5 ‘If you watch too much TV, Tom, you will have eye problems.’ (The optician warned ...) 6 ‘We think the news report was very thought-provoking.’ (They agreed ...) 7 ‘You must work very hard if you want to make a name for yourself, Jane.’ (We pointed out...)

Report the questions using the object pronouns in brackets.

Use of English > page 194

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FURTHER PRACTICE

ASSESSMENT

• Use of English, Student’s Book page 194

• Unit 7 Language Test (Vocabulary, Grammar, Use of English)

• Class debates pages 264–265 • Self-assessment 7 and Self-check 7, Workbook pages 86–87/Online Practice • Extra digital activities: Use of English, Reading, Listening

• Unit 7 Skills Test (Dictation, Listening, Reading, Communication) • Unit 7 Writing Test

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READING 6 You are going to read a magazine article about popular British sitcoms. For questions 1–6 choose from paragraphs A–D. You may choose the paragraphs more than once.

STRATEGY | Matching Scan the texts quickly to find the information. Remember that the information will be rephrased, so don’t look for the exact words. Which sitcom 1 D was written by a married couple? 2 D stars an actor who was already known worldwide from another television show? 3 B is set in several different periods? 4 B features an actor who went on to have great global success? 5 C introduces famous sayings and anecdotes and is set during a war? 6 A presents the financial misfortunes of the characters?

□ □ □ □ □ □

SPEAKING 7 Work in pairs. Take turns to describe the photos. STRATEGY | Long turn Look at the picture carefully and think what it shows and what the people are doing. If you are not sure about what is happening, use phrases like Maybe he/she/it ..., The photo probably shows …, Perhaps they are … • Talk about the people. • Talk about the place. • Talk about other things in the photos. Student A

Best British Sitcoms In a recent opinion poll, the British public voted for their favourite British sitcom. Here is the final top four! A Only Fools and Horses tells the story of the ups and downs of an ambitious market trader, Derek ‘Del Boy’ Trotter, his brother Rodney and their grandfather, later replaced by Uncle Albert. Del and Rodney are continually trying to get rich through doing all sorts of strange business but most of their attempts fail. Much of the show’s humour comes from Del’s lack of good manners and Rodney’s stupidity, and, of course, from Uncle Albert, whose war anecdotes have already entered the English language. B Blackadder is set in more than one historical era and follows the misfortunes of Edmund Blackadder, played by Rowan Atkinson. In each series he is a member of a British family at different important events in British history from the Middle Ages to World War I. Apart from Atkinson, the show also stars Hugh Laurie, who later became hugely popular worldwide thanks to his role as Doctor House. In addition to its biting humour, Blackadder is also a hit due to its large, often reappearing cast. C Dad’s Army Army, set during World War II, focuses on the adventures of a group of British soldiers who are totally unprepared for a real war. There is Private Frazer, a Scotsman who is always complaining about everything; Lance Corporal Jones, who is far too old for the army; and Private Pike, a mummy’s boy who, in contrast, is not old enough to be a soldier. The show is famous for the brilliant acting and the memorable catch-phrases. D Fawlty Towers presents the hilarious adventures of Basil, an exceptionally rude hotel owner; Sybil, his domineering wife; a British waitress, Polly; and a Spanish waiter, Manuel. The latter is in a constant struggle to master the English language, with varying degrees of success! It achieved remarkable global acclaim thanks to the fantastic script-writing of John Cleese, an ex-member of the world-famous comedy series Monty Python’s Flying Circus, and his then wife Connie Booth, as well as brilliant acting from the cast including Cleese himself in the leading role.

Student B

WRITING Y have recently seen this advertisement on 8 You a website for students of English.

Write a review of your ur favourite TV series! Write about the plot and characters. Tell us what you think of them, why you liked the series and if you would recommend it to viewers of all ages.

The best reviews will be published on our website. Write your review.

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08

Consumers’ world VOCABULARY Advertising, spending habits, money, payments, trading and banking GRAMMAR

The passive, have/get something done Use of English > page 194

SPEAKING

Complaints

WRITING

An opinion essay

VIDEO

Grammar

Documentary

Communication

KYLE YLE’’s BLOG

Watch out f ads at school! for Last ast year some ome drinks machines were installed in the school corridors. The machines were welcomed by most students even though only one brand of drinks is sold (and they’re not recommended for your health). Last month,, our school lockers were repainted with colorful adverts and our school buses were turned into mobile billboards. Huge ads were printed on the sides of the vehicles. Now, ow, TV V screens have been installed on the buses, and when I got to school yesterday, I saw that more screens and posters were being put up in the corridors and restrooms! The plan is that news programs with frequent commercials will be shown for 12 minutes a day! Studies tudies show that children’s minds are affected by too much advertising. It can cause low self-esteem and encourage consumerism. We are already bombarded with advertising slogans, jingles and corporate logos on public transport, on the streets and in the media. Our phones and computers are polluted with pop-up ads and spam emails. So why can’t kaMa185m 19.17 schools be kept free from ads? I agree. Products shouldn’t be promoted in schools. Write in and tell me your views. This must be stopped! madja25 19.29

Exercise 2 1 on drink machines, on lockers, on school buses, in the school corridors, in the restrooms 2 He doesn’t think a school is the right place for adverts. There are already enough adverts everywhere else. Studies show that adverts have a negative effect on children’s minds leading to problems such as low self-esteem and a consumerist mentality. 3 It provides money for facilities such as a new gym or pool.

8A GRAMMAR AND VOCABULARY 1

In pairs, work out the meaning of the highlighted words. Then talk about some of the adverts you have seen or heard so far today. • • • • • • • •

A billboard or poster that you saw on your way to school. A jingle from the radio (sing it!). A logo that is really well known. A TV or radio commercial that made you laugh. An advertisement/advert/ad that you love/hate. An advertising slogan that everybody knows. A pop-up ad you saw on your phone screen. A spam email you received.

I see your point, Kyle but the money from ads is needed to pay for facilities like computers for the library or a new gym or pool.

WATCH OUT! American English colorful billboard restroom program

2

The first ad I heard today was on the radio. It was for a car. It had a really annoying jingle but the slogan was good, it was …

British English colourful hoarding bathroom/toilet programme

Read the blog and answer the questions in pairs. 1 2 3 4

Where have the ads appeared at Kyle’s school? Why is he against advertising in schools? Why is madja25 in favour of it? What do you think of having advertising in schools?

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REFERENCES AUDIO SCRIPT page 223 VIDEO SCRIPT page 240 CULTURE NOTES page 210

EXTRA ACTIVITIES IN CLASS

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• Do this activity after Exercise 1. Put students in new pairs and get them

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to take it in turns to give a definition of a word from Exercise 1 for their partner to guess. In weaker classes, the definitions can be in the students’ own language. • This activity can be done after Exercise 6 or 7. Refer students back to Kyle’s blog and get them to write three or four questions about it using

the passive (e.g. Where were drinks machines installed at Kyle’s school? How many brands of drink are sold at the drinks machines? What was printed on the sides of the school buses?) In pairs, they then swap questions, answer them and check their answers with their partner.

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08 The passive

3

6

Compare the active and passive sentences and answer the questions below.

Kyle

Active Last year a company installed some drinks machines in the school corridors. Most students welcomed the machines even though they sell only one brand of drinks. Passive Last year some drinks machines were installed in the school corridors. The machines were welcomed by most students even though only one brand of drinks is sold. 1 In passive sentences we focus more on … a an action. b who does the action. 2 To form the passive we use be + the ... a infinitive. b past participle. 3 To mention the agent (the person, organisation or thing responsible for the action) we use ... a by. b for.

4

3.13 Complete the dialogue with the correct passive form of the verbs in brackets. Then listen to check.

Study the Grammar box and check your answers to Exercise 3. Then find examples of passive sentences in the blog for each tense in the Grammar box.

Myra So? The gym 2 a coat of paint.

(encourage) to Yeah, but all last month we 3 eat a healthy diet! How’s a huge hamburger going to do that? Personally, I think all the adverts should 4 (remove) from the school. Myra The school’s signed a contract and nothing can 5 (do).

Kyle

(take) But it wasn’t democratic! The decision 6 in a private meeting last month. 7 (we/consult)? No, we weren’t. Myra I like the adverts. They’re colourful. And next week (give) a free backpack. Anyway, every student 8 (influence) by adverts. I don’t think teenagers 9 Kyle You can’t be serious! Of course, they are.

7

Look at the underlined verbs and rewrite the sentences in the passive. 1 Channel One showed the first TV commercials in US schools in 1989.

5

Do these sentences sound more natural in the active or in the passive? What is more important in each sentence – the person or the action? 1 a b 2 a b 3 a b 4 a b

I don’t notice ads anymore. Ads are not noticed by me anymore. A company in Japan made my phone. My phone was made in Japan. Someone filmed that commercial in Prague. That commercial was filmed in Prague. Then we’ll watch a film. Then a film will be watched by us.

2 3 4 5

8

The first TV commercials were shown in US schools in 1989 by Channel One. Head teachers may accept adverts in schools in England but most teachers don’t welcome them. Some companies in England are installing drinks machines with adverts in schools. In Scotland, the government does not permit advertising on drinks machines in schools. Some fast-food chains will offer free meals to US students with good grades.

SPEAKING In groups, discuss the statements below. Justify your opinions. 1 Too many commercials are shown on TV. 2 Lots of jobs are being created in advertising so it’s a good career choice. 3 Large billboards next to motorways should be banned. 4 I don’t mind when TV series are interrupted by commercials. 25 Read the question and watch the video. Say what the speakers answer. Then in pairs, ask and answer the question.

• Photocopiable extra Grammar Video activity 8, page 268 • Grammar Reference and Practice, Student’s Book page 185

• Extra digital activities: Grammar Checkpoint 8A

ASSESSMENT Grammar Quiz 8A

• Workbook pages 88–89/Online Practice

NEXT CLASS

• Photocopiable resource 31: Are you an ads expert?, pages 281, 320

Students create an advert for a product they think could be advertised at their

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Exercise 6 2 hasn’t been painted 3 were being encouraged/were encouraged 4 be removed 5 be done 6 was taken 7 Were we consulted? 8 will be given 9 are influenced Exercise 7 2 Adverts may be accepted by head teachers in schools in England, but they are not welcomed by most teachers. 3 Drinks machines with adverts are being installed in schools by some companies in England. 4 Advertising on drinks machines in schools is not permitted by the government in Scotland. 5 Free meals will be offered to US students with good grades by some fast food chains./ US students with good grades will be offered free meals by some fast food chains.

Should adverts be shown to children and teenagers?

□ I can use the passive to talk about different actions. FURTHER PRACTICE

Exercise 5 1 active 2 passive 3 passive 4 active In sentences 1 and 4 the focus is on the person who did the action. In sentences 2 and 3 the action (what happened) is more important than who did it (the agent).

GRAMMAR VIDEO

Grammar Reference and Practice > page 185

(not/paint) for years. It needs

Kyle

The passive We use the passive when the action is more important than the agent. We often use it when we do not know or care who did something. We use the word by before the agent to say who is responsible for the action. We form the passive with the verb to be and the past participle: This product is made in France. (Present Simple) A new logo is being designed. (Present Continuous) That commercial was filmed in Paris. (Past Simple) Someone coughed while the jingle was being recorded. (Past Continuous) The company’s new advertising slogan has been announced. (Present Perfect) Our new commercial will be shown tomorrow. (future with will) Our brand name can’t (must/may/should) be changed. (modal verbs)

Myra, have you seen what’s happening? A huge picture of a hamburger 1 is being painted (paint) on the outside of the gym!

Exercise 4 Key: Present Simple Past Simple Past Continuous Present Perfect future with will modal verbs

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school. It can be any product (real or invented) and they can use any form of advertising (e.g. a billboard ad they would print on the side of a school bus, a recorded radio commercial, a TV commercial they will video on their phones). Students can present their adverts in the next lesson, and you could do a class vote for the best one.

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Check out these survey results I found online on teenagers’ spending habits. Teens spend a higher percentage of their money on food than on anything else – 21%. Clothing comes close behind food at 20% but if you add up the amount spent on accessories, personal care and cosmetics (10%) and on shoes (9%), then you can see how much value teens give to looks and fashion. Entertainment and having fun is obviously very important to teens, too, so it’s no surprise that they spend 8% on electronics and gadgets, 7% on video games and systems, 5% on music and movies (CDs and DVDs) and another 5% on concerts, cinema and sports events. More surprisingly, they spend 8% on cars. They don’t spend too much on books and magazines (just 2%) or on furniture and room accessories (another 2%). They also spend 4% of their money on a category called other. I wonder what that could be.

8B LISTENING AND VOCABULARY Exercise 2 The teens in the survey spent the largest percentage of their money on food and clothing, and the smallest percentage on books, magazines, furniture and room accessories. Exercise 3 Speaker 1: books Speaker 2: food Speaker 3: magazines and games Speaker 4: personal care products Speaker 5: clothes

1

In pairs, answer the questions. 1 Where do teens usually get their money from? 2 What do young people usually spend their money on? 4 Do you ever manage to save any of your money?

2

Study the results of a survey in the text. What did the teens in the survey spend the largest and smallest percentage of their money on? How does the information compare to your spending habits? I never spend money on furniture and I probably spend more than seven percent of my money on video games.

3

5

3.14 Listen to a podcast. Which categories of products mentioned in the survey results in Exercise 2 do the speakers talk about/spend their money on?

4

Speaker: 1 f 2 b

□

Match the highlighted phrases 1–8 with definitions a–h. Which phrases are about ‘good value for money’ and which are about ‘poor value for money’?

Exercise 4 Good value for money = phrases 1, 2, 6, 7, 8 Poor value for money = phrases 3, 4, 5

6

• It takes time to 6go bargain hunting, but it pays off when you 7get a good deal. • I paid next to nothing for a pair of designer jeans last weekend.

□ □ □ □ □ □ □ □

110

□

3 e

□

4 c

□

5 a

SPEAKING Choose the correct option in the questions. In pairs, discuss the questions. 1 Which shops are the best in your city if you want to go deal / bargain hunting? 2 When was the last time you bought something on special offer / price? price? What was it and why was it such a good value / deal? 3 Have you ever bought a product that was a value / rip-off? What was it? 4 What product or service is the biggest waste of money / price in your opinion? 5 If you had lots of money, what kind of products or services would you happily spend / pay a fortune on?

8

a 4 spend a lot of money b 6 go shopping especially to find things that are good value for money c 7 get a lot for your money d 5 a bad use of money e 2 buy one, get one free f 1 cheaper than usual for a limited time g 8 pay very little for something h 3 much more expensive than it should be

□

a He/She saves money by buying used items. b He/She spends money in the company of friends. c He/She ignores their brother’s advice on saving money. d He/She is saving their money for a major item. e He/She likes to read up before spending his/her money. f He/She buys his/her favourite product online.

• I always look for things 1on special offer, you know, like 2two for the price of one. off considering it’s just hot water • The coffee is 3a rip-off and a few coffee beans. • The latest games are really expensive so I have to choose very carefully before I 4spend a fortune on one. • The products are usually very expensive…my dad thinks it’s all 5a waste of money.

3.14 Listen again and match speakers 1–5 with what they say about spending and saving (a–f). There is one extra option.

7

REFLECT | Society Should teenagers receive pocket money from their parents or earn it? Say why.

□ I can identify specific details in a podcast and talk about spending habits.

REFERENCES AUDIO SCRIPT page 223

a collocation, for their partner to provide the second part. (e.g. A: a waste … B: of money).

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

Do this activity after Exercise 4. Students study the collocations in Exercise 4 for a minute, then close their books. In pairs, they take it in turns to say the first part of

• Workbook page 90/Online Practice • Photocopiable resource 32: I spend my money on …, pages 282, 321

NEXT CLASS Students write a for-and-against essay answering the question in Exercise 7. Encourage them to refer back to the Writing lesson in Unit 6 (6G) and the Writing box on page 87 to help them structure their essay correctly.

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08

8C VOCABULARY | Money 1

3

In groups, discuss the sayings. What do you think they mean? How true are they? • Money doesn’t grow on trees. • A fool and his money are soon parted.

2

□ □ □ □ □ □ □ □

a 6 But I wouldn’t say he’s mean, just careful with money. b 5 No, he isn’t. Actually, he’s got huge debts and his company is in the red. c 8 Not much. Just some loose change. d 1 Sometimes I think she has more money than sense. e 4 Sorry, I can’t lend you a penny. I’m broke. f 2 I can think of two ways to raise money: one- take out a loan; two – try crowdfunding. g 7 While almost half the world’s population live in poverty. It’s not right! h 3 You know we can’t afford a holiday in Florida so stop going on about it!

Read sentences 1–8 and try to work out the meaning of the highlighted phrases. Then choose the correct definition for each one. 1 My sister spends money like water. a spend money without thinking b be careful with money 2 How can I finish developing my app? I’ve run out of money! a go to the bank quickly b have no money left 3 Sometimes I wonder if you think we’re made of money! a be very generous b be very rich 4 I’m a bit short of money right now. Can I borrow twenty quid? a not have much money b have enough money 5 Look at the car he’s driving. He must be rolling in money! a be quite poor b be very rich 6 My dad believes in getting his money’s worth; he hates getting ripped off. a pay what you should and no more b avoid paying 7 A tiny minority of people in the world have money to burn. a be very rich b dislike money 8 Have you got any money on you? a wear expensive clothes b have cash with you

3.15 In pairs, think about the meaning of the highlighted words and phrases. Then match sentences 1–8 in Exercise 2 with sentences a–h below. Listen and check.

4

1 Do you spend money like water or are you careful money? 2 What do you usually do when you out of money? 3 Do you always check your after buying something? 4 What can you do if you want to buy something you can’t ? 5 If you had to burn, what would you buy first? 6 Have you ever felt you didn’t get your money’s ? Tell me about it. 7 Do you think most teenagers believe their parents are of money? 8 Do you know of anyone who’s money through crowdfunding? Who? What for? 9 Think of a celebrity who is rolling money. Do you ? Why? think he/she has more money than

5

REFLECT | Society People often say that money can’t buy happiness … but it helps. Do you agree? Discuss in groups.

Can’t you see? I’m MADE of money!

□ I can talk about money. CULTURE NOTES page 210

EXTRA ACTIVITY IN CLASS After Exercise 3, students write gap-fill sentences with words and phrases from Exercises 2 and 3. To make the exercise easier, they could supply the first letter of each gapped word. Then, in pairs, they

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Exercise 4 1 with 2 run 3 change 4 afford 5 money 6 worth 7 made 8 raised/raising 9 in, sense

SPEAKING Use the vocabulary in Exercises 2 and 3 to complete sentences 1–9 with one word in each gap. In pairs, discuss the questions.

I’ve forgotten my wallet – have you got any money on you?

REFERENCES

Exercise 1 Money doesn’t grow on trees = It’s not easy to find or get money. A fool and his money are soon parted = Stupid people spend their money without thinking about it.

swap sentences, complete them and check their answers with their partner.

FURTHER PRACTICE • Workbook page 91/Online Practice • Photocopiable resource 33: Money talks, pages 282, 322 • Extra digital activities: Vocabulary Checkpoint 8

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ASSESSMENT Vocabulary Quiz 8

NEXT CLASS Ask students to look online for memes or interesting quotes which reflect their attitude to money.

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8D READING AND VOCABULARY

Exercise 7 2 currency 3 purchase 4 credit 5 charged 6 withdraw 7 prepaid 8 PIN 9 cashpoint 10 contactless 11 account

1

Check you understand the highlighted words and phrases. Then ask and answer the questions in pairs. 1 How do you/your parents usually pay for things? In cash or with a bank card? 2 Where do you carry your notes and coins – in a purse/ wallet or in your pocket? 3 Do you ever buy anything from vending machines? What? 4 Have you ever bought anything online or paid for something with your phone? What was it? 5 Have you ever taken money out of an ATM?

2

Read the text on page 113 quickly. Where do you think you might find a text like this one?

3

Choose the best sentence A–C to fill gap '0' in the first paragraph of the text.

6

Read the whole text again. Which fact about the history of money do you find the most interesting or surprising?

7

Find these words in the text on page 113. Then use them to complete the tips below. account cashpoint charged contactless currency credit exchange PIN prepaid purchase (v) withdraw

Coming to the UK? Read these money tips first

on a website, in a scientific magazine

Don’t exchange money at the airport – you’ll • probably get a better exchange rate at a bank. Take some cash in the local (pounds in the • UK). You’ll need it for small transactions, for 1

2

A But was the lack of cash a problem? B Life wasn’t as easy then as it is now. C So how did people buy things?

example, when you 3

4

5

4

How did you decide the correct answer in Exercise 3? How does it link with the sentences that come before and after? Study Active Reading to check your answers.

When working on their texts, writers use: • lexical links to connect sentences by repeating words, using synonyms (e.g. cash = money), related words (e.g. coins, notes = buy) and paraphrases (e.g. barter = swapping one thing for another), • logical links to connect ideas (e.g. reason and consequence), • linking words to connect ideas (e.g. They tried something to fix the problem. However, it didn’t work). • referencing words to refer back to someone or something (e.g. he/him/his, that, which, there, then), • questions and answers within the text.

5

Read the text again. Match sentences A–H with gaps 1–7 in the text. There is one extra sentence. A For example, the Ancient Romans used handwritten agreements to pay. B Are we heading towards a cash-free society where all payments are made electronically? C This is because money has more than one function in society. D Therefore, people began to give value to small things that were easy to carry. E Since then M-commerce has become a hugely popular way of paying for things. F Why would anyone exchange a beautiful gold bowl for something less valuable? G Leather money was mainly used in times of crisis or war when metal for coins was in short supply. H These little pieces of plastic were revolutionary.

cash from an ATM.

kind of card to 6

A card that you can load with cash before • you travel is a great idea. Don’t let anyone see your number when • you , enter it in a shop or at a lose your credit card! Anyone can • Don’t spend up to £30* with it several times without 7

8

ACTIVE READING | Understanding links in a text

112

food and drink.

Get a ‘travel-friendly’ debit or card. You may • be up to three percent if you use the wrong

9

10

knowing your PIN code.

longer stays (study or work) you may want to • For . If so, you’ll need a open a British bank 11

passport or ID card and proof of your UK address. * this amount may rise in the future

8

SPEAKING In groups, ask and answer the questions. 1 How old do you think you should be before you can open a bank account or get a credit card? 2 How do you think people will pay for things in the future? Will there ever be a cash-free society? 3 What do you think of online swapping services? 26 WATCH AND REFLECT Go to page 169. Watch the uy or borrow? and do the exercises. documentary Buy DOCUMENTARY VIDEO

Exercise 4 The sentence before the gap mentions ways of paying for things you buy. Sentence c asks a question about buying things. The word So introduces a question that links back to the previous sentence. The sentence after the gap answers the question in sentence c.

□ I can understand links and identify specific details in a text and talk about money.

REFERENCES

EXTRA ACTIVITIES IN CLASS

FURTHER PRACTICE

VIDEO SCRIPT page 240

• Start the class by getting students to present the quotes or memes they have found. Briefly discuss them with the class.

• Workbook pages 92–93/Online Practice

CULTURE NOTES page 210

• After Exercise 7, get students to discuss the money tips in pairs or groups. Would these make good tips for people travelling to their country?

• Photocopiable resource 34: Digital money, pages 282, 323

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08

The way we pay 3.16

The way we pay has changed a lot throughout history. Penny Cash takes a look at the chronology of money.

The problem with barter is portability.

1 Barter: a long time ago

4 Notes: 806 CE

In the beginning, there was no money. No coins, notes or credit cards. 0 Barter: swapping one thing for another. ‘I’ll give you a rabbit for that bowl,’ said the hunter to the potter. ‘Make it two and it’s a deal,’ replied the potter.

The first notes weren’t made of paper g The but of animal skin. 3 first proper paper banknotes were probably printed in China in 806 CE. At first, people were suspicious of paper money and wouldn’t accept it but gradually, of course, they got used to it.

2 Currency: 3,000 BCE The problem with barter is portability. It might be all right carrying a rabbit or two around when you go shopping but what if you have a deer to trade? It The could break your back. 1 d solution was money. The first currency was probably invented 5,000 years ago in Mesopotamia. A grain called the shekel was used as money. Later, the Chinese started keeping shells in their purses. Animals, feathers, seeds, salt and cocoa beans have all been used as money.

3 Coins: 1,000 BCE Things like shells and feathers, however, are fragile, they can break. Consequently, from about 3,000 BCE, the Chinese started making shells from metal. Eventually, these metal shells were replaced by metal coins. But there was a problem: cheap metal coins were no good for buying expensive items. 2 f The solution was to make coins from precious metals such as gold and silver. The Greeks and Turks started doing this about 2,700 years ago.

5 Cheques: 1717 A cheque is basically an ‘I Owe You’, a piece of paper promising to pay in the future. Such forms of payment have been around for thousands a The first bank of years. 4 to issue a modern printed cheque with a serial number that you could check was the Bank of England in 1717. However, although cheques were commonly used until the 1990s, they’re seldom used today.

6 Cards: 1950s & 1960s The first credit cards were introduced They in the US in the 1950s. 5 h allowed us to go shopping without cash and to get money from ATMs (first introduced in 1967). Ever since then, we’ve been suffering trying to remember our PIN numbers. Incidentally, don’t get excited if you see ‘Free Cash Withdrawals’ on a UK cashpoint. It means you won’t be charged to withdraw your money, not that they’re giving away cash. The

1980s saw the introduction of debit cards where payments come directly from the user’s bank account. The first contactless cards were produced in 2007. They save time and have one huge advantage: you don’t need to remember your PIN for small transactions.

7 E-commerce: 1990s Online commerce has taken off in the last few decades thanks to the Internet. The first online sale dates from 1994 when someone bought a CD by British singer Sting. The first mobile phone payment was made in 1997 when a fizzy drink was purchased from a vending machine Especially for in Finland. 6 e young people and in developing countries. With a prepaid card, you don’t even need a bank account.

8 The future f What does the future hold? 7 b That’s the financial future they’re planning to have in Sweden. However, strangely, in one way, electronic communications have sent us back to the past. It’s becoming common to swap goods and services on the Internet without exchanging money. Barter has made a comeback!

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NEXT CLASS Ask students to think of two or three situations where they would be likely to make a complaint as a customer and make notes. They should explain what the situation/problem is and, if appropriate, what they would expect as compensation.

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Exercise 2 1 Janet calls to make a complaint about a double booking. 2 No, he cancels both her bookings, so she calls up again to complain. 3 The manager explains the morning sessions are fully booked and offers her a session in the afternoon. Janet says that’s not possible.

1

Have you ever been to an escape room? Would you like to go to one? Say why.

2

17 Janet is calling a company called M.Y.E. 27 3.17 (Make Your Escape). Watch or listen to Part 1 and answer the questions. 1 What is Janet's complaint? 2 Does Bradley solve the problem? 3 Why is Janet so frustrated? What happens at the end?

Exercise 3 The manager sorts out Janet’s problem and books her a morning session, but then Janet’s friend calls to say he and the other friends can’t go to the escape room in the morning and ask if she could book it for the afternoon. Exercise 7 available, complaint, escape, eight, mistake, replacing, weight designed, height, mind, price, satisfied, slight, website

3

28 3.18 How do you think Janet’s story will end? Make predictions in pairs. Then watch or listen to Part 2 and check.

4

Look at the phrases a–f. Do you use them to make a complaint or to respond to it? Add them to the right sections in the Speaking box. a b c d e f

I’ll see what I can do. Would you like a refund? I want to talk to the manager. I wonder if you could help me. I’ve got a (slight) problem with the booking. There was a problem with our website but we’ve sorted it out.

6

1 e I wonder if you can help me. 2 f I’d like to return these jeans, please. 3 b I’m not satisfied with this laptop. There’s a problem with the screen. 4 a I complained about my meal and the waiter was rude to me. 5 c I’ve been waiting for 20 minutes to book in. I want to talk to the manager. 6 d I wonder if you could exchange these for another pair. I can’t find the receipt.

Making a complaint (I’m) Sorry to bother you, but … I’d like to make a complaint/return this/cancel my booking, please. Would you mind doing that for me, please? I’m not happy about/satisfied with … 1 I wonder if you could help me.     

c

  

    

e

  

3

Responding to a complaint I’m (so/very) sorry (about that). I/We can offer you store credit/another time. Can I have your receipt/booking reference? It was (entirely) our fault. I’m afraid we’re fully booked. Sorry, there’s nothing I can do about it.     

a

  

    

b

  

    

f

 

4 5 6

5

a I’m sorry about that. I’ve spoken to him. It won’t happen again. b We’ll be happy to replace it or would you like a refund? c I’m so sorry, the hotel is very busy today. I’ll get her at once. d Sorry, in that case, there’s nothing I can do about it. e Sure, what can I do for you? f Yes, of course. Have you got the receipt?

7

In Britain, it is typical to start making a complaint by apologising to avoid having a confrontation with someone, even if you are angry: I’m sorry to bother you but there’s a mistake in my bill. I’m afraid my MP3 player isn’t working properly.

3.20 PRONUNCIATION Look at the underlined vowels in the words and put them in the correct place in the table. Listen and check. afraid afr d available av lable complai complaint nt desig designed ned esca escape heigh eight ke mind m nd mistake mist neigh eighbour eigh bour price pr replacing like d sligh slightt website webs te weight w satisfied

REFLECT | Culture Study Watch out! Do people start complaints in the same way in your country?

WATCH OUT!

3.19 Listen to these conversations and match the complaints with the replies.

□ □ □ □ □ □

SPEAKING | Complaints

2

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COMMUNICATION VIDEO

8E SPEAKING

/eɪ/

/aɪ/

afr d afrai

like

8

In pairs, read the situations on page 198. Take turns to make and respond to complaints. Use the expressions from the Speaking box.

□ I can make and respond to complaints.

REFERENCES CULTURE NOTES page 210

home. Get them to roleplay the situations using language from the Speaking box. They should take turns to make and respond to complaints.

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

After Exercise 8, put students in new pairs and refer them to the notes they made at

Workbook page 94/Online Practice

VIDEO/AUDIO SCRIPT page 241

NEXT CLASS Ask students to make a list of services they or their parents use regularly. Explain that they should think about things they ask (and pay) other people to do for them and give them a few examples if necessary (shopping delivery, car washing, computer servicing, etc.).

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08

8F GRAMMAR 1

5

Look at the photos and answer the questions. 1 What services are shown in the photos? 2 Do you or your parents do these things yourselves, or do you pay someone else to do them for you? 3 What else do you or your parents pay other people to do?

2

1 My mum  has her hair dyed  (have/hair/dye) once a month. 2 I’m going to the beautician tomorrow and (get/ears pierced). (have/phone/fix)? 3 Have you (have/this 4 How long has it been since you passport photograph/take)? 5 You’ll (have/back and neck/massage) by the physiotherapist. 6 Last month Tom was on a special diet and (get/meals/deliver). (have/car/wash)? 7 Is it lazy to

3.21 Listen to a radio show and tick five more services that the hosts Max and Kerry mention.

□ beauty treatments □ car servicing □ cleaning □ dog walking □✓ eye-testing □✓ hairdressing □✓ house decoration □✓photography □ shopping delivery □ social media management 6

Have/Get something done

3

Look at the sentences from the dialogue and answer the questions. Then study the Grammar box and check. a I’m servicing my car next week. Do you manage your social media accounts? b I‘m getting my car serviced next week. Do you have your social media accounts managed? 1 Which sentences – a or b – describe something we do ourselves and which describe something someone else does for us? 2 How do we form the structure in the b sentences? Choose the correct option: have or get + object + the infinitive / past participle

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

SPEAKING In pairs, look at the services in the box and answer the questions. cut or dye your hair fix your computer paint your nails pierce your ears repair your watch service your bike or skateboard take a profile photo 1 Do you do any of these things yourself? I service my bike myself. I don’t have it serviced. 2 Which of these things have you had done recently? When and where? 3 Which of them are you going to have done soon? 4 Can you recommend any good places to have these things done?

Exercise 1 1 bike servicing/repairs, dog walking Exercise 3 1 a = something we do ourselves, b = something someone else does for us 2 past participle Exercise 4 2 has it delivered 3 have it decorated 4 ’s going to have her car/it serviced 5 have them managed 6 have them walked 7 has had them done get is not a possible alternative to have in sentence 7 Exercise 5 2 getting my ears pierced 3 had your phone fixed 4 had this passport photograph taken 5 have your back and neck massaged 6 got his meals delivered 7 have your car washed

Have/Get something done When we pay someone to do a job for us instead of doing it ourselves, we use: the correct form of have/get + object + past participle. Get is more informal than have and is not normally used with the Present Perfect tense. I had my bike repaired. (at a bike shop) When are we getting our photo taken? (by a photographer) You haven’t had (NOT: got) your nails done for a long time. (by a beautician) Grammar Reference and Practice > page 185

4

Complete the sentences about Kerry and Max with have + object + past participle. In which sentence is get not a possible alternative to have? 1 Max doesn’t cut his own hair, he  has it cut . . 2 Kerry doesn’t deliver her own shopping, she  3 Max will decorate his own Christmas tree this year, he won’t  . 4 Kerry is not going to service her own car next week, she is going to  . 5 Kerry manages her own social media accounts, she doesn’t  . 6 Max thinks people should walk their own dogs and not  . . 7 Kerry hasn’t done her own nails, she 

□ I can use have/get something done to talk about services. REFERENCES

FURTHER PRACTICE

ASSESSMENT

AUDIO SCRIPT page 223

• Grammar Reference and Practice, Student’s Book page 185

Grammar Quiz 8F

EXTRA ACTIVITY IN CLASS After Exercise 6, refer students to the lists they made at home and elicit ideas on the board. They should answer the questions in Exercise 6 about any services on the board they haven’t already discussed.

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• Workbook page 95/Online Practice • Photocopiable resource 35: My busy day, pages 283, 324–325 • Extra digital activities: Grammar Checkpoint 8F

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NEXT CLASS Ask students to imagine they’ve got £1,000 to spend, think about what they would spend it on and make notes.

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Is it better to spend your money on experiences or possessions? 1

Most young people have to be careful with money, so deciding what to do with it requires thought. It is my firm belief that spending money on experiences brings greater happiness than spending it on possessions.

2

My first reason for this opinion is that experiences change you as a person. We are the result of everything we’ve seen and done in our lives, and not of the things we’ve bought. In other words, unlike an experience, a thing can never become part of us. For example, getting a new phone didn’t change me, but the camping trip with my friends last summer certainly did.

3

Another reason I prefer experiences is that they bring people together. Sharing a new experience strengthens relationships and creates lasting memories. For instance, I am still in touch with some of the teenagers I met on our family holiday three years ago, but I hardly remember any of the things I bought or was given back then.

4

My final point is that, while some people say that they get pleasure simply from owning things, I think that using your possessions is more enjoyable. For example, I spend most of my spare money on new parts for my old mountain bike, but I love the experience of cycling, not owning bike parts!

5

To sum up, experiences make us who we are and strengthen our relationships. As far as I’m concerned, this makes them a better thing to spend money on than possessions. Consider this next time you want to buy yourself something.

8G WRITING | An opinion essay

3

Read the essay. Do you agree or disagree with the writer? Say why.

1

4

Look at the essay again. In which paragraphs does the writer do the following things?

Which of the following would you rather spend your money on? Say why. • A subscription to a music streaming service or tickets to a concert? • A new pair of trainers or a backpacking trip with friends? • A trip to the cinema or a new computer game? I’d rather spend my money on tickets to a concert because I love listening to live music.

2

Read the title of the essay. In pairs, give your opinion and justify it.

□ □ □ □□ □ □

a 5 Summarise their opinion. b 1 State their overall opinion for the first time. c 4 Consider an opposing opinion and state why they disagree with it. d 2 3 Provide further viewpoints and examples which support their overall opinion. e 5 Leave the reader with a statement or question to consider. f 1 Restate the essay question in their own words.

116

EXTRA ACTIVITIES IN CLASS • Start the class by referring students to the notes they made at home. If time allows, let them share and compare their answers in pairs or groups first, then get feedback from the class.

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• Do this activity after Exercise 9. Put students in pairs and ask them to read each other’s essays and give their

M01 High Note TB3 09593.indd 134

partner feedback. Is the information organised into five paragraphs? Are the ideas expressed clearly? Has their partner used phrases from Exercise 7? What has he/she done well? What could be improved?

FURTHER PRACTICE Workbook page 96/Online Practice

NEXT CLASS • If you did the peer feedback activity above, you could ask students to rewrite their essays following their partner’s feedback. • Ask students to study the word list and do the Remember More exercises on Student’s Book pages 118–119.

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08 5

Study the Writing box. Then find examples of the main point, supporting arguments and a personal example in paragraphs 3 and 4 of the essay.

7

Phrases to give your overall opinion This essay will argue that …

WRITING | An opinion essay

1

Phrases to add further support 3

Match main points 1–3 with supporting arguments a–c and personal examples i–iii to make three paragraphs from an essay. What do you think the essay question was? Essay question: Is it better to make or buy

Main points

      It is also worth pointing out that …       Phrases to emphasise your opinion by repeating it To put it another way …

5

      Phrases to introduce an opposing opinion It is true that … Some people do not agree and feel that …

6

7

8

1 My first reason for this opinion is that making a present for someone means you don’t have to spend a lot of money.

□ □ii c

2 Another reason is that you can give someone something really personal.

□b □i

3 A third reason is that doing something creative such as making presents is an enjoyable way to spend your time.

□a □iii

Supporting arguments

Personal examples i I made my friend some very spicy chilli oil because we are always competing to see who can eat the spiciest food. ii I can easily make a cake for a lot less than it costs to buy one. iii I’d rather spend time making a present than walking round the shops trying to find something suitable.

     

Complete each sentence with one word. Then, in pairs, say whether they belong in the introduction, the supporting body paragraphs, or the opposing opinion paragraph. 1 For   example    example , studies show that people spend more when using a credit card. supporting body paragraph 2 This essay will that the world would be a better place without credit cards. 3 It is also worth out that credit cards tempt people to spend more than they can afford. 4 To it another way, credit cards make you feel you have more money than you really do. 5 My first for this opinion is that buying things on credit can make them much more expensive in the long term. 6 It is that credit cards are useful for online shopping, but a bank transfer is usually also an option and doesn’t require you to borrow money.

presents for your friends? (or similar)

a If you like spending time in the kitchen, make your friend some food, or if you enjoy art, paint them a picture. b The present can be based on a shared experience or a joke between you and your friend. c It doesn’t cost a lot to cook something for someone or to make some simple jewellery, for example.

     

4

Supporting arguments We are the result of everything we’ve seen and done in our lives, and not of the things we’ve bought. In other words, unlike an experience, a thing can never become part of us.

6

 It is my firm belief that     that 

2

It is very important to support your opinions and provide examples in an opinion essay. Each paragraph in the body of the essay should include: The main point My first reason for this opinion is that experiences change you as a person.

A personal example For example, getting a new phone didn’t change me, but the camping trip with my friends last summer certainly did.

Add the underlined linkers in the essay on page 116 to the correct group.

9

Exercise 5 Main points: • Another reason I prefer experiences … bring people together. • My final point is … is more enjoyable. Supporting argument: Sharing a new experience … creates lasting memories. Personal examples: • For instance, I am still in touch … was given back then. • For example, I spend … not owning bike parts! Exercise 7 2 As far as I’m concerned, … 3 My first reason for this opinion is … 4 Another reason … is 5 My final point is … 6 In other words, … 7 While some people say that … I think … Exercise 8 2 argue, introduction 3 pointing, supporting body paragraph 4 put, supporting body paragraph; 5 reason, supporting body paragraph 6 true, opposing opinion paragraph

WRITING TASK You are going to write an opinion essay. Read the question and follow the instructions. Use the Writing box and Exercise 7 to help you. When it comes to receiving presents, is it better to ask for what you want or to wait for a surprise? 1 Decide what your overall opinion on the topic is and make a list of supporting arguments, reasons and examples. 2 Consider an opposite opinion and note down why you disagree with it or how you feel about it. 3 Organise your ideas into a simple 5-paragraph plan and write your essay.

□ I can write an opinion essay.

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Word List REMEMBER MORE 1 Complete the money phrases

with the missing words. Then check with the word list. 1 You can’t have both a new smartphone and a laptop – I’m made of not money! spend 2 They money like water. They really should try to save some. 3 Unless you’ve got money to burn , you should really get a less expensive car. 4 We didn’t need a new dishwasher. It was a total waste of money. The old one is still working.

2 Complete the text with the

correct prepositions. Then check with the word list. My parents say I’m not careful 1 with money. The fact is, I rarely have money 2 on me, but that’s because I usually pay 3 with a bank card, not 4 in cash. I love shopping and I often buy things which are 5 on special offer. As a result, I’m often short 6 of money or even broke. I promised my parents to change. I’ll start next month, when the sales are over.

3 Complete the missing letters in

the mini crossword. What is the mystery word? mystery word: credit 1 C O M M E R C I A L – an advertisement on television or radio, or at the cinema 2 R IP O F F – to charge someone too much money for something 3 E -C O M M E R C E – buying and  selling goods and services using a computer and the Internet 4 D E B T – money that one person has borrowed from another and now owes it to this person 5 I D – an identity card 6 T R A N S A C T I ON– a business deal or action, such as buying or selling something

4 Do the task below

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Write your own mini-crossword like the one in Exercise 3 above. Decide what your mystery word is and write clues for each answer. Use the words from the wordlists and an online dictionary (e.g. www.ldoceonline.com) to help you.

EXTRA ACTIVITIES IN CLASS • Students choose one or two words/ phrases from each lesson that they want to remember and write example sentences. Tell them to try to think of sentences about themselves or people they know if possible. This will help them remember the words/phrases.

8A GRAMMAR AND VOCABULARY 5.50

8B LISTENING AND VOCABULARY 5.51

advertisement/advert/ad (n) /ədˈvɜːtəsmənt/ ˈædvɜːt/æd/

for a limited time  /fər ə ˌlɪmɪtɪd ˈtaɪm/

advertising slogan (n) /ˈædvətaɪzɪŋ ˌsləʊɡən/ bathroom/toilet (BrE)/rest room (AmE) (n)  /ˈbɑːθrʊm/ˈtɔɪlət/ˈrest ruːm/ bombard sb with sth (phr v) /bɒmˈbɑːd ˌsʌmbɒdi wɪð ˌsʌmθɪŋ/

get a good deal  /ˌɡet ə ˌɡʊd ˈdiːl/ go bargain hunting  /ˌɡəʊ ˈbɑːɡən ˌhʌntɪŋ/ good value for money  /ˌɡʊd ˌvæljuː fə ˈmʌni/ on special offer  /ɒn ˌspeʃəl ˈɒfə/

brand (n) /brænd/

pay next to nothing for sth  /ˌpeɪ ˌnekst tə ˈnʌθɪŋ fə ˌsʌmθɪŋ/

brand name (n) /ˈbrænd neɪm/

read up (phr v) /ˌriːd ˈʌp/

coat of paint  /ˌkəʊt əv ˈpeɪnt/

rip-off (n) /ˈrɪp ɒf/

colourful (BrE)/colorful (AmE) (adj) /ˈkʌləfəl/

save money  /ˌseɪv ˈmʌni/

commercial (n) /kəˈmɜːʃəl/ consult (v) /kənˈsʌlt/

spend a fortune on sth  /ˌspend ə ˈfɔːtʃən ɒn ˌsʌmθɪŋ/

consumerism (n) /kənˈsjuːmərɪzəm/

two for the price of one  /ˌtuː fə ðə ˌpraɪs əv ˈwʌn/

corporate (adj) /ˈkɔːpərət/

waste of money  /ˌweɪst əv ˈmʌni/

cough (v) /kɒf/ democratic (adj) /ˌdeməˈkrætɪk/ drinks machine (n) /ˈdrɪŋks məˌʃiːn/ facilities (n) /fəˈsɪlətiz/ free from sth (adj) /ˈfriː frəm ˌsʌmθɪŋ/ frequent (adj) /ˈfriːkwənt/ hoarding (BrE)/billboard (AmE) (n) /ˈhɔːdɪŋ/ ˈbɪlbɔːd/

8C VOCABULARY

5.52

afford (v) /əˈfɔːd/ be made of money  /bi ˌmeɪd əv ˈmʌni/ be rolling in money  /bi ˌrəʊlɪŋ ɪn ˈmʌni/ borrow (v) /ˈbɒrəʊ/ broke (adj) /brəʊk/ careful with money  /ˌkeəfəl wɪð ˈmʌni/

install (v) /ɪnˈstɔːl/

cash (n) /kæʃ/

interrupt (v) /ˌɪntəˈrʌpt/

check your change  /ˌtʃek jə ˈtʃeɪndʒ/

jingle (n) /ˈdʒɪŋɡəl/

crowdfunding (n) /ˈkraʊdfʌndɪŋ/

logo (n) /ˈləʊɡəʊ/

debts (n) /dets/

mobile (adj) /ˈməʊbaɪl/

get your money’s worth  /ˌɡet jə ˌmʌniz ˈwɜːθ/

notice (v) /ˈnəʊtɪs/

have money on you  /ˌhæv ˈmʌni ɒn ju/

permit (v) /pəˈmɪt/

have money to burn  /ˌhæv ˈmʌni tə bɜːn/

pop-up ad (n) /ˈpɒp ʌp ad/ poster (n) /ˈpəʊstə/

have more money than sense  /ˌhæv mɔː ˌmʌni ðən ˈsens/

programme (BrE)/program (AmE) (n) /ˈprəʊɡræm/

in the red  /ˌɪn ðə ˈred/

promote a product  /prəˌməʊt ə ˈprɒdʌkt/

lend (v) /lend/

put up (phr v) /ˌpʊt ˈʌp/

live in poverty  /ˌlɪv ɪn ˈpɒvəti/

remove (v) /rɪˈmuːv/

loose change  /ˌluːs ˈtʃeɪndʒ/

repaint (v) /ˌriːˈpeɪnt/

mean (adj) /miːn/

school bus (n) /ˈskuːl bʌs/

penny (n) /ˈpeni/

school corridor (n) /ˌskuːl ˈkɒrədɔː/

quid (n) /kwɪd/

school locker (n) /ˌskuːl ˈlɒkə/

raise money  /ˌreɪz ˈmʌni/

sign a contract  /ˌsaɪn ə ˈkɒntrækt/

rip off (phr v) /ˌrɪp ˈɒf/

spam email (n) /ˌspæm ˈiːmeɪl/

run out of money  /rʌn ˌaʊt əv ˈmʌni/

take a decision  /ˌteɪk ə dɪˈsɪʒən/ the media (n) /ðə ˈmiːdiə/

short of money  /ˌʃɔːt əv ˈmʌni/

watch out for sth (phr v) /ˌwɒtʃ ˈaʊt fə ˌsʌmθɪŋ/

spend money like water  /ˌspend ˌmʌni laɪk ˈwɔːtə/

welcome (v) /ˈwelkəm/

take out a loan  /ˌteɪk aʊt ə ˈləʊn/

• Choose phrases of three or more words from the word list. Say the first part of the phrase and get students to complete it, e.g. spend money like … (water), two for the price of … (one), open a bank … (account). • Students play Collocation Bingo. Ask them to draw a 3x3 grid onto a piece

of paper. In each box in their grid, they should write the second part of a collocation or phrase from the word list which begins with a verb (e.g. for have money on you, they should write money on you; for get a good deal, they should write a good deal). Once they have filled all the boxes in their grid, start calling out verbs that complete

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08 8D READING AND VOCABULARY 5.53 agreement (n) /əˈɡriːmənt/ amount (n) /əˈmaʊnt/ Ancient Romans (n) /ˌeɪnʃənt ˈrəʊmənz/ ATM/cashpoint (n) /ˌeɪ tiː ˈem/ˈkæʃpɔɪnt/

IOU (I owe you)  /ˌaɪ əʊ ˈjuː /

refund (n) /ˈriːfʌnd/

issue (v) /ˈɪʃuː/

slight problem  /ˌslaɪt ˈprɒbləm/

lack of sth  /ˈlæk əv ˌsʌmθɪŋ/

store credit (n) /ˌstɔː ˈkredɪt/

load your card with cash  /ˌləʊd jə ˌkɑːd wɪð ˈkæʃ/ make a comeback  /ˌmeɪk ə ˈkʌmbæk/

8F GRAMMAR

5.55

beauty treatment (n) /ˈbjuːti ˌtriːtmənt/

banknote/note (n) /ˈbæŋknəʊt/nəʊt/

make payments electronically  /ˌmeɪk ˌpeɪmənts ˌelɪkˈtrɒnɪkli/

barter (n) /ˈbɑːtə/

m-commerce (n) /ˈem ˌkɒmɜːs/

do sb’s nails  /ˌduː ˌsʌmbɒdiz ˈneɪəlz/

online swapping service (n) /ˌɒnlaɪn ˈswɒpɪŋ ˌsɜːvəs/

dog walking (n) /ˈdɒɡ ˌwɔːkɪŋ/

open a bank account  /ˌəʊpən ə ˈbæŋk əˌkaʊnt/

hairdressing (n) /ˈheəˌdresɪŋ/

pay in cash  /ˌpeɪ ɪn ˈkæʃ/

house decoration (n) /ˈhaʊs dekəˌreɪʃən/

pay with a bank card  /ˌpeɪ wɪð ə ˈbæŋk kɑːd/

manage sb’s account  /ˌmænɪdʒ ˌsʌmbɒdiz əˈkaʊnt/

bowl (n) /bəʊl/ break your back  /ˌbreɪk jə ˈbæk/ cash withdrawal (n) /ˈkæʃ wɪðˌdrɔːəl/ charge (v) /tʃɑːdʒ/ cheque (n) /tʃek/ chronology (n) /krəˈnɒlədʒi/ cocoa bean (n) /ˈkəʊkəʊ biːn/ coin (n) /kɔɪn/ commonly used  /ˌkɒmənli ˈjuːzd/

PIN (n) /pɪn/ portability (n) /ˌpɔːtəˈbɪləti/ potter (n) /ˈpɒtə/ precious metal (n) /ˌpreʃəs ˈmetl/

car servicing (n) /ˈkɑː ˌsɜːvəsɪŋ/

dye sb’s hair  /ˌdaɪ ˌsʌmbɒdiz ˈheə/

massage sb's back/neck  /ˌmæsɑːʒ ˌsʌmbɒdiz ˌbæk ən ˈnek/ physiotherapist (n) /ˌfɪziəʊˈθerəpɪst/

proof of address  /ˌpruːf əv əˈdres/

service sb’s car/bike/skateboard  /ˌsɜːvəs ˌsʌmbɒdiz ˈkɑː/ˈbaɪk/ˈskeɪtbɔːd/

proper (adj) /ˈprɒpə/

shopping delivery (n) /ˈʃɒpɪŋ dɪˌlɪvəri/

purchase (v) /ˈpɜːtʃəs/

currency (n) /ˈkʌrənsi/

purse (n) /pɜːs/

social media management (n) /ˌsəʊʃəl ˈmiːdiə ˌmænɪdʒmənt/

deer (n) /dɪə/

rabbit (n) /ˈræbɪt/

test sb’s eyes  /ˌtest ˌsʌmbɒdiz ˈaɪz/

developing countries (n) /dɪˌveləpɪŋ ˈkʌntriz/

replace (v) /rɪˈpleɪs/

e-commerce/online commerce (n) /ˈiː ˌkɒmɜːs/ ˈɒnlaɪn ˌkɒmɜːs/

revolutionary (adj) /ˌrevəˈluːʃənəri/

consequently (adv) /ˈkɒnsəkwəntli/ credit/debit/prepaid/contactless card (n)  /ˈkredət/ˈdebət/ˌpriːˈpeɪd/ˈkɒntæktləs kɑːd/

electronic communications  /ˌelɪkˌtrɒnɪk kəˌmjuːnɪˈkeɪʃənz/ enter your PIN  /ˌentə jə ˈpɪn/ eventually (adv) /ɪˈventʃuəli/ exchange money  /ɪksˌtʃeɪndʒ ˈmʌni/ exchange rate (n) /ɪksˈtʃeɪndʒ reɪt/ feather (n) /ˈfeðə/ form of payment  /ˌfɔːm əv ˈpeɪmənt/ fragile (adj) /ˈfrædʒaɪl/ give away (phr v) /ˌɡɪv əˈweɪ/ give value to sth  /ˌɡɪv ˈvæljuː tə ˌsʌmθɪŋ/

8G WRITING

5.56

bank transfer (n) /ˈbæŋk ˌtrænsfɜː/

sale (n) /seɪl/

camping trip (n) /ˈkæmpɪŋ trɪp/

seed (n) /siːd/

firm belief  /ˌfɜːm bəˈliːf/

seldom (adv) /ˈseldəm/

lasting memories  /ˌlɑːstɪŋ ˈmeməriz/

serial number (n) /ˈsɪəriəl ˌnʌmbə/ shell (n) /ʃel/ swap sth for sth (v) /ˈswɒp ˌsʌmθɪŋ fə ˌsʌmθɪŋ/ trade (v) /treɪd/

possessions (n) /pəˈzeʃənz/ shared experience  /ˌʃeəd ɪkˈspɪəriəns/ spare money  /ˌspeə ˈmʌni/ tempt (v) /tempt/

transaction (n) /trænˈzækʃən/ vending machine (n) /ˈvendɪŋ məˌʃiːn/ wallet (n) /ˈwɒlət/ withdraw cash/money  /wɪðˌdrɔː ˈkæʃ/ˈmʌni/

gradually (adv) /ˈɡrædʒuəli/

8E SPEAKING

grain (n) /ɡreɪn/

booking reference (n) /ˈbʊkɪŋ ˌrefərəns/

handwritten (adj) /ˌhændˈrɪtn/

bother (v) /ˈbɒðə/

head towards sth (v) /ˌhed təˈwɔːdz ˌsʌmθɪŋ/

cancel your booking  /ˌkænsəl jə ˈbʊkɪŋ/

hugely popular  /ˌhjuːdʒli ˈpɒpjələ/

confrontation (n) /ˌkɒnfrənˈteɪʃən/

hunter (n) /ˈhʌntə/

entirely (adv) /ɪnˈtaɪəli/

ID card (n) /ˌaɪ ˈdiː kɑːd/

escape room (n) /ɪˈskeɪp ruːm/

in short supply  /ɪn ˌʃɔːt səˈplaɪ/

frustrated (adj) /frʌˈstreɪtɪd/

incidentally (adv) /ˌɪnsəˈdentəli/

get sb (v) /ˈɡet ˌsʌmbɒdi/

introduce (v) /ˌɪntrəˈdjuːs /

make your escape  /ˌmeɪk jər ɪˈskeɪp/

introduction (n) /ˌɪntrəˈdʌkʃən/

receipt (n) /rɪˈsiːt/

5.54

119 collocations/phrases from the word list (e.g. have, get). When students hear a verb that completes a collocation/phrase in their grid, they cross it out. The first student to cross out all the phrases in their grid is the winner. For a shorter activity, students can draw 2x2 grids.

FURTHER PRACTICE Workbook page 97/Online Practice

NEXT CLASS Ask students to revise Unit 8.

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08

Revision

VOCABULARY AND GRAMMAR 1 Choose the correct words to complete the sentences.

Exercise 2 2 slogan 3 advertising 4 jingle 5 spam 6 sense Exercise 3 2 I took photos while the actors were being interviewed. 3 Your steak is being cooked at this very moment! 4 Are a lot of shoes made in Portugal? 5 Ads for smartphones are often aimed at teenagers. 6 The first commercials shown on TV weren’t very sophisticated. 7 Can something be done about this now please? 8 I wonder if these jeans could be exchanged for another pair? 9 Twenty new jobs in advertising will be created next year. Exercise 4 2 Can we have/get our house decorated this time? 3 He has/gets his schedule managed by his personal assistant. 4 She had/got her back massaged so she’s much better now. 5 I’m going to have/ get my bike fixed today because I have no time. 6 Have you ever had your hair dyed? 7 Will you have/ get your hard disk replaced?

1 I haven’t got any money in my bank account, so I need to pay by debit / credit / ID card. 2 Some cashpoint machines charge you for raising / paying / withdrawing cash. 3 A lot of students in the UK have to take out a debt / loan / fortune so they can go to university. 4 My new watch broke. What a complete bargain / waste of money / good deal! 5 Before you exchange money, you should always check what the coin / note / exchange rate is. 6 When I was on holiday, I quickly ran / walked / stayed out of money because I was spending it like milk / water / air. 7 I pay for lunch at school with a prepaid card so I don’t need to take loose money / notes / change.

2

Complete the dialogues with the words from the box. slogan advert sense spam advertising jingle

4

Rewrite the sentences with the correct form of have/get. Omit the agent (by …) wherever possible. 1 That garage has been servicing Dad’s car for twenty years. Dad has been getting his car serviced at that garage for twenty years. 2 Can we ask professionals to decorate our house this time? 3 He asks his personal assistant to manage his schedule for him. 4 The physiotherapist massaged her back so she’s much better now. 5 I’m going to ask someone to fix my bike today because I have no time for it myself. 6 Has a hairdresser ever dyed your hair? 7 Will you ask the shop to replace your hard disk?

USE OF ENGLISH 5 Choose the correct words a–d to complete the text.

A Have you seen the new 1 advert for dog food? B Dog food? I can’t say I have. A The 2 is great! It’s really memorable and it’s only three words! B But you haven’t got a dog. A True. But I’ve got a new job in 3

!

A Did you like the email I sent you yesterday? B I didn’t know you’d sent me one. Why? A I sent you a file with a really catchy on the radio last week.

4

I heard

B Oh, sorry. Yes, I did get it. I thought it was 5 I deleted it.

so

B Are you really thinking of buying that expensive car? A Yes, I am! B It’s very nice but I think you’ve got more money than 6 . I would never pay so much money for a car!

3

Rewrite the sentences in the passive. Change the form of the underlined verbs and make any other necessary changes. 1 We have ordered the book for you. The book has been ordered for you. 2 I took photos while they were interviewing the actors. 3 We are cooking your steak at this very moment! 4 Do people make a lot of shoes in Portugal? 5 Companies often aim smart phone ads at teenagers. 6 The first commercials TV showed weren’t very sophisticated. 7 Can you please do something about this now? 8 I wonder if you could exchange these jeans for another pair? 9 They will create twenty new jobs in advertising next year.

Black Friday is the eagerly-awaited November day when prices in many retail outlets around the world are slashed. It’s the one day in the year when people don’t need to be careful 1 money. Black Friday began in America in the mid-twentieth century, when many shops decided to hold sales the day after Thanksgiving. It only became well known in the UK in 2013, when it 2 introduced by an American-owned hypermarket. The prices were so low that fights were reported on TV among shoppers determined to get a good 3 !

! E L SA

‘Cyber Monday’, the Monday that follows Black Friday, should also not be 4 . This is the day when all sorts of goods can be found on special 5 online. Black Friday and Cyber Monday have had a huge impact on shopping habits as billboards and TV 6 encourage people to buy more and spend money faster than ever. 7 , you may be surprised to learn that people don’t actually spend much more than they did in the past! 1 2 3 4 5 6 7

a a a a a a a

for is offer remembered offer information Furthermore

b b b b b b b

in was sale mentioned purchase commercials However

c c c c c c c

of has value forgotten charge jingles Although

d d d d d d d

with had deal left price spam Despite

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REFERENCES AUDIO SCRIPT page 224

FURTHER PRACTICE • Use of English, Student’s Book page 194 • Class debates pages 264–265

• Self-assessment 8 and Self-check 8, Workbook pages 98–99/Online Practice

• Unit 8 Skills Test (Dictation, Listening, Reading, Communication)

• Extra digital activities: Use of English, Reading, Listening

• Unit 8 Writing Test

ASSESSMENT

• Units 7–8 Exam Speaking

• Units 7–8 Cumulative Review Test

• Unit 8 Language Test (Vocabulary, Grammar, Use of English)

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6

Complete the second sentence using the word in bold so that it means the same as the first one. Use between two and five words, including the word in bold. 1 They borrowed money from a bank to buy a new car. OUT They took out a loan to buy a new car. 2 The optician checked my eyes. TESTED I by the optician. 3 I’m sorry but the hotel is full. FULLY I’m sorry but we . 4 They stuck a billboard on the wall outside our school. UP A billboard on the wall outside our school. 5 She decided not to go on holiday because she had too many debts. RED She decided not to go on holiday because . 6 They have asked her to pay ten pounds for the transaction! CHARGED She  for the transaction! 7 The headmaster thinks people shouldn’t advertise near schools. BANNED The headmaster thinks near schools. 8 I think I’ll ask the hairdresser to dye my hair next week. DYED I think I next week.

Use of English > page 194

LISTENING 3.22 You are going to hear a radio interview with 7

a man who has earned a lot of money using cryptocurrencies. Read questions 1–6 and the possible answers. Then listen and choose the correct answer for each question.

STRATEGY | Multiple choice Remember that the questions in the task are usually given in the same order as the information in the recording. When you listen for the first time, underline any key words you hear and mark the possible answer. 1 What is David’s main job? a He does volunteer work for a charity. b He runs an IT consulting company. c He works with cryptocurrencies. 2 Cryptocurrencies are used to do business because a there are many of them. b nobody controls them. c transactions are cheap and safe. 3 What does David think is the biggest disadvantage of using cryptocurrencies? a The value is unstable. b Hackers often steal them. c You can easily lose them due to computer failure. 4 How did David first make money? a He sold all his cryptocurrency units. b He carefully saved his money in the bank. c He bought and sold cryptocurrency units at the right moment.

5 David believes that a laws in some countries are difficult to understand. b buying and selling cryptocurrencies can be risky. c using cryptocurrencies is getting easier. 6 What does David say about his ambitions? a He has achieved his ambition. b His dream is to open his own company. c He would like to work with cryptocurrencies fulltime.

Exercise 6 2 had my eyes tested 3 are fully booked 4 was put up 5 she was in the red 6 has been charged ten pounds 7 advertising should be banned 8 ’ll have my hair dyed

SPEAKING 8 In pairs, role play the situation below. Then change roles and do the task again.

Student A You recently ordered a T-shirt from Tee-Riffik, an Internet clothing company. However, there were a few problems with your order. Call the Tee-Riffik helpline and make a complaint. • Complain that you have received the wrong T-shirt. • Politely mention any other problem you have with the order. • Ask the helpline person to send you the correct item as soon as possible. • Thank him/ her for their help. Student B You work in the complaints department of Tee-Riffik, an internet clothing company. An unhappy customer calls you with a problem. Listen to the customer and deal with his/her complaint. Use the phrases below to help you. You start first. • Hello, how can I help you? • I’m so sorry about that. • It was entirely our fault. We’ll be happy to replace it, or would you like a refund? • I’ll post it for you today.

WRITING 9 Read the task below and write an essay. Teenagers these days spend too much money on unimportant things. What do you think? Write about: 1 clothes 2 technology 3 (your own idea)

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LIFE SKILLS

How to be more creative

1

Look at the photos above. Which of the activities do you think requires more creativity than the others? Which of them could you do easily? Say why.

2

In pairs, discuss the questions. 1 Who is the most creative person you know? Say why. 2 Do you think a person can train to become more creative? Say why. 3 Give an example of a situation in which you had to find a solution to a difficult problem.

3

Exercise 4 1 rotating bench: after it rains, you can turn it around so as to sit on a dry surface 2 a chair with a V-shaped cut for your bag 3 coloured shop baskets that customers can choose depending on whether they need help

In small groups, choose one of the problems below and brainstorm possible solutions. Be as creative as you can. A The benches in the park get wet when it’s raining. People often do not realise the benches are wet so they sit down and get soaked. B When you put a bag over the back of the chair in a café, it falls off or the chair falls over. C When you go shopping, assistants come up to you all the time to ask if you need help. Sometimes you do, sometimes you don’t.

4

3.23 Listen to people describing creative solutions to the problems in Exercise 3. What are they?

5

Draw an image of each of the solutions described in the recording. Check on page 198 to see if you were right. Then compare in pairs and discuss whether these solutions are good or bad.

6

In pairs, discuss the statements below. Which statements do you think are true about creativity? Say why. 1 Only those people who are born with artistic talent can be creative. 2 Before you can create something perfect, you have to fail. 3 To be creative, we need to wait for a special moment of inspiration. 4 Constantly learning new things helps us to develop creativity. 5 Innovation often comes from formulating the problem in a new way. 6 When you have a new idea, it is best to keep it in your head. 7 Creative innovations require more luck than effort.

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REFERENCES AUDIO SCRIPT page 224

EXTRA ACTIVITIES IN CLASS • As an extension to Exercise 2, ask students to give an example of a situation when they or someone they know had to be creative.

• As preparation for the task in Exercise 10, put students in pairs or small groups and ask them to choose an object and think of as many uses for it as they can (apart from its common use). Elicit ideas around the class.

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07–08 What do we mean when we talk about creativity? Creativity means different things to different people. Many of us think that a creative person is someone with a good imagination and a particular talent – usually artistic, for example a writer, painter, musician or an engineer engineer. We also tend to think that creativity is 5 something we are born with. It turns out, though, that these common beliefs are often wrong. Psychologists believe that anyone can develop their creativity and become good at coming up with new ideas. Here are some surprising insights from research on creativity.

7

Read the article and check your answers to Exercise 6. Explain why some of the statements are incorrect.

8

Study the Life Skills box and match the tips for developing creativity 1–5 with examples a–e.

LIFE SKILLS | How to be more creative 1 2 3 4 5

Research also suggests that creativity is a skill that can be trained. For example, being open to new ideas and experiences is quite important. Creative people are very curious about the world and keep asking lots of questions. They always go beyond what they’ve learned from teachers and books. The enemy of creativity, on the other hand, is to 30 continue in our old routines and use the same logic as we have always done. We need to develop what psychologist Edward De Bono calls ‘lateral thinking’ and learn to look at problems in different ways. For example, think about a student drama society that has problems with funding. A logical solution to the problem might be to try to cut 35 costs. However, if you use lateral thinking, you might think of various solutions: a new idea to raise money, finding a company to sponsor the society or an unusual way to attract new members. 25

Finally, it’s not enough just to have some good ideas, you need to put them into practice, too. The best way to boost your creativity is to 40 make things. If you enjoy writing, start writing a regular blog. If you’re into music, play or create a piece of music every week. In this way, you can reflect on your ideas to make them even better. It’s important to enjoy doing what you do as it takes a lot of time and preparation before you’ll be ready to come up with something truly innovative. 45

way.

a When you’re working on a school essay, ask others what they think of your ideas. b Take a language or music course. c When you have a new idea, write it down, draw a picture, or build a model. d When you go to school, switch off your phone and look around. Try to observe as much as you can. e Think of a new way of doing things. For example, for a school project, instead of just researching information online, conduct some interviews.

It turns out that in order to be creative you need confidence and 10 determination. We all often have some valuable new ideas, but do not have the courage to share them with others. This is because we are afraid of being judged or making mistakes. How many times have you not raised your hand in class because you didn’t think your idea was good enough? However, failure is actually necessary for eventual 15 success. Some people say that Thomas Edison made around 1,000 failed trials before he invented the light bulb! To be creative, you need to take risks and be prepared to fail. We also tend to think that creativity involves a moment of sudden inspiration. However, creativity rarely comes from one brilliant idea. 20 Professor Keith Sawyer describes the creative process as a ‘zig-zag’ path in which one smaller idea that we have leads to another one with some unexpected changes of direction. A great invention can begin with one idea, which is not necessarily very good, but which then sparks another idea that is amazing.

□b Learn new things. □d Notice more things. □a Share ideas with others. □c Make something out of your ideas. □e Try approaching problems in a different

9

DEBATE How far do you agree with the opinion that technology is improving young people’s creativity? Discuss in groups. Think about the points below: • amount of time spent in front of computers, • using new programmes and applications, • interacting with others, • using imagination.

Exercise 7 1 False: ‘anyone can develop their creativity and become good at coming up with new ideas.’ ‘So don’t think you’re not a creative person, you can learn to be one.’ 2 True: ‘failure is actually necessary for eventual success.’ 3 False: ‘We also tend to think that creativity involves a moment of sudden inspiration. However, creativity rarely comes from one brilliant idea.’ ‘Don’t wait for a sudden flash of inspiration.’ 4 True: ‘creativity is a skill that can be trained. For example, being open to new new ideas and experiences is quite important.’ 5 True: ‘The enemy of creativity… is to continue in our old routines and use the same logic as we have always done.’ ‘We need to develop… ‘lateral thinking’ and learn to look at problems in different ways.’ 6 False: ‘it’s not enough just to have some good ideas, you need to put them into practice, too.’ 7 False: ‘it takes a lot of time and preparation before you’ll be ready to come up with something truly innovative.’

10 Do the task below. LIFE SKILLS | Project • Work in pairs. Think of as many different uses for an umbrella as you can (apart from protecting you from the rain). • Choose your best idea and present it to the class. • Prepare a presentation, poster, draw a diagram or build a real-life model. • Compare ideas and vote for the most innovative solution.

So, don’t think you’re not a creative person; you can learn to be one! Don’t wait for a sudden flash of inspiration, though. Creativity is for everyone, but it’s not easy!

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09

The power of nature VOCABULARY Water and the ocean, natural disasters and dealing with them, environmental responsibility, urban and rural life, sustainable homes GRAMMAR

The third conditional, I wish/If only for regrets Use of English > page 195

SPEAKING

Expressing and responding to regrets

WRITING

An article

VIDEO

Grammar

Communication

Documentary

CHAT

Today on our weekly programme Amazing Stories: listen to the story of a Spanish family who survived the Asian tsunami and were later the subject of hit film The Impossible.

They would not have survived if others hadn’t helped them.

FACT BOX Indian Ocean tsunami On 26 December 2004 a huge earthquake happened deep underwater in the Indian Ocean. The earthquake caused a series of giant waves called a tsunami. The tsunami travelled across the surface of the ocean in all directions and hit the shores of fourteen countries. It caused strong currents which pulled people out to sea. Indonesia, Sri Lanka, India and Thailand were worst affected. Many people drowned and in total around 230,000 people lost their lives. Among the thousands of tragedies that day were a few incredible stories of survival. Eight years after the disaster disaster, the dramatic story of the Belón family from Spain was made into a powerful film called The Impossible.

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REFERENCES

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

AUDIO SCRIPT page 225

After the Grammar Video activity, ask students to think of one person they know well who is much older than them. How would they answer the question in the Grammar video if they were that person? Elicit ideas around the class.

• Photocopiable extra Grammar Video activity 9, page 268

VIDEO SCRIPT page 241 CULTURE NOTES page 210

• Grammar Reference and Practice, Student’s Book page 186 • Workbook pages 100–101/Online Practice

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09

9A GRAMMAR AND VOCABULARY 1

Work in groups. Look at the map and the photos from the film The Impossible. What is the film about? Do you know anything about the disaster or the film?

2

Use a dictionary to check the highlighted words in the Fact Box. Then read the Fact Box and check your answers to Exercise 1.

3

3.24 Listen to the story of the Belón family. Why do you think the film about them was called The Impossible?

6

Use the third conditional to complete the text with the correct form of the verbs in brackets. A British schoolgirl, Tilly Smith, saved over 100 people from the Indian Ocean tsunami in 2004. But if Tilly 1 hadn’t done (not do) a school project on tsunamis, she 2 wouldn’t have been (not be) able to save them. After all, she 3 (not warn) her parents against the tsunami if she 4 (not recognise) the warning signs. Fortunately, her parents (not believe) her, they trusted her because if they 5 6 (might not warn) the other people on the beach. It’s (drown) if Tilly lear that many more people 7 clear 8 (not be) on the beach that day! But if Tilly 9 (have) a different geography teacher, 10 (she become) a hero? Perhaps not.

The third conditional Look at sentences a and b from the story and answer questions 1-4. a The Belóns would not have survived if others hadn’t helped them. b If Maria had been underwater any longer, she might have drowned.

7

1 It was the wet season. The cave flooded.

1 Do the sentences talk about the past, present or future? 2 Did the Belóns survive? Did others help them? 3 What tense is used after if in the sentences? What verb forms are used in the other clause? 4 Why is the punctuation different in sentences a and b?

2 3

The third conditional

4 5

We use the third conditional to describe unreal situations in the past. Unreal past event If + Past Perfect,

Unreal past result would/could/might have + Past Participle

6

If a brave Thai man hadn’t carried Maria, they could/ would/might not have got to a hospital. Real past event – a brave Thai man carried Maria Real past result – they got to a hospital Question form What would you have done if you had been in their situation? Grammar Reference and Practice > page 186

5

Match sentence beginnings 1–6 with endings a–f. 1 2 3 4 5 6

□e If the Belóns had stayed at home, □c There wouldn’t have been a tsunami □a If the giant wave had come at night, □b The Belóns could have run to the roof of the hotel □f If Maria hadn’t held onto a tree, □d Could Quique have saved his sons

a b c d e

3.25 Listen to a survival story about a group of boys trapped in a cave in Thailand. Then use each pair of sentences to write one sentence in the third conditional.

most people would’ve been in bed. if they had had more time. if there hadn’t been an earthquake. if they hadn’t called for help? they would probably have watched the disaster on the news. f she might have drowned.

8

If it hadn’t been the wet season, the cave wouldn’t have flooded. The boys and their coach didn’t read the sign. They went into the cave. Rescuers found the boys’ bikes and shoes. They knew they were in the cave. The exit was blocked by water. The boys were trapped. The boys didn’t know how to dive. The rescue wasn’t fast. The boys were assisted by rescuers. They were able to swim out of the cave.

SPEAKING Complete the third conditional sentences so they are true for you. Then compare with a partner. 1 If I hadn’t met  my friend Alice , Alice  I wouldn’t have  learned how to sail . 2 If , I’d have been very unhappy. 3 If I’d known that , I might have . 4 I would’ve felt if . 5 If my parents , I would’ve . 6 Last weekend would’ve been better if .

Exercise 6 3 couldn’t/wouldn’t have warned 4 hadn’t recognised 5 hadn’t believed 6 might not have warned 7 would have drowned 8 hadn’t been 9 had had 10 would she have become Exercise 7 2 If the boys and their coach had read the sign, they wouldn’t have gone into the cave. 3 If rescuers hadn’t found the boys’ bikes and shoes, they wouldn’t have known they were in the cave. 4 If the exit hadn’t been blocked by water, the boys wouldn’t have been trapped. 5 If the boys had known how to dive, the rescue would have been faster. 6 If the boys hadn’t been assisted by rescuers, they wouldn’t have been able to swim out of the cave.

29 Read the question and watch the video. Say what the speakers answer. Then in pairs, ask and answer the question. If you had known years ago everything you know today, what would you have done differently? GRAMMAR VIDEO

4

Exercise 4 1 the past 2 yes; yes 3 Past Perfect; would + have + past participle 4 When the ‘if’ clause is first, we always separate the clauses with a comma.

□ I can use the third conditional to talk about unreal situations in the past.

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• Photocopiable resource 36: The story of the Titanic, pages 283, 326 • Extra digital activities: Grammar Checkpoint 9A

ASSESSMENT Grammar Quiz 9A

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9B LISTENING AND VOCABULARY 1

Match the natural disasters in the box with their effects below. Have there been any disasters like these in the news recently? What happened?

4

3.27 Listen to Part 2 of the interview and choose the correct answers.

1 Wendy says that Evans Monsignac probably would have died if he hadn’t a weighed so much. b drunk unclean water. 1 A storm over a tropical sea, causes incredible c had bottled water to drink. destruction when it hits land. hurrricane 2 What does Wendy say about the TV series? 2 A long thin cloud and violent wind, destroys a It concentrates on major disasters with many victims. everything in its path. tornado b It explains why natural disasters happen. 3 After heavy rainfall, rivers break their banks and water covers the land. flood c It describes how societies prepare for and deal with disasters. 4 Hot gases pour out of the top of a mountain and lava covers the earth. volcanic explosion 3 Which of these things do children in Japan not do to prepare for earthquakes? 5 Snow, ice and rocks fall down a mountainside. avalanche a Practise regularly what to do at school. 6 The ground shakes, buildings fall down, people are trapped. earthquake b Experience earthquake simulations with the fire service. 7 A lack of water. Plants die and the grass turns brown. drought c Carry emergency survival packs with them at all 8 Trees and plants burn and houses may go up in times. flames. forest fire 4 When a major earthquake hits Japan, 3.26 Listen to Part 1 of an interview. What is it a high buildings swing from side to side. about? a new TV series on surviving disasters b many people get injured. 3.26 In pairs, look at the notes and think about c televisions and radios stop working. the missing words. Then listen again and complete 5 How does Wendy feel about her new TV series? the notes with no more than two words in each gap. a She’s amazed how good it is. b She’s confident viewers will enjoy it. c She’s disappointed it’s on so late. avalanche drought earthquake flood forest fire hurricane tornado volcanic eruption

2 3

Exercise 3 2 under 3 stand 4 high building 5 away 6 are driving 7 bridge

5

Exercise 5 2 shook 3 panic 4 drills 5 evacuate 6 flames 7 destruction 8 victims 9 survivors 10 trapped 11 rescue 12 ruins

destruction drills evacuate flames panic rescue ruins shook survivors trapped victims warnings The earthquake was a surprise. There hadn’t been any 1 warnings of seismic activity. The ground 2 and a . few people screamed but most of them didn’t 3 the workers Because of regular earthquake 4 the office block. knew to go down the stairs to 5 rose There was a loud explosion and smoke and 6 above the building. Everyone ran to safety. The 7 was terrible. Unfortunately, there were hundreds of 8 . Three days later two 9 were found under in the basement. The the building. They had been 10 them. As emergency workers worked tirelessly to 11 , people cheered. they emerged from the 12

Advice dvice for surviving earthquakes • If you’re inside, 1 stay inside, don’t run outside. • Get 2 a desk or table, cover your head, hold onto the table legs. • Don’t 3 in a doorway. • To leave a 4 , go down the stairs, don’t take the lift. • If you’re outside, move 5 from buildings. Get to an open space & don't go near power lines. • If you 6 , stop your car. It’s safer to stay inside. Don’t park on or under a 7 .

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AUDIO SCRIPT page 225

EXTRA ACTIVITY IN CLASS Do this activity after Exercise 5. Individually, students choose 4–5 words from Exercises 1 and 5 and write one sentence for each. They then remove those words from the sentences to make

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6

SPEAKING In groups, choose a natural disaster and agree on ten items to put in a survival pack that could help you survive. Explain your choices. A A whistle is useful because it can help emergency workers find you. B A first-aid kit is essential when you are trapped. C What about a torch?

7

REFLECT | Values Do news programmes and websites in your country show videos of death, injury and destruction after natural disasters? Do you think they should?

□ I can identify specific details in an interview and talk about natural disasters.

REFERENCES

144

Complete the news report with the words from the box.

a gap-fill exercise. To make the exercise easier, they could supply the first letter of each word. Then, in pairs, they swap sentences, complete them and check their answers with their partner. If time is short, they can complete the sentences as homework and check their answers in the next class.

FURTHER PRACTICE • Workbook page 102/Online Practice • Photocopiable resource 37: Surviving disaster, pages 284, 327

NEXT CLASS Ask students to make a list of the things they do in order to help protect the environment.

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09

9C VOCABULARY | Environmental responsibility 1

Look at the photo below. What problem does it show? Is it a problem in your country?

2

Read the information and check you understand the highlighted phrases. Who is it for? Where might you see information like this?

4

dropping litter, people throwing rubbish on the ground, etc.

Whether you are here to walk, climb, cycle or ski, the community of Bear Peaks is proud to welcome you. These mountains are an area of natural beauty and home to hundreds of different species of plants and animals. Please respect the guidelines to avoid damaging the environment..

• • • • • •

Minimise the impact of your visit by using free public transport while you are here. Keep to the marked paths and trails and do not harm or disturb the wildlife. Carry reusable water containers to reduce plastic waste.. Say no to wasteful single-use plastic products. products Collect and sort your rubbish, rubbish then dispose of it in the recycling bins in the village. Do not light fires. These can cause forest fires, especially in times of drought. Please keep noise to a minimum for the benefit of wildlife and those who live here.

5

Adjectives

1 sustain

sustainable

2 dispose

disposable

3 reuse

reusable

4 avoid

avoidable

5 think

thoughtful

6 help

helpful

7 harm

harmful

8 waste

wasteful

9 respect

respectful

Complete the reader’s comment with the correct form of the words from Exercises 2 and 4. The first letters are given.

We could all avoid 1 damaging  damaging  the environment if we were and a lot less 3w . Firstly, why a little more 2t plastic products such as don’t we all stop using 4d shopping bags? They have been found at the top of the highest mountains and the bottom of the deepest oceans. At best, they and at worst they cause their death and disturb 5w they were, they suffering. I think if we had known how 6h probably would not have been allowed in the first place. The non-plastic bags are a sustainable solution is easy. 7R -use plastic shopping bags. So let’s alternative to 8s use them! Secondly, why do some people find it so difficult rubbish and 10d of it in recycling bins? to 9s of recycling rules, they could If people were more 11r of the waste they produce. Let’s work minimise the 12i and make the world together to respect simple green 13g a cleaner and greener place to be!

Choose the correct words. Then, in pairs, ask and answer the questions. 1 Why are visitors to national parks asked to keep / respect green guidelines? 2 In what ways do visitors to areas of natural beauty disturb / minimise wildlife? 3 After you have sorted / reduced your rubbish, where should you collect / dispose dispose of it when you are in a national park? 4 Which single-use / minimum plastic products could be banned in order to benefit / reduce plastic waste in national parks? 5 How should visitors behave in order to avoid / keep noise to a minimum in national parks? 6 What can tourists do to minimise / damage the environmental impact of their journeys to and around national parks?

Verbs

Respecting the environment is not rocket science!

Please help to make Bear Peaks mountain tourism sustainable. A thoughtful visitor is a welcome visitor!

3

Complete the table with words from the text in Exercise 2. Can you think of more adjectives endings in -able and -ful?

6

• Start the class by referring students to the lists they made at home and getting them to compare and discuss them in pairs. Elicit ideas, then discuss briefly with the class. Do students think they could do more to help protect the environment? • After checking answers to Exercise 3, get students to choose 3–4 of the

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Exercise 3 1 to avoid damaging the environment 2 leave rubbish, start fires, make noise, leave the marked paths, let dogs off their leads, collect eggs, pick flowers, etc. 3 in recycling bins (in the village) 4 drinking straws, plastic bags, plastic cutlery and plates, water bottles, etc. 5 don’t scream and shout, don’t play music, don’t use noisy vehicles (4x4s, motorbikes, etc.) 6 take public transport, walk round the park instead of driving, etc. Exercise 5 2 thoughtful 3 wasteful 4 disposable 5 wildlife 6 harmful 7 Reusable 8 single 9 sort 10 dispose 11 respectful 12 impact 13 guidelines

SPEAKING Discuss the questions in groups. 1 Why do some people drop litter instead of disposing of it responsibly? I think some people drop litter because they have no manners and lack education. 2 What is the best way to get people to respect the environment: education, punishment or a mix of both? 3 In what ways has the natural environment in your country been damaged?

□ I can talk about environmental responsibility. EXTRA ACTIVITIES IN CLASS

Exercise 2 tourists/visitors to Bear Peaks; on a resort website, in a tourist information centre, on a sign in a car park or at the start of a mountain trail, etc.

incorrect options in italics and write example sentences with them.

FURTHER PRACTICE • Workbook page 103/Online Practice • Photocopiable resource 38: How green are you?, pages 284, 328 • Extra digital activities: Vocabulary Checkpoint 9

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ASSESSMENT Vocabulary Quiz 9

NEXT CLASS Ask students to make notes about a) things they wish were different in their lives and b) things they regret doing.

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9D GRAMMAR Exercise 3 1 a) sentence 2; b) sentence 3; c) sentence 1 2 To express a regret in the present, we use the Past Simple. To express a regret in the past, we use the Past Perfect. To express a desire for the future, we use ‘would’. Exercise 5 I wish/If only the snow wasn’t so deep. I wish/If only I’d stayed at home. I wish/If only I’d never climbed up here. I wish/If only someone would help me get down. I wish/If only it wasn’t so crowded here. I wish/If only the others would go away.

A

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B

Match sentences 1–3 with photos A–C.

□ □ □

C

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1 B I wish it wasn’t so hot … 2 C I wish I hadn’t tried to jump … 3 A If only it would stop snowing …

2

1 2 3 4 5 6

Match sentences 1–3 in Exercise 1 with their continuations a–c.

□ □ □

a 2 … but I didn’t think it was so far. b 1 … but it’s 30º in the shade. c 3 … but I don't think it will.

Exercise 6 2 wasn’t 3 didn’t weigh 4 would stop 5 had gone 6 were 7 could 8 hadn’t run 9 would stop Exercise 7 Possible answers: 2 I wish/ If only I didn’t have to share a room with my brother. 3 I wish/ If only my sister would stop borrowing my things. 4 I wish/ If only I hadn’t painted my room black. 5 I wish/ If only I wasn’t/weren’t allergic to cats. 6 I wish/ If only we hadn’t forgotten to take some food with us. 8 I wish/ If only the neighbour’s dog didn’t bark/ would stop barking at night.

□B I wish I had never left / have never left China. □C I wish I can / could go for a swim. □A If only my legs had been / were longer. □C If only we left / hadn't left our nice cool home. □B I wish I had / would have some bamboo to eat. □A I wish my mum stopped / would stop collecting nuts and come and help me.

I wish/If only for regrets

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3

In groups, look at the photos on page 198 and follow the instructions.

6

3.28 Use the correct form of the verbs in brackets to complete these extracts from a conversation during a countryside hike. Then listen and check.

Look at the sentences in Exercises 1–2 and answer the questions. Then study the Grammar box to check. 1 Which situation refers to: a) a regret in the past, b) a desire for the future, c) a regret in the present? 2 How do the verb tenses change to express regret?

Don I wish I 1 was (be) at home. It’s so cold! … If only it 2 (not/be) so windy! … I wish my bag 3 (not/weigh) so much. … If only the dog 4 (stop) barking. … We’re in the middle of (go) to Boston. … nowhere. I wish we 5 (be) here. … I wish I wish my friends 6 (can) use my phone. … If only the battery I7 8 (not/run) out.

I wish/If only for regrets We use I wish/if only to talk about regrets – things that we would like to be different but that are impossible or unlikely to change. If only tends to have a stronger meaning than I wish. We use: • I wish/If only + the Past Simple for regrets in the present. • I wish/If only + the Past Perfect for regrets about the past. • I wish/If only + would when something or someone does (or fails to do) something that annoys us. We’d like it to change but we don’t think it will.

Dad I wish you 9

7

8

WATCH OUT! We use I wish/if only + would for things that we can’t change ourselves so we don’t use them in the first person. I wish you wouldn’t do that. NOT I wish I wouldn’t do that. that

(stop) complaining!

Write sentences with I wish/if only for these situations. 1 2 3 4 5 6 7

Grammar Reference and Practice > page 186

128

Read the Grammar box again and study Watch out! Then choose the correct answers below and match sentences 1–6 to photos A–C.

We don’t have a pet. I wish we had a pet. I have to share a room with my brother. My sister keeps ‘borrowing’ my things. I painted my room black. I am allergic to cats. We forgot to take some food with us! The neighbour’s dog barks at night.

SPEAKING In groups, complete the sentences so they are true for you. 1 2 3 4 5

I wish I were … on holiday. If only I could … I wish I’d … If only my parents were … I wish my brother/sister/friend would/wouldn't …

□ I can use I wish and if only to express regrets.

REFERENCES AUDIO SCRIPT page 226

Get them to share and discuss their ideas using I wish/If only. Then, if time allows, get brief feedback from the class.

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

This activity can be done after Exercise 7 or 8. Put students in pairs and refer them to the notes they made at home.

• Grammar Reference and Practice, Student’s Book page 186 • Workbook page 104/Online Practice

• Photocopiable resource 39: No regrets!, pages 284, 329 • Extra digital activities: Grammar Checkpoint 9D

ASSESSMENT Grammar Quiz 9D

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09

1

Describe the photo and answer the questions. 1 Have you ever gone camping? If so, did you enjoy it? If not, would you like to? 2 What things do you need on a camping trip? 3 Would you like to camp in the wild? Say why.

2

30 3.29 Faith and Amber go camping. Watch or listen and answer the questions.

COMMUNICATION VIDEO

9E SPEAKING

Exercise 1 Possible answers: 2 a tent, sleeping bags, a torch, food and drink, a camping stove, mosquito repellent, etc. Exercise 2 1 Amber scares Faith (with the torchlight on her face). Faith spills soup on Amber’s sleeping bag. / It’s very cold and they can’t sleep. They get scared by noises from outside the tent. The batteries die on the torch and it’s very dark. Faith gets scared by what she thinks is a spider but is just Amber’s hair. They get scared as something or someone approaches the tent. (It’s Amber’s mum). 2 In Faith’s garden.

1 What goes wrong? 2 Where are they camping?

3

Look at phrases a–f. Do they express regret or are they a response to it? Add them to the right sections in the Speaking box. a b c d e f

How stupid of me! It’s not the end of the world. I can’t believe I did/didn’t … It’s no use crying over spilt milk. There’s nothing you/we can do about it. It was so careless of me.

SPEAKING | Regrets Expressing regrets I wish/If only … I should(n’t) have … It’s a pity/shame that … 1 How stupid of me! 2         c 3 f       

6

3.30 PRONUNCIATION Listen to the pronunciation of the unstressed have/ not have and repeat. Which letter is not pronounced in shouldn’t’ve and wouldn’t’ve? 1 I shouldn’t‘ve scared you like that. 2 We should’ve brought better sleeping bags. 3 If I’d known, I would’ve bought another torch. 4 I wouldn’t’ve slept out here if I’d known what it was like.

5

3.31 PRONUNCIATION Listen to eight sentences and say if they are positive or negative. Then repeat them with the same pronunciation.

3.32 Complete the second sentence so that it has a similar meaning to the first one. Use between two and five words including the word in bold. Listen and check. 1 It’s a pity we didn’t check the weather forecast. SHOULD We should have checked the weather forecast. 2 We can’t do anything about it now. NOTHING There’s about it now. 3 How stupid of us! WAS It us! 4 It’s not a big deal. END It’s not . 5 I regret not bringing something to drink. WISH I something to drink. 6 There’s no point worrying about it. MILK It’s no .

Responding to regrets Forget it./(It’s) no problem. It doesn’t matter. There’s no point worrying about it. It’s not a big deal. Calm down!/Chill out! 4 b         5         d 6 e        

4

Exercise 4 The letter ‘t’ is not pronounced.

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Exercise 5 1 negative 2 positive 3 positive 4 negative 5 positive 6 negative 7 negative 8 positive Exercise 6 2 nothing we can do 3 was stupid of 4 the end of the world 5 wish I had brought 6 use crying over spilt milk

Work in pairs. Take turns to use the phrases in the Speaking box to express regrets about the situations below. Respond appropriately. • You get lost while walking in the country. You don’t have a map. • On a camping trip there’s a bear outside your tent. • You’re hiking in the mountains without a coat. It’s very cold. • You spent a fortune on a haircut. It looks horrible. • You visit England. You can’t understand anyone. A If only I’d remembered to bring a map. B Chill out, we’ll find the way.

1 negative

□ I can express and respond to regrets. REFERENCES VIDEO/AUDIO SCRIPT page 241

would say these sentences. They then roleplay quick exchanges for each situation.

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

After Exercise 6, students, in pairs, look at the completed sentences and think of situations in which someone

Workbook page 105/Online Practice

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NEXT CLASS Ask students to find information about the island of Easdale in Scotland and make notes.

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c i s u m a w o H d e g n a h c o e vid my life

9F READING AND VOCABULARY Exercise 1 1 Off the west coast of Scotland, in the Inner Hebrides. 2 The slate industry died, so there weren’t any jobs on the island. 3 There are over 70 inhabited houses, so there are probably over 100 inhabitants.

1

Look at the photos, read the Fact Box and answer the questions. 1 Where is Easdale? 2 Why did so many people leave the island? 3 How big is the population now?

e by Carrie Kan

FACT BOX Easdale island Easdale is the smallest inhabited island in the Inner Hebrides, off the west coast of Scotland. In the 19th century over 500 people worked in the island’s slate* quarries**. However, in 1850 a great storm flooded most of the quarries. The slate industry began to die. By the 1960s, the population of the island had dropped to only four people. Since then, the island has come back to life. There are now over seventy inhabited houses. * a dark rock used to make roof tiles ** a large hole in the ground where stone is extracted

2

In pairs, look at the title of the text. How do you think a music video could change someone’s life? Read the text to check your ideas.

3

Read the text and choose the correct answers.

It could show them a place where they would like to live.

1 Which of these sentences is true about the music video Carrie saw? a It was about living in London. b It made her feel unhappy. c It was filmed in a beautiful place. d It reminded her of a dream she'd had. 2 What was the main reason Carrie decided to go to Easdale? a She was fed up with commuting to work. b She wanted to help the residents to make a video. c She’d never visited such a lovely place. d She was impressed by someone's comment. 3 Which of these things did Carrie do during her holiday on Easdale? a She bought a meal for some of the islanders. b She took part in an annual event. c She did some rock climbing. d She decided never to return to London. 4 Which of the following is mentioned in the text as a fact, not an opinion? a London is more polluted than it used to be. b People who live on the coast feel better. c It’s impossible to find a job on Easdale. d Carrie doesn’t earn a lot of money. 5 Carrie’s main purpose in writing the text was to a explain why she went to live in a new place. b compare life in urban and rural communities. c persuade people to be kinder to their neighbours. d describe her work and life in her new home.

4 130

What do you think of Carrie’s decision? Discuss in pairs.

I’ 5

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35

3.33

m a city girl, born and bred in London. I used to love the hustle and bustle of the big city, the trendy boutiques and the vibrant nightlife. I never thought I’d leave. But then two years ago, I left university and got a dead-end job. I lost touch with most of my friends and for the first time in my life, I began to feel unhappy. Then one day, I saw a music video for a song called Queen of Peace by Florence + the Machine. As soon as I’d watched it, I played it again. And again. It’s a great song but the best thing about it was the place where it was filmed. It was magical and remote with wild seas and huge skies. That night I dreamt I was there, walking on a winding path overlooking the deep blue ocean. The next day, my commute to work was even more miserable than usual. The station was crowded and noisy noisy. The passengers on the train were packed like sardines in a can. On the streets, the traffic noise seemed louder than ever before, the fumes seemed thicker and there were so many people rushing to work. But despite the crowds, I felt lonely. When I got back home, I watched the song again. I discovered it had been filmed on a Scottish island called Easdale. I searched online for photos and information. I came across another video called Easdale, a Wild Community. The residents had made it to persuade people to visit their island, or even to stay. I watched it and admired the breathtaking scenery, scenery the friendly people and the sense of community. community One of the islanders said something that made me think: ‘You can’t be an island on an island like this.’ There and then, I made up my mind to go there. I booked my trip straightaway. Three days later, after a long journey, I arrived on Easdale. When I got off the ferry, I saw some people using wheelbarrows to carry their shopping home. I was puzzled but then I realised why: there were no cars on the island. The air smelled clean and pure. After settling into my B&B, I walked around the island. It didn’t take long since it’s

□ I can summarise a text and talk about places to live.

REFERENCES

EXTRA ACTIVITIES IN CLASS

FURTHER PRACTICE

AUDIO SCRIPT page 226

• After Exercise 1, refer students to the notes they made at home. Elicit any additional information they have found about Easdale.

• Workbook pages 106–107/Online Practice

VIDEO SCRIPT page 242 CULTURE NOTES page 210

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• As an extension to Exercise 4, ask students if they would like to live in a place like Easdale. Encourage them to give reasons.

• Photocopiable resource 40: The Isle of Eigg, pages 284, 330–331

NEXT CLASS Ask students to write 4–5 sentences about their dream home.

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09

LIFE-CHANGING MOMENTS

5

3.34 Study Active Reading. Then listen to a poor summary of the text and say which of the six points the speaker does not respect.

ACTIVE READING | Summarising texts When you summarise a text, you should … 1 mention all the key points (underline them and/or make notes), 2 check you get the key points right, 3 ignore unimportant information/minor details, 4 avoid unnecessary repetition, 5 rephrase the text (don’t repeat it word for word), 6 use linkers to connect your ideas.

6

3.35 Follow the tips in Active Reading to summarise the text to a partner. Then listen to a good summary and compare it to yours.

7

In pairs, add the highlighted words and phrases from the text to the categories below. Can you add more? Urban life: hustle and bustle, … Rural life: remote, … Both: sense of community, …

8 only the size of thirty football pitches. The entire population could fit inside a London double-decker bus.

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60

65

Over dinner in the pub I got chatting to some locals. They told me that the next day was Atlantic Adventure Day, which takes place every August. It was fantastic. I went on a boat trip, swam with dolphins, ate wonderful food and I think I met everyone on the island. It was the perfect start to my holiday. On my last day on Easdale, I walked up a hill along a winding path overlooking the deep blue ocean. I sat on a rock and watched the waves. It was lovely, peaceful. I thought about my life in London and made a decision. A month later I left London and moved to Easdale. I’ve been here ever since. It hasn’t always been easy. I’m an urban girl living in a rural world. I used to live on the top floor of a tower block. Now I live in a picturesque cottage on the shore of the North Atlantic. I sometimes dream of London, especially the nightlife. But nothing can compare to the peace and quiet of this beautiful, tiny, isolated island and its tight-knit community community. Studies show that living by the sea makes you happier and healthier. It’s certainly true for me. It isn’t easy to earn a living here. Many islanders have jobs on the mainland; some work on the ferry, in the pub or in the folk museum; others have their own businesses. I make jewellery and sell it online. I don’t consider myself rich but I get by. I love my new life and all the friends I’ve made. I wish I’d left London sooner. And just to think, I would never have come here if I hadn’t watched that music video.

1  2  3  4  5  6  7

9

A group of residents who get on well. tight-knit community A small charming house in the country. a picturesque cottage Clubs and pubs full of energy and life. vibrant nightlife Fashionable shops. trendy boutiques Lots of movement and activity. hustle and bustle Amazing landscape. breathtaking scenery A walking track which has a lot of bends in it. winding path

SPEAKING Discuss the questions in groups. 1 What are the pros and cons of living on a small, remote island compared to a large city? 2 What would you include in a video to attract people to come and live in your community?

10 REFLECT | Society Scientific studies show that living by the

sea makes you happier and healthier. Why do you think that could be?

31 WATCH AND REFLECT Go to page 170. Watch the documentary Living iving by the coast and do the exercises. DOCUMENTARY VIDEO

40

Read the definitions below and match them with some of the phrases from Exercise 7.

Exercise 5 He doesn’t respect points 1–5. 1 He doesn’t mention all the key points, e.g. there’s no information about Easdale, not even the name; no reasons for going there: the music video or the video the islanders made; no information about what the woman does on the island. 2 He gets some key points wrong: she didn’t leave London just because of a bad trip to work; he suggests she likes the island despite the fact there are no cars when that is probably something she likes about it. 3 He mentions unimportant information and minor details: the similarity of the woman’s name with a footballer’s; the fact she had a dream. 4 He repeats information: a bad trip to work; especially the nightlife. 5 He doesn’t always rephrase the text: ‘She was born and bred in London and she always loved the hustle and bustle of the big city’; ‘she sometimes dreams of London, especially the nightlife.’ Exercise 7 Urban life: trendy boutiques, vibrant nightlife, commute, crowded and noisy, fumes, tower block Rural life: winding path, breathtaking scenery, picturesque cottage, peace and quiet, isolated Both: sense of community, tight-knit community

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9G WRITING AND VOCABULARY | An article

Exercise 2 2 recycled building materials 3 modest size 4 Geothermal heating 5 rainwater collection 6 Solar panels 7 Sensor lights

1

What do you think a green home is? Discuss in pairs.

2

Match the words from box A with words from box B to form features of green houses. Then use them to complete the sentences. A energy geothermal modest rainwater recycled sensor solar B building materials collection efficiency heating lights panels size energy efficiency 1 A building with high energy efficiency needs very little gas, electricity or other fuel to keep it working. 2 Save money by reusing old wood, stone, bricks . and other 3 If your house is a , it’s cheaper to heat and light. 4 uses the Earth’s natural heat from underground to keep your house warm. 5 Houses that have a system save money on water bills. 6 are usually placed on the roof to catch the sun’s energy. 7 reduce energy consumption and bills because they only come on when they are needed.

3

Read the notice on an ecology website for young people. Then in groups, discuss the questions it contains.

4

Read Dominic’s article. Does he mention any of the things you discussed in Exercise 3?

Articles wanted! Y You are the future and the future is green! We’re keen to hear your ideas on the perfect green home.

 Why are sustainable homes important?  What is the most environmentally friendly building you f have seen or have read about? know of, f,

 What green features do sustainable homes have inside and outside?

Write an article answering these questions and we will publish the most interesting articles on our website!

Congratulations to Dominic Hamilton! Winner of this month’s competition.

Building a Greener Future Have you ever thought about your dream home? Would it also be a green home? You and I are the next generation of home owners. If we want to slow down global warming and rescue the environment, we need to make the homes of the future sustainable. After all, ‘change begins at home’, they say. My uncle’s house is a good example of a green home. As it was built using recycled materials, it was cheap to construct. It’s a country cottage, so also a modest size, which makes it less wasteful. Energy efficiency is high because the house has solar panels and geothermal heating. Clean energy and no bills – sounds good, right? Are you one of those people who forget to switch off the lights? If so, you’d probably like the sensor lights in my uncle’s house. When you go out, so do the lights. Moreover, each room also has specially chosen plants in order to clean the air. Step into the garden, and you’ll find it’s full of trees, flowers, birds and insects. There are some beehives, too. It’s also the perfect place to grow food inexpensively since a rainwater collection system provides the water. Clearly, it will take time and money for all houses to become as green as my uncle’s. However, instead of dreaming of a more sustainable world, let’s build it together so that future generations can be proud of us.

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EXTRA ACTIVITIES IN CLASS • Start the class by referring students to the sentences they wrote about their dream home. Get them to compare and discuss their ideas in pairs or small groups. Then, after Exercise 1, ask if any of the students’ dream homes were also ‘green homes’.

• If students do the writing task in class, put them in pairs and get them to check each other’s work and make suggestions for improvements. They then rewrite their articles, in class or as homework, following their partner’s feedback.

FURTHER PRACTICE Workbook page 108/Online Practice

NEXT CLASS • Students illustrate their articles using photos. The articles can then be displayed around the classroom for other students to read. • Ask students to study the word list and do the Remember More exercises on Student’s Book pages 134–135.

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09 5

Study the Writing box. Then read Dominic’s article again and find more examples of places where he has spoken directly to the reader.

8

1 We all need to consider living a greener lifestyle since / so that we minimise our impact on the natural environment. 2 We should stop drinking bottled water at home in order to / because it creates so much plastic waste. 3 Although it’s convenient to be taken to school by car, we should try to use public transport more often in order to / as reduce air pollution. 4 Since / So that we don’t have sensor lights in our house, we must remember to switch off the lights when we leave a room. 5 We could easily grow our own fruit in order to / as we live in a warm and wet climate.

WRITING | An article An article should be interesting and conversational in style. Title Begin with an eye-catching title that makes the topic clear. Introduction Catch the readers’ attention with an engaging introduction. Address them directly and perhaps include a quote, or ask a question related to the topic. Asking a question will make them want to read on to find the answer: Have you ever thought about your dream home? Would it also be a green home? After all, ‘change begins at home’, they say. Body Support your ideas with interesting examples and add humour. Use imperatives and questions to involve the reader (but don’t overuse them): Are you one of those people who forget to switch off the lights? Step into the garden, and you’ll find it’s full of trees, flowers, birds and insects. Conclusion It is not necessary to summarise your main points in an article. Instead, you can leave the reader with an instruction, or an interesting question to think about: However, instead of just dreaming of a more sustainable world, let’s build it together so that the next generation can be proud of us.

6

Complete the questions for involving the reader with the words from the box. Then in pairs, ask and answer the questions. are can have how so what would 1 Would you feel comfortable living near an active volcano? 2 Have you ever thought about growing your own food? Are you one of those people who love the coast? 3 If so , have you considered a job involving the sea? 4 How would you feel if your parents wanted to move to a remote island? 5 Can you imagine living in a tent for six months? 6 What would life be like if you were a pet dog or cat?

7

Choose the correct linkers to complete the sentences.

9

Complete the sentences so that they are true for you. Then compare with a partner. 1 2 3 4 5

As I don’t like cheese , I never eat pizza . I never because . My parents sometimes in order to Our teacher always since . At the moment I’m so that .

.

10 REFLECT | Society Planet Earth is home to billions of

plants and animals, so we should do everything we can to minimise our harmful impact on it. Discuss in pairs.

11 WRITING TASK Read the notice below. Follow the instructions to write your own article.

1 Read the task carefully. Then, in pairs, discuss the questions it contains and make notes. 2 Follow the tips in the Writing box and develop your notes into an article. Make sure you have answered all the questions asked in the task. 3 Include information and language from Exercises 6 and 7.

Articles rticles wanted! Your local government is keen to hear your ideas on Your green lifestyles. lifestyles.

 Why is it important to live a green lifestyle?  What changes could you and your family make at home to make your lifestyles more sustainable?

 What hat other changes could you make to help reduce the harmful impact of your life on the environment?

Write an article answering these questions and we will publish the most interesting articles on our website.

Look at the sentences containing underlined linkers in the article. Does each sentence express a reason or a purpose? As it was built using recycled materials, it was cheap to construct. reason

□ I can write an article.

Exercise 7 1 Energy efficiency is high because the house has solar panels and geo-thermal heating. (reason) 2 Each room also has specially chosen plants in order to clean the air. (purpose) 3 It’s also the perfect place to grow food inexpensively since a rainwater collection system provides the water. (reason) 4 However, instead of dreaming of a more sustainable world, let’s build it together so that future generations can be proud of us. (purpose)

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Word List REMEMBER MORE 1 Match the two parts of the

compound nouns. Then check with the word list.

1 2 3 4 5 Exercise 2 1 destruction 2 survivors 3 thoughtful 4 underwater

□e rainwater □d solar □b shopping □c tower □a energy

a b c d e

efficiency bag block panels collection

2 Complete the sentences with the correct words formed from the words in bold. Then check with the word list.

1 The fire caused massive of wildlife in the forest. DESTROY 2 All of the earthquake have been rescued. SURVIVE 3 It was really of you to remember my birthday. THOUGHT 4 He took fantastic photos of fish and other sea creatures in the Red Sea. WATER

3 Complete the sentences with

Exercise 3 1 reduce 2 sort 3 minimise 4 keep

9A GRAMMAR AND VOCABULARY 5.57 cave (n) /keɪv/

heavy rainfall  /ˌhevi ˈreɪnfɔːl/

dive (v) /daɪv/

hit land  /ˌhɪt ˈlænd/

diving (n) /ˈdaɪvɪŋ/

hurricane (n) /ˈhʌrəkən/

drown (v) /draʊn/

lava (n) /ˈlɑːvə/

earthquake (n) /ˈɜːθkweɪk/

mountainside (n) /ˈmaʊntənsaɪd/

flood (v) /flʌd/

panic (v) /ˈpænɪk/

giant waves  /ˌdʒaɪənt ˈweɪvz/

pour out (phr v) /ˌpɔːr ˈaʊt/

in total  /ɪn ˈtəʊtl/

power line (n) /ˈpaʊə laɪn/

incredible (adj) /ɪnˈkredəbəl/

rescue (v) /ˈreskjuː/

lose your life  /ˌluːz jə ˈlaɪf/

river breaks its banks  /ˌrɪvə ˌbreɪks ɪts ˈbæŋks/

natural disaster (n) /ˌnætʃərəl dɪˈzɑːstə/

ruins (n) /ˈruːɪnz/

powerful film  /ˌpaʊəfəl ˈfɪlm/

run to safety  /ˌrʌn tə ˈseɪfti/

rescue (n) /ˈreskjuː/

scream (v) /skriːm/

rescuer (n) /ˈreskjuːə/

seismic activity (n) /ˌsaɪzmɪk ækˈtɪvəti/

shore (n) /ʃɔː/

shake (v) /ʃeɪk/

surface (n) /ˈsɜːfəs/

smoke (n) /sməʊk/

survival story/story of survival  /səˈvaɪvəl ˌstɔːri/ ˌstɔːri əv səˈvaɪvəl/

storm (n) /stɔːm/

survive (v) /səˈvaɪv/

In order to save the planet, it’s important to … 1 r plastic waste, e.g. use reusable bags when shopping. 2 s rubbish: put used bottles, plastic and paper into separate containers 3 m your impact on the environment, e.g. use green energy instead of traditional energy sources 4 k noise to a minimum for the benefit of wildlife

trap (v) /træp/

survival pack  /səˈvaɪvəl pæk/ survivor (n) /səˈvaɪvə/ swing (v) /swɪŋ/

tsunami (n) /tsʊˈnɑːmi/

top of a mountain  /ˌtɒp əv ə ˈmaʊntən/

underwater (adv) /ˌʌndəˈwɔːtə/

tornado (n) /tɔːˈneɪdəʊ/

warning sign (n) /ˈwɔːnɪŋ saɪn/

trapped (in the basement) /træpt (ɪn ðə ˈbeɪsmənt)/

wet season (n) /ˈwet ˌsiːzən/

9B LISTENING AND VOCABULARY 5.58 avalanche (n) /ˈævəlɑːntʃ/

tropical sea  /ˌtrɒpɪkəl ˈsiː/ turn brown  /ˌtɜːn ˈbraʊn/ victim (n) /ˈvɪktəm/ violent wind  /ˌvaɪələnt ˈwɪnd/

bottled water (n) /ˌbɒtld ˈwɔːtə/

volcanic eruption  /vɒlˌkænɪk ɪˈrʌpʃən/

cover (v) /ˈkʌvə/

warning (n) /ˈwɔːnɪŋ/

destruction (n) /dɪˈstrʌkʃən/

Imagine you’re taking part in a competition called ‘Simple ways to save the planet’, in which young people present their ideas how everyone can take better care of the environment, similar to Exercise 3 above. Write your ideas using words from the word list.

go up in flames  /ˌɡəʊ ʌp ɪn ˈfleɪmz/ grass (n) /ɡrɑːs/

current (n) /ˈkʌrənt/

verbs from the word list.

4 Do the task below.

gas (n) /ɡæs/

whistle (n) /ˈwɪsəl/

doorway (n) /ˈdɔːweɪ/

work tirelessly  /ˌwɜːk ˈtaɪələsli/

drill (n) /drɪl/ drought (n) /draʊt/

9C VOCABULARY

earthquake simulation (n) /ˈɜːθkweɪk sɪmjəˌleɪʃən/

alternative (n) /ɔːlˈtɜːnətɪv/

emerge (v) /ɪˈmɜːdʒ/

area of natural beauty  /ˌeəriə əv ˌnætʃərəl ˈbjuːti/

emergency worker (n) /ɪˈmɜːdʒənsi ˌwɜːkə/

avoid (v) /əˈvɔɪd/

destroy everything in sth’s path  /dɪˌstrɔɪ ˌevriθɪŋ ɪn ˌsʌmθɪŋz ˈpɑːθ/

avoidable (adj) /əˈvɔɪdəbəl/

explosion (n) /ɪkˈspləʊʒən/

5.59

collect/sort rubbish  /kəˌlekt/ˌsɔːt ˈrʌbɪʃ/

evacuate (v) /ɪˈvækjueɪt/

damage the environment  /ˌdæmɪdʒ ði ɪnˈvaɪrənmənt/

flame (n) /fleɪm/

disposable (adj) /dɪˈspəʊzəbəl/

flood (n) /flʌd/

dispose of sth (phr v) /dɪˈspəʊz əv ˌsʌmθɪŋ/

forest fire (n) /ˈfɒrəst faɪə/

disturb the wildlife  /dɪˌstɜːb ðə ˈwaɪldlaɪf/

from side to side  /frəm ˌsaɪd tə ˈsaɪd/

drop litter  /ˌdrɒp ˈlɪtə/

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EXTRA ACTIVITIES IN CLASS • Write the following verbs on the board: harm, avoid, reuse, sustain, help. Ask students to find adjectives in the word list which are formed from these verbs, and to write an example sentence for each one.

• Write anagrams of 6–8 words from the word list on the board. Individually or in pairs, students try to solve the anagrams as quickly as they can. The first student/pair to do so wins. To make the activity easier, you could give them the first letter of each word (e.g. by circling or underlining it in each anagram).

FURTHER PRACTICE Workbook page 109/Online Practice

NEXT CLASS Ask students to revise Unit 9.

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09 environmental impact  /ɪnˌvaɪrənˌmentl ˈɪmpækt/ environmental responsibility  /ɪnˌvaɪrənˌmentl rɪˌspɒnsəˈbɪləti/ for the benefit of sb  /fə ðə ˈbenəfɪt əv ˌsʌmbɒdi/ harmful (adj) /ˈhɑːmfəl/ helpful (adj) /ˈhelpfəl/ keep noise to a minimum  /ˌkiːp ˌnɔɪz tə ə ˈmɪnəməm/

it’s no use crying over spilt milk  /ˌɪts ˌnəʊ juːs ˈkraɪɪŋ ˌəʊvə ˌspɪlt ˈmɪlk/ it’s not the end of the world  /ˌɪts nɒt ði ˌend əv də ˈwɜːld/ scare (v) /skeə/

light a fire  /ˌlaɪt ə ˈfaɪə/ marked path (n) /ˌmɑːkt ˈpɑːθ/

born and bred  /ˌbɔːn ənd ˈbred/

minimise the impact of/on sth  /ˌmɪnəmaɪz ðə ˈɪmpækt əv/ɒn ˌsʌmθɪŋ/

breathtaking scenery  /ˌbreθteɪkɪŋ ˈsiːnəri/

produce waste  /prəˌdjuːs ˈweɪst/ recycling bin (n) /riːˈsaɪklɪŋ bɪn/ reduce plastic waste  /rɪˌdjuːs ˌplæstɪk ˈweɪst/ respect the guidelines  /rɪˌspekt ðə ˈɡaɪdlaɪnz/ respectful of sth (adj) /rɪˈspektfəl əv ˌsʌmθɪŋ/

tight-knit community  /ˌtaɪt nɪt kəˈmjuːnəti/ top floor (n) /ˌtɒp ˈflɔː/ tower block (n) /ˈtaʊə blɒk/ trendy boutiques  /ˌtrendi buːˈtiːks/

9F READING AND VOCABULARY 5.62 be packed like sardines in a can  /bi ˌpækt laɪk ˌsɑːˈdiːnz ɪn ə kæn/

national park (n) /ˌnæʃənəl ˈpɑːk/

thick (adj) /θɪk/

unpleasant (adj) /ʌnˈplezənt/ vibrant nightlife  /ˌvaɪbrənt ˈnaɪtlaɪf/ wheelbarrow (n) /ˈwiːlˌbærəʊ/ winding path  /ˌwɪndɪŋ ˈpɑːθ/

come across sth (phr v) /ˌkʌm əˈkrɒs ˌsʌmθɪŋ/

9G WRITING AND VOCABULARY 5.63

come back to life  /kʌm ˌbæk tə ˈlaɪf/

active volcano  /ˌæktɪv vɒlˈkeɪnəʊ/

commute (n) /kəˈmjuːt/

brick (n) /brɪk/

crowded (adj) /ˈkraʊdəd/

change begins at home  /ˌtʃeɪndʒ bɪˌɡɪnz ət ˈhəʊm/

dead-end job (n) /ˌded end ˈdʒɒb/ die (v) /daɪ/ double-decker bus (n) /ˌdʌbəl ˌdekə ˈbʌs/

reusable (adj) /ˌriːˈjuːzəbəl /

drop to (v) /ˈdrɒp tə/

reuse (v) /ˌriːˈjuːz/

earn a living  /ˌɜːn ə ˈlɪvɪŋ/

come on (phr v) /ˌkʌm ˈɒn/ construct (v) /kənˈstrʌkt/ convenient (adj) /kənˈviːniənt/ country cottage (n) /ˌkʌntri ˈkɒtɪdʒ/

entire (adj) /ɪnˈtaɪə/

energy consumption (n) /ˈenədʒi kənˌsʌmpʃən/

single-use plastic products (n) /ˌsɪŋɡəl ˌjuːs ˈplæstɪk ˌprɒdʌkts/

event (n) /ɪˈvent/

energy efficiency (n) /ˌenədʒi ɪˈfɪʃənsi/

species of plants/animals  /ˌspiːʃiːz əv ˈplɑːnts/ ˈænɪməlz/

extract (v) /ɪkˈstrækt/ fumes (n) /fjuːmz/

environmentally friendly (adj)  /ɪnˌvaɪərənˌmentəli ˈfrendli/

shopping bag (n) /ˈʃɒpɪŋ bæɡ/

sustain (v) /səˈsteɪn/

hustle and bustle  /ˌhʌsəl ənd ˈbʌsəl/

sustainable (adj) /səˈsteɪnəbəl/

inhabited (adj) /ɪnˈhæbɪtɪd/

thoughtful (adj) /ˈθɔːtfəl/

islander (n) /ˈaɪləndə/

trail (n) /treɪl/

isolated (adj) /ˈaɪsəleɪtəd/

use public transport  /ˌjuːz ˌpʌblɪk ˈtrænspɔːt/

lose touch with sb  /ˌluːz ˈtʌtʃ wɪð ˌsʌmbɒdi/

waste (v) /weɪst/

mainland (n) /ˈmeɪnlənd/

wasteful (adj) /ˈweɪstfəl/

miserable (adj) /ˈmɪzərəbəl/

water container (n) /ˈwɔːtə kənˌteɪnə/

noisy (adj) /ˈnɔɪzi/

welcome  (adj) /ˈwelkəm/

overlooking (adj) /ˌəʊvəˈlʊkɪŋ/

9D GRAMMAR

5.60

peace and quiet (n) /ˌpiːs ənd ˈkwaɪət/ peaceful (adj) /ˈpiːsfəl/

feature (n) /ˈfiːtʃə/ geothermal heating (n) /ˌdʒiːəʊˌθɜːməl ˈhiːtɪŋ/ global warming (n) /ˌɡləʊbəl ˈwɔːmɪŋ/ go out (phr v) /ˌɡəʊ ˈaʊt/ heat (n, v) /hiːt/ homeowner (n) /ˈhəʊmˌəʊnə/ inexpensively (adv) /ˌɪnɪkˈspentsɪvli/ light (v) /laɪt/ live a (green) lifestyle  /ˌlɪv ə (ˌɡriːn) ˈlaɪfstaɪl/ modest size  /ˌmɒdəst ˈsaɪz/ rainwater collection (n) /ˈreɪnwɔːtə kəˌlekʃən/

picturesque cottage  /ˌpɪktʃəˌresk ˈkɒtɪdʒ/

recycled building materials  /riːˌsaɪkəld ˈbɪldɪŋ məˌtɪəriəlz/

pure (adj) /pjʊə/

sensor lights (n) /ˌsensə ˈlaɪts/

puzzled (adj) /ˈpʌzəld/

slow sth down (phr v) /ˌsləʊ ˌsʌmθɪŋ ˈdaʊn/

remote (adj) /rɪˈməʊt/

solar panels (n) /ˈsəʊlə ˌpænəlz/

resident (n) /ˈrezədənt/

underground (adv) /ˌʌndəˈɡraʊnd/

bear (n) /beə/

rural (adj) /ˈrʊərəl/

water/electricity bills (n) /ˈwɔːtə/ɪˌlekˈtrɪsəti bɪlz/

careless/stupid of sb (adj) /ˈkeələs/ˈstjuːpəd əv ˌsʌmbɒdi/

rush to sth (v) /ˈrʌʃ tə ˌsʌmθɪŋ/

bamboo (n) /ˌbæmˈbuː/ bark (v) /bɑːk/ I bet  /ˌaɪ ˈbet/ run out (phr v) /ˌrʌn ˈaʊt/

9E SPEAKING

5.61

chill out (phr v) /ˌtʃɪl ˈaʊt/ go wrong  /ˌɡəʊ ˈrɒŋ / in the wild  /ˌɪn ðə ˈwaɪld/ it’s a pity/shame  /ˌɪts ə ˈpɪti/ˈʃeɪm/

sense of community  /ˌsens əv kəˈmjuːnəti/ settle into sth (phr v) /ˌsetl ˈɪntə ˌsʌmθɪŋ/ slate quarry (n) /ˈsleɪt/ ˌkwɒri/ smell (v) /smel/ stone (n) /stəʊn/

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09 Exercise 1 1 The others are connected to water. 2 The others are natural disasters. 3 The others are people. 4 The others are positive. 5 The others are connected to natural disasters. 6 The others are connected to geography.

Dogs can track criminals and find missing people. Dolphins are trained to find lost swimmers and detect underwater mines. Are animals the best and cheapest detectives?

VOCABULARY AND GRAMMAR 1 Find the odd word out in each group. Say why it is different. 1 2 3 4 5 6

2

current / flames / shore / wave drought / earthquake / tornado / panic trap / survivor / victim / rescuer breathtaking / wasteful / picturesque / trendy rescue / warning / evacuate / scenery hill / island / cave / community

T

here is a famous case of a dog which helped its owner to discover she had cancer. It involved a Dalmatian called Trudi. One day she came towards her owner, Ms Gill Lacey, and started sniffing at her leg like never before. Trudi was doing it so much that the woman couldn't move away. It was as if the dog was trying to bite off the small brown mark that had always been there on Ms Lacey’s leg. Intrigued by the dog’s behaviour, the woman went to see a doctor. As she quickly discovered, the Dalmatian was right to be worried: the mark turned out to be a dangerous kind of skin cancer. Once she had it removed, Trudi lost interest in the woman’s leg!

Choose the correct word in each sentence to complete the text.

Littleton Camp Site

Exercise 3 2 wouldn’t have missed 3 had arrived 4 could have learnt 5 wouldn’t have fallen 6 hadn’t been 7 hadn’t had 8 wouldn’t have broken 9 might have gone Exercise 4 2 I wish/If only my neighbours didn’t/ wouldn’t argue all the time! 3 I wish/If only I didn’t live in the city! 4 I wish/If only I’d asked them to pick up the litter/pick it up! 5 I wish/ If only people couldn’t drive in the city. 6 I wish/If only I could swim! 7 I wish/If only I’d studied for the Maths test!

Animals and their sixth sense

Revision

• • • • • • • • 3

It is not only dogs that help save people’s lives. As unbelievable as it sounds, we can now detect explosives with the help of honey bees! Researchers have recently experimented with bees’ phenomenal sense of smell. It took the bees as little as a few hours of training to correctly identify the presence of an explosive or a drug just as police dogs can. They were able to do this by flying above the surface under which the dangerous substance had been hidden. Do these findings mean that we are now going to use honey bees at airports to check passengers’ luggage and pockets? We will most probably find out in the very near future. It is widely believed that the other exceptional abilities animals have help them sense approaching natural disasters. There are lots of examples of animals behaving strangely before earthquakes. Historians recorded that many animals such as rats and snakes abandoned the Greek city of Helice in 373 BC days before a terrible earthquake. In 2011, a university study in Japan

Complete the text with the correct forms of the verbs in brackets. Yesterday was a disaster! First, I got up late. (not miss) the If I 1 hadn’t got up (get up) late, I 2 bus. And then, when I finally got to school, the class had already started. It was an interesting class about (arrive) on sustainable building projects. If I 3 (could/learn) a lot! ‘Oh well’, I thought, time, I 4 ‘I’ll catch up this evening’. Except as I was cycling home after school, I got caught in a storm. I 5 (not fall) off my bike if there 6 (no be) a flood! (not have) the accident, I 8 (not And if I 7 9  (might/ go) back to school break) a finger! I at that point but it was too late. So I waited in a café, soaking wet, for my mum to pick me up and had to eat a hamburger with one hand.

Exercise 5 2 on 3 whose 4 of 5 own 6 the 7 around 8 If

There have been many cases like Trudi’s, but until recently doctors have been ignoring the owners’ anecdotes. The latest studies, however, demonstrate that, in most cases, dogs can effectively sniff out skin and prostate cancer.

Bring your own tent or rent a comfortable 1 energy / rainwater / waste -efficient cottage built from geothermal building materials. All cottages have solar 2 materials / panels / paths. Buy food from our farm shop, have a BBQ in the picturesque picnic area and enjoy the peace and 3 bustle / hustle / quiet of the national park. The camp site is quite isolated so please don’t expect a vibrant 4 nightlife / commute / eruption. We kindly request visitors to 5 respect / damage / reuse the environment and other campers. Please be thoughtful and keep 6 impact / noise / energy to a minimum. Single-use plastic products are 7 harmful / sustainable / helpful to the environment so please use alternatives. 8 Reduce / Disturb / Sort your rubbish before putting it in the recycling bins.

4

Write sentences with I wish/If only about these situations. 1 You are unhappy as the city centre is crowded. I wish/If only the city centre wasn’t so crowded! 2 Your neighbours argue all the time. 3 You don’t like living in the city. 4 You saw some people dropping litter. You regret not asking them to pick it up. 5 You think people shouldn't drive in the city. 6 You are sad because you can’t swim. 7 You regret not studying for the Maths test.

USE OF ENGLISH 5 Complete the text with one word in each gap. Many of us love city life. We can’t imagine living 1 away from the exciting hustle and bustle of crowded streets or noisy restaurants. However, people are becoming increasingly aware the environment and of the impact of this way of life 2 ourselves. So, what are the alternatives? One option to consider is living in an ecovillage. Ecovillages are communities 3 residents aim to live a sustainable lifestyle. They recycle or the waste they produce without damaging the dispose 4 food and provide environment. They aim to grow their 5 power using renewable energy. When these villages began in 6 mid-twentieth century, they were usually tight-knit communities united by similar environmental beliefs. These days the world including some very there are many more all 7 hi-tech community projects which use solar and biogas power or only governments and city recycled building material. 8 authorities would follow their example! Use of English > page 195

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FURTHER PRACTICE

ASSESSMENT

• Use of English, Student’s Book page 195 • Class debates pages 264–265

• Unit 9 Language Test (Vocabulary, Grammar, Use of English)

• Self-assessment 9 and Self-check 9, Workbook pages 110–111/Online Practice

• Unit 9 Writing Test

• Unit 9 Skills Test (Dictation, Listening, Reading, Communication)

• Extra digital activities: Use of English, Reading, Listening

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4 Why does the writer give examples of strange animal behaviour? a To show wild animals have better instincts than domesticated ones. b To explain why some people think animals have a sixth sense. c To demonstrate that animals are scared of earthquakes. d To prove anecdotes are more important than scientific studies. 5 It is certain that animals’ sixth sense a will soon be used instead of scientific methods. b hasn’t been properly explained yet. c shouldn’t be taken seriously. d has always been unique to animals.

SPEAKING 7 In pairs, role play the situation below. Then change roles and do the task again.

showed that some domestic cats were restless and tried to escape their homes before a very big, destructive earthquake. Despite such widespread anecdotal evidence, many scientists don’t take the stories seriously because they can’t be measured in a scientific study. While the incredible sensory powers of some animals have been scientifically demonstrated, it still remains unclear how an animal’s sixth sense works. Some theories say that we also possessed a similar sixth sense at one time, but we lost this ability because it was no longer needed. Whatever the truth is, observing the behaviour of animals can be of great use to us. Although information gained this way will never replace the results of professional sensors like seismographs or satellites, it shouldn’t be ignored.

READING 6 Read the article and choose the correct answers a, b, c or d. 1 Trudi’s behaviour intrigued Ms Gill Lacey because she a started to come towards her more often. b had never sniffed her leg before. c tried to bite her. d showed unusual interest in her leg. 2 The ability of dogs to sniff out cancer in humans a is anecdotal. b is ignored by doctors. c has been confirmed by research. d works perfectly for all types of cancer. 3 What does the text suggest about honey bees? a They are better at finding explosives than dogs are. b They are sometimes used at airports during security checks. c With some training they can detect explosives and drugs. d Their sense of smell can improve as a result of experiments.

Student A You are on a backpacking trip with a friend. You have just arrived at a hostel and are deciding what to do but you like different things. Talk to him/her and discuss the points below. • Suggest going for a walk in the mountains. • You left your games console at home and are upset about this. • You don’t want to go shopping. You can do that at home! You are feeling frustrated. • Suggest visiting the old castle nearby. Student B You are on a backpacking trip with a friend. You have just arrived at a hostel and are deciding what to do but you like different things. You start the conversation. Use the phrases below to help you. • So, what shall we do this afternoon? • I’d rather not walk in this rain. We could play computer games on your console. • There’s nothing we can do about it. Why don’t we go shopping? • Calm down. It doesn’t matter. But we’ve got to decide on something!

WRITING 8 You have seen this advertisement on a travel website.

Write an article recommending a great destination in your country for nature lovers! Tell us about: • a good destination for students and what scenery and wildlife you can see there, • what activities you can do there, • the best time of the year to visit and why.

Write your article.

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10

Justice for all VOCABULARY The courtroom, law and punishment, phrasal verbs, voting GRAMMAR

Modal verbs for speculating about the present and the past Use of English > page 195

SPEAKING

Comparing and contrasting photographs

WRITING

A formal letter

VIDEO

Grammar

Documentary

Communication

The McGuffin Kidnapping Trial

G

I’ve never been on a jury before. It’s fascinating.

A C

F

B

E

D

1 ‘She looks calm but she must feel nervous inside. She’s on trial for kidnapping! Even if she’s innocent, she can’t feel good. She knows she could get a long prison sentence!’

3 ‘Hee must be expecting a guilty verdict after all the police work he’s done and the evidence he’s found. But he may have doubts. It seems unlikely ut c uf n s lawyer could ha e a surprise witness.’

2 ‘It can’t be easy to defend someone who is accused of such a terrible crime. He might not believe she’s innocent, but he has to sound totally convinced she didn’t do it.’

4 ‘Itt must e a challenge to control a trial. It s de nitely not easy. he may not like ary c uf n, she might suspect she s guilty guilty, but she has to keep an open mind. She looks thoughtful: she could be thinking about the verdict, or she might be wondering if it’s time for a break.’

10A GRAMMAR AND VOCABULARY

Exercise 3 2 trial 3 defend 4 evidence 5 verdict 6 innocent 7 guilty 8 sentence

1

Look at the illustration and match people and places A–H with the words from the box. H G D

2

H

a police detective B a witness E the accused the courtroom A the judge C the jury the lawyer for the defense F the lawyer for the prosecution

Do you know what the role of a jury is in a court case? Would you like to be a member of the jury? Say why.

3

Read one jury member’s thoughts 1–4 above. In pairs, work out the meaning of the highlighted words and use them to complete the text below. When someone is 1 accused of a serious crime, they have the right to a fair 2 . They have a lawyer to 3 them and at the end of the trial the judge tells the jury to consider the presented 4 carefully before reaching a 5 . If the accused is found 6 , they may walk free. If they are found 7 , however, the judge may give them a prison 8 .

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REFERENCES

EXTRA ACTIVITIES IN CLASS

VIDEO SCRIPT page 242

• Do this activity after Exercise 3. In pairs or small groups, students take it in turns to give a definition of a word from Exercises 1 and 3 for their partner/ group to guess. In weaker classes, the definitions can be in the students’ own language.

CULTURE NOTES page 210

• After the Grammar video activity, put students in pairs and get them to speculate about different photos in the Student's Book. They should take turns to choose a photo from a previous unit and talk about it using language from the Grammar box. If time allows, each student could talk about more than one photo.

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10 4

Read the jury member’s thoughts 1–4 again. For each point, decide who the jury member is thinking about.

8

Modal verbs for speculating about the present

5

1 It’s possible she’s innocent but it’s also possible she’s guilty. She may be innocent but she guilty. 2 I’m sure this isn’t the last day of the trial. This the last day of the trial. 3 I’m sure the victim and his family want the trial to end as soon as possible. The victim and his family the trial to end as soon as possible. 4 It’s possible her husband knows if she’s innocent or not. Her husband if she’s innocent or not. 5 I’m sure the police detective isn’t lying. The police detective lying. 6 I’m sure the lawyer is keeping something back for the last day. The lawyer something back for the last day.

Match the underlined parts of sentences 1–5 with phrases a–e. 1 2 3 4 5

□d She must feel nervous inside. □e She can’t feel good. □c She may not like Mary McGuffin. □b She might suspect she’s guilty. □a She could be thinking about the verdict.

a It’s possible she is. d I’m sure she does. b It’s possible she does. e I’m sure she doesn’t. c It’s possible she doesn’t.

6

Study the Grammar box and Watch out!. Then find more examples of modal verbs for speculation in the texts 1-4 on page 138.

Modal verbs for speculating about the present

9

To speculate about the things in the present we use must/could/might/may/can’t + the infinitive or be + -ing. must = we are almost certain something is true could/might/may = we think something is possibly true might is slightly less probable than could/may) (might can’t = we are almost certain something is impossible/not true

Exercise 4 1 the accused 2 the lawyer for the defence 3 the police detective 4 the judge Exercise 8 1may/might/could be 2 can’t be 3 must want 4 may/might/could know 5 can’t be 6 must be keeping

In pairs, take turns to speculate about the sentences below. Use at least two different modal verbs each time. 1 I didn’t sleep at all last night. 2 I haven’t eaten a thing for eight hours. 3 My brother doesn’t study much, but he always gets good marks. 4 My friend Tom says his aunt is a judge, but she’s only thirty years old. 5 My neighbour says she works for the police, but she doesn’t wear a uniform.

Grammar Reference and Practice > page 188

A I didn’t sleep at all last night. B You must be tired. / You may want to take a nap.

WATCH OUT! When we speculate, the negative of must is can’t, not mustn’t. It must be true. (I’m sure it is.) No, it can’t be true. (I’m sure it isn’t.) NOT It mustn’t be true.

7

Complete the second sentence so that it means the same as the first one. Use the modal verbs from the Grammar box.

10 SPEAKING In pairs, use modal verbs to speculate

about your family and friends. Where are they right now? What are they doing? A Where’s your gran? B She could be at the shops. Or she might be at home. She may be reading a book but she can’t be working in the garden, not in this weather.

Choose the correct options in the texts below. The witness is sweating. I’m not sure why. He 1can’t / might be lying. Or he 2could / must be ill. Or he 3may /must just feel nervous. Whatever, he 4can’t / must wish he was somewhere else. It certainly looks that way.

32 Read the question and watch the video. Say what the speakers answer. Then in pairs, ask and answer the same question about the man on page 140. Tell me about this photograph. Who could this man be? GRAMMAR VIDEO

The jury member next to me has her eyes closed but she 5can’t / must be sleeping, not during a trial! She 6could / must be concentrating, that’s one possibility, or, on the other hand, she 7 can’t / may be wondering what’s for lunch.

Mary McGuffin 8can’t / must feel exhausted. It’s been such a long trial. Sometimes she looks so sweet and calm that I’m sure she 9can’t / may be guilty.

□ I can use modal verbs to speculate about the present. FURTHER PRACTICE • Photocopiable extra Grammar Video activity 10, page 268 • Grammar Reference and Practice, Student’s Book page 188 • Workbook pages 112–113/Online Practice

• Photocopiable resource 41: Modal match, pages 285, 332 • Extra digital activities: Grammar Checkpoint 10A

ASSESSMENT Grammar Quiz 10A

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NEXT CLASS Ask students to bring a newspaper clipping of a crime story (or have an online news story available on their phones). Reassure them that it doesn’t need to be a crime they know the English word for – they can choose any crime story they like.

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10B VOCABULARY | Law and punishment 1

Exercise 1 Minor crimes: shoplifting * hacking * (car) theft Serious crimes: (bank) robbery burglary drug dealing murder kidnapping * hacking * (car) theft

2

*Hacking and theft can be either minor or serious depending on the circumstances. Exercise 2 1 He committed robbery. Yes, he tried to rob a post-office and got caught. 2 to tell them about (the bad consequences of) crime

THINK BACK Check if you know the words in the box. Then put the crimes in the correct column in the table.

4

4.3 Listen to the final part of Rex’s story. What punishment was he expecting? What did he get?

assault burglary drug dealing hacking kidnapping murder pickpocketing (bank) robbery shoplifting (car) theft

5

Match the punishments in the box with the definitions.

Minor crimes

Serious crimes

pickpocketing …

assault …

1 Unpaid work in the community. community service 2 Money paid as punishment. a fine 3 A course that helps criminals give up their life of crime. rehabilitation 4 A device (usually around your ankle) so the police can track your movements. an electronic tag 5 Having to be at home at certain times. a curfew 6 The threat of a prison sentence if you commit another crime. a suspended sentence 7 Time in prison. imprisonment 8 A very long prison sentence, possibly forever.

4.1 Listen to the beginning of a talk and answer the questions. 1 Which crime from Exercise 1 did Rex commit? Did the police catch him? 2 Why is Rex talking to students?

3

4.2 Check you understand the highlighted phrases. Then put the notes from Rex’s criminal record in a logical order. Listen and check. In 2010, Rex Hardcastle was caught shoplifting.

6

□2 Police gave him a warning. □ He was caught on security camera. In 2014, Rex Hardcastle tried to rob a post-office.

□3 He was questioned by detectives. □4 He was charged with attempted robbery. □5 Once he was under arrest, he was held in custody at the police station. h □6 He made a statement describing what had happened. □7 He was released on bail by the judge to wait for his trial. □8 The police caught him and arrested him.

a life sentence

SPEAKING Work in groups. Discuss and decide on suitable punishments for the crimes listed below. Compare with another group. 1 A young woman has been caught shoplifting electronic goods for the third time. 2 A drunk driver runs over a man and seriously injures him. 3 A teenager breaks a young boy’s arm in a fight. 4 A student illegally downloads over 100GB of music. 5 A man posts death threats to a politician online. 6 A woman leaves her dog tied to a tree in the forest because she is going on holiday.

1

Exercise 4 Rex was hoping for community service or a suspended sentence He got 12 months in prison but was released early, then had a curfew and had to wear an electronic tag.

140

community service a curfew an electronic tag a fine imprisonment a life sentence rehabilitation a suspended sentence

A So what do you think about the first one? B Well, shoplifting is a minor crime but this is the third time she has been caught so perhaps a suitable punishment would be …

7

□ I can talk about law and punishment.

Choose one of the crimes in Exercise 6 and write a short story about it using as many words from this lesson as possible.

REFERENCES

FURTHER PRACTICE

ASSESSMENT

AUDIO SCRIPT page 226–227

• Workbook page 114/Online Practice

Vocabulary Quiz 10

CULTURE NOTES page 211

• Photocopiable resource 42: The Hollywood Hills Burglars, pages 285, 333–334

NEXT CLASS

EXTRA ACTIVITY IN CLASS After Exercise 1, students work in groups to share the crime stories they have brought, and identify the crimes being reported.

• Extra digital activities: Vocabulary Checkpoint 10

Ask students to bring photos of different incidents or criminal offences (or have them available on their phones).

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10C GRAMMAR 1

6

In pairs, ask and answer the questions below. 1 How can burglars get into someone’s house? 2 What kind of things do they usually steal? 3 What can you do to avoid burglary?

2

1 They / must / go out / front door. 2 3 4 5 6 7 8

4.4 Listen to a conversation between a young woman and her parents and answer the questions below. 1 What did the burglars take? 2 When did the burglary occur? 3 How did the burglars get into the house?

Modal verbs for speculating about the past

3

Use the prompts to write the deductions from the conversation in Exercise 5.

Complete the explanations of the sentences below with ‘It’s possible’ or ‘I’m sure’. Then study the Grammar box and Watch out! to check. 1 They must have broken in while we were at the shops. this happened. 2 They can’t have got in through the front door. this didn’t happen. 3 They might not have broken in. this didn’t happen. 4 They could have found a key. this happened.

7

Grammar Reference and Practice > page 188

I’m sure that was scary. That must have been scary. I’m sure the burglars weren’t professionals. It’s possible it was their first burglary. It’s possible they didn’t plan it. I’m sure they thought they had a chance to escape. I’m sure they didn’t expect to find the burglars in a cupboard.

Someone must have stolen it. 2 Your uncle logs into his bank account online. All his money is gone. He doesn’t know why. 3 When you get to school, a friend has a bloody nose and a teacher is talking seriously to another friend. 4 You get home and notice you haven’t got your phone on you. 5 The police have arrived at your neighbour’s house.

9

SPEAKING Tell a partner about a real or invented crime story. Then, make deductions and observations about what happened.

Exercise 6 2 They can’t have left by the front door. 3 They might have climbed through a/the window. 4 They can’t have got out that way. 5 They must have been here when you got home. 6 They could have hidden behind the living room curtains. 7 They can’t have hidden there. 8 The burglars may not have left. Exercise 7 2 The burglars can’t have been professionals. 3 It might have been their first burglary. 4 They might not have planned it. 5 They must have thought they had a chance to escape. 6 They can’t have expected to find the burglars in a cupboard.

They might not have needed to break in. NOT They might have not needed to break in. Use the correct modal verb in brackets to rewrite these sentences from the dialogue. 1 It’s possible they got in through the back door. (can’t/might) They might have got in through the back door. 2 It’s possible they broke a window. (may/must) 3 I’m sure they didn’t get in through a window. (can’t/ must) 4 I’m sure they saw the open door and walked right in. (can’t/must)

5

Exercise 4 2 They may have broken a window. 3 They can’t have got in through a window. 4 They must have seen the open door and walked right in.

That must have been awful.

WATCH OUT!

4

Exercise 3 1 I’m sure 2 I’m sure 3 It’s possible 4 It’s possible

In pairs, make past deductions about these situations. 1 After a shopping trip you realise you no longer have your purse/wallet.

Modal verbs for speculating about the past To speculate about things in the past we use modal verbs must/could/might/may/can’t + have + past participle. must have done = we are sure that something was true/ happened can’t have done = we are sure that something wasn’t true/ didn’t happen might/may/could have done = it’s possible that something was true/happened

4.6 Use can’t, must or might to rewrite the sentences. Listen to check. 1 2 3 4 5 6

8

They must have gone out through the front door. They / can’t / leave by / front door. They / might /climb through / window. They / can’t / get out / that way. They / must / be / here/ when / you / get home. They / could / hide / behind / living room curtains. They / can’t / hide / there. The burglars / may / not / leave.

Exercise 2 1 Jewellery and money. 2 Not long ago. While the parents were out at the shops. 3 Chris left the door wide open while he went to get his wallet from the bedroom. The burglars walked into the house through the open front door.

4.5 How did the burglars get out of the house? Make deductions in groups. Listen and check your ideas. They must have gone out through the front door. No, they can’t have done that because …

□ I can use modal verbs to speculate about the past. REFERENCES AUDIO SCRIPT page 227

EXTRA ACTIVITY IN CLASS This activity can be done after Exercise 8 or 9. Refer students to the photos they have brought (or have available on

their phones). Put them in pairs or small groups and get them to speculate about the situations using must/could/might/ may/can’t + have + past participle.

FURTHER PRACTICE • Grammar Reference and Practice, Student’s Book page 188

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• Workbook page 115/Online Practice • Photocopiable resource 43: What really happened?, pages 286, 335 • Extra digital activities: Grammar Checkpoint 10C

ASSESSMENT Grammar Quiz 10C

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M U M H S I T SCOT F E I H T E K I HUGS B 4.7 .7 A Findlay Sandlan had been saving up for a bike for months. With the money he got for his sixteenth birthday he finally had enough, so he went out and bought himself a brand-new mountain bike. With security in mind, he also 5 bought a lock. Findlay had been the proud owner of the bike for just a few days when he left it locked outside a fast-food restaurant in Glasgow city centre and went in with his friends for an ice cream. To his shock, when he returned ten minutes later, someone had made off with 10 his bike and only the broken lock remained. Findlay phoned his parents, who came to collect him and then went on social media to express their anger at what had happened. Though the Sandlans were understandably upset, their loss is far from unusual. Nearly 400,000 bikes 15 are stolen each year in the UK. So how did Findlay’s story end up on the international news? B On the evening of the theft, Vonnie Sandlan, Findlay’s mum, shared details of the stolen bike on social media and selling sites with the hope that someone would 20 come forward with information. She also reported the incident to the police, but wasn’t confident that they would have the time or resources to look into the theft. Findlay must have gone to bed that night feeling very miserable. However, when Vonnie went online the 25 next morning, there was a message from someone who had seen the missing bike for sale on a website. After checking it was definitely her son’s bike, Vonnie decided to pretend to be a customer and go and meet the thief. However, before she did, she sensibly 30 contacted the police and got their support for her plan.

C Vonnie and her husband met the thief outside a shopping centre, while their friend filmed the meeting from a nearby bus stop. Vonnie smiled and thanked the teenager for coming to meet them on a rainy day. Once she’d looked 35 at the serial number and checked again that the bike was definitely Findlay’s, she decided it was time to confront the boy. ‘This is my bike’ she said, and the young thief looked at her. ‘Really?’ he asked and then burst into tears! He then admitted stealing the bike, claimed it was his first crime and 40 revealed that he was only fifteen years old. Luckily for the boy, Vonnie is the former president of the National Union of Students in Scotland and a senior officer at the organisation Colleges Scotland. This means she works to provide educational opportunities for young people from just the 45 sort of deprived and difficult environment the young thief had grown up in.

D Instead of turning him in to the police, Vonnie ended up giving the tearful teen a life lecture. She offered him the sort of advice you’d expect from a concerned parent rather than a victim of 50 crime. The fifteen-year-old must have been very surprised to hear her describe the moment as a turning point for him. She reminded him that it could have been a lot worse if his victim had decided to chase after him and beat him up instead of talking to him. She told him to think of his future and said if 55 school wasn’t working out for him, he should try college or do an apprenticeship. She also advised him to stop stealing because he was terrible at it and was going to end up in Barlinnie, the name of the local prison. And then she gave him a hug! Vonnie hopes that, after getting away with it this time, 60 the teenager will stop stealing and focus on his education. At the very least, she feels the experience may have taught him that crime doesn’t pay, and could help him avoid spending time in prison in the future.

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REFERENCES VIDEO SCRIPT page 243 CULTURE NOTES page 211

EXTRA ACTIVITIES IN CLASS • Before Exercise 1, briefly introduce the topic by asking students about crimes which are common in their area/country.

• In pairs, students write example sentences with the phrasal verbs in Exercise 6. They then remove the prepositions to create a gap-fill exercise and give it to another pair to complete.

FURTHER PRACTICE Workbook pages 116–117/Online Practice

NEXT CLASS Students write a for-and-against essay answering the question in Exercise 7. Encourage them to refer back to the Writing lesson in Unit 6 (6G) and the Writing box on page 87 to help them structure their essay correctly.

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10

10D READING AND VOCABULARY 1

Read the Fact Box about bike crime in Britain and answer the questions.

6

Check you understand the highlighted phrasal verbs in the article. Then, use them in the correct form to replace the underlined phrases in the questions below. In pairs, ask and answer the questions.

1 Does your country have a similar problem? 2 Have you or anyone you know been a victim of bike crime? 3 What happened?

1 Would you take a friend to the police if you knew they had committed a crime? Say why. turn a friend in 2 Would the police in your country investigate a minor crime such as bike theft? Say why. 3 What are the dangers of running after someone who has just picked your pocket? 4 Has there ever been a break-in at your school or in another building you use? What did the thieves steal? 5 Would you volunteer to give information about a crime if it meant you have to testify in court? Say why. 6 How should society punish a teenager who kicks or hits someone until they are badly hurt? hurt 7 Would you climb over a fence to get into a festival or concert if you though you could avoid being punished for it?

FACT BOX Bike crime in Britain • According to crime data over 376,000 bicycles are stolen each year in the UK. That’s roughly one every 90 seconds! • Black bikes are stolen twice as often as white ones. • London is the most targeted city followed by Edinburgh and Oxford. Top 10 most targeted cities: London Edinburgh Oxford Bristol Liverpool

6 7 8 9 10

Manchester Cambridge Cardiff Bournemouth Reading

2

Look at the title of the article. Why do you think a mum hugged the thief who stole her son’s bike? Read the article quickly and check.

3

Read the article again and for questions 1–8 choose from paragraphs A–D. Each paragraph may be chosen more than once. In which paragraph does the author ... 1 C suggest Vonnie had some professional experience that would help her face the thief? 2 A suggest bike crime is very common? 3 D suggest the incident could help the boy have a better life in the future? 4 B mention something Vonnie did before going to meet the thief to try and stay safe? 5 C tell the reader something about the bicycle thief’s background? 6 A mention how Findlay funded the purchase of his bike? 7 D suggest Vonnie is a kind and caring person? 8 B explain Vonnie’s doubts about the police’s ability to recover Findlay’s bike?

□ □ □ □ □ □ □ □

4

REFLECT | Values What are the arguments for and against giving young people like the thief in the article a second chance after they commit a crime?

8

SPEAKING Work in groups. Choose one of the headlines below and follow the instructions to prepare a short news report explaining what happened.

Exercise 6 2 look into 3 chasing after 4 make off with 5 come forward with 6 beats someone up 7 get away with it

• Say where and when the story took place and who was involved. • Describe the crime and possibly interview some of those involved. • Say what happened to the criminals after they were caught. A

Parents turn 18 year-old son in to police after party wrecks family home

B

Grandmother comes forward with information about drug-dealing neighbours

C

Entire class of students chase after thief who broke into their school during lunch break

Read the article again and answer the questions. 1 How did Findlay feel before and after his bike was stolen? 2 How did his parents feel after Findlay’s bike was stolen? 3 How did Vonnie find the bike for sale online? 4 How did Vonnie know that the bike the thief was trying to sell to her was her son’s? 5 What three pieces of advice did Vonnie give the young thief? 6 What does Vonnie hope will happen to the thief?

5

7

Exercise 4 1 proud, then shocked 2 angry 3 She posted the details of the bike online and someone contacted her to say they had seen it on a website. 4 She looked at the serial number. 5 think of his future, try college or an apprenticeship, stop stealing 6 She hopes he’ll (give up crime and) focus on his education.

Do you think Vonnie was right to go and meet the thief or should she have let the police handle the situation? Explain your answer.

33 WATCH AND REFLECT Go to page 171. Watch the documentary Keeping K cyberspace safe and do the exercises. DOCUMENTARY VIDEO

1 2 3 4 5

Exercise 2 Possible answers: Because he was upset when Vonnie gave him advice./Because he realised that what he’d done was wrong./ Because he was caught./Because he was scared.

□ I can find specific details in a text about breaking the law.

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10E SPEAKING 3

COMMUNICATION VIDEO

Exercise 2 1 improving the school bike parking facilities 2 Adam prefers the first photo and Tom prefers the second photo. Eliza agrees with Tom. 4 So she can have her photo taken for her campaign page on the school website.

1 In one area / respect the photos are similar because they both illustrate the issue clearly. 2 The most main / striking difference is that Eliza is actually in the first one. 3 Another / Again obvious difference is the focus of each picture. 4 This one shows the problem, also / whereas the other one suggests how it might be solved. 5 This one looks as like / if it was just downloaded without any real effort. 6 That’s why I think it should / might be more suitable. 7 Perhaps / Possible it would be better to focus on the solution.

Exercise 4 2 also alike 3 difference is 4 whereas 5 looks 6 maybe 7 could be

1

Read the notice. What does the role of a student representative involve? Do you know anyone who would make an excellent candidate? Say why.

STUDENT REPRESENTATIVE ELECTIONS On Friday 14 October elections for student representatives for years 6 to 10 will be held. Successful candidates will represent their peers at school council meetings and help to organise student events during the school year.

2

34 4.8 Watch or listen again and choose the correct word to complete the phrases. Then check your answers in the Speaking box.

34 4.8 Watch or listen to Eliza discussing a poster for her election campaign with her friends and answer the questions. 1 What issue does she want to focus on in her campaign? 2 Which of the two photographs do Tom and Adam prefer? Who does Eliza agree with? Why? 3 Do you agree with Eliza? Say why. 4 Why did Eliza leave the meeting early?

SPEAKING | Comparing and contrasting photographs Describe similarities and differences Both pictures show … There are … in both pictures. This one ..., whereas the other one ... They are also alike/different in that … In one respect they are similar/different because … The main/The most striking /Another obvious similarity/difference is that … Speculate Perhaps/Maybe … It could be/might be/must be … This one looks/doesn’t look as if it … There might/might not have been … Someone must have taken this photo ... because …

4

4.9 Look at the photographs on page 199 and complete the comparison using the phrases from the Speaking box. Listen and check. OK, so 1 both pictures show the issue we want to in that they feature young focus on. They are 2 people, our target group, obviously. The most striking 3 that this one with the male student is quite the other one shows a student actually abstract, 4 as if it was taken voting on an issue. This photo 5 in a school or at a university, which is a nice setting. the abstract one would be a better However, 6 choice because it suggests phrases like ‘have your say’. That is exactly the message of our campaign. I think it 7 very effective as a campaign poster.

5

4.10 PRONUNCIATION Work out how you pronounce the underlined ‘th’ sounds (ð and θ) in this sentence, then practise saying it. With the themes in both these photographs, I think that there are three things to think about.

6 144

Work in pairs. Go to page 199 and follow the instructions.

□ I can compare, contrast and speculate about the contents of photos.

REFERENCES

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

VIDEO/AUDIO SCRIPT page 243

This activity can be done before Exercise 5 or 6. In pairs, students choose two photos from Units 1–9 which they think are similar. They should talk about them using language from the Speaking box.

Workbook page 118/Online Practice

CULTURE NOTES page 211

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10F LISTENING AND VOCABULARY 1

At what age can people do these things in your country? Is this the right age limit? Say why. be arrested and taken to court drive a car get married join the armed forces open a bank account vote

2

Read the Fact Box and check you understand the highlighted phrases.

FACT BOX Voting in the UK Voting in the UK • General elections take place every five years in the UK unless Parliament votes to hold one earlier. • Since 1969 anyone over the age of 18 has had the right to vote. • Prisoners convicted of criminal offences are not allowed to vote. The youth vote • The law was changed in 2013 to allow Scottish 16- and 17-year-olds to vote in a referendum on their country’s independence. Turnout for this age group was 89%. • Current opinion polls in the UK show that only a minority of people think the overall voting age should be reduced to 16.

3

REFLECT | Society Compare the information in the Fact Box in the section ‘Voting in the UK’ to the situation in your country. General elections are held every four years in my country. We also have elections for our President every four years …

4

4.11 Listen to a radio discussion and choose the correct answer. What is the main reason Polly takes part in the discussion? a To highlight the importance of political education in schools. b To express her organisation’s support for a change in European election laws. c To offer political advice to young callers to the show.

5

4.12 Dictation. Listen to an extract from the discussion and write down exactly what you hear.

6

What language does the speaker use in the extract in Exercise 5 to a) present a fact and b) give an opinion? Study Active Listening and check.

7

4.13 Listen to four more extracts. Is the information presented as fact, opinion or speculation?

8

4.11 Listen to the discussion again and complete each gap with one or two words. 1 Polly wants to decrease the minimum  voting age  in age  Europe. 2 The Austrian system encourages young people to take part in . 3 Polly says that if we provide young people with a good system and relevant information, they can understand important election issues. 4 Liam suggests that letting 16- and 17-year-olds vote would help solve the problem of . 5 Before the Scottish , some young people influenced the way their parents voted. 6 Polly gives several examples of laws that affect 16-year-olds to justify her organisation’s belief that . they should be able to

ACTIVE LISTENING | Facts, opinions and speculation It is important to recognise when information is presented as fact, opinion or speculation. Fact: Statistics show …/Findings confirm …/Research …/According to a recent survey … demonstrates …/According Opinion: We believe …/Many people claim .../I’d argue …/ Experts suggest … Speculation: I imagine …/Perhaps/Maybe …/It It will probably probably/ almost certainly …/The government might/ might may/ may could … Remember: just because something is presented as fact, that doesn’t always mean it is true!

9

Do you think 16- and 17-year-olds should have the right to vote in elections that decide their future? Discuss in pairs.

10 SPEAKING Discuss the question ‘Should 16-year-olds be allowed to take their driving test?’ Go to page 199 and follow the instructions.

□ I can tell the difference between a fact, an opinion and a speculation in a radio discussion. REFERENCES CULTURE NOTES page 211

discuss the question. Encourage them to give reasons. If time allows, invite students from different pairs/groups to present their ideas to the rest of the class.

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

Write the following question on the board: Why should we vote? Put students in pairs or small groups and get them to

• Workbook page 119/Online Practice

AUDIO SCRIPT page 227

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• Photocopiable resource 44: Our voices matter, pages 286, 336

Exercise 5 Statistics show that lowering the voting age has encouraged many young Austrians to get involved in politics. We believe that 16- and 17-year-olds should have the right to vote in elections that decide their future. Exercise 6 Fact: Statistics show; Opinion: We believe Exercise 7 1 opinion 2 opinion 3 speculation 4 fact 5 fact Exercise 8 2 politics 3 education 4 low turnout 5 (independence) referendum 6 vote

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NEXT CLASS Ask students to make notes about how young people contribute to their local community: what kind of activities do they get involved in and why?

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10G WRITING | A formal letter 1

Exercise 2 Because they’re lazy, narrow-minded and rude, and are more interested in their phones than in helping others, doing volunteering work or serving their communities.

REFLECT | Society Work in pairs. What makes a good citizen? Look at the points below and decide which ones seem most important to you and say why. Compare your ideas with another pair.

2

Youssef Turner Young people today are bad citizens. They are lazy, narrow-minded and rude. They are more interested in their smartphones than helping others, doing volunteering work or serving our local community in some wa ocial media are ma ing st dents selfish and the are losing contact with the real world.

A good citizen …

Exercise 3 1 No, she doesn’t think young people are selfish and thinks they do help other people and volunteer for things. 2 helping to clean up a local park to build a community garden; volunteering in social media campaigns. 3 Politicians could visit schools to explain local issues and how young people could help; A Citizenship Day could be held to teach young people about their rights and responsibilities.

• • • • • • • • • •

loves their country. obeys the law. is honest and trustworthy. respects the rights of others. takes responsibility for their actions. is tolerant. helps others in need. takes care of the environment. pays taxes. votes in elections.

Read the tweet written by a local politician. Why does he think that young people are bad citizens? Do you agree with it?

3

Read a letter to the editor which a student has written to respond to the tweet. Answer the questions. 1 Does the author agree with the politician? 2 What examples does she give to support her opinion? 3 What suggestions does she give to encourage teenagers to be more engaged and active citizens?

Dear Sir or Madam, I am writing in response to Youssef Turner’s tweet, published January 1st. I would like to express my opinion on the negative image he painted of young people and suggest ways to encourage young people to be more active citizens. First of all, I would like to say that I do not support the opinion that teenagers are selfish. In my community, young people are actively helping others. My friends are helping to clean up a local park to build a community garden. Secondly, we often volunteer in social media campaigns. Secondly At the moment we are sending emails and sharing posts in order to encourage people to make donations for the school library. As a result of these activities, we have been made aware of how important it is to care for others and the impact we can make on the world. I would like to highlight some ways to encourage young people to engage in their local communities. Young people’s understanding could be greatly improved if politicians made regular visits to schools to explain local issues and what we can do to help. Moreover, I also propose that Citizenship Day be held at schools every year so that we can learn more about the rights and responsibilities of citizens. To sum up, up I would like to stress that many young people are already involved in community projects. Clearly, Mr Turner can’t have researched his facts. All things considered, I strongly believe that politicians should support young people rather than criticise them. We have a lot to o er and a lot to learn. Yours faithfully, Henrietta Day

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REFERENCES CULTURE NOTES page 211

EXTRA ACTIVITIES IN CLASS • Start the class by referring students to the notes they made at home. Elicit their ideas and briefly discuss them as a whole class.

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• Do this activity after Exercise 8. Put students in pairs and ask them to read each other’s letters and give their partner feedback. Has their partner followed the tips in the Writing box? Have they organised the information into clear paragraphs? Have they used the right register? Have they used phrases from Exercises 5 and 8? What have they done well? What could be improved?

FURTHER PRACTICE Workbook page 120/Online Practice

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 148–149.

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10 4

Tick the points below which apply to a formal letter. Then find examples of the formal language in the letter in Exercise 3.

6

1 I want to tell you what I think about organising a Citizenship Day at school. (write/express/opinion) I am writing to express my opinion on organising a Citizenship Day at school. 2 I really don’t think your plan is a good idea for a number of reasons. (support) 3 I like the ideas you propose but I think we could be more ambitious. (favour/proposal) 4 Why don’t you invite the mayor to the school? (perhaps/ option) 5 So in the end, we must accept a solution that suits everybody. (thing/considered)

□ □ □ □ □ □ □

Use of full forms instead of contractions 1 2 ✓ Appropriate greeting and closing, e.g. Dear Mr Gates/Yours sincerely 3 Shorter, simpler vocabulary, e.g. Okay, anyway, all right, well … 4 ✓ More complex vocabulary, e.g. However, with regard to, considerable … 5 Use of phrasal verbs 6 ✓ Use of impersonal structures, e.g. passive forms 7 Use of abbreviations, slang words, emojis, exclamation marks

5

Study the Writing box. Then complete the gaps 1–7 with the underlined phrases from the letter.

7

• Explain why you are writing and describe briefly the problem you want to raise: I am writing to express my opinion on … I would like to express my disappointment …

Dos: Make suggestions on how things can be improved … Don’ts: Don’t directly accuse someone of something …

1

8

2First of all,

Third, …

1 I’d like to express my disappointment at … 2 We were to believe that … 3 We the hard work that has been done before, but … 4 Unfortunately, the organisation of the event was not as good as we had … 5 Let’s learn from the in the past. 6 It would be if you could …

To sum up,

All things considered, … • State your opinion on the topic and give arguments and examples to support your view. I completely disagree with … (because) … I am totally in favour of … We fully support your idea to … 5

I do not support the opinion that

• Include suggestions on what to do about the problem: I really think we should … 6

I would like to highlight some ways

7

I also propose that

Perhaps … would also be an interesting option.

Complete the phrases for expressing criticism with the words from the box. appreciate expected express helpful led mistakes

3Secondly,

4

Work in pairs. How can you express criticism and be polite? Make a list of dos and don’ts using ideas in the box below. Compare your ideas with another pair. make suggestions give compliments give constructive feedback express anger offer advice accuse the other person of something respect others' points of view attack the person suggest solutions use strong/respectful language

WRITING | A formal letter

I am writing in response to ... • Divide the letter into clear sections, e.g. introduction, main points, conclusion:

Rewrite the sentences in a more formal style using the words in brackets.

9

Exercise 6 2 I do not support your plan for a number of reasons. 3 I am in favour of your proposal but I think we could be more ambitious. 4 Perhaps inviting the mayor to the school would be an interesting option. 5 All things considered, we must accept a solution that suits everybody. Exercise 7 Dos: give compliments, give constructive feedback, make suggestions, offer advice, respect others’ points of view, suggest solutions, use respectful language Don’ts: accuse the other person of something, attack the person, express anger, use strong language Exercise 8 2 led 3 appreciate 4 expected 5 mistakes 6 helpful

WRITING TASK Write a formal letter. Read the task below and follow the instructions. 1 Read the task carefully and brainstorm ideas in pairs. 2 Divide the letter into clear paragraphs and make sure you have all the required information. 3 Use the tips in the Writing box and the phrases from Exercise 8 to help you. 4 Check your spelling, grammar and punctuation. 5 Make sure you use a formal register (more complex vocabulary, impersonal structures, etc.) There’s an election campaign in your school. Students are choosing representatives for the student council. Write an open letter to all students in the school in which you: • say why you’re disappointed with the work of the current council, • encourage students to take part in the election campaign.

□ I can write a formal letter using appropriate register.

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Word List REMEMBER MORE Exercise 1 1 the accused/suspect 2 a member of the jury 3 a witness 4 the judge

1 Who is likely to say these words in a court of law? Write the correct roles. Then check with the word list. 1 ‘I’m innocent. I swear!’ 2 ‘We have reached a verdict.’ 3 ‘Yes, I saw the man driving away from the scene of the crime.’ 4 ‘Does the defence have any questions?’

2 Complete the phrasal verbs with the correct prepositions. Then check with the word list.

1 The lady next door turned the criminal in . He’s now under arrest. 2 The mugger robbed his victim and beat her up . 3 Don’t think you can cheat and get away with it! 4 The police are looking into the case of the missing teenager.

3 Choose the correct words. Then

10A GRAMMAR AND VOCABULARY 5.64

run over (phr v) /ˌrʌn ˈəʊvə/

be on trial for sth  /ˌbi ɒn ˈtraɪəl fə ˌsʌmθɪŋ/

suspended sentence (n) /səˌspendɪd ˈsentəns/

courtroom (n) /ˈkɔːtruːm/

track sb's movements  /ˌtræk ˌsʌmbɒdiz ˈmuːvmənts/

defend (v) /dɪˈfend/ doubts (n) /daʊts/

10C GRAMMAR

evidence (n) /ˈevədəns/

5.66

break in (phr v) /ˌbreɪk ˈɪn/

fair trial  /ˌfeə ˈtraɪəl/

climb through sth (v) /ˌklaɪm ˈθruː ˌsʌmθɪŋ/

find sb guilty/innocent  /ˌfaɪnd ˌsʌmbɒdi ˈɡɪlti/ ˈɪnəsənt/

expect to do sth  /ɪkˌspekt tə ˈduː ˌsʌmθɪŋ/

guilty verdict (n) /ˈɡɪlti ˌvɜːdɪkt/

have a bloody nose  /ˌhæv ə ˌblʌdi ˈnəʊz/

judge (n) /dʒʌdʒ/

occur (v) /əkɜː/

jury (n) /ˈdʒʊəri/ jury member (n) /ˈdʒʊəri ˌmembə/

10D READING AND VOCABULARY 5.67

keep an open mind  /ˌkiːp ən ˌəʊpən ˈmaɪnd/

admit doing sth  /ədˌmɪt ˈduːɪŋ ˌsʌmθɪŋ/

keep sth back (phr v) /ˌkiːp ˌsʌmθɪŋ ˈbæk/

be involved  /bi ɪnˈvɒlvd/

lawyer for the prosecution/defence  /ˌlɔːjə fə ðə ˌprɒsɪˈkjuːʃən/dɪˈfens/

beat sb up (phr v) /ˌbiːt ˌsʌmbɒdi ˈʌp/

police detective (n) /pəˈliːs dɪˌtektɪv/

break-in (n) /ˈbreɪk ɪn/

reach a verdict  /ˌriːtʃ ə ˈvɜːdɪkt/

1 The number of people who vote in an election is called the target group / turnout. 2 When people vote to answer an important social or political question they take part in a general election / referendum. 3 A collection of numbers and figures about people and facts is called statistics / a survey. 4 If you are eighteen, you have the right to vote / voting age.

the accused (n) /ði əˈkjuːzd/

burst into tears  /ˌbɜːst ˌɪntə ˈtɪəz/ caring (adj) /ˈkeərɪŋ/ chase after sb (phr v) /ˈtʃeɪs ˌɑːftə ˌsʌmbɒdi/

walk free  /ˌwɔːk ˈfriː/

collect (v) /kəˈlekt/

witness (n) /ˈwɪtnəs/

10B VOCABULARY

bike thief (n) /ˈbaɪk θiːf/ brand-new (adj) /ˌbrænd ˈnjuː /

prison sentence (n) /ˈprɪzən ˌsentəns/

suspect (v) /səˈspekt/

Repeating new words multiple times in one day is less effective than repeating them a few times over a period of several days or even weeks. When you have a list of words to learn, use them in short, personal sentences or phrases, e.g. If I park illegally, I will get a fine. Then in an hour, try to recall your words or sentences, and then recall them again right before you go to sleep. Challenge yourself the next morning and go back to your list in a day or two.

release sb on bail  /rɪˌliːs ˌsʌmbɒdi ɒn ˈbeɪl/

be accused of sth  /bi əˈkjuːzd əv ˌsʌmθɪŋ/

check with the word list.

ACTIVE VOCABULARY | Spaced repetition

rehabilitation (n) /ˌriːhəbɪləˈteɪʃən/

come forward with information  /ˌkʌm ˌfɔːwəd wɪð ˌɪnfəˈmeɪʃən/

5.65

confront (v) /kənˈfrʌnt/

arrest (n, v) /əˈrest/

crime data (n) /ˈkraɪm ˌdeɪtə/

be caught on security camera  /bi ˌkɔːt ɒn sɪˈkjʊərəti ˌkæmərə/

crime doesn’t pay  /ˌkraɪm ˌdʌzənt ˈpeɪ/

be questioned by detectives  /bi ˌkwestʃənd baɪ diˈtektɪvz/

deprived environment (n) /dɪˌpraɪvd ɪnˈvaɪrənmənt/

be under arrest  /bi ˌʌndər əˈrest/

do an apprenticeship  /ˌdu ən əˈprentəsʃɪp/

catch (v) /kætʃ/

educational opportunities  /ˌedjʊˌkeɪʃənəl ˌɒpəˈtjuːnətiz/

charge sb with sth (v) /ˈtʃɑːdʒ ˌsʌmbɒdi wɪð ˌsʌmθɪŋ/

end up doing sth  /ˌend ʌp ˈduːɪŋ ˌsʌmθɪŋ/

community service (n) /kəˈmjuːnəti ˌsɜːvəs/

express your anger at sth  /ɪkˌspres jər ˈæŋɡər ət ˌsʌmθɪŋ/

curfew (n) /ˈkɜːfjuː/

fund a purchase  /ˌfʌnd ə ˈpɜːtʃəs/

death threat (v) /ˈdeθ θret/

get away with sth (phr v) /ˌɡet əˈweɪ wɪð ˌsʌmθɪŋ/

drug dealing (v) /ˈdrʌɡ ˌdiːlɪŋ/ electronic tag (v) /ˌelɪkˌtrɒnɪk ˈtæɡ/ fight (n) /faɪt/

hug sb/give sb a hug  /ˈhʌɡ ˌsʌmbɒdi/ˌɡɪv ˌsʌmbɒdi ə ˈhʌɡ/

fine (n) /faɪn/

incident (n) /ˈɪnsədənt/

give sb a warning  /ˌɡɪv ˌsʌmbɒdi ə ˈwɔːnɪŋ/

investigate (v) /ɪnˈvestəɡeɪt/

hold sb in custody  /ˌhəʊld ˌsʌmbɒdi ɪn ˈkʌstədi/

lock (n, v) /lɒk/

imprisonment (n) /ɪmˈprɪzənmənt/

look into sth (phr v) /ˌlʊk ˈɪntə ˌsʌmθɪŋ/

life sentence (n) /ˌlaɪf ˈsentəns/

loss (n) /lɒs/

make a statement  /ˌmeɪk ə ˈsteɪtmənt/

make off with sth (phr v) /ˌmeɪk ˈɒf wɪð ˌsʌmθɪŋ/

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EXTRA ACTIVITIES IN CLASS

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• Students play Memory Challenge. Give them 2–3 minutes to study the word list, then ask them to close their books. Write Types of crime and Punishment on the board, put students in pairs or small groups and set a time limit (e.g. 3 minutes). In their pairs/groups, they should write as many words under each

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category as they can. The pair/group with the most items on their lists at the end of the time limit are the winners. To simplify the game, you could give students only one of the two categories. To add a spelling element, you could award one extra point for each correctly spelt item. You could then repeat the game for Voting/Elections.

• Divide the class into teams. Give each team in turn a word or phrase from the word list. They have to use it correctly in a sentence. Each correct sentence gives each team one point, and the team with the most points at the end are the winners.

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10 minor crime  /ˌmaɪnə ˈkraɪm/

convicted of sth  /kənˈvɪktɪd əv ˌsʌmθɪŋ/

local issues  /ˌləʊkəl ˈɪʃuːz/

mountain bike (n) /ˈmaʊntən baɪk/

criminal offence (n) /ˌkrɪmɪnəl əˈfens/

pick sb’s pocket  /ˌpɪk ˌsʌmbɒdiz ˈpɒkət/

decrease (v) /dɪˈkriːs/

lose contact with sth  /ˌluːz ˈkɒntækt wɪθ ˌsʌmθɪŋ/

president (n) /ˈprezədənt/

demonstrate (v) /ˈdemənstreɪt/

make a donation  /ˌmeɪk ə dəʊˈneɪʃən/

proud owner of sth  /ˌpraʊd ˈəʊnər əv ˌsʌmθɪŋ/

election law (n) /ɪˈlekʃən lɔː/

recover (v) /rɪˈkʌvə /

findings (n) /ˈfaɪndɪŋz/

remain (v) /rɪˈmeɪn/

general elections (n) /ˌdʒenərəl ɪˈlekʃənz/

remind (v) /rɪˈmaɪnd/

highlight (v) /ˈhaɪlaɪt/

resources (n) /rɪˈzɔːsɪz/

importance (n) /ɪmˈpɔːtəns/

reveal (v) /rɪˈviːl/

independence (n) /ˌɪndəˈpendəns/

roughly (adv) /ˈrʌfli/

justify a belief  /ˌdʒʌstəfaɪ ə bəˈliːf/

sensibly (adv) /ˈsensəbli/

law (n) /lɔː/

target (v) /ˈtɑːɡət/

minimum (adj) /ˈmɪnəməm/

tearful (adj) /ˈtɪəfəl/

minority of people  /maɪˌnɒrəti əv ˈpiːpəl/

testify in court  /ˌtestəfaɪ ɪn ˈkɔːt/

opinion polls (n) /əˈpɪnjən pəʊlz/

turn sb in (phr v) /ˌtɜːn ˌsʌmbɒdi ˈɪn/

overall (adj) /ˌəʊvərˈɔːl/

turning point (n) /ˈtɜːnɪŋ pɔɪnt/

parliament (n) /ˈpɑːləmənt/

volunteer to do sth  /vɒlənˌtɪə tə ˈduː ˌsʌmθɪŋ/

political education (n) /pəˌlɪtɪkəl ˌedjʊˈkeɪʃən/

work out for sb (phr v) /ˌwɜːk ˈaʊt fə ˌsʌmbɒdi/

reduce (v) /rɪˈdjuːs/

wreck (v) /rek/

referendum on sth (n) /ˌrefəˈrendəm ɒn ˌsʌmθɪŋ/

take responsibility for sth  /ˌteɪk rɪˌspɒnsəˈbɪləti fə ˌsʌmθɪŋ/

survey (n) /ˈsɜːveɪ/

tolerant (adj) /ˈtɒlərənt/

take sb to court  /ˌteɪk ˌsʌmbɒdi tə ˈkɔːt/

trustworthy (adj) /ˈtrʌstˌwɜːði/

the right to vote  /ðə ˌraɪt tə ˈvəʊt/

understanding (n) /ˌʌndəˈstændɪŋ/

turnout (n) /ˈtɜːnaʊt/

vote in elections  /ˌvəʊt ɪn ɪˈlekʃənz/

10E SPEAKING

5.68

alike (adj) /əˈlaɪk/ campaign (n) /kæmˈpeɪn/ clearly (adv) /ˈklɪəli/ effective (adj) /ɪˈfektɪv/ have your say  /ˌhæv jə ˈseɪ/ hold an election  /ˌhəʊld ən ɪˈlekʃən/

message of the campaign  /ˌmesɪdʒ əv ðə kæmˈpeɪn/

be led to believe that …  /bi ˌled tə bəˈliːv ðæt …/

successful candidate (n) /səkˌsesfəl ˈkændədət/ target group (n) /ˌtɑːɡɪt ˈɡruːp/ theme (n) /θiːm/ vote on sth (v) /ˈvəʊt ɒn ˌsʌmθɪŋ/ whereas (conj) /weərˈæz/

10F LISTENING AND VOCABULARY 5.69 age group (n) /ˈeɪdʒ ɡruːp/ armed forces (n) /ˌɑːmd ˈfɔːsɪz/ caller (n) /ˈkɔːlə/

paint a negative image  /ˌpeɪnt ə ˌneɡətɪv ˈɪmɪdʒ/ pay taxes  /ˌpeɪ ˈtæksɪz/ point of view  /ˌpɔɪnt əv ˈvjuː/

respectful language  /rɪˌspektfəl ˈlaŋɡwɪdʒ/ selfish (adj) /ˈselfɪʃ/ serve (v) /sɜːv/ stress (v) /stres/ strong language  /ˌstrɒŋ ˈlaŋɡwɪdʒ/ support an idea  /səˌpɔːt ən aɪˈdɪə/

youth (n) /juːθ/

aware of sth (adj) /əˈweər əv ˌsʌmθɪŋ/

student representative (n) /ˌstjuːdənt ˌreprɪˈzentətɪv/

obey the law  /əʊˌbeɪ ðə ˈlɔː/

voting system (n) /ˈvəʊtɪŋ ˌsɪstəm/

10G WRITING

striking  (adj) /ˈstraɪkɪŋ/

narrow-minded  /ˌnærəʊ ˈmaɪndɪd/

voting age (n) /ˈvəʊtɪŋ eɪdʒ/

in one respect  /ɪn ˈwʌn rɪˌspekt/

school council (n) /ˌskuːl ˈkaʊnsəl/

mayor (n) /meə/

propose (v) /prəˈpəʊz /

illustrate an issue  /ˌɪləstreɪt ən ˈɪʃuː/

obvious (adj) /ˈɒbviəs/

make a visit   /ˌmeɪk ə ˈvɪzɪt/

5.70

care for sb (phr v) /ˈkeə fə ˌsʌmbɒdi/ citizen (n) /ˈsɪtɪzən/ citizenship (n) /ˈsɪtəzənʃɪp/ considerable (adj) /kənˈsɪdərəbəl/ criticise (v) /ˈkrɪtɪsaɪz/ directly (adv) /dəˈrektli/ engage in sth (v) /ɪnˈɡeɪdʒ ɪn ˌsʌmθɪŋ/ engaged (adj) /ɪnˈɡeɪdʒd/ express your disappointment/criticism  /ɪkˌspres jə ˌdɪsəˈpɔɪntmənt/ˈkrɪtɪsɪzəm/ express your opinion  /ɪkˌspres jər əˈpɪnjən/ give constructive feedback  /ˌɡɪv kənˌstrʌktɪv ˈfiːdbæk/ help sb actively  /ˌhelp ˌsʌmbɒdi ˈæktɪvli/ in need  /ˌɪn ˈniːd/ learn from your mistakes  /ˌlɜːn frəm jə məˈsteɪks/

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FURTHER PRACTICE Workbook page 121/Online Practice

NEXT CLASS Ask students to revise Unit 10.

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10

Revision

VOCABULARY AND GRAMMAR 1 Choose the correct words to complete the texts.

Exercise 2 1 arrest 2 innocent, guilty 3 fair 4 verdict, defence 5 community 6 elections 7 polls 8 lawyer, question

Finally, a 1 witness / judge / jury has come forward in the Jeremy Brown case. She made a statement last night which proved the accused had 2 made / turned / beaten up Mr Brown, who was attacked at a bus stop last weekend. The accused, a middleaged man, was 3 released / arrested / kidnapped last night and charged with 4 pick-pocketing / assault / shoplifting.

Exercise 3 2 might be working late 3 can’t have finished yet 4 could be hiding something 5 must have released him / her on bail 6 could have made a statement 7 may be spying on me Exercise 4 2 She can’t / couldn’t have done anything serious. 3 It can’t be true. 4 The police must be wrong. 5 The witness must have made a mistake. 6 She could / may / might be speaking to her lawyer. 7 She might / may not have stolen anything. 8 She can’t / couldn’t have climbed through that small window.

An elderly lady was caught stealing a pet dog from outside a shop this morning by 5 thieves / police officers / lawyers. The lady was taken to the local police station. She was given a 6 referendum / compliment / warning as this was her first offence. The next day, Mrs Smith told the local newspaper, ‘The dog was cold, and it was raining. I’d do the same thing again. But I was lucky. I got away with it. I didn’t even get a 7 fine / curfew / life sentence.’

2

Complete the sentences with the words from the box. arrest caught community defence elections fair guilty innocent lawyer polls question verdict 1 The youths who were caught drug dealing are now . under 2 We should believe people accused of a crime are until they are found . 3 Everyone should have the right to a trial, even if most people think they are guilty. 4 The jury took five days to reach a of not guilty. was delighted. The lawyer for the 5 Electronic tags and service offer alternatives to imprisonment for less serious offences. 6 18-year-olds in the UK have the right to vote in general . 7 Opinion are interesting but don’t always predict the winners of elections. 8 The for the prosecution asked the judge if she the defendant. could

Exercise 5 2 security 3 statement 4 theft 5 tearful 6 unemployed 7 prosecution 8 suspended

3

Use the words in brackets to complete the sentences. 1 The burglar (must/escaped/window) must have escaped through the window . There are fingerprints on the glass. 2 I don’t know where Jason is. He (might/work/late)  today. 3 The trial (can’t/finish/yet). It’s too early! 4 I don’t think the witness is telling us everything. She (could/hide/something). 5 We saw the accused in town yesterday. The court . (must/release/bail)  6 The witness went to the police station yesterday. She (could/make/statement) but I’m not sure. 7 The light on my web cam is on again. I think a hacker (may/spy/me)   .

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Rewrite the sentences using can’t/must/could/may/ might. Sometimes more than one answer is possible. 1 It’s possible she’s a thief. (She …) She could/may/might be a thief . 2 I’m confident she didn’t do anything serious. (She …) 3 I really don’t believe it’s true. (It …) 4 I’m sure the police are wrong. (The police …) 5 I’m certain the witness made a mistake. (The witness …) 6 It’s possible she’s speaking to her lawyer. (She …) 7 It’s possible she didn’t steal anything. (She …) 8 It was impossible for her to climb through that small window. (She …)

USE OF ENGLISH 5 Complete the text with the correct words formed from the verbs in bold.

STRATEGY | Word formation Think carefully about how to change the word so that it fits grammatically into the sentence − is it an adjective or an adverb, etc.? You should also consider the meaning. For example, do you need a word with a negative or positive meaning?

Lucky for some! One hot day last July a 1 youth (YOUNG) stole a young woman’s handbag from her car at a petrol station. Luckily, the young man was caught on the 2 (SECURE) cameras as he rode off on his motorbike. The three witnesses who saw everything that happened made a 3 (STATE). They told the police the young man had somehow managed to unlock the door of the woman’s car while she was paying. Detectives investigating the 4 (THIEF) later decided he must have had a stolen key. (TEAR), the victim of the crime Upset and 5 went back to work. Now imagine her surprise when, two hours later, a young man walked into her shop and tried to pay with her own credit card! She called the police immediately. ‘Apparently the thief was 6 (EMPLOY), ut not ha ing a o is no usti cation for committing a crime’, she told journalists. The lawyer for the 7 (PROSECUTE) was satis ed with the result. ’The thief wasn’t sent to prison but received a 8 (SUSPEND) sentence’, she said.

Use of English > page 195

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REFERENCES AUDIO SCRIPT page 228

FURTHER PRACTICE • Use of English, Student’s Book page 195 • Class debates pages 264–265

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• Self-assessment 10 and Self-check 10, Workbook pages 122–123/Online Practice • Extra digital activities: Use of English, Reading, Listening

ASSESSMENT • Unit 10 Language Test (Vocabulary, Grammar, Use of English) • Unit 10 Skills Test (Dictation, Listening, Reading, Communication) • Unit 10 Writing Test • Units 9–10 Cumulative Review Test • Units 9–10 Exam Speaking

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LISTENING 4.14 You are going to hear part of a radio 6

interview with Jackie Smith, a journalist. For questions 1–5 choose the best answer a, b or c.

1 What concerns Jackie the most about crime these days? a All kinds of crimes are going up fast. b Violent crime is increasing. c The numbers of first offenders joining organised crime are on the rise. 2 When answering the second question, Jackie a gives different reasons for the increase in violent crime. b emphasises that social media and some kinds of music are mainly responsible. c disagrees with what some criminologists say. 3 What does Jackie say about young offenders? a Most of them begin to commit crimes when they are children. b They often have a troubled background. c Their families are often to blame. 4 According to Jackie, what is the best way to prevent serious crime? a education and rehabilitation programmes b tougher punishments c community service 5 According to Jackie, a good youth club a must be a place where young people can see their friends. b should be run by young people themselves. c must have activities young people are interested in.

Student A’s photos 1

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Student B’s photos 3

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SPEAKING 7

Talk about your photos for about a minute. Then take turns to ask and answer questions related to the photos.

STRATEGY | Long turn When you compare the photographs, describe both the similarities and differences. Student A Photos 1 and 2 show people being arrested. Compare the photographs and say what you think might have happened. Then ask Student B this question: What crimes are common where you live? Student B Photos 3 and 4 show people committing crimes. Compare them and say what you think is happening. Then ask Student A this question: Which do you think is the worst crime in general? Say why.

WRITING 8

You have seen this advertisement in your local newspaper.

What does it mean to be a good citizen? Write and tell us your views. You should write about: • • • •

being honest, following rules and laws, respecting others, volunteering.

Write a letter to the newspaper.

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LIFE SKILLS Exercise 3 1B 2A Exercise 5 1 Text A: to help raise money for research. Text B: to inform readers about a scientific development. 2 In text B, yes. It shows the floating barrier. 3 A is fake. (Examples are underlined in the text.) • informal style often directly addressing the reader • judgmental language • vague or non-existent sources • wild claims • asking for money B is real. • diversity of opinions (both for and against) • neutral language including passives • verifiable sources • modest claims

A

Dutch teen inventor about to launch innovative project to clean the world’s oceans

B

THIS GROUND-BREAKING DISCOVERY WILL MAKE THE OCEANS CLEAN AGAIN

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Do you keep up with the news? If yes, how? If not, why not? Discuss in pairs.

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Read headlines A–B above. Which article would you choose to read? Say why.

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Read the two online news items on page 153 and match headlines A–B with the texts 1–2.

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Read the news items again and answer the questions. Which text: 1 A suggests an easy solution to a complex problem? 2 B uses more neutral language? 3 B contains various opinions on the topic? 4 A quotes a source you can’t check? 5 B mainly aims to give information? 6 A asks the reader to do something?

4 Search online for the names of the people mentioned in the texts to see if the same stories are repeated in reputable sources. Exercise 6 Suggested answers: 1 Fake news are news stories that are especially written to mislead and misinform. The term also refers to news which contains factual errors and misleading images. 2 People can earn a lot of money from advertising by putting sensationalist content online. 3 Fake news is often used to spread rumours and misinformation to damage the reputation of a political opponent. 4 The internet has made it easier and faster to spread false information. 5 It’s a fake news story about a celebrity singer who refused to give money to charity. It turned out that story was written and spread by a fan of another musician in order to reduce the sales of a new music album.

How to identify fake news

□ □ □ □ □ □

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4.15 Listen to an extract from a radio programme about fake news. Answer the questions. 1 What is fake news? 2 What is the main reason why people spread fake news? 3 How is false information often used during elections? 4 Why is fake news a bigger problem today than in the past? 5 What recent fake news does Professor Ashton describe?

Match tips 1–7 in the box with extra information a–g.

LIFE SKILLS | How to identify fake news 1 2 3 4 5 6 7

□g Check the source. □c Check the facts. □d Check the style. □b Check the author. □e Check the image source. □a Check other reports of the same news. □f Check your beliefs.

a Can you find it on other news websites? b Is it a real person? What else has he/she written? c Research the facts on other websites or use a fact-checking website. d Does it contain any grammar, spelling or structural mistakes? e Is it used anywhere else? Use reverse image check – upload a photo you think is fake and find its origin and other places it’s used. f Could your opinions or preferences encourage you to believe a story without checking? g Is the website real, what’s its history, its main purpose? Has it got a long, complex domain name?

In pairs, discuss the questions. 1 What do you think is the main purpose for writing each text? 2 Do the photos provide evidence to the claims in the texts? 3 Do you think these are real news stories or fake? Why? What evidence can you find in the texts? 4 How would you check out the stories to see if they are real or not?

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Study the news items on page 153 again. In pairs, discuss what you could do to check the stories out. Use the information from the Life Skills box to help you.

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REFLECT | Society What impact do you think fake news may have on the things in the box? Discuss in pairs. education democracy social media your life

10 Do the task below. LIFE TASK | Project • Work in small groups. Write a fake news story and find a real news story online. • Present both stories to the class. • Ask students to decide which story is real and which is fake. • Use the tips from the lesson to help you.

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REFERENCES

EXTRA ACTIVITY IN CLASS

AUDIO SCRIPT page 228

This activity can be done before or after Exercise 9. Ask students if they have read any fake news recently. How did they know it was fake? What did they do to check?

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09–10 □

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Sponsored Content Hey – check this out! A really simple answer created by students can help solve the problem of unwanted plastics in the world’s seas. Unbelievable! Donate now! Plastics are killin o r fish help s kill the plasti

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A student initiative at a university in the south of England has made a significant breakthrough in ridding our oceans of plastic. We are only too well aware of the damage plastics are doing to our sea life, and the processes these clever students have developed can identify different types of plastics found in rivers and use a simple chemical formula to dissolve them. ‘The idea came to me one evening and I knew we had to follow it through!’ says Sally Smith. The university has invested millions in the project and experts say it will definitely work. ‘It’s a miracle!’ says an expert in ocean plastics, Mary Waters. But to keep it going, the project needs more money. That’s where you come in. More research will mean that this process can start to be used. It would only take six months to completely clear the oceans of plastics. The project needs another £500,000. Find out more about how YOU can help these students in their fight to save the oceans by clicking here. By Danny Shark

□ Jack Edwards, science correspondent Byy Jackie

A recent study has found an increasing build-up of plastic waste in the Pacific Ocean. The most affected area is a large stretch of ocean lying between California and Hawaii known as The Great Pacific Garbage Patch, where around 80,000 tonnes of plastic are estimated to be currently floating in the water. 5

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his mass of waste will present a huge challenge to the team led by a young Dutch inventor, Boyan Slat. They have recently launched an ambitious clean-up project to collect plastic from this vast area. As part of the project, a giant barrier, 600 m long, made up of sections of tube will float on the surface of the water, with a three-metre-deep screen, hanging below it. It will move slowly with the wind and currents in a U shape collecting plastics in its centre. Ships will visit the system every six weeks to remove the waste. The system is expected to remove 50% of the plastics in the area within five years. However, some oceanographers are sceptical that the project can successfully remove such large amounts of plastic. Critics also fear that marine life may suffer during this process and that the money and energy involved would be better spent in stopping litter from entering the oceans in the first place. The efficiency of the system will not be known for a few years. For more articles about innovative solutions to environmental problems click here.

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CULTURE SPOT 1 A

Tea drinking in the UK C

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in a it r B in k in r d r la u p o The most p 1

4.16

G  Ask anyone around the world what they think is typically British and they would probably mention tea. And it’s true. In Britain a cup of tea is far more popular than a cup of coffee and 80 percent of Britons drink it every 5 day. In fact, an amazing 165 million cups of tea are drunk daily – which adds up to an incredible 60.2 billion cups a year! The traditional ‘cuppa’ is normally drunk with milk in a china cup, but today a mug is more popular and it’s a custom to ‘dunk’ a biscuit in your tea. Tea has also made 10 its way into the English language – with phrases like ‘a storm in a teacup’ and ʼnot for all the tea in China!’

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E So, why did tea become so popular in Britain? Firstly, European explorers brought tea from China to Europe. In 1662, Catherine of Braganza, King Charles II’s wife, 15 made the drink fashionable and instantly popular in England. Less alcohol was sold, and the government was angry because they lost money from taxes. As a result, they started to tax tea heavily, and, at one point, the tax was 119 percent. It was so expensive that smuggling tea 20 became common and often other things were added to tea – like used tea leaves or even dung!

3

A The big, heavy ships that brought tea from China to England in the 1800s took nearly a year! In the 1850s the British started to use ‘clippers’. These were much faster 25 ships, very tall with lots of sails and the first one made the journey in 97 days. In 1869, the Suez Canal in Egypt opened and the distance to bring the tea got shorter. The clippers stopped because they couldn’t sail through it and different types of ships were used instead.

4

The British tradition of ‘afternoon tea’ started with the Duchess of Bedford in 1841. She got hungry in the middle of the afternoon and asked for some bread and butter and a cup of tea. It soon became the fashion to enjoy tea with small sandwiches or cakes between 4 and 5 o’clock. 35 Today it is very popular in tea shops where tea and 30 D

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scones, with jam and cream, is known as a cream tea. You can also pay a lot of money in top hotels where tea might be served with cucumber sandwiches and delicate fancy cakes on the traditional three-tier stands.

Traditional tea drinkers in Britain make tea from leaves in a teapot. A teapot is often covered with a tea cosy to keep it warm. When the tea is ready, it is poured through a strainer into a cup. However, today 96 percent of cups of tea are made with tea bags. It’s easy and quick, 45 and believe it or not the invention of the tea bag was an accident! Thomas Sullivan, a tea seller in the USA, used to send samples of his tea to customers in small silk bags. Some customers thought the idea was to put the bag in hot water and the tea bag was born! 40 F

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Tea drinking in the UK is not standing still – new traditions with new types of tea are becoming very popular. Back in the 1980s a new tea drink was developed in Taiwan and has now spread all over the world. Bubble tea uses cooked tapioca balls (often called ‘pearls’) and 55 refreshing fruit teas which are shaken up to create a creamy topping. It can be drunk ice cold or piping hot. The sweet, chewy balls are sucked up through a big straw. Nitro tea is when the bubble tea is kept cold with nitroglycerin, which makes the tea also a little fizzy. Then 60 there’s Chai tea which was originally an Indian drink. This is a sweet and spicy drink made from tea with both warm water and milk. It is supposed to be very healthy! And the future of tea drinking in Britain? Who knows – but it will certainly never disappear from our tables! 50 B

GLOSSARY dung – solid waste from animals, especially cows dunk – to put something into a liquid quickly and then take it out (e.g. a biscuit in your tea) piping hot – very hot topping – something you put on top of food to make it look nicer or taste better

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What do you know about tea in Britain?

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1 A recent disagreement that was ‘a storm in a tea cup’. 2 Something that you wouldn’t do ‘for all the tea in China.’ 3 Something you refused to do recently because it wasn’t your ‘cup of tea.’ 4 A time recently when you really ‘fancied a cuppa’.

1 How many Britons drink tea every day? A 41% B 80% C 93% 2 How many cups of tea are drunk every day in Britain? A 60 million B 165 million C 210 million 3 When did tea first become popular in Britain? A 16th century B 17th century C 18th century

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4 How long did it take for the first ships to bring tea to Britain? A 3 months B 1 year C 2 years

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4.17 Listen to a radio programme with a tea expert. Tick the things we should do. Which is the strangest, in your opinion? 1

5 Where was the tea bag invented? A USA B China C UK

2

6 Which of these is not a kind of tea? A chai tea B bubble tea C tapioca

3 4 5

Match the words below with the photos A–I on page 154. A B

Work in pairs. Answer the questions in the questionnaire above. Then scan the text to check your answers.

3

Read the text again and match the headings to the text. There is one extra heading. A B C D

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china cup C scones I straws F tea bags E tapioca balls tea cosy D teapot G tea strainer H three-tier stand

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4

Tell your partner about these situations.

□✗ You should take the tea bag out after one minute. □ Tea is ready to drink when it reaches sixty degrees. □✗ You should always pour milk first. □✓ Stir your tea across the cup. □✗ It’s good manners to hold your cup with an extended little finger.

Complete the sentences with the correct verbs from the box. boil slurp strain squeeze spill sip gulp stir 1 You should strain the tea, otherwise you get leaves in the bottom of the cup! 2 It’s a good idea to the tea bag against the side of the cup with a spoon. 3 Never your tea because it’s bad manners to make noises when you drink. 4 If your tea is too hot, it slowly. 5 You should your tea in a clockwise direction, otherwise it’s bad luck. 6 If you fill your mug right to the top, you might the tea. 7 The water must before you pour it onto the tea. 8 Don’t piping hot tea quickly or you’ll burn your tongue.

How tea got to Britain E The story of tea in Britain The changing face and taste of tea F An accidental invention The important job of tea tasting G A very British habit Not only a drink

Complete the conversations with the correct common phrases a–e related to tea. A 1 How w do you take your tea? B With milk and five sugars, please. A Do you fancy going to the opera with me tonight? B Thanks for inviting me but 2 c

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In pairs, invent two new rules for drinking or making tea. Compare with the class.

A Are you and Dave still not talking after your argument? B Oh, we're fine now. 3 a

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REFLECT | Culture In groups, answer the questions.

A Wow! That looks exciting. Would you like to have a go? B No way! 4 b A 5 d B Cool. I'd love one. a b c d e

It was just a storm in a teacup. I wouldn’t try that for all the tea in China! I’m afraid it’s not my cup of tea! Fancy a cuppa? How do you take your tea?

Exercise 7 2 squeeze 3 slurp 4 sip 5 stir 6 spill 7 boil 8 gulp

1 What’s the most popular hot drink in your country? Is it your favourite too? 2 How do people in your country usually take their tea/coffee/hot chocolate? How about you? 3 Some people say that having good table manners isn’t very important today. Is it true in your country and do you agree with this opinion?

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CULTURE SPOT 2

The British music scene Manchester

Three big British cities with big musical influences

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Britain has always played an important part in modern music but there are three cities which will always be remembered for their influence.

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4.18

Liverpool Li verpool

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How important was Liverpool in the development of modern popular music? Extremely! People say that today’s music would be very different without the influence from this north western British city. It all started in the 1950s with a type of music called ‘skiffle’. This had its roots in jazz, blues and folk, and was made popular by the singer Lonnie Donegan. Everyone knows about the Beatles – the most famous British band ever – and possibly the most influential. But not many people know that they started as a skiffle group ‘the Quarrymen’ before moving into rock’n roll. Also, amazingly, they were just one of 350 rock’n roll bands playing in the Liverpool dance halls between 1960 and 1964. The sound that these bands developed was called ‘the Merseybeat’ after the river Mersey that flows through Liverpool. This sound is now considered one of the most important musical movements of the 20th century. It brings together rock’n roll, rhythm and blues, and early skiffle. The Beatles quickly became international stars and started what is called ‘the British Invasion’ of the USA followed later by other very important British bands like the Rolling Stones. Their influence spread and helped create the sound of modern popular music. The Beatles famously used to play in a Liverpool club called the Cavern. Other famous artists also played there, including Cilla Black and Lulu, famous female artists who also found international fame after the British Invasion.

A Lonnie Donegan

B Cilla Black

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Manchester, another big city, east of Liverpool, has always been an important centre for British music, but it is best known for a musical and cultural scene in the late 1980s which was called Ma Madchester. A new genre of music Liverpool was developing which was a mix of guitar music and electronic dance music. This type of music was called ‘baggy’ because of the baggy jeans that became the uniform of the fans. This was linked to a completely new type of musical experience that was happening at that time in Manchester DJs. For the first time DJs were becoming as famous as the artists whose tracks they were playing. The Hacienda was the club to go to, and people travelled there from all over the UK. Sadly, it is now a block of expensive flats. The groups from the Madchester period include the Smiths, the Stone Roses, Happy Mondays and many, many more, some of which are still performing today. Of course, one of the most popular bands influenced by the atmosphere and music from that time was the Britpop band Oasis, with the notorious Gallagher brothers – who hit the headlines for all the wrong reasons. They were typical of the laid-back, rebellious spirit of Madchester.

London 55

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Of course, London is remembered as the capital of the ‘Swinging Sixties’ with the amazing fashions and pop music. But more recently it has become famous for a completely different type of music – Grime! The London music scene is buzzing with the rise of one of the most exciting and influential types of music for decades. ‘Grime’ was born in the London streets and council estates. It is directly associated with angry, teenage, mixed race or black, working class. The music developed from Jamaican roots – garage, jungle, hip-hop and ragga styles of music – and the lyrics are delivered in machinegun rapping. These artists use the music to show their frustration with society and the politicians whose decisions have affected them. They demand answers. It started in the early noughties (a cooler way of saying 2000s) as an underground movement with its music first played on pirate radio stations such as Rinse FM. Then it went on to get mainstream recognition with artists such as Dizzee Rascal and more recently, Stormzy and Lady Leshurr. Grime artists are very young as a group, Dizzee Rascal and Kano getting their first hits with ‘I Luv U‘ and ‘Boys love Girls‘ when they were only sixteen. Grime is passionate, confrontational and impossible to ignore.

C The Beatles

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1

Work in pairs. Give an example of a singer or band for each style of music and then add more styles to the box. Which do you prefer? Say why.

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1 One of my favourite one-hit-wonders was ‘Crazy’ by Gnarls Barkley in 2006! Whatever happened to them? 2 It was ‘Chasing Pavements’ in 2008 that made Adele a name . She’s never looked back since then. 3 It was a good gig with lots of great performers, but Ed Sheeran definitely stole the . 4 The Stereophonics are my mum’s favourite band, and they’re still going today. 5 I love watching shows where the judges spot stars in the music business. 6 When did George Ezra the charts with ‘Shotgun?’ Was it in 2018? 7 The 2015 Brit Awards will down in music history as the night Madonna fell off the stage! 8 Music artists are very aware of social problems these days and up for a lot of minority groups.

Which cities on the map do you think singers/ bands in photos A–F are linked to? Can you guess? Read the text and check. A Lonnie Donegan – Liverpool

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Read the text again and decide if statements 1–7 are true or false. 1 2 3 4 5 6 7

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□T The Beatles originally had a different name. □F The Merseybeat sound was named after a member of a Liverpool band. □F The Rolling Stones were part of the early British Invasion of the USA. □F Baggy Music was the title of a song in the 1980s. □F The Hacienda Club in Manchester is still open today. □T Grime artists are usually young. □T Grime was first played on illegal stations.

4.19 Listen to three conversations about a music award ceremony and answer the questions. There is one extra option for each question. 1 In which conversation 1, 2 or 3, did a speaker: watch the televised event that took place a last week? b watch the event live in the arena? c watch some clips on social media? d watch the televised event by accident? 2 Which singer, Dua Lipa (DL), Annie Lennox (AL) or Stormzy (SZ): a wants to represent women? b has not always sung alone? c has a political message in his/her songs? d often wears unusual clothes?

□ □ □ □ □ □ □ □

D Stormzy

Exercise 2 Liverpool: A, B, C Manchester: F London: D, E

go household rising show stand strong top wonders

blues folk grime hip-hop jazz rap rock’n roll skiffle

2

Complete the sentences with the correct words from the box.

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Exercise 4 1 a2 b1 c3

Tell your partner about these things. 1 2 3 4

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Exercise 3 2 The Merseybeat sound was named after the river Mersey. 3 The Rolling Stones were part of the later British Invasion of the USA. 4 It was called ‘baggy music’ because of baggy jeans. 5 It is now a block of expensive flats.

2 a DL b AL c SZ

An artist who has topped the charts recently. An artist who stole the show at an event you saw live or on TV. A one-hit-wonder you loved or hated. A favourite artist of your parents that is still going strong today.

Exercise 5 2 household 3 show 4 strong 5 rising 6 top 7 go 8 stand

In pairs, ask and answer the questions. 1 What are the pros and cons of watching live music as opposed to streaming events? 2 Do you like watching music award ceremonies? Say why. 3 What musical genres are popular in your country at the moment?

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REFLECT | Culture Choose a music artist either from your country or another who you think has made or will make a difference to the music scene. Research this artist and prepare to give a short presentation to the class. Think about: • • • •

the artist’s background, the music genre, his/her influences, why he/she has been/will be important.

E Lady Leshurr

F Oasis

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LITERATURE SPOT 1 1

The Time Machine

You are going to read a fragment of a novel about time Y travel. In pairs, talk about books, comics, films or TV programmes on this topic that you have read or seen.

2

Read the text quickly and say why the Time Traveller invited his friends to his home.

3

Read the text again. Match sentences A–G with gaps 1–5 in the text. There are two extra sentences.

b c d e

□5 When the model disappeared, the witnesses were amazed. □7 He confessed that he wasn’t entirely sure if the model time machine had gone to the future or the past. □4 To show his friends that he wasn’t trying to cheat them, he got one of them, the Psychologist, to press the lever. □3 The Time Traveller explained that once he pressed a lever, the machine would travel into the future and disappear. □2 Before the experiment began, all of the witnesses

could examine the device carefully to make sure there were no tricks. f 5 Then the Time Traveller revealed that in his laboratory there was a full-size version of the machine, in which he intended to travel through time. g 8 When his friends wondered why the model was not visible, the Psychologist explained that it was because it was travelling so fast it couldn’t be seen. h 1 A man who wanted to travel through time invited several friends to his house to witness an experiment with a small model time machine he had built.

□ □ □

Exercise 6 2 swung 3 peered 4 presumed 5 extended 6 indicated 7 pressed 8 recovered

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If you were one of the Time Traveller’s friends, would you try to prevent him from travelling in his time machine? Discuss in pairs.

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In pairs, check you understand the highlighted verbs in the text on page 159. Then use their correct forms to complete the story below. The passenger fell into the sea and 1 vanished under the around to go back and waves. Immediately, the ship 2 into the sea but there was no look for him. Everyone 3 sign of the man. The captain 4 the man was dead but then suddenly, one of the her arm and 6 passengers saw the man. She 5 where the unfortunate man was. Then a lever and the lifeboat dropped to the a sailor 7 water. The man was cold and shaking but once they got him . on board, he soon 8

SPEAKING In groups, discuss the questions. 1 If you could travel in time, would you go to the future or the past? Say why. 2 If you went to the future, how many years would you travel? 3 If you went to the past, which historical period and place would you visit first? Say why. 4 Do you believe that time machines will exist one day? 5 How do you think your country/the world will change in the next 100 years?

Order sentences a–h to make a summary of the text. Then read the text again to check your answers. a

Choose the correct adverbs and adjectives. 1 You’re absolutely / slightly right. I couldn’t agree more. 2 Only a shiny / tiny percentage of the world’s population can understand quantum mechanics. 3 The drawings of the model were very cheerfully / delicately done. 4 I am attentively / genuinely convinced that time travel is possible. 5 It was a subtle / visible plan but it worked.

to witness an experiment with a model time machine

A He passed his hand through the space in which the machine had been. B At that moment, the idea suddenly seemed possible. C And if it travelled into the future, it would still be here now. D Why did you do that? E Are you serious about this? F He placed it on a low table in front of the fire. G Except for the lamp, the table was empty.

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WRITING TASK Imagine that you are the Time Traveller in The Time Machine and live in the year 1895. You travel in time to the present day. Write a diary entry about your impressions of how life now is different to life in 1895. Include the following: • your first impressions when you left the time machine • the things that you find the most surprising • what you like and dislike about the world in the present day

FROM PAGE TO LIFE There are three film versions of The Time Machine: from 1960, 1978 and 2002. The director of the 2002 film was Simon Wells, a great grandson of H.G. Wells. It starred Guy Pearce. However, the 1960 version with Rod Taylor got much better reviews. There is also a Time Machine Marvel comic. Wells was the first person to use the phrase ‘time machine’. It is now the general name for all time travelling machines such as the car in Back to the Future, or the Tardis in the BBC series Doctor Who.

GLOSSARY bullet – a small piece of metal that you fire from a gun framework – the main structure of a building, vehicle or object impression – the mark left by something, e.g. a shoe on wet ground mechanism – a part of a machine or set of parts that does a certain job prototype – a model of an invention used to test the design

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The Time Machine 4.20

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The thing the Time Traveller held in his hand was a shiny metal framework, only slightly larger than a small clock, and very delicately made. 1 F The only other object on the table was a small lamp. Its bright light fell upon the mechanism. There were also perhaps a dozen candles about the room. I sat in an armchair between the Time Traveller and the fireplace. Filby sat behind him, looking over his shoulder. The Medical Man watched him from the right, the Psychologist from the left. We were all watching attentively. Any kind of trick, however subtle, seemed impossible under these conditions. The Time Traveller looked at us. ‘This little model,’ he said, ‘is a prototype for a machine to travel through time.’ The Medical Man got up and peered at it. ‘It’s beautifully made,’ he said. ‘It took two years to make,’ replied the Time Traveller. Once we had all examined the model, he said: ‘I am going to press this lever, and the machine will vanish, pass into future Time, and disappear. Have a good look at the thing. Look at the table too, and satisfy yourselves there are no tricks.’ There was a minute’s pause perhaps. Then the Time Traveller reached towards the lever. ‘No,’ he said suddenly. He took the Psychologist’s hand and told him to extend his finger so that it was the Psychologist who sent the model Time Machine on its voyage. We all saw the lever turn. I am absolutely certain there was no trick. There was a breath of wind, and the lamp flame jumped. One of the candles was blown out, and the little machine suddenly swung round, became indistinct like a ghost for a second; and it was gone vanished! 2 G Everyone was silent for a minute. The Psychologist recovered and looked under the table. The Time Traveller laughed cheerfully. ‘Well?’ he said. We stared at each other. ‘Look,’ said the Medical Man, ‘3 E Do you genuinely believe that that machine has travelled into time?’ ‘Certainly,’ said the Time Traveller. ‘What is more, I have a big machine nearly finished in there.’ He indicated the laboratory and continued. ‘And when that is put together, I mean to have a journey myself.’ ‘You mean to say that that machine has travelled into the future?’ said Filby.

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‘Into the future or the past – I don’t, for certain, know which.’ Suddenly, the Psychologist spoke. ‘It must have gone into the past if it has gone anywhere.’ ‘Why?’ said the Time Traveller. ‘Well, I presume that it has not moved in space. 4 C Because to get to the future, it must travel through this time.’ ‘But,’ said I, ‘If it travelled into the past, it would have been visible when we came first into this room; and last Thursday when we were here!’ ‘No,’ said the Time Traveller. Then he turned to the Psychologist. ‘Think. You can explain it.’ ‘Of course,’ said the Psychologist. ‘It’s simple. We cannot see this machine, any more than we can see a bullet flying through the air. If it is travelling through time a hundred times faster than we are, if it gets through a minute while we get through a second, the impression it creates will be only a tiny part of what it would make if it were not travelling in time.’ 5 A ‘You see?’ he said, laughing.

FACT BOX Herbert George Wells Herbert George Wells was born in Bromley, England, in 1866. He was a prolific author, who wrote dozens of novels, short stories, biographies and social and political articles. He is best known for his science fiction novels, which include The Time Machine, The War of the Worlds, The Island of Doctor Moreau and The Invisible Man. His books involve space and time travel, alien invasion, invisibility and experimentation by a mad scientist. Along with Jules Verne, Wells has often been called the father of modern science fiction. The Time Machine tells the story of a Victorian inventor who builds a device for travelling through time. He travels far into the future to the year 802,701, where he discovers a very strange and dangerous world.

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LITERATURE SPOT 2 1

Exercise 2 1 The characters are funny and clever / learn a lot about Victorian England. 2 It’s Dickens’ last book. It’s not finished. 3 It’s a detective story and we’ll never know the answer. Exercise 4 1 The choirmaster is out at night with Durdles. 2 It can melt/dissolve a body. 3 to explain why the streets are empty 4 Durdles has a key. 5 He dreams of footsteps, something touching him, something making a noise on the floor and of time passing. 6 that so much time has passed

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4.21 Listen to the first part of a conversation between two students and answer the questions.

4.22 Listen to the second part of the conversation and complete the sentences with one or two words. 1 Dickens died of a stroke in 1870 . 2 People have come up with more than 200 different ideas about the ending of the book. 3 A modern musical about the story is called Drood . 4 A Drood Enquiry was started by a (UK) university . 5 More than 15,000 people voted in the enquiry. 6 The cathedral choirmaster, the main suspect, is named Mr Jasper . 7 The choirmaster loved his nephew’s fiancée, named Rosa .

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Read the extract from the book and answer the questions. 1 2 3 4 5 6

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Why is it ‘an unusual expedition‘? What can quicklime do? Why are the ‘citizens of Cloisterham’ mentioned? How do Jasper and Durdles get into the crypt? What does Durdles dream about? Why is he surprised when he wakes up?

Complete the sentences with the correct verbs from the box. Use the words and phrases in brackets to help you. clinked creep descends glanced groped 1 In the dark, I groped (reach out) for my phone on the bedside table. 2 The heavy silver bracelet (made a metallic noise) when it fell on the stone floor. 3 If I get home late, I (go quietly) upstairs so that I don’t wake my parents. 4 I (looked quickly) at my sister but she was still reading and didn’t notice me. 5 My ears always hurt when an airplane (goes down).

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Read the extract again. Discuss the questions in pairs. 1 What do we learn about these characters: Durdles and Jasper? 2 What do you think was in the bottle? 3 What do you think is the link between Durdles’ dream and the reality? 4 Why do you think Jasper is smiling at the end of the extract? 5 Is there anything in the extract that might be a clue to what happened to Edwin Drood?

In pairs, discuss how the words in bold help Dickens build atmosphere in the book. What images and impressions do they create? 1 prowling around old graves and ruins like a ghoul (line 8) 2 the moonlight strikes in (line 39) 3 there are lanes of light (line 42) 4 the footsteps die away (line 58) 5 something clinks and gropes about (line 61) 6 I might as well have tried to wake the dead (line 72) 7 he gathers himself up again (line 80)

1 Why does the boy like Dickens? 2 What are two reasons for the book being special? 3 What is frustrating about The Mystery of Edwin Drood?

Exercise 5 2 clinked 3 creep 4 glanced 5 descends Exercise 6 5 • Durdles points out a mound of quicklime – put a body in and it gets eaten up. • Jasper could have used Durdles’ keys to let himself into some tombs – thinking about secreting a body there. • Note: The only thing not dissolved by quicklime is gold – possibly the gold ring is to be found later? • Durdles drinks from a bottle Jasper gives him – possibly sleeping potion – he falls asleep very quickly. • Jasper smiles at the end.

Have you read, or do you know anything about The Mystery of Edwin Drood, by Charles Dickens? If not, look at the photo from the film based on this book and read the Fact Box about its author. Discuss what the book might be about.

The Mystery of Edwin Drood

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SPEAKING In pairs, discuss the questions. 1 Why do you think crime novels are so popular? 2 Would you prefer to read a crime novel or watch a film based on the book? Say why. 3 Which is your favourite crime novel/film/series?

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REFLECT | Values What do you think should happen to Jasper if he were guilty of killing Edwin Drood? Discuss in pairs.

10 WRITING TASK Choose one of the topics for your writing task.

1 Write Jasper’s account of what he did while Durdles was asleep. 2 Write Durdles’ account of the evening for a police statement later. 3 Write a short story with this title: A nighttime visit to a country church.

FROM PAGE TO LIFE The Mystery of Edwin Drood has inspired many films, starting with two silent movies in 1909 and 1914. There have been two feature films and in 2012 the BBC produced an excellent TV miniseries. The book was also made into several plays and a popular musical called ‘Drood’, which started in 1985 and still tours.

GLOSSARY choirmaster – person who trains a choir crypt – underground room in church used as burial place ghoul – evil spirit, believed to feed on dead bodies grope – try to find something in the dark by feeling with your hands lane – path, narrow road mound – large pile or quantity pillar – tall, strong support for a building (often stone) prowl – move quickly and hunt quicklime – chemical compound used to burn things Exercise 7 Suggested answers: 1 It makes the reader think that the movement is like an animal looking for food, not human. 2 ‘Strikes’ implies hitting hard, not softly – that it’s a strong light. 3 The light makes a pattern that looks like a path – long, like a roadway. 4 The footsteps don’t just stop suddenly but get softer and softer as the person walks further and further away. 5 It implies that a person is trying to find something in the dark, with their fingers. 6 It shows how deeply asleep the man was – also gives a ghostly impression of the situation. 7 ‘Gathers’ implies that his arms and legs are stretched out in different directions and that he needs to bring them all back together again before rising.

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The Mystery of Edwin Drood 4.23 Mr Jasper, the cathedral choirmaster is writing a book about the cathedral. He has arranged for Durdles, the stonemason and keeper of the crypt, to show him around at night to see the effect of moonlight on the architecture.

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‘Are you ready?’ ‘I am ready, Mr Jasper. Let the old ones come out if they dare, when we go among their tombs. My spirit is ready for them.’ He takes a lantern, puts a match or two in his pocket to light it with, should there be a need, and they go out together. Surely an unusual sort of expedition! That Durdles himself, who is always prowling among old graves and ruins like a ghoul – that he should be creeping around without a purpose, is nothing extraordinary; but that the choirmaster or anyone else should think it might be useful to be with him, and to study moonlight effects in such company is another matter. ‘Watch out for that mound by the gate, Mister Jasper.’ ‘I see it. What is it?’ ‘Lime.’ Mr Jasper stops, and waits for him to come up, for Durdles is slow. ‘What you call quicklime?’ ‘Ay!’ says Durdles: ‘With a little careful stirring, quick enough to eat your bones*.’ They go on. Among those hidden corners there is very little movement after dark. Ask any citizens of Cloisterham, met by chance in the streets in day time, if they believed in ghosts, and they would tell you no; but ask them to choose at night between these scary passages and the wider roads past the shops and you would find that nearly all would choose the busier routes. The reason for this could be found in the thought: ‘If the dead do, under any circumstances, become visible to the living, these quiet, isolated places would be very good for the purpose. Therefore, I, the living, will get out of them as soon as I can.’ Therefore, when Mr Jasper and Durdles pause to glance around them, before descending into the crypt by a small side door, to which the latter has a key, the whole area of moonlight in their view is completely empty. They enter, locking themselves in, descend the rough steps and are down in the crypt.

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The lantern is not wanted, for the moonlight strikes in at the high windows, making patterns on the ground. The heavy pillars which support the roof create masses of black shade, but between them there are lanes of light. Up and down these lanes they walk. Durdles drinks quickly from the bottle given him by Mr Jasper and soon he becomes so very uncertain, both of foot and speech, that he half drops, half throws himself down, by one of the heavy pillars. He begs his companion for a rest. ‘If you wish,’ replies Jasper, ‘I’ll not leave you here. Sleep while I walk up and down.’ Durdles is asleep at once; and in his sleep he dreams a dream. It is not much of a dream, considering the vast world of dreamland and its wonderful creations; it is only strange for being unusually restless and unusually real. He dreams of lying there, asleep, and yet counting his companion’s footsteps as he walks up and down. He dreams that the footsteps die away into distance of time and space, and that something touches him, and that something falls from his hand. Then something clinks and gropes about, and he dreams that he is alone for such a long time that the lanes of light take new directions as the moon moves along her path. From deep sleep he passes into a dream of slow cold unease; and painfully awakes to an awareness that the lanes of light are really changed, just as he had dreamed – and of Jasper walking among them. ‘Awake at last?’ says Jasper. The great bell strikes twice in the tower. ‘Two!’ cries Durdles; ‘Why didn’t you try to wake me Mister Jasper?’ ‘I did. I might as well have tried to wake the dead.’ ‘Did you touch me?’ ‘Touch you? Yes, shook you.’ As Durdles remembers the touching in his dream, he looks down on the floor and sees the key of the crypt lying close to where he himself lay. ‘I dropped you, did I?’ he says, picking it up, and recalling that part of his dream. As he gathers himself up again into an upright position, he is again conscious of being watched by his companion. ‘Well?’ says Jasper, smiling. ‘Are you quite ready? Please don’t hurry.’ *eat your bones – melt, slowly destroy bones

FACT BOX Charles Dickens (1812–1870) Charles Dickens is one of England’s most famous and greatest novelists. He wrote fifteen major books and many short stories about life in Victorian England. His work gives us an understanding of what it was like to be poor and live in London at that time. His skill is in creating wonderfully memorable characters and writing with both humour and compassion. He wrote many of his major works in sections in magazines, with the story developing as people were reading them. The Mystery of Edwin Drood is set in Cloisterham, a cathedral town that has strong links with London. Edwin Drood was Dickens’ final book and was left unfinished when he died.

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WATCH AND REFLECT

Beauty belongs to everyone

SPEAKING In pairs, look at the photo of Katie and answer the questions.

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1 Can you guess what the video is about? 2 What do you think you will learn about Katie and her life?

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1 What are the most important qualities for someone to succeed in the fashion industry? 2 How can the following groups help people with disabilities to lead happier lives? • the people with disabilities or communities themselves • their family and friends • the government • organisations such as ‘Best Buddies’ 3 Do you agree or disagree with these quotes from the video? Say why. 1 ‘Beauty belongs to everybody.’ 2 ‘Beauty is more than just outward appearance.’ 3 ‘Katie's story can change attitudes towards disabled people.’

2 Watch the video and decide whether the statements are true or false. 1 T Katie is the first model with Down Syndrome. 2 F Katie thinks you don't need to be beautiful to be a fashion model. 3 F Katie likes dressing up but she doesn’t enjoy it when people style her hair or put on her make-up. 4 T ‘Best Buddies’ makes it easier for disabled people to get jobs. 5 F Katie had an unhappy childhood because of her disabilities. 6 T Her parents think that Katie has a positive effect on other people with disabilities.

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In pairs, think of other inspirational people with disabilities and discuss what they did to change attitudes. Beethoven composed fantastic music even when he was deaf.

Exercise 4 2 bursting 3 shoot 4 door 5 sunshine

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2 Complete the sentences with the words from the box. Then choose the correct meaning for each phrase. Finally, watch the video again and check. bursting door face shoot sunshine 1 She’s the face of a collection of hair products. She’s someone whose image is used to advertise the products / who sells her own products. 2 Katie might be small but she’s very confident, kind and with energy. She has got a lot of energy / can’t control her energy. 3 Alan Randall does her hair and cuts it and styles it for the photo . A photo or series of photos that a friend takes for fun / a professional takes for a magazine or other publication. 4 The opportunity that Katie’s had, I think, it’s opening up the for so many people with disabilities. It is making it easier for them to do different things / them realise they are special. 5 Katie brings to everybody she meets. She helps them understand things / makes them feel happy.

SPEAKING In pairs or small groups, discuss the questions.

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WRITING TASK Write an email to a friend in a different country. Describe Katie and what she does and say why you think her story is important.

GLOSSARY disabled – having either a physical or mental health condition Down syndrome – a genetic disorder which affects growth, facial features and intellectual ability overcome – to deal with a problem successfully promote someone – to help someone by making others aware of them

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The future of AI

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WATCH AND REFLECT

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SPEAKING In pairs, look at the photos and answer the questions.

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Are you worried that robots will make it difficult for you to find a job in the future? Say why.

1 What can you see in the photos? What activities are these robots doing? 2 What other jobs do you think robots will be able to do in the near future?

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5 Complete the phrases with the words from the box. Then watch the video again and check. creatively frees freshly precise react spread

5 Watch the video and choose the correct answers. 1 What is one of the tasks that robots do in the pizza kitchen? a making the pizza bread b putting pizzas in the oven c making the pizza sauce 2 Which of these advantages of robots does the narrator mention? a Robots can replace sick human workers. b Robots’ costs are lower compared to humans’. c Robots can do more important jobs. 3 What inspires Italian makers of AI robots to design their machines? a nature b computer systems c science fiction 4 According to the narrator, in which of these dangerous situations can robots help humans? a They can stop natural disasters. b They can search for earthquake survivors. c They can work in nuclear power stations. 5 Why is the iCub able to do more than just simple tasks? a It can think. b It can speak. c It can interact with humans. 6 At present, which of these things can robots and AI systems do? a perform creative tasks b work as architects or doctors c learn more quickly than humans

1 All our pizzas are ffreshly reshly baked when you order them. 2 You make the pizza dough and I’ll the sauce on it. 3 The good thing about ‘employing’ a robot is that it up people to do other jobs. 4 These robots can make movements which means they can do more advanced tasks. 5 This robot can to its surroundings and change its behaviour if necessary. 6 Unfortunately, this robot can’t think or critically.

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Exercise 4 2 spread 3 frees 4 precise 5 react 6 creatively

SPEAKING In pairs or small groups, discuss the questions. 1 Do you think robots will help or threaten humanity in the future? Say why. 2 Do you think there should be international laws about making AI? What should they aim to achieve?

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Read the question narrator asks at the end: 'In the future, will robots be able to replace humans in more advanced jobs?' Give your opinions and reasons for your answers.

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WRITING TASK An American writer, Isaac Asimov, in his book Runaround, wrote three rules for robots to follow. What do you think of them? Write a blog entry in which you suggest updating or expanding Asimov’s rules. Give reasons for your ideas. 1 A robot can’t hurt a human or allow a human to come to harm by doing nothing. 2 A robot must always follow orders from a human – but not if they break rule 1. 3 A robot must protect itself – but not if it breaks rule 1 or 2.

GLOSSARY flexibility − the ability to change or be changed easily precise − exact and accurate reproduce functionalities − copy natural abilities of e.g. humans and give them to something else threaten – to put in danger

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WATCH AND REFLECT

10 SPEAKING In pairs, look at the photo of a woman running an ultramarathon and answer the questions. Then watch the video to check your answers.

Pushing yourself to the limit

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1 What other extreme or dangerous sports can you think of that require a lot of training? Can you order them from the easiest to the most difficult and from the safest to the most dangerous? parachuting, waterfall kayaking, mountain climbing … 2 What’s your opinion of ultramarathons and people who complete them? How would you react if a friend suggested training for one? 3 Can Nicky’s example really inspire people to do sports or lead a healthier lifestyle? Say why. Y Yes, because No, because the idea of an ultramarathon she makes it would put people off. look fun.

1 How is an ultramarathon different from a normal marathon? 2 What problems could the runner have during the race? Exercise 2 2 4, 12 32 4 30 5 2 (full) days

Exercise 4 2 hilly 3 encouragement, medical 4 nutrition 5 endurance 6 achievement

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10 Watch the video again and complete the information.

Long trail ultramarathon • Distance: 440 km – over 1 ten times longer than a normal marathon • Current world record: 2 days, hours and 30 something minutes • Nicky has been training for the race for 3 years. • Number of people on her support team: 4 • Nicky beat the previous women’s world record by over 5 .

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What is the toughest exercise or sport you have done? How did you feel while you were doing it and afterwards?

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10 Complete the sentences with the correct words formed from the words in bold. Then watch again and check. 1 This is one of the toughest sports in the world. It's long, it's hard and it can be painful . PAIN 2 The long trail is a course. Participants run up and down the hill. HILL 3 The support team are there to provide , especially when she gets tired or demotivated, and to give her help when she feels unwell or gets injured. ENCOURAGE, MEDICINE 4 Her is planned by the team doctor, who is preparing her meal plans and how much she needs to eat. NUTRIENT 5 Fighting tiredness is a real test of physical and willpower. ENDURE 6 She is close to an incredible – she is the fastest woman ever to finish the trail. ACHIEVE

SPEAKING In pairs or small groups, discuss the questions.

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WRITING TASK Write a description of an ultramarathon giving facts about the course and what the runners do during the four or five days it takes.

GLOSSARY crave – to want something very much endurance – ability to withstand pain or extreme conditions equivalent – the same as favour something – to prefer something school of thought – an idea held by a group of people to the limit – to the maximum amount/degree/ level possible willpower – strong determination

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Off the beaten track

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SPEAKING In pairs, say what you know about New Zealand. How similar or different is it from your country? Then watch the video and say what new information you discovered about New Zealand.

WATCH AND REFLECT

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1 Karl and Matt are going to travel around New Zealand for seven weeks. 2 Matt met Karl in but now he lives and works , the capital of New Zealand. in 3 Matt’s plan is to take Karl to the places that don’t normally visit. 4 The Maori culture is about years old. 5 A ‘Marae’ is the Maori word for a . 6 Matt enjoyed a whole of visiting his country as a tourist. If you had to show a foreigner one touristy place and one traditional place in your country, where would you take them? Say why.

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12 Watch the video again and pay attention to the phrases in the box. Then match them to their synonyms 1–6. at the crack of dawn backpacking trail hit the road move back to off the beaten track perspective as a tourist 1 2 3 4 5 6

a hiking route backpacking trail away from touristy places off the beaten track return to a place after being away move back to very early in the morning at the crack of dawn start a journey hit the road looking at a place as a visitor perspective as a tourist

SPEAKING In pairs or small groups, discuss the questions. Then share your opinions with another group. 1 What would visitors to your country be impressed by the most? Give reasons for your answers. beaches – very clean, white sand, good waves for surfing our capital city – great museums, friendly people 2 Do you prefer to visit touristy or non-touristy parts of a foreign country? Say why. 3 Read the comments that Karl makes. Do you agree with him? Say why.

12 Watch the video and complete the sentences with one or two words or numbers in each gap.

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Exercise 2 2 London, Wellington 3 tourists 4 1,200 years old (twelve hundred years old) 5 meeting 6 (new) experience

1 ‘We’re going completely off the beaten track, there’ll be no phone reception, no nothing, which will be a nice break so I’m really looking forward to it.’ 2 ‘It’s always a good start to the day when you wake up and do something you’ve never done before.’ 3 What makes you proud of your country? 4 What makes a journey a valuable experience? Give examples of places you have visited that have helped you learn something about the world or about yourself.

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WRITING TASK Imagine you went to the places shown in the video. Write an email to a friend in a different country saying what you have done, what you have seen and how you felt while you were there.

GLOSSARY heritage − traditions, beliefs and values of a society indigenous – native, local Kiwi − a nickname for a New Zealander Maoris − the original inhabitants of New Zealand spiritual − religious, relating to the spirit not the body or mind

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WATCH AND REFLECT

Handcrafts in the 21st century 4

Exercise 2 2 shapes and designs 3 3,500 years ago 4 both (an artist and a craftsman) 5 in the 14th century 6 his tools and clock parts 7 months

17 Complete the sentences with the correct words formed from the words in bold. Watch again and check. 1 In the era of increasing automation many predictable and repetitive pr petitive jobs may disappear. PREDICT, REPEAT 2 There are some professions, though, which , are likely to survive as they require and highly developed skills. CREATIVE, INNOVATE 3 Shawn’s job requires . DETERMINE 4 She has to be because machines now make a lot of glasswork. COMPETE 5 Nathan also very much desires to be . INFLUENCE 6 Nathan and Shawn have learned skills that have produced objects in our society. ICON

Exercise 4 2 creativity, innovation 3 determination 4 competitive 5 influential 6 iconic

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SPEAKING In pairs or small groups, discuss the questions. 1 Is it important for old skills and talents to continue to exist when machines can do the work more quickly, more easily and, perhaps, better? Yes, what if machines stop working? No, it's just a bit of history like people dressing up as knights. 2 What skills are we losing because of technology that it is important for us to keep? 3 What is the difference between being a craftsman and an artist? 4 Read the question narrator asks at the end and give your opinions: ‘People will continue to love and enjoy their work for years to come. That’s a real legacy, isn’t it?’

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SPEAKING In pairs, look at the photos and answer the questions. 1 What jobs do you think they show? 2 Which of these jobs appeals the most to you? Say why. 3 Do you know any other handcrafts? What are the pros and cons of doing jobs like those?

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17 Watch the video and answer the questions. 1 2 3 4 5 6 7

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What does Eric build? customised motorbikes What does Shawn make from glass? When did the tradition of glass blowing begin? Does she see herself as an artist or a craftsman? When did people start making clocks? What does Nathan make by hand? How long does Nathan expect his clocks to continue working?

Think about the skills Shawn and Nathan needed to learn. If you had the chance to learn how to do one of these jobs, which one would you choose and why?

Yes, because the object will exist after the maker has died. No, because people may not appreciate the items in the future.

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WRITING TASK Imagine you are applying for a training programme as a craftsperson. Write a personal statement.

GLOSSARY craft – a job or activity in which you make things with your hands, and that you usually need skill to do curious – wanting to know more customised – made for specific needs of a customer entrepreneur – a person who runs their own business freelance – working independently, selling services to different companies, people legacy – something significant left by ancestors for future generations mass-produced – made in factories in large quantities unique – unlike any other

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Why do we lie?

WATCH AND REFLECT

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In fact, overall, nearly 70% of the forty thousand people who took part in the matrix experiments lied when the circumstances made it easy to do so.

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SPEAKING You are going to watch a video about an experiment on honesty. Before you watch, look at the quotation on the photo above and discuss these questions in pairs.

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1 What other ways of testing people’s honesty can you think of? Present one idea to the class explaining how it works and how it tests people’s honesty. Have a class vote on the idea people like best.

1 Why do you think people lie? 2 What might be the circumstances that make lying easier?

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We could drop some money on the floor and see if people give it back to us. 2 There is a phrase in English: to be economical with the truth, which means being dishonest without actually lying. Look at the example below. Did the child lie? Were they honest? Discuss other ways of being economical with the truth.

19 Watch the video and choose the correct words or numbers. 1 ‘Fudge factors’ are small unimportant lies / excuses for being dishonest. 2 In the experiment, people have half a second / one and a half seconds to make a decision. 3 Seventy percent of the people taking part were / weren’t completely honest. 4 Fibs and white lies are the same / two different things. 5 Telling lies when we are children can help get children out of trouble/ develop children’s imagination. 6 The girl gives an example of a good reason to lie / an unimportant reason for lying.

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What do you think of the experiment? Would you have been completely honest or not? Say why.

4

Complete the text with one word from the box in each gap. trouble twist root brain line mission dilemma Dan Ariely says that he is on a 1mission to find out why people lie. He asks: How can it be that people lie but think they are honest. He thinks of a simple experiment but there’s a 2 – the participants can earn more money if they lie. This creates a moral 3 . Most of the participants crossed the 4 from honesty to dishonesty. Dan studies children to try to get to the 5 of why we lie. Lies can get children into 6 but they still do it. In the end, he finds out that lying is connected with the development of the 7 .

SPEAKING In pairs or small groups, discuss the questions.

Mother: Did you get any marks from school today? Child (who got a B in History and an E in Maths): Yes, I got a B in History. Mother: Oh, that's very good. Well done. 3 At the end of the video the narrator asks the question: ‘What do you think? Is it ever OK to lie?’ Answer that question. Then think of different people in your life (parents, teachers, friends, etc.). How important is it that they are honest with you? Give reasons for your answers.

6

WRITING TASK Imagine you are Dan. Write a blog entry to explain what the experiment was about, what happened and what you think it shows about people’s honesty.

GLOSSARY excuses – reasons people give for doing or not doing something fib – a small, unimportant lie often told by children justify – to give a reason why you did something regardless of – without being influenced or affected by reward - something that you get because you have done something good or helpful or have worked hard

Exercise 4 2 twist 3 dilemma 4 line 5 root 6 trouble 7 brain

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07

1

Living art

WATCH AND REFLECT

SPEAKING In pairs, look at the photo and answer the questions.

5

1 Do you like the picture in the photo? Give reasons for your answer. 2 Can you guess how this piece of art was made? Do you think it is an oil painting, a drawing, a computerised image or something else?

2

1 Do you think an artist needs to have talent or is a good imagination enough? If there is no talent, then anyone can create the same thing so it isn’t unique anymore. Some art works such as Tracey Emin’s unmade bed is as interesting and important as an oil painting or sculpture. 2 How important is it for schools to teach students about art and its history? Give reasons for your answers. 3 Read the question the narrator asks at the end and give your opinions: ‘Will her paintings be remembered if they only last a day before they are gone for good?’ Yes, we can still have photos of them. No, photos won’t show how amazing the paintings really look.

23 Watch the video and choose the correct answers. 1 Lisa tries to make the real world look like a painting / her paintings look like the real world. 2 Lisa / Another artist paints the backgrounds. 3 Lisa takes photos of her paintings because they're only temporary / she's also a photographer. 4 The model, Christopher studies / feels he's a part of the history of art. 5 Lisa is famous only in America / in many countries. 6 The art expert thinks that Lisa is doing something new / copying someone else’s style.

Exercise 4 2 toe 3 bold, shadow 4 dimensional 5 canvas 6 exhibits 7 boundaries 8 standards

3 4

Would you like to be in a painting like this? Say why. 23 Complete the phrases with the words in the box. Then watch the video again to check. exhibits bold boundaries canvas dimensional headlines shadow standards toe 1 She’s making headlines with her artwork. 2 She paints her models from head to . 3 She uses brush strokes to capture depth and just as she sees it in real life. 4 Lisa paints on people in a way that makes them look like twopaintings. 5 For Lisa, the world is a . 6 Lisa sometimes paints people for live art . 7 Michael Schwartz is an art expert and gallery owner who thinks Lisa’s work is pushing . 8 When a woman challenges the and creates something so unusual, that’s really important.

SPEAKING In pairs or small groups, discuss the questions.

6

WRITING TASK Imagine you have been to a live art exhibition of Lisa’s paintings. Write a review of the exhibition.

GLOSSARY acrylic (paint) − made from chemicals, not natural materials atmospheric − giving a particular feeling e.g. pleasing or mysterious critical acclaim − positive opinions from critics and experts neat (American English slang) − good pushing boundaries – challenging what is acceptable or normal

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Buy or borrow?

WATCH AND REFLECT

1

5

SPEAKING In pairs, look at the photo and answer the questions. 1 How often do you buy things in shops or on the Internet? 2 Which of the things that you buy do you share with friends or family?

2

5 6

□F The sharing economy is a new idea. □T Some people even share pets. □F To unlock the car you need the keys. □T The amount you pay for a shared car depends on how long you want it for. □T The housing scheme was set up by the government. □F The houses in the scheme are free if you agree to renovate them.

3

What possessions of your own would you be happy to rent to other people and what possessions would you definitely not rent out? Say why.

4

26 Complete the sentences with the words from the box so that they have the same meaning as the original. booking boost fortune pick rent stretch 1 I haven’t got enough money. My money doesn’t stretch far enough for my needs. 2 You can pay to use someone else’s car, clothes or tools. You can rent a car for a few hours. 3 You can reserve the item you want for a certain time. You can make a booking so that you have the item at a certain time. 4 The app tells you where to collect the car from. The app tells you where to pick it up. 5 You don’t have to spend a lot of money on clothes. It isn’t necessary to spend a fortune on clothes. 6 Housing schemes can make communities stronger. Housing schemes can give communities a boost .

SPEAKING In pairs or small groups, discuss the questions. 1 What advantages and disadvantages does the sharing economy have? Advantages Disadvantages cheaper than buying possible damage to car/clothes etc. 2 The narrator also mentioned sharing time and skills. What skills can be shared in sharing economy? What skills can you share? Someone who is good at languages could teach other people. For example, I could teach someone English and French. 3 Read the question the narrator asks at the end and give your opinions: ‘But is it likely that in the future we may not need to own anything at all?’ Give reasons for your answers.

26 Watch the video and decide if the statements are true or false. 1 2 3 4

08

6

WRITING TASK Write an opinion essay about the advantages and disadvantages of a sharing economy. Say whether, overall, you think it is a good idea or not.

GLOSSARY designer outfit − a set of clothes made by a famous fashion designer renovate − to makes changes to a flat/house so that it looks new again repair − to fix broken things scheme − a plan of action solution − a way of overcoming a problem

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09

1

Living by the coast

WATCH AND REFLECT

SPEAKING You are going to watch a video about people who have moved away from cities to a quiet island. Before you watch, look at the photo and discuss these questions in pairs.

5

1 People often move to cities when they are young and then somewhere quieter when they are older. What do young people like about cities and what do older people dislike about them? Young like Older dislike nightlife … noise … 2 In which town, village or area would you like to live in your country? Give reasons for your answer. 3 Read the question narrator asks at the end and give your opinions: ‘What does good quality of life mean to you?’ Use the headings below and your own ideas. • excitement • free time • house • friends • work • money

1 Why do you think the people decided to move there? 2 What do you think they can do in their free time?

2

31 Watch the video and answer the questions. 1 Where is Anglesey? Wales 2 What aspects of Welsh culture can you enjoy in the community? History, language and music 3 According to Therese, what adds something special to a location? sea 4 Where is Sian from? North Wales 5 How long did she work in advertising for? sixteen 6 What did Sian use to wear? heels, skirts

Exercise 4 2 reconnect 3 vibrant 4 detached 5 pace, quality

3

Would you like to live on an island like Anglesey? Say why.

4

31 Complete the sentences with the words from the box. Then watch the video again and check. detached pace quality pressure reconnect vibrant 1 People in big cities often lead high pressure lifestyles. 2 It is important for people in urban areas to with nature. 3 We live in a community with lots of cultural activities going on. 4 A small flat in a city can cost as much as a house in the countryside. 5 The of life here is much slower than in London of life is much better. and the

SPEAKING In pairs or small groups, discuss the questions.

6

WRITING TASK Imagine you live on Anglesey. The local council wants to attract visitors so they ask you to write an article describing life on the island and the fun things you can do there.

GLOSSARY deadlines − times set at which work has to be completed hectic − very busy and full of activity profound − having a strong influence or effect remote − far away from towns or places where people live

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Keeping cyberspace safe

1

SPEAKING You are going to watch a video about cyberspace security. Before you watch, look at the photos and discuss these questions in pairs.

WATCH AND REFLECT

5

33 Watch the video and put the events in the order that we see them. a 4 We learn why Nigel Harrison set up Cyber Security Challenge. b 7 We find out who won the Cyber Centurion Challenge. c 3 The narrator explains what the Cyber Centurion Challenge is. d 6 We listen to some of the participants in the Cyber Centurion Challenge. e 1 The narrator explains what cyberspace is. f 2 The narrator tells us why hacking is a problem. c 5 The narrator tells us of a competition for school children.

3

How worried are you about hacking and data theft? What do you do to keep yourself safe online?

4

33 Match the beginnings to the correct endings and then choose the correct word. Watch the video again to check your answers. 1 2 3 4 5

b

a b c d e

purpose / deliberate -built website. computer data / networks and the Internet. the network from criminal hackers. at getting into computer systems. more people to consider jobs in cyber security.

Cyberspace is the online world of Hackers / Gamers are experts e Nigel wants these events to force / inspire a Cyber Centurion requires a c The students have to safeguard / rescue

d

SPEAKING In pairs or small groups, discuss the questions. 1 Are you optimistic or pessimistic about the future of cyber security? Give reasons for your answer. Optimistic Cyber experts will one day create a completely safe computer code that can’t be hacked. Pessimistic Politicians don’t understand the problem well enough and won’t spend enough money on solving it. 2 Look at three different examples of hacking and say what you think should happen to each person?

1 What sort of problems do you think the video will talk about? 2 In what ways can young people be made interested in working in cyber security?

2

10

A hacked into the government’s defence department and left a message on their computer saying: ‘I got in here, which means our enemies could!’ B hacked into a famous person’s Twitter account and wrote messages pretending they were from that person. None of them were rude or hurt anyone. C hacked the Education Ministry and found this year’s exam papers and then put them online where everyone could see the questions before the exam.

6

Read what narrator says at the end and give your opinions: ‘These students could go on to have careers protecting cyberspace from criminal hackers in the future − a job which experts believe will be in high demand.’

7

WRITING TASK Use your ideas from Exercise 3 to write a blog post on dangers people may face online and how they can keep themselves safe.

GLOSSARY aspire to – to have an aim or ambition to do something flaws – mistakes or weaknesses purpose-built – created for one specific reason vulnerabilities − weaknesses

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172

He/She/It

likes casual clothes.

He/She/It

Who likes casual clothes?

When do you wear casual clothes?

are (’re)

is (’s)

You/We/ They

He/She/It

are not (aren’t)

Who is dancing?

dancing.

State verbs We use the Present Simple (not the Present Continuous) with state verbs such as: • attitude verbs (describing feelings, emotions, preferences, etc.), e.g. hate, like, love, prefer; • mental/thinking verbs, e.g. believe, know, need, remember, think, understand, want; • sense/perception verbs, e.g. feel, hear, see. Some state verbs (e.g. think, have, look) can be used in the continuous form, but with a change in meaning: Do you see what I mean? (understand) I am seeing my girlfriend tonight. (meet) She has a new dress. (own) I’m having a shower. (take)

Common time expressions used with the Present Continuous: at the moment, now, this week, these days, at present.

We use the Present Continuous for: • actions happening right now: I’m taking a selfie with my best friend. • temporary situations happening around now: At the moment, she’s preparing for the prom. • changing situations: Superheroes are becoming more popular these days.

Where are they dancing?

He/She/It is not (isn’t)

You/We/ They

am not (’m not)

Subject questions

dancing.

I

Negative

Wh- questions

Are you dancing?

Yes/No questions

am (’m)

I

Affirmative

Present Continuous

Common time expressions used with the Present Simple: always, every day, regularly, most days, usually, often, sometimes, hardly ever, never.

We use the Present Simple to talk about: • facts and general truths: Water boils at 100 Celsius. • routines and habits: We usually go to rock concerts.

Subject questions

does not (doesn’t) like casual clothes.

do not (don’t) like casual clothes.

Wh- questions

Does he like casual clothes?

Yes/No questions

I/You/We/They

Negative

like casual clothes.

I/You/ We/They

Affirmative

Present Simple

1A Present Simple and Present Continuous

Hi Dave! Guess what? I’ve won a fashion magazine competition! I 1’m staying (stay) in London now and I 2 (work) as a trainee for a fashion magazine which 3 (set) the trends. Sounds exciting, doesn’t it? (work) only four hours a day but this I usually 4 (work) week it’s London Fashion Week so we 5 full time. (not work) on the texts at Well, you know I 6 (assist) with photo shoots. my job but I often 7 (design) the cover of next At the moment, we 8 (show) a young girl month’s issue. The cover 9 in a floral dress. You wouldn’t believe how many girls and 10 (wear) them now! women in the streets My boss is an elderly man and his outfits are always very (never wear) casual formal and elegant. He 11 clothes to work. But you should see him now – he 12 (look) so overdressed in his designer silk suit! (you/have) a good time in That’s all for now. 13 Barcelona now? Is it very hot out there? Take care, Clare

From: Clare To: Dave

1A Complete the text using the verbs in brackets in the Present Simple or the Present Continuous tense.

Exercise 1 2 workingd 3 sets 4 work 5 are working 6 don’t work 7 assist 8 ‘re designing 9 shows 10 are wearing 11 never wears 12 looks 13 Are you having

1

We use no article (ø) • with plurals and uncountable nouns to talk about something/someone in general: Susan reads a lot of books on modern design. I’m really into fashion. • with days, months, seasons, holidays, parts of the day: Summer holidays in the United Kingdom start In July. • with continents and countries: My parents are from Italy. Exceptions: in the United Kingdom, in the United States, in the Netherlands, in The Hague We use a/an: • before a singular countable noun: Have you got a sister? • when we mention something/someone for the first time or to refer to any one of a kind or group: I’m wearing a leather jacket. • with occupations: I’m a shop assistant. We use the: • to talk about a specific or unique thing/person, e.g. because he/she/it is the only one or when it’s clear which thing/person we mean: I like the colour of that dress. Who is the Queen of Denmark? • when we mention something/someone for the second time: I’m wearing a leather jacket. The jacket looks great. • with the superlative forms of adjectives: the best • with ordinal numbers: the second • to refer to a period in time: the 1960s

1E Articles

Grammar Reference and Practice

5

4

3

2

□ I am not understanding teenage fashion these days. □ Look at that girl in light-green dress! She seems bored. □✓ I’m seeing this famous make-up artist today. □✓ I’m thinking of becoming a jewellery designer. □ I’m having a great idea – let’s start a fashion blog! □ What are you thinking about my new designer jeans? □ I’m knowing the truth about her leyelashes. They are fake! □✓ Sonia hates going to fancy dress parties.

When Mr Hart entered 1the classroom, everybody stopped talking. 2 The person we saw did not match 3 the image of 4 a typical teacher at West Hill School. Mr Hart, 5 a short man in his early 40s, was wearing 6 a linen patterned shirt and 7 ø flared jeans, 8 a popular hippie outfit from 9 the mid-60s. Mark, 10 the bravest soul in class, couldn’t help laughing. Mr Hart looked at 11 the amused student and said ‘Lesson one: do not judge 12 a book by its cover’. And this was 13 the starting point of 14 a fascinating discussion about 15 ø stereotypes and 16 ø prejudices.

1E Complete the text with: a, the or ø (no article).

- / The people in 2 - / the Netherlands don’t pay too much attention to their outfits. When they go out on 3 a/the weekday or at 4 a / the weekend, they like to dress casually. They usually wear 5 - / the jeans and 6 a / the cotton T-shirt, both in 7 - / a summer and winter. 8 - / the Dutch women rarely wear 9 - / the heels. They prefer 10 - / the flat shoes because comfort matters to them 11 - / the most. 1

1E Choose the correct articles to complete the sentences.

My hair is getting longer and longer.

your hair style of jeans fashion blogs clothes (price) school parties

1A Use the Present Continuous tense to describe trends. Write about the things in the box.

8

7

3 4 5 6

1 2

1A Tick the sentences which have the correct verb forms. Correct the ones which are wrong.

6

4

A kilt is a skirt worn by ø men and it comes from: a England b Scotland c Canada

a $6 b $ 60 c $ 100

the USA for:

first pair of Levi's jeans was sold in

Who was famous for popularising a 'little black dress' in the 1920s? a Coco Chanel b Christian Dior c Carolina Herrera

2

3 The

Which city is the fashion capital of ø Europe? a Paris b Milan c both

1

QUIZ

1E Complete the quiz questions with the: a, the or ø (no article). Then do the quiz. Check your answers at the bottom of the page.

Quiz answers: 1c 2a 3a 4b

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Exercise 2 1 I don’t understand 5 I have 6 do you think 7 I know

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’s (has)

He/She/ It

he/ she/it

Has

he/ she/it

has

been studying?

Who

has

been studying?

Subject questions

Yes, he/she/it has. No, he/she/it hasn’t.

Yes, I/you/we/they have. No, I/you/we/they haven’t.

Short answers

I/You/ haven’t We/They (have not) been studying. He/She/ hasn’t It (has not)

Negative

Since and for We use since (from a point in time) and for (through a period of time) with both the Present Perfect Simple and the Present Perfect Continuous: She’s lived here since 2012. They’ve been working on the project for ten years.

• We use the Present Perfect Continuous to talk about an activity that started in the past and may still be continuing. We focus on the activity, not the result: I have been revising for the test all day. • We often mention how long the activity has been going on: I have been waiting for the exam results for two weeks. • We use this tense for an unfinished or recently finished activity that explains something in the present: I’ve been revising for the Maths exam for hours. I am exhausted. • Questions in the Present Perfect Continuous often begin with how long: How long have you been waiting for the bus?

How long

I/you/ we/ they

been studying?

been studying.

have

Wh- questions

I/you/ we/ they

Have

Yes/No questions

’ve (have)

I/You/ We/ They

Affirmative

Present Perfect Continuous

Present Perfect Simple • We use the Present Perfect Simple to talk about a finished activity in the past if we don’t say when it happened. We focus on the result, which can often be measured: I’ve designed and built many websites. (I have done this work in the past, now I have experience in it.) • If we say how many things or how much we’ve done, how many times something has happened or how far we’ve travelled, we use the Present Perfect: Paul has lived in Spain for many years. I have read his blog three times already, now I can remember almost every word. • Questions in the Present Perfect Simple often begin with how many: How many books has she written?

2A Present Perfect Simple and Present Perfect Continuous

Some verbs (e.g. remember, forget, stop, try, regret) can be followed by the -ing form or the infinitive with a change in meaning: remember + infinitive (to remember something, then do it): I remembered to switch off the lights. remember + gerund (to do something and remember it later): I remember switching off the lights. forget + infinitive (to forget about something, so you don’t do it): I forgot to buy the birthday present. forget + gerund [to do something and (not) forget it later]: I’ll never forget buying my first computer. stop + infinitive (to stop something in order to do something else): I stopped to read the book. stop + gerund (to no longer do something): I stopped reading the book. try + infinitive (to make an effort to do something difficult): He tries to read one chapter before bed every single night. try + gerund (to do something and see what happens): He should try reading one chapter before bed. regret + infinitive (be sorry about doing something): I regret to say that you failed the test. regret + gerund (be sorry about something that happened in the past): I regret spending so much money on that tablet. like + infinitive (to do something because it is a good idea): I like to spend at least three hours a day in the library. like + gerund (to enjoy something): I like working at home.

Infinitive without to • We use the infinitive without to after modal verbs: can, might, must, should, will. You should answer his question right now. I will study Science, that's certain! • We use the infinitive without to after these verbs: help, let, make. They let me play the game. My parents made me tidy up the room.

Verb + infinitive • After these verbs we use the infinitive with to: agree, allow, appear, decide, expect, hope, need, learn, offer, promise, refuse, seem, want, would like: Our teacher doesn’t allow us to use calculators in class. Would you like to study Science?

Verb + -ing • We use the -ing form after these forms: admit, avoid, can’t stand, don’t mind, fancy, hate, imagine, keep, like, miss: Just imagine winning the competition! He keeps asking me lots of difficult questions.

2D Verb patterns

Grammar Reference and Practice

3

2

1

1 2 3 4 5 6 7 8 9 10

since my birthday for a week for 5 minutes for ten days since 2017 for a long time since the day I started this school for a year for ages since 1st January

2A Complete the phrases with since or for. Then choose four phrases and write sentences about yourself.

1 The engineers started working together a short time ago. The engineers haven’t been working together for a long time. 2 This is his third attempt to pass the science test. He attempts to pass the science test so far. 3 We are still doing the experiment. We the experiment yet. 4 My smartwatch broke down in the morning and then again in the afternoon today. My smartwatch twice so far today. 5 She is playing on her mobile phone. That’s why she can’t hear us. She can’t hear us because she on her mobile phone for an hour. 6 I joined a science club two months ago. I a member of the science club for two months.

2A Complete the second sentence so that it has a similar meaning to the first sentence.

1 A Your eyes look red. What have ve you been doing (you/ do)? B I (play) computer games for four hours. That’s why my eyes look tired. 2 A I (study) the whole map of Asia since 9 o’clock and I still don’t know where Bhutan is. Can you help me? B Sure. I can try. 3 A (you/ever fly) a drone? B No, I haven’t. But I’d like to one day. 4 A Where (you/be)? I (try) to reach you for over an hour! B Sorry, I (not hear) the phone. I (listen) to a fascinating podcast about the history of the universe. 5 A There is something wrong with this 3D printer. It (print) this badge for 40 minutes and it’s still not ready. Do you think it (break) down? B I wouldn’t worry. It always takes ages to print anything!

2A Complete the dialogues with the Present Perfect or Present Perfect Continuous form of the verbs in brackets.

5

4

1 a We stopped to have / having a rest at the service station on the motorway. b Please, stop to waste / wasting so much time on these silly avatars and computer games! 2 a I can’t remember to change / changing my password but I think I did it because I can’t open my account now. b Please remember to get / getting paper for the printer on your way home. 3 a I really tried to design / designing my own website, but it was too hard. b Try to switch off / switching off your mobile phone before going to bed. I’m sure it will help you sleep better. 4 a Martin will always regret to give up / giving up his place on this amazing space programme! b We regret to inform / informing you that you have failed your university entry exam. 5 a Don’t forget to bring / bringing a ruler and a calculator for the Maths exam tomorrow. b I will never forget to meet / meeting professor Brian Cox, a famous mathematician. 6 a When reading a text for school, Martha likes to scan / scanning it first. This way she can find specific information such as dates or names. b Albert liked to jog / jogging until he broke his leg.

2D Choose the correct structure to complete the sentences.

1 Do you think teachers should let students use (use) smartphones in class instead of calculators? Why?/Why not? 2 Which do you enjoy more: (play) board games or computer games? Why? 3 Do you mind (do) homework on Saturdays? Why?/Why not? 4 Do you think you will miss (go) to this school when you graduate? Why?/Why not? 5 Which gadgets can you imagine (live) without? Why? 6 Who, in your opinion, appears (be) the greatest scientist of all the times? Why? 7 What do you hope (achieve) in the future? 8 Do you think you could manage (live) without electricity? Why?/Why not?

2D Complete the sentences with the correct form of the verbs in brackets. Then answer the questions.

175

Exercise 4 2 playing 3 doing 4 going 5 living 6 to be 7 to achieve 8 to live

Exercise 2 1 ’s had two 3 haven’t finished 4 ’s broken down 5 ’s been playing 6 ’ve been

Exercise 1 1 ’ve been playing 2 ’ve been studying 3 Have you ever flown 4 have you been, have been trying, haven’t heard, ’ve been listening 5 ’s been printing, ’s broken

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jumped and fell.

Who jumped and fell?

had

had

won a medal?

Who was performing?

Where were they performing?

We use the Past Continuous: • for longer activities interrupted by shorter ones in the past: I was jogging in the park when I saw an accident. • for temporary situations in the past: We were meeting at the gym twice a week. • to describe things which were in progress at or around a fixed time in the past: At 9 a.m. I was relaxing in the steam room. • to set the scene in a story or give background information: I was cycling to school one morning when …

Subject questions

was not (wasn’t) performing. were not (weren’t)

Negative

I/He/ She/It You/We/ They

Wh- questions

Was he performing?

I/He/ was She/It performing. You/We/ were They

Affirmative

Past Continuous

I didn’t use to go skiing every year. He wouldn't go skiing every year. Did he use to be in a football team? What did he use to like? Who used to eat unhealthy food?

Negative Yes/No questions Wh- questions Subject questions • We use used to and would for habitual/repeated actions in the past: As a teenager, I used to/would go to the swimming pool every Sunday. • We use used to (not would) for past states (with state verbs – go to 1A, page 172): I didn’t use to love yoga. (But I do now.) She used to think positive thoughts. (But she doesn’t any more.) • We don’t use would when asking about past actions: Did you use to do any sports when you were younger? • We use the Past Simple (not used to or would), if something happened only once in the past: I went skiing last winter. but: I used to/would go skiing every year when I was younger.

I used to go to the gym every Monday. I would go to the gym every Monday.

Affirmative

Used to and would

3D Used to and would

won a medal?

I/you/he/she/it/ we/they

Yes/No questions

had

Yes, I/you/he/she/it/we/they had.

won a medal.

We use the Past Perfect: • to talk about an action in the past that was completed before another action or a time in the past: When I arrived at the skate park, my friends had already left. • to talk about what happened before another event in the past. It is used with the Past Simple or Continuous: The road was dangerous because it had snowed during the night. (It snowed. Then, as a result the road became dangerous.) We were driving slowly because we had seen an accident. (We saw an accident and drove more carefully afterwards.) Common time expressions used with the Past Perfect: after, already, as soon as, before, by, by the time, just, once, until.

Who

had not (hadn’t)

Short answers

I/You/ He/She/ won It/We/ a medal. They

Negative

won No, I/you/he/she/it/we/they a medal? had not (hadn’t).

Subject questions

Why

Wh- questions

Had

I/you/ he/she/ it/we/ they

Yes/No questions

I/You/ He/She/ It/We/ They

Affirmative

Past Perfect

Common time expressions used with the Past Simple: yesterday, yesterday morning/afternoon/evening, last night/year/week/Saturday, when I was five/ten, ten years ago, in September September, in 2011: Where were you yesterday? She went to the swimming pool a week ago.

We use the Past Simple: • to describe finished actions: I broke my leg yesterday evening. • to tell the main events in a story in order: I ran to the school gym, opened the door, and saw him!

Subject questions

did not (didn’t) jump and fall.

Why did you jump and fall?

I/You/He/She/ It/We/They

Negative

Wh- questions

Did she jump and fall?

Yes/No questions

I/You/He/She/ It/We/They

Affirmative

Past Simple

3A Past Simple, Past Continuous and Past Perfect

Grammar Reference and Practice 3A Choose the most suitable tense. 1

3

2

What sport event did you go to? Why did you decide to go there? Who did you go with? What was the celebrity doing when you saw him/her? What was he/she wearing? 5 Did you speak to him/her? 6 What happened next? How did you feel about the whole incident? 7 Had anything similar happened to you before?

1 2 3 4

3A Imagine you saw a celebrity at a sports event. Write a story to describe the event. Use the questions below to help you.

1 The patient was lucky. The ambulance arrived before it was too late to help him. 2 months of training, our team won the race! 3 as they reached the stadium, the game started. 4 They watched the game the end though it was rather boring. 5 we got to the swimming pool, the competition had already finished. 6 she started going to Zumba classes, she quickly got into shape.

after before by the time just once until

3A Complete the sentences with the words from the box.

Lance Armstrong, an American cyclist who was winning / won the Tour de France seven times, 2lost / was losing all his titles in 2012 when a US Anti-Doping Agency 3 discovered / was discovering that he 4had used / used drugs during his cycling career. While he 5was trying / had tried to fight back against the Agency’s decision, all Armstrong’s sponsors 6left / had left him. At first, he 7 didn’t want / had not wanted to admit he 8used / had used illegal substances but he finally 9had told / told the truth when he 10answered / was answering Oprah Winfrey’s questions in her TV show in 2013.

1

5

4

When I was in my teens, I 1didn’t use to like (not like) any sports. I 2 (often/watch) football league shows on TV with my friends but that was it. My favourite form of ‘exercise’ was playing video games. I3 (spend) hours on my computer every day, which made my parents mad. They 4 (think) that reall needed to ta e p a sport to e fitter ver thing 5 changed once I (fall) in love with Cori, who was a big fan of CrossFit. I wanted to impress her so 6 I start doing it too t first 7 (go) to the club once a week but then CrossFit (and Cori) 8 (become) my healthy obsession. Now I work out four times a week, and I’m still going out with Cori.

3D Complete the text with the correct forms of used to or would and the verbs in brackets. Sometimes both forms are correct. Where neither is possible, use the Past Simple.

1 When I was at school, I didn’t use to keep / didn’t keep fit but now I do sports three times a week. 2 I would never like / never used to like judo but now I’m crazy about it. 3 My grandfather would cook / used to cook delicious meals for the whole family when he lived with us. 4 Ben used to swim / swam very well at the school competition last year. 5 I used to eat / would eat frozen food every day when I was at university. Now I eat only fresh products. 6 When you were a small child, did you use to believe / would you believe that processed food is full of vitamins?

3D Choose the most suitable form. In some cases, both forms are possible. (both forms correct in 1, 3 and 5)

177

Exercise 5 2 often watched 3 used to/would spend 4 used to think 5 fell 6 started 7 used to go 8 became

Exercise 2 2 After 3 Just 4 until 5 By the time 6 Once

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should, ought to

advice

• We use must when the obligation comes from the speaker: I really must stop eating sweets. • We use have to when the obligation comes from somebody else or is necessary because it is a rule or a law: You have to/need to fasten your seatbelt. The doctor says I have to give up smoking. The difference between have to and must is very slight, however, and often they are interchangeable. • We use mustn’t, can’t and may not to talk about things that are not allowed: You mustn’t smoke here. • We use should and ought to to talk about duty, or to give advice. Ought to is more formal than should: We should turn around now. You ought to warn the passengers. • We use can, could and may to ask for permission. Could and may are more polite than can: Can I open the window? Could we go back to the airport? May I take your luggage? • We use can and could to make requests: Can/Could you open the door for me? • We use can to talk about possibility: It can be useful later. • We use can to talk about ability in the present and could to talk about ability in the past: Of course I can ski. I could ski before I was five. To make sentences in other tenses we use be able to instead of can: I’ve never been able to go abroad alone. We won’t be able to catch our flight. I’d like to be able to travel around the world. We only use must in the present tense. In other tenses we use have to: I had to remember my boarding pass. We’ll have to buy sun cream before we leave. We didn’t have to wait in the queue.

will be able to

could

can, may

will have to, will need to

permission

had to, needed to

Future

couldn’t/wasn’t/ won't be allowed, weren't allowed will be forbidden

must, have (got) to, need to

necessity

Past

prohibition can’t, mustn’t, may not

Present

Function

4A Modal and related verbs

1

Exercise 1 2 to be able to 3 had to 4 will be able to 5 Did you have to 6 was able to 7 have been able

I could/was uld/was able to ride a scooter when I was fifteen. I would like travel where I want. We got lost and we spend the night in a motel. Do you think people reduce noise pollution in the future? 5 you pay extra for excess luggage? 6 The pilot land safely although the weather was bad. 7 So far, we to travel across Europe for free.

1 2 3 4

4A Complete the sentences with correct forms of can, be able to and have to. Sometimes more than one answer is possible.

If the subject is different in the two clauses, we can leave out the relative pronoun: Are you reading the pocket guide book (which/that) I bought? If the subject is the same in the two clauses, we can’t leave out the relative pronoun: He’s the Italian who/that that visited us last summer. Non-defining relative clauses give additional information about the person, thing, place, etc. we are talking about. The sentence still makes sense without this information. We must use commas before and after a non-defining relative clause: Marco Polo, who was one of the first Europeans to reach China, was born in Venice in 1254. We can’t leave out the relative pronoun (who, which, that, etc.) in non-defining relative clauses. We can’t use the relative pronoun that instead of who/which in such clauses: My Dad gave me a camera, which was really easy to use.

We use the following relative pronouns: • who and that to refer to people: I have a friend who//that works as a flight attendant. • which and that to refer to objects: The headphones which//that I use are very good. • where to refer to places: This is the office where I work. • whose to show possession: I don’t know whose suitcase this is. • why to give a reason or explanation: Can you tell me why you are late?

4

3

1 This is the pocket guidebook – I told you about. 2 My friend, whose mother is a flight attendant, is afraid of flying. 3 The power bank, which you bought online, does not work. 4 Do you know whose charger this is? Is it yours or Hanna’s? 5 The bag in which we packed our beach clothes got lost at the airport. 6 You must explain to me why you were driving around the roundabout for five minutes.

4D Complete the sentences with a suitable relative pronoun or leave the space blank wherever possible.

1 She is a very good pilot. CAN She can n fly a plane very well. 2 Passengers are asked to sit during take-off. MUSTN’T Passengers during take-off. 3 Excuse me, is it OK if I sit here? MAY Excuse me, here? 4 I think the best option is to take the 8.50 train. SHOULD You the 8.50 train. 5 It is necessary to switch off your phone when on the plane. HAVE TO You your phone when on the plane. 6 It will be necessary to pay for the tickets next week. NEED You pay for the tickets next week.

4A Complete the second sentence using the word in bold so that it means the same as the first one. Use between two and five words, including the word in bold.

• You 1can / must / may use cameras around the museum to take photographs. Please note that no photos of children 2may / mustn’t / can be taken without parental permission. Drone cameras 3 mustn’t / can’t / have to be used in the museum. • You 4must / may / can take photographs, but you 5have to / can / must get permission for commercial photographs. • For the protection of our exhibits, you 6mustn’t / ought no to / may not eat or drink in the galleries. If you have brought your own picnic food, you 7 ought to / should / can’t use the outdoor picnic tables that are on the site. • Please do not touch any items on display as even the cleanest of hands 8may / should / can damage the objects. • You 9must / can / may see many of the trains in the rail gallery. However, some of them are very old and 10must / have to / ought to be kept behind barriers for their protection.

Please follow our guidelines for an enjoyable experience!

Tips for Railway Museum Visitors

We use defining relative clauses to give an important information about a person, thing, place, etc., so that it’s clear which one we are talking about: This is the picture that I took in Spain.

4A Choose two most suitable modal verbs.

2

4D Relative clauses

Grammar Reference and Practice

6

5

6 The new parking area is next to the school building. It is always full. WHICH

5 The man’s car has been stolen. He is answering the police officer’s questions. WHOSE

4 We breathe this air every day. It is very polluted. THAT

3 Liz is a good driver. She agreed to drive all the way to Paris. WHO

1 We went on a canoeing holiday last August. It was a great adventure. THAT The e canoeing holiday that we went on last August was a great adventure. 2 Rod’s flight was overbooked. He had to take another plane. WHOSE

4D Rewrite each pair of sentences as one sentence using the relative pronouns given. Add commas where necessary.

A who like traveling but have never tried air international travel B where he went swimming in its hot seawater C which marked the start of his life adventure D whose dream has been to see the world E which has got readers all over the world

At the age of fifteen Cory went on first international trip, 1 C . Since then Cory, 2 D , has travelled to over nineteen countries across five continents. Cory wrote out a list of all the places he wanted to visit. So far he’s been to the Sydney Opera House, the Blue Lagoon in Iceland, Kruger Park in South Africa and many other fascinating places. The Blue Lagoon, 3 B , has been one of his favourite adventures so far. In 2013, Cory started a travel blog, 4 E , to document his adventures. He also wants to inform other disabled people in wheelchairs, 5 A , about wheelchair-friendly destinations. Through his travelling and his blog he wants to show that a wheelchair user doesn’t have to stay at home and give up on their dreams.

Twenty-six-year-old Cory Lee from the USA has travelled to some of the world’s most exotic locations with his wheelchair.

4D Complete the text with non-defining relative clauses A–E.

179

Exercise 6 2 Rod, whose flight was overbooked, had to take another plane. 3 Liz, who is a good driver, agreed to drive all the way to Paris. 4 The air that we breathe every day is very polluted. 5 The man whose car has been stolen is answering the police officer’s questions. 6 The new parking area which is next to the school building is always full.

Exercise 3 2 mustn’t stand 3 may I sit 4 should take 5 have to switch off 6 need to/will need to

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The adverbs definitely, probably and certainly come after will but before won’t: It will probably happen. It probably won’t happen. NOT It won’t probably happen.

We often use think and be sure before will: I’m sure you’ll enjoy that. In negative sentences I don’t think they’ll come is more usual than I think they won’t come.

We can also use other phrases to express degrees of certainty: It’s a long journey, they’re sure to be hungry when they arrive. It’s unlikely/likely to snow at this time of the year.

Degrees of certainty We use adverbs of certainty, e.g. definitely, certainly, probably, possibly to say how sure we are about something in the future. The adverbs go: • between will and the main verb in positive sentences: They’ll definitely get married next year. • before won’t in negative sentences: They probably won’t get married next year.

When we talk about something in the very near future, we use be about to + infinitive: Watch out! This cyclist is about to crash!

Predictions When we predict the future, we use: • going to + infinitive for predictions based on evidence: They are playing really well. They’re going to win the game. • will + infinitive for predictions based on opinions and beliefs: You can borrow my notes, but I’ll probably need them back tomorrow. • may/might/could + infinitive to talk about possibilities and uncertain predictions: I might go to university next year, I still have a chance. She may win this time. = She might win this time.

When we announce a decision we have just made or offer/ promise to do something at the moment of speaking, we use will + infinitive: Sounds exciting! I’ll arrange the meeting.

Future plans and decisions When we have already decided or planned something in the future, we use: • the Present Simple for timetables and scheduled events: The films starts at 6 p.m. • the Present Continuous for arrangements: I’m sitting an exam tomorrow, so I can’t go to the cinema. • going to + infinitive for personal plans and intentions: When are you going to study for the test?

5A Talking about the future

I/you/ he/ she/ it/we/ they

will

I/you/ he/ she/it/ we/they Who

will

be working at 9 a.m.?

Subject questions

Yes, I/you/he/she/it/we/they will. No, I/you/he/she/it/we/they won’t.

be working at 9 a.m.

’ll (will)

I/you/he/ will she/it/ we/they

won’t (will not)

have finished the talks by 5 p.m.

have finished the talks by 5 p.m.?

Subject questions

Yes, I/you/he/she/it/we/they will. No, I/you/he/she/it/we/they won’t.

Short answers

I/You/ He/ She/ It/We/ They

have finished Who will by 5 p.m.?

have finished the talks by 5 p.m.?

have finished the talks by 5 p.m.

Negative

• We use the Future Perfect to talk about actions or situations which will be completed before a particular time in the future: We will have finished the exam by 3 o’clock. • We often use by + a time phrase with the Future Perfect: I’ll have had enough of studying by the time I’m 25. • We sometimes use the Future Continuous followed by the Future Perfect: At 9 p.m. tomorrow we’ll be watching a match. By 11 p.m. the match will have finished. • Other time expressions: by 12 o’clock, two hours from now, within 100 years, in 10 years’ time, etc.

What

Wh- questions

Will

I/you/ he/she/ it/we/ they

Yes/No questions

I/You/ He/She/ It/We/ They

Affirmative

Future Perfect

• We use the Future Continuous to talk about actions which will be in progress at a particular time in the future: We will be applying for the course tomorrow at 10 a.m. • We also use Future Continuous for actions that will be in progress over a longer period of time in the future: I’ll be studying in London for a year. I won’t be coming home so often then. Time expressions: at this time next month/week/year, tomorrow at 5 p.m., etc.

What

won’t (will not)

Short answers

be doing at 9 a.m.?

be working at 9 a.m.?

Wh- questions

Will

Yes/No questions

I/You/ He/She/ ’ll (will) It/We/ They be working at 9 a.m.

Negative I/You/ He/She/ It/We/ They

Affirmative

Future Continuous

5C Future Continuous and Future Perfect

Grammar Reference and Practice

3

2

1

(start) at 5.

(have) a job interview.

Leave a friendly comment.

Hi, I don’t know about you but I’m rather a hard-working and determined person and I have already made plans for my future. By next June I 1will have graduated (graduate) from university and hopefully, I 2 (already, find) a job in an international company. I’m sure I 3 (work) on exciting and challenging projects and 4 (earn) a good salary. In five years’ time, I 5 (be promote) to an executive position and I 6 (manage) important projects. But, back to reality which, I must admit, bothers me a lot. Well, I’m sitting a very important exam tomorrow so I must finally get down to work! If not, this time next year I 7 (queue) at the job centre! I wonder if you have similar worries.

Will my future be perfect?

5C Complete the blog entry using the verbs in the Future Continuous or Future Perfect.

1 My dance instructor is certain that his job might not / won’t disappear in the future. 2 I still don’t know what I am buying / will buy with the money I have earned this summer. 3 Look at Peter! He is so pale. He is about to / could faint! 4 Do you think robots are likely to / are about to mark our tests one day? 5 Don’t take that summer job. I think you probably won’t / may not like it. 6 Don’t get stressed. I’ll help / am helping you to prepare for the job interview.

5A Choose the most suitable option.

(see) my grandparents A Well, I 9 tomorrow afternoon but they 10 (probably/not keep) me that long. So yes, tomorrow (celebrate) my evening is perfect. We 11 new job!

B OK. Cool. So when do you think you 8 (be) free? Is tomorrow evening OK?

A Sounds really interesting! I’m sure you 7 (enjoy) it.

(analyse) important B Of course not! I 6 information buried in mountains of data.

(you/apply) for? A Really! What job 4 B A data detective. A A data detective? What does a data detective do? 5 (you/spy) on anybody?

B Sorry, I can’t. I It 3 2

A What 1are e you doing (do) this afternoon? Let’s go out and have some fun. It’s Friday after all.

5A Complete the dialogue with the correct forms of the verbs in brackets. Use will, going to, the Present Continuous or the Present Simple.

5

4

breakfast at the hostel visit to Prague Castle walk to Petřín Hill lunch in the Old Town coach back home

coach to Prague checking into student hostel sightseeing tour of the Old Town back to the hostel and free time dinner

1 At 8 a.m. on Monday the students will be travelling to Prague by coach . 2 At 11.30 a.m. they . 3 At 2 p.m. the group . 4 By 5 p.m. the students . 5 At 7.30 p.m. they . 6 At noon on Tuesday the students . 7 At 1 p.m. on Tuesday they and by 2 p.m. they . 8 At 7.30 p.m. on Tuesday they .

8 a.m. – 9 a.m. 9 a.m. – 11 a.m. 11.30 a.m. – 12.30 p.m. 1 p.m. – 2 p.m. 2.30 p.m. – 7.30 p.m.

Tuesday

6–11 a.m. 11 a.m. – 11.30 a.m. midday – 4 p.m. 5 p.m. 7 p.m. – 8 p.m.

Monday

Year 11 trip to Prague

5C Complete the sentences about the Year 11 trip to Prague. Use the prompts and the Future Continuous and the Future Perfect.

1 Students in the future will ll be doing (do) more project-based activities than now. 2 you (finish) your essay by 4 p.m.? 3 Students (not use) paper textbooks in 20 years’ time. 4 At 1 p.m. we (raise) funds for the charity event. The fundraising (finish) by 3 p.m. 5 This time next month I (trek) in Norway. 6 By 1 December my uncle (retire) from his position in a bank. 7 At 9 a.m. tomorrow Tom (take) his driving test. 8 We (not update) our school website by the end of this school year.

5C Complete the sentences with the correct Future Continuous or Future Perfect form of the verbs in brackets.

Exercise 5 2 will have checked into the student hostel 3 will be sightseeing the Old Town 4 will have gone back to the hostel 5 will be having dinner 6 will be walking to Petřín Hill 7 will be having lunch in the Old Town, will have finished 181 8 will have come back home

Exercise 4 2 will (you) have finished 3 won’t be using/won’t use 4 will be raising, will have finished 5 will be trekking 6 will have retired 7 will be taking 8 won’t have updated

Exercise 3 2 will have already found 3 will be working 4 will be earning 5 will have been promoted 6 will be managing 7 will be queuing

Exercise 1 2 am having 3 starts 4 are you applying 5 Are you going to spy/ Will you spy/Will you be spying 6 will analyse/ am going to analyse 7 will enjoy 8 will be 9 am seeing 10 probably won’t keep 11 will celebrate

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Exercise 4 2 We’ll call our parents as soon as we arrive at the campsite. 3 You can borrow my bike as long as you promise to give it back tomorrow. 4 I will take care of your cat Kiko provided you leave enough food for it.

Exercise 1 2 would fall in love if I found 3 win the competition, we will go 4 went out more, you would have 5 were you, I would not look 6 spoke (more) clearly, I would be able 7 aren’t late, you won’t fall out

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If you heat ice,

we will go to the beach.

I will be very happy.

If the weather is nice tomorrow,

If you come to the party,

would + infinitive

I’d ’d buy a sports car.

what would you do?

If + Past Simple,

If I won a lot of money,

If your best friend lied to you,

2

1

1 What will happen if you are late for a class? 2 What will you do if you get the highest mark in your class in English? 3 What would you do if your best friend gave you a present you didn’t like? 4 If you could have dinner with a famous person, who would it be? 5 If you could change your name, what would it be? 6 What would you do if you won a car in a lottery?

6A Answer the questions. Use the first or the second conditional.

6A Write a conditional sentence for each situation. 1 You sleep too little. That’s why you are tired. If you slept more, you would not be tired. 2 I might fall in love. I would have to find the right person. I the right person. 3 It is very likely that my class will win the competition. Then, we will go on a trip to Paris. If we on a trip to Paris. 4 You don’t have many friends because you don’t go out and meet people. If you more friends. 5 In your situation, I would not look for advice on the Internet. If I for advice on the Internet. 6 I cannot understand you because you don’t speak clearly. If you to understand you. 7 You might fall out with Brian. He hates it when you're late. If you with Brian.

We sometimes use were instead of was after I/he/she/it, especially in more formal or written English and to give advice: If she were my daughter, I’d buy her a present.

The result

The condition

Second Conditional

We use the second conditional to talk about unlikely or impossible situations in the present or future.

4

3

When Alan asks me out, he is always on time. If my best friend gets into trouble, I try to help her. When I borrow money, I always give it back on time. As soon as she tells a lie, she blushes. When I finish doing homework, I feel relieved.

1 Don’t show me the answers. I will try to do the crossword myself first. (until/while) Don’t show me the answers until I do the crossword myself first. 2 We will call our parents. We will arrive at the campsite. (as soon as/unless) 3 You can borrow my bike. You must promise to give it back tomorrow. (as long as/after) 4 I can take care of your cat Kiko. You must leave enough food for it. (provided/when)

6D Rewrite each pair of sentences as one sentence, using the most suitable linking word in brackets. Add extra words where necessary.

1 2 3 4 5

be borrow finish get tell

6D Complete the sentences with correct forms of the verbs from the box.

Alternatives to if In zero conditional sentences we can use when instead of if with little or no change in meaning: if when it’s sunny. She always takes her dog to the beach if/ In zero conditional sentences we can also replace if with: unless, as soon as, as long as, provided that, until, before, after. • Unless is used instead of if + not. It means ‘if the condition doesn’t happen or isn’t met’: You shouldn’t mention this to anyone unless they are your close friends. (if they aren’t your close friends) • As soon as is used for conditions that are definitely going to happen: As soon as a child starts crying, I begin to feel irritated. • As long as and provided that both mean ‘if the condition is agreed or met’. We use them to stress the condition on which something happens: As long as you trust me, you can tell me about it. Provided that this is safe, I can try it. • Until, before and after are used if something happens at a specific time: I will wait until I have heard from you. I want to get home before it gets dark. I will talk to her after I get back from school. They said they had to tidy their rooms.

→ had to

She said (that) she couldn’t remember his name.

→ could

He said (that) he would write the report then.

→ would

She said (that) she had confessed.

→ Past Perfect

He told me (that) he had crashed his car.

→ Past Perfect

that day the day before the week before the next/following day

yesterday last week tomorrow I, we my, our

Possessive adjectives

his/her, their

he/she, they

a week/month/year ago a week/month/year before

then today

that/those now

there

Reported speech this/these

Direct speech here

Pronouns

Time

Location

Other changes

Imperatives To report an imperative we use tell/ask someone to do something. The negative is tell/ask someone not to do something: ’Remember!’ → She told me to remember. ’Don’t forget!’ → She told me not to forget.

These tenses and verbs don’t change: Past Perfect/would/could/should/might ’I had lived here for ten years.’ → He said he had lived there for ten years. ’I would like a glass of water.’ → She said she would like a glass of water. ’You shouldn’t go there.’ → He said I shouldn’t go there.

must ‘We must tidy our rooms.’

can I can’t remember his name.’

will ‘I’ll write the report now.’

Present Perfect ‘I’ve confessed!’

Past Simple ‘I crashed my car.’

→ Past Simple Present Simple She said (that) he needed a dictionary. ‘You need a dictionary.’

Present Continuous → Past Continuous ‘I’m watching the news.’ He said (that) he was watching the news.

Reported speech

In reported speech the main verb ‘moves back’ one tense.

Direct speech

it melts.

If + Present Simple,

will + infinitive

if + Present Simple,

Reported speech

Present Simple

The condition

The result

The condition

We can report or repeat someone’s words using direct speech or reported speech: • direct speech: My spelling isn’t very good. • reported speech: He said (that) his spelling wasn’t very good.

What happens when you press this button?

The result

Zero Conditional

First Conditional

7A Reported Speech: statements, imperatives, time expressions

In all conditional sentences the if clause can come before or after the result clause. When the if clause is first, it is followed by a comma: The grass gets wet if it rains. If it rains, the grass gets wet.

We use the zero conditional to talk about real situations that are always true.

We use the first conditional to talk about situations that are possible or likely to happen.

The First Conditional if clause is about the future, but we always use the Present Simple, not will, after if: If Lucy has (NOT will have) have some free time, we’ll go out together.

6D The zero conditional and alternatives to if

6A The first and second conditionals

Grammar Reference and Practice

They wanted to know if/ if whether I had always lived in the city.

Exercise 1 2 their video would go viral the following /the next week 3 the new season of that show had been a hit since the previous week’s premiere 4 more and more teenagers were watching films with English subtitles 5 the missing child had been found there, in Brighton

1 ‘You were right. The news story about a singing fish was a fake.’ Amy admitted / pointed out that the news story about a singing fish had been a fake . 2 ‘I think that our video will go viral next week.’ My friend predicted / complained that . 3 ‘The new season of this show has been a hit since last week’s premiere.’ My sister told me / agreed that . 4 ‘You know, more and more teenagers are watching films with English subtitles.’ Bob pointed out / promised that . 5 ‘And the last news item. The missing child has been found here, in Brighton.’ The newsreader warned / added that .

7A Complete the sentences in reported speech. Choose the most suitable verb.

They asked us when the article would appear online.

1

She wanted to know who I was. ’When will the article appear online?’

Reported questions ’Who are you?’

Direct questions

We use a question word such as who, what, when, where etc. to report wh- questions.

Wh- questions

They kept asking me if/ if whether I knew her. ’Have you always lived in the city?’

Reported questions ’Do you know her?’

Direct questions

We use if or whether to report Yes/No questions.

Yes/No questions

When we report questions, we use an affirmative sentence word order (not a question word order), so in reported questions the subject comes before the verb: I asked them why it was called the green room. NOT I asked them why was it called the green room.

In reported questions, we change: • tenses in the same way as for reported statements, • location, pronouns, time references etc.

7E Reported questions

Reporting verbs Say, tell and reply are the most common reporting verbs. We can also use other reporting verbs: add, admit, agree, ask, claim, complain, confess, explain, point out, predict, promise, reply, say, tell, warn, wish: He promised that it wouldn’t happen again. She explained that her new phone had a great camera. They complained that their new TV was broken. Tell and say Look at the different use of tell and say in these sentences: Mary told Sue (that) she looked great in her new dress. NOT Mary told (that) she looked great in her new dress. John said (that) he had lost his wallet. NOT John said him (that) he had lost his wallet.

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Exercise 4 2 if the art teacher had asked them to do it or it had been their idea 3 how many people had come 4 if they had heard back from the manager of the shelter 5 if she would be able to see the play one day 6 if she was going to share the video from the event online 7 when she was planning to come and visit her

Exercise 3 2 what I had said to the reporter 3 whether I had watched all of the episodes 4 if I wanted to write a news report for the school paper 5 what she was interested in

Exercise 2 2 could not imagine 3 had been 4 had got tired of 5 loved 6 wanted 7 could perfectly understand 8 should do 9 had put (his phone) away 10 had started talking 11 must be/had to be 12 was still 13 had

3

2

I heard you 1decided to get rid of your smartphone? Incredible! Most pop stars 2 can’t imagine their lives without their phones.

1 I asked my friend what time the show was on (the show/what time/was on/my friend). 2 He wanted to know (to/had said/what/the reporter/I). 3 My friend kept asking me (had watched/I/all of the episodes/whether). 4 The teacher asked me (I/ wanted/a news report/to write/if/for the school paper). 5 The reporter asked my friend (she/interested/what/was/in).

7E Reorder the words in brackets to make reported questions.

The reporter started the interview by pointing out that the pop singer 1had decided to get rid of his smartphone. He added that most pop stars 2 their lives without their phones. The pop singer explained that it 3 his New Year’s resolution answering and that he 4 fifty messages every morning. Then he added that 5 his fans he although he 6 to wake up and have a cup of tea just like most people do. The reporter admitted that him and told the pop singer he 7 the same. The pop that he 8 singer encouraged him to try getting rid of his phone. He explained that the moment he 9 to people, his phone, he 10 rather than grabbing his phone and snapchatting. The reporter commented that the pop singer’s fans 11 very upset. The artist didn’t agree with the reporter and explained that he 12 Instagram and 13 an old low-tech phone. He joked that his fans could call him if they had his number.

Reporter

I don’t think so. 12I’m still on Instagram and I have an old low-tech phone so they can call me. Well, if they have my number, that is! So good luck with your New Year’s resolutions!

Pop singer

13

I bet all your fans 11 must be very upset!

I 7can perfectly understand you! I 8should do the same, actually. Do it and you’ll love it it. The moment I 9 put my phone away I 10started tarted talking to people, rather than grabbing my phone and snapchatting.

Reporter

Pop singer

Reporter

Pop singer Well, it 3was my New Year’s resolution. I 4got tired of answering 50 messages every morning! I 5love my fans but I 6 want to wake up and have a cup of tea, like most people.

Reporter

7A Read the conversation. Complete the text to report the underlined parts of the dialogue.

4

Grammar Reference and Practice

1 Katherina wanted to know whyy they had changed the name of the play into Great Adventure. Adventure 2 She then asked Melanie . 3 She also asked her friend . 4 She wanted to know . 5 She asked . 6 She then asked . 7 Finally, she wanted to know .

Katherina

Love,

visit me?

question before I go: 7when are you planning to come and

event online? Please do, I’d love to see it! Just one more

play one day? day 6Are you going to share the video from the

5

effort and time you spent on it. Will I be able to see the

I think you did a fantastic job and it was worth all the

heard back from the manager of the shelter? shelter

raised a nice sum to help the animal shelter. 4Have you

came? Was it 105 or 165, or more? It looks like you have

the tickets to watch the show. Wow! 3How many people

The article says that more than 100 people had bought

2

Did the art teacher ask you to do it or was it your idea? idea

into Great Adventure? I liked the original title very much.

But tell me, 1why have you changed the name of the play

The article says it was a great success. Congratulations!

charity play that your drama club had been working on.

Adverts

Your package can/can't must/mustn't may/may not should/ shouldn't

will be/won’t be

has been/ hasn’t been

were being/ weren’t being

was/wasn’t

are being / aren’t being

is/isn’t

to be

be banned

delivered

used

cleaned

filmed

driven

made

Past Participle

in schools.

before noon.

for years.

when the inspector arrived.

in June.

to the airport today.

in Germany.

Get is more informal than have and is not normally used with the Present Perfect tense: I got my bike repaired. (at a bike shop) When are we getting our meal served?? (at the restaurant)

When we pay someone to do a job for us instead of doing it ourselves, we use have/get get + object + past participle: I have my hair cut every month. They’re having the house designed by an architect. We have had our flight confirmed. You should have that car serviced.

8F Have/Get something done

We use by to say who or what does/did the action: This logo was designed by a famous artist.

We use the passive when: • the action is more important than the person or thing that does the action: The parcel will be delivered on Monday. • we don’t know who does/did the action: The documents have been stolen from the office. • we need to describe a process: First, the seeds are put into large sacks and then they are delivered to the factory. • we want to be formal: You will be met tomorrow by our designer.

Modal verbs

Future with will

The gym

The rooms

Past Continuous Present Perfect

The commercial

The guests

This car

Past Simple

Present Continuous

Present Simple

Hi, Melanie! I’ve just checked your school website and read about the

Passive tense

To form the passive, use the verb to be + the Past Participle.

8A The passive

From: Katherina To: Melanie

7E Read the email. Complete sentences 1−7 below to report the underlined questions.

2

1

are sold

is used

(use) to

(use) to

a the USA b the UK c Germany

6 Where teddy bear collection be found (the world’s largest teddy bear collection/can/find)?

can the world’s largest

c New York, new life

b I love New York

a New York is my love

5 Which slogan has been chosen promote New York City since 1977?

a 300 grams b 500 grams c 1 kg

4 How much cotton make a shirt?

a 1.1 billion b 1.9 billion c 2.1 billion

3 How many drinks of cola (be/sell) each day worldwide?

c in Germany

b in England

a in the USA

2 Where was the first hamburger made (the first hamburger/ make)?

c the last Sunday in November

b the last Saturday in November

a the last Friday in November

1 When is Buy Nothing Day celebrated (Buy Nothing Day/ celebrate) in Europe each year?

8A Complete the quiz questions with the words in the brackets in the correct passive form. Then do the quiz. Check your answers at the bottom of the page.

7 At 5 p.m. trucks with electronic goods were still being unloaded / were still unloading.

6 My tweet about saving money has been shared / has shared by 200 people so far.

5 When had been / were the photos taken? Last week or last year?

4 I was given / gave this shirt for my birthday.

3 Can’t be done anything / Can’t anything be done about vending machines at school? They keep breaking down, so the sooner the better.

2 Do you think food adverts for children should be banned / must be banned? They usually promote unhealthy snacks.

1 Your pizza will be ready in a minute. It is baked / is being baked now.

8A Choose the correct option to make passive sentences.

Quiz answers: 1a 2a 3b 4a 5b 6a

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We cannot use get in sentence 3.

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Exercise 5 2 am having/ getting a new dishwasher installed 3 Have you had your garden tidied 4 have/get my suit cleaned 5 have/get the car washed

Exercise 4 2 have had our flat redecorated 3 am going to have my hair dyed 4 should have their company account on social media managed 5 have never had my shopping delivered 6 has her house cleaned 7 had your ears pierced

Exercise 3 2 is visited 3 are listed 4 was bought 5 have been made 6 was bought 7 are added/are being added 8 can be made 9 will be used

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5

4

3

1 When was the last time you had/got d/got your room painted (your room/paint)? 2 What is this plumber doing in your kitchen? Oh, I (a new dishwasher/install). 3 (you/garden/tidy)? It looks so lovely and clean now. 4 I must go to the cleaners. I need to (my suit/ clean) by Tuesday. 5 I’d like to (the car/wash) by midday.

8F Complete the sentences with have/get something done. In which sentence can’t you use get?

1 My family dentist took my front tooth out yesterday. I had my front tooth taken out by my family dentist. 2 Someone has redecorated our flat. We . 3 My friend is going to dye my hair. I . 4 My parents should ask someone to manage their company account on social media. My parents . 5 I have never asked anybody to deliver my shopping. I . 6 My granny asks someone to clean her house every week. My granny every week. 7 Have you asked a beautician to pierce your ears? Have you by a beautician?

8F Complete the second sentence so that it means the same as the first. Use have/get something done.

The world’s largest online market, eBay, 1 was launched (launch) by Pierre Omidyar from California in 1995. It started as a small project, but now, eBay 2 (visit) every day by over 250 million users who can choose from more than a billion products that 3 (list) there. The first item sold on eBay was a broken laser pointer that Omidyar was going to throw away. Instead, it 4 (buy) by a collector for $14,834. Since then, one of the highest transactions that 5 (make) on eBay was a 405-feet-long yacht. It 6 (buy) in 2017 by the billionaire investor, Warren Buffet, for a staggering sum of $2,679 million! eBay is growing bigger and bigger and more categories of products 7 (add) each month. Now all transactions 8 (can make) on mobile devices, too. The future of eBay looks promising, but some market specialists worry that the website 9 (use) mainly by big companies rather than individual collectors.

8A Complete the text with the verbs in brackets in the correct passive form.

Yes, I would have. / No, I wouldn’t have.

If he had asked you to marry him, would you have said yes?

We use: • I wish/If If only + the Past Simple for regrets in the present: I wish people cared more about the environment. If only we were still on holiday. • I wish/If If only + the Past Perfect for regrets about the past: I wish I had studied harder. If only I had gone to bed earlier yesterday. • I wish/If If only + would + infinitive to talk about a present situation that we would like to be different, often when we find it annoying. It usually refers either to other people or things we can’t change or control: I wish you wouldn’t bite your nails. If only it would stop raining.

We use wish/if if only to talk about wishes and regrets – things that we would like to be different but that are impossible or unlikely to change. If only tends to have a stronger meaning than I wish.

9D I wish/If If only for regrets

The main clause often has would have. You can also use could have or might have to show that there was a possibility of the imagined result. If you had called me, I might/could have been able to help.

What would you have done if you had been me?

Wh-questions

she wouldn’t have become a doctor.

Short answers

If she hadn’t studied biology,

I would have had better career opportunities.

If I had gone to a better university,

Yes/No questions

would (could/might) have + Past Participle

The result

If + Past Perfect,

The condition

We use the third conditional to talk about unreal or hypothetical situations in the past. We often use it to express: • blame: If you had worked harder, you would have passed the exam. (You didn’t work hard and as a result you didn’t pass the exam.) • regret: If we’d arrived earlier, we would have parked near the entrance. (We arrived late, we parked far from the entrance.) • relief: If we hadn’t left early, we would have been late for the film. (We left early, we weren’t late for film.)

9A The third conditional

Grammar Reference and Practice

3

2

1

1 Iff you hadn’t dn’t lost your wallet (lose/not/your wallet), you yo you would’ve had much more fun (have/much more fun) on your last vacation. 2 What (can/happen) to life on Earth if dinosaurs (not die) out? 3 What (happen) if Columbus (not discover) America? 4 If you (meet) your favourite actor on your way to school today, what (you say) to him/her?

9A Complete the questions with the third conditional forms. Then answer the questions.

1 The hotel was destroyed by an avalanche. A lot of people were injured. If the hotel hadn’t been destroyed by an avalanche, nobody would have been injured. 2 The plane couldn’t take off due to bad weather. If good, the plane off. 3 The man didn’t drown because the lifeguard swam very fast. The man if the lifeguard very fast. 4 The family left the forest after the warnings so they didn’t get hurt in the forest fire. The family could in the forest fire, if they the forest on time. 5 You caught me when I fell on the slope so I didn’t break my leg. If you when I fell on the slope, I might my leg. 6 The city was flooded after the heavy rainfall. The city if the rain so heavy.

9A Write a third conditional sentence for each situation.

A We’re so lucky! Now, that we’ve got your backpack with money and documents in it we can start enjoying our holidays in the Alps! uld/could have B Absolutely! Can you imagine what 1would/could (reach) the chalet happened (happen) if we 2 five minutes later? (miss) the chalet owner! A Don’t tell me! We 3 When we got there, he was about to drive down to the local police with our stuff. (not learn) German at B I know. And if you 4 (not be) able to explain to him school, we 5 (not get) our what had happened and we 6 things back. A True. I still can’t believe nobody took the backpack. You had left it on the bench in front of the chalet. (not beg) me to take a B I’m sorry, but if you 7 (not put) photo of you and the mountains, I 8 it on that bench. I had to open it to get my phone from the bag! (can/hold) it for you if you 10 (ask) me! A I9 (not B Let’s stop blaming each other. If we 11 (finish) find) the backpack, our holidays 12 that afternoon.

9A Complete the dialogue using the third conditional.

6

5

4

1 Which famous person do you wish you could meet (can meet) one day? 2 What special abilities do you wish you had (have)? 3 What do you wish people wouldn’t do (not do) to the environment? 4 What do you wish you hadn’t done (not do) last week? 5 What do you wish your parents would not ask (not ask) you to do every single day?

9D Complete the questions with the correct form of the verbs in brackets. Then answer the questions in pairs.

1 It would be nice if my dog was able to fetch toys. COULD I wish my dog could fetch toys. 2 What a pity we forgot the insect repellent. HADN’T If only we hadn’t forgotten the insect repellent. 3 I regret not learning to swim when I was a child. HAD I wish I had learnt/learned to swim when I was a child. 4 It’s a shame you don’t sort the rubbish! WOULD I wish you would sort the rubbish. 5 I would love to have more time for my friends. HAD If only I had more time for my friends. 6 Don’t play your music so loud! WISH I wish you wouldn’t play your music so loud. 7 I regret saying that you are lazy. SAID I wish I you are lazy. hadn’t said that

9D Complete the second sentence using the word in bold so that it means the same as the first one. Use between two and five words, including the word in bold.

1 Your friend had asked you to look after her flowers while she was away. You didn’t, so they died. If only I had looked after your flowers. flowers 2 You don’t like to do the washing up but you have to do it every day. I wish I . didn’t have to do the washing up 3 Your best friend never remembers your birthday! It upsets you a lot. I wish she . would remember my birthday 4 Your flatmate is always bringing plastic bags from the supermarket when he goes shopping! You think this is very irresponsible. If only he wouldn’t bring plastic bags from the supermarket . 5 You can’t cook like a chef and you would like to. If only I . could cook like a chef 6 You spent a fortune on a new mobile phone and you are not satisfied with it. I wish I hadn’t spent a fortune on this/my new mobile phone .

9D Complete the sentences using the correct tense.

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Exercise 3 2 What could have happened to life on Earth if dinosaurs hadn’t died out? 3 What would have happened if Columbus hadn’t discovered America? 4 If you had met your favourite actor on your way to school today, what would you have said to him/ her?

Exercise 2 2 the weather had been, would have taken 3 would/could have drowned, hadn’t swum 4 have got hurt, hadn’t left 5 hadn’t caught me, have broken 6 wouldn’t have been flooded, hadn’t been

Exercise 1 2 had reached 3 would have missed 4 hadn’t learnt/ learned 5 wouldn’t have been 6 wouldn’t have got 7 hadn’t begged 8 wouldn’t have put 9 could have held 10 had asked 11 hadn’t found 12 would have finished

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have broken

have sent

have forgotten

must

may

can’t

They

She

You

your password.

the email.

the window.

We use: • must have to express a strong belief that something happened: You must have lost your mobile phone at the restaurant. = It is almost certain that you lost your phone at the restaurant. The house is dark, so they must have gone out. • can’t have/couldn’t have to express a strong belief that something didn’t happen: He can’t have gone home. = It's impossible that he went home. She couldn’t have swum across the sea. • might have/may have/could have when we think that it’s possible that something happened: He might have lost his car keys. It's possible that he lost his car keys. She may have missed the bus. They could have gone to Italy.

have + Past Participle

Modal auxiliary

When speculating about a past situation or event, we use a modal verb + have + the past participle form of the main verb.

10C Modal verbs for speculating about the past

After may/might/could we can use a continuous form (be + ing form): The man might/could/may be lying. (Perhaps he is not telling the truth.)

When we speculate, the negative of must is can’t, not mustn’t: It must be true. (I’m sure it is.) No, it can’t be true. (I’m sure it isn’t.) NOT mustn’t be. be

• When we’re almost certain something is true, we use must: They live in a big house – they must earn a lot of money. Jane must be happy working as a police detective. • When we think something is possible, we use could/ might may (might is slightly less probable than could or might/ may): You could be a witness of a crime. She might be innocent. It may get windy tomorrow. • When we’re almost certain something isn’t possible, we use can’t: He can’t be a professor – he’s only eighteen years old. She can’t be abroad. I’ve just seen her!

We use must, could, might, may and can’t to say how certain we are about something in the present.

10A Modal verbs for speculating about the present

2

1

1 The lights are on in your friend’s house but she isn’t answering the door. A She must st be watching her favourite show (watch/ favourite/show). It’s on now. B She (sleep/now). It’s 7 p.m. and she never goes to bed before midnight. 2 You wake up in the middle of the night. You hear a strange noise. A It (be/burglar). All the doors and windows in the house are locked. B My cat (run) up and down the stairs. He’s full of energy at night. 3 The witness who is answering the judge’s questions seems very nervous and he’s speaking very quietly. A He (feel/guilty). B He (tell/truth). Otherwise, he wouldn’t be so nervous. 4 You see a neighbour driving a very expensive car. A She (have/very good job) and a high salary. B This (be/she/car). I saw her this morning in a different car.

10A Complete the sentences with modal verbs and the correct form of the words in brackets. Sometimes more than one answer is correct.

A You 9 can’t be serious! Timmy neither looks nor speaks like a lawyer!

might/ B I’m not sure but I think he 7 could be in his room 8 upstairs. He might/couldbe rehearsing his role for the school play. He plays a lawyer who is defending a serial criminal.

3 A Where’s Timmy?

B Well, you never know. He 6 might or might not be one of the suspects. We must wait and see what happens.

A I can’t believe Mr Dilks 5 can’t be involved with them! He’s such an honest man.

2 A What are these police officers doing outside my neighbour’s house? could/ B I suppose they 4 might be watching the area. There’s been a number of pickpocketing incidents around here.

B No, it 1can’t n’t be her. She’s blond. Oh, I know! It 2 must be SoSo, this famous YouTuber. might/ A Well, yeah… I guess it 3 could be her. She looks a bit older, though.

1 A Who is this woman in the photo? Is it the famous actress who played an undercover MI6 agent in Atomic Blonde?

10A Complete the dialogues with modal verbs. Sometimes more than one answer is correct.

Exercise 2 1 can’t be sleeping now 2 can’t be a burglar, must/might be running 3 might/must be feeling guilty, can’t be telling the truth 4 must have a very good job, can’t be her car

Grammar Reference and Practice 3

9

8

.

.

1 Someone mayy have tried (may/try) to steal Hanna’s TV set. 2 Hanna must have forgotten (must/forget) to close the balcony door. It was open when she came back home. 3 The thief can’t have worked (can’t/work) on his/her own. The TV was too heavy to carry for one person. 4 The thieves might have got (might get) scared. That’s why they left the TV in the garden. 5 The neighbour must have heard (must/hear) something. The thieves must have made a lot of noise when they were escaping. 6 The footprints may have been left (may/leave) by the thief or anyone from Hanna’s family. 7 .

Hanna lives in a quiet neighbourhood where crimes, even petty ones, rarely happen. One day, however, when she got back home, a neighbour called her to say there was a big black TV set lying in her garden. Hanna was very surprised to see that it was her own TV set. She immediately called the police. They interviewed Hanna’s neighbours, but none of them had noticed anything unusual. However, the officers found some footprints in the garden. What might have happened?

What might have happened?

10D Read the text and complete sentences 1−6 below with the correct form of the words in brackets. Then write three predictions of your own about what might have happened.

4

10D Complete a sentence for each situation, using the word in bold. 1 I am sure that the woman was at the crime scene. The police found her earring there. MUST She must have been at the crime scene. 2 Perhaps the man took part in the bank robbery. He suddenly became very rich. MIGHT He in the bank robbery. 3 I’m sure that woman did not mean to hurt your cat. She likes animals. CAN’T That woman to hurt your cat. 4 My neighbour was at home. Maybe she saw the thieves. COULD My neighbour the thieves. 5 I’m sure the burglar received a suspended sentence. It was his first offence. MUST The burglar a suspended sentence. 6 It’s impossible that you have forgotten the man’s name. I only told you the story five minutes ago. CAN’T You the man’s name. 7 I can’t find my purse. The only explanation is that I had left it in the shop. MUST I my purse in the shop. 8 It’s possible that Emma didn’t hear the burglars. She was watching TV. MAY Emma the burglars.

189

Exercise 4 2 might have taken part 3 can’t have meant 4 could have seen 5 must have received 6 can’t have forgotten 7 must have left 8 may not have heard

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leave /liːv/ lend /lend/ let /let/ lie /laɪ/

learn /lɜːn/

drink /drɪŋk/ drive /draɪv/ eat /iːt/ fall /fɔːl/ feed /fiːd/ feel /fiːl/ fight /faɪt/ find /faɪnd/ fly /flaɪ/ forbid /fəˈbɪd/ forget /fəˈget/ forgive /fəˈgɪv/ freeze /friːz/ get /get/ give /gɪv/ go /gəʊ/ grow /grəʊ/ have /hæv/ hang /hæŋ/ hear /hɪə/ hide /haɪd/ hit /hɪt/ hold /həʊld/ hurt /hɜːt/ keep /kiːp/ know /nəʊ/ lead /liːd/ lean /liːn/

burst /bɜːst/ buy /baɪ/ catch /kætʃ/ choose /tʃʊːz/ come /kʌm/ cost /kɒst/ creep /kriːp/ cut /kʌt/ deal /diːl/ dig /dɪg/ do /duː/ draw /drɔː/ dream /driːm/

awake /əˈweɪk/ be /biː/ beat /biːt/ become /bɪˈkʌm/ begin /bɪˈgɪn/ bet /bet/ bite /baɪt/ bleed /bliːd/ blow /bləʊ/ break /breɪk/ bring /brɪŋ/ build /bɪld/ burn /bɜːn/

5.71

awoke /əˈwəʊk/ was/were /wɒz/wɜː/ beat /biːt/ became /bɪˈkeɪm/ began /bɪˈgæn/ bet /bet/ bit /bɪt/ bled /bled/ blew /bluː/ broke /brəʊk/ brought /brɔːt/ built /bɪlt/ burned /bɜːnd/ or burnt /bɜːnt/ burst /bɜːst/ bought /bɔːt/ caught /kɔːt/ chose /tʃəʊz/ came /keɪm/ cost /kɒst/ crept /krept/ cut /kʌt/ dealt /delt/ dug /dʌg/ did /dɪd/ drew /druː/ dreamed /driːmd/ or dreamt /dremt/ drank /dræŋk/ drove /drəʊv/ ate /et/ fell /fel/ fed /fed/ felt /felt/ fought /fɔːt/ found /faʊnd/ flew /fluː/ forbade /fəˈbæd/ forgot /fəˈgɒt/ forgave /fəˈgeɪv/ froze /frəʊz/ got /gɒt/ gave /geɪv/ went /went/ grew /gruː/ had /hæd/ hung /hʌŋ/ heard /hɜːd/ hid /hɪd/ hit /hɪt/ held /held/ hurt /hɜːt/ kept /kept/ knew /njuː/ led /led/ leaned /liːnd/ or leant /lent/ learned /lɜːnd/ or learnt /lɜːnt/ left /left/ lent /lent/ let /let/ lay /leɪ/

Irregular Verbs

awoken /əˈwəʊkən/ been /biːn/ beaten /ˈbiːtn/ become /bɪˈkʌm/ begun /bɪˈgʌn/ bet /bet/ bitten /ˈbɪtn/ bled /bled/ blown /bləʊn/ broken /ˈbrəʊkən/ brought /brɔːt/ built /bɪlt/ burned /bɜːnd/ or burnt /bɜːnt/ burst /bɜːst/ bought /bɔːt/ caught /kɔːt/ chosen /ˈtʃəʊzən/ come /kʌm/ cost /kɒst/ crept /krept/ cut /kʌt/ dealt /delt/ dug /dʌg/ done /dʌn/ drawn /drɔːn/ dreamed /driːmd/ or dreamt /dremt/ drunk /drʌŋk/ driven /ˈdrɪvən/ eaten /ˈiːtən/ fallen /ˈfɔːlən/ fed /fed/ felt /felt/ fought /fɔːt/ found /faʊnd/ flown /fləʊn/ forbidden /fəˈbɪdn/ forgotten /fəˈgɒtn/ forgiven /fəˈgɪvən/ frozen /ˈfrəʊzən/ got /gɒt/ given /ˈgɪvən/ gone /gɒn/ grown /grəʊn/ had /hæd/ hung /hʌŋ/ heard /hɜːd/ hidden /ˈhɪdn/ hit /hɪt/ held /held/ hurt /hɜːt/ kept /kept/ known /nəʊn/ led /led/ leaned /liːnd/ or leant /lent/ learned /lɜːnd/ or learnt /lɜːnt/ left /left/ lent /lent/ let /let/ lain /leɪn/ wrote /rəʊt/

/wɪðˈdruː/

/wɪðˈdrɔː/

write /raɪt/

upset /ˌʌpˈset/ woke /wəʊk/ wore /wɔː/ won /wʌn/ withdrew

upset /ˌʌpˈset/ wake /weɪk/ wear /weə/ win /wɪn/ withdraw

written /ˈrɪtn/

/wɪðˈdrɔːn/

upset /ˌʌpˈset/ woken /ˈwəʊkən/ worn /wɔːn/ won /wʌn/ withdrawn

/ˌʌndəˈstʊd/

/ˌʌndəˈstænd/

/ˌʌndəˈstʊd/

lighted /ˈlaɪtəd/ or lit /lɪt/ lost /lɒst/ made /meɪd/ meant /ment/ met /met/ overcome /ˌəʊvəˈkʌm/ paid /peɪd/ put /pʊt/ read /red/ ridden /ˈrɪdən/ rung /rʌŋ/ risen /ˈrɪzən/ run /rʌn/ said /sed/ seen /siːn/ sought /sɔːt/ sold /səʊld/ sent /sent/ set /set/ shaken /ˈʃeɪkən/ shone /ʃɒn/ shot /ʃɒt/ shrunk /ʃrʌŋk/ shown /ʃəʊn/ shut /ʃʌt/ sung /sʌŋ/ sunk /sʌŋk/ sat /sæt/ slept /slept/ smelled /smeld/ or smelt /smelt/ spoken /ˈspəʊkən/ speeded /ˈspiːdəd/ or sped /sped/ spent /spent/ spilled /spɪld/ or spilt /spɪlt/ split /splɪt/ spoiled /spɔɪld/ or spoilt /spɔɪlt/ spread /spred/ stood /stʊd/ stolen /ˈstəʊlən/ stuck /stʌk/ struck /strʌk/ swept /swept/ swum /swʌm/ swung /swʌŋ/ taken /ˈteɪkən/ taught /tɔːt/ torn /tɔːn/ told /təʊld/ thought /θɔːt/ thrown /θrəʊn/ understood

lighted /ˈlaɪtəd/ or lit /lɪt/ lose /luːz/ lost /lɒst/ make /meɪk/ made /meɪd/ mean /miːn/ meant /ment/ meet /miːt/ met /met/ overcome /ˌəʊvəˈkʌm/ overcame /ˌəʊvəˈkeɪm/ pay /peɪ/ paid /peɪd/ put /pʊt/ put /pʊt/ read /riːd/ read /red/ ride /raɪd/ rode /rəʊd/ ring /rɪŋ/ rang /ræŋ/ rise /raɪz/ rose /rəʊz/ run /rʌn/ ran /ræn/ say /seɪ/ said /sed/ see /siː/ saw /sɔː/ seek /siːk/ sought /sɔːt/ sell /sel/ sold /səʊld/ send /send/ sent /sent/ set /set/ set /set/ shake /ʃeɪk/ shook /ʃʊk/ shine /ʃaɪn/ shone /ʃɒn/ shoot /ʃuːt/ shot /ʃɒt/ shrink /ʃrɪŋk/ shrank /ʃræŋk/ show /ʃəʊ/ showed /ʃəʊd/ shut /ʃʌt/ shut /ʃʌt/ sing /sɪŋ/ sang /sæŋ/ sink /sɪŋk/ sank /sæŋk/ sit /sɪt/ sat /sæt/ sleep /sliːp/ slept /slept/ smell /smel/ smelled /smeld/ or smelt /smelt/ speak /spiːk/ spoke /spəʊk/ speed /spiːd/ speeded /ˈspiːdəd/ or sped /sped/ spend /spend/ spent /spent/ spill /spɪl/ spilled /spɪld/ or spilt /spɪlt/ split /splɪt/ split /splɪt/ spoil /spɔɪl/ spoiled /spɔɪld/ or spoilt /spɔɪlt/ spread /spred/ spread /spred/ stand /stænd/ stood /stʊd/ steal /stiːl/ stole /stəʊl/ stick /stɪk/ stuck /stʌk/ strike /straɪk/ struck /strʌk/ sweep /swiːp/ swept /swept/ swim /swɪm/ swam /swæm/ swing /swɪŋ/ swung /swʌŋ/ take /teɪk/ took /tʊk/ teach /tiːtʃ/ taught /tɔːt/ tear /teə/ tore /tɔː/ tell /tel/ told /təʊld/ think /θɪŋk/ thought /θɔːt/ throw /θrəʊ/ threw /θruː/ understand understood

light /laɪt/

2

1

Is it possible to look more intelligent than you are? In fact, there are many ways to appear smarter and boost your 1 confidence in relations with other people. One way has to do with physical 2 and clothing. Studies have shown that people who wear formal outfits are seen as more intelligent – but 3 interesting than those who wear casual clothes. The colour of your clothes also 4 . Black, for example, is associated with being clever while red with being arrogant. In fact, choosing smart, 5 outfits in ‘boring’ colours such as, for example, black, grey, beige and white can help you increase your IQ by a few points. It is also true of glasses. They were not fashionable in the past, but now this trend 6 . Nowadays many people wear glasses in order to look more honest, trustworthy and intelligent.

How to appear more intelligent

appear change confident little look style matter much

Complete the text with the correct form of the words in the box. There are two extra words.

1 Clare is the best singer in school. BETTER No one in our school sings better than Clare. 2 There are very few occasions when Peter gets dressed up. HARDLY Peter dressed up. 3 Celebrity shows are more and more popular these days. GETTING Celebrity shows more and more popular these days. 4 Do you know how many people join the fashion design courses each year? PART Do you know how many people the fashion design courses each year? 5 Checked jackets, which were once trendy, are back in fashion this winter. STYLE Checked jackets this winter. 6 My friend wants to start a blog about fashion. SET My friend a blog about fashion. 7 Who is the owner of this handbag? BELONG Who to? 8 I admire people who are kind and fair to others. LOOK I who are kind and fair to others.

Complete the second sentence using the word in bold so that it means the same as the first one. Use between two and five words, including the word in bold.

Unit 1

Use of English

2

1

1 2 3 4 5 6

a develops a putting a make a robots a have made a allows

b has been developing b to put b get b devices b make b succeeds

c is developing c put c take c systems c are making c lets

*A situation in which computer-generated information or images are combined with things in the real world.

If you have ever tried to catch Pokemons on your mobile, you will have a vague idea what augmented reality (AR) is. But AR isn’t used just for playing games. for some time This innovative technology 1 now, and it is bringing huge profits. It appeals their especially to people who can’t imagine 2 smartphones down. However, some psychologists control of our lives and fear that it may soon 3 we might not be able to function in the real world such as smartphones without it. A lot of modern 4 and tablets already make use of AR. We can download an app to browse the world around us just like we it browse the web. Recently some companies 5 possible to see their products in 3D models in their own physical world. One of them is IKEA, whose app 6 customers visualise what their furniture will look like in their own living rooms. AR technology is developing so fast that we will soon take it for granted.

Augmented Au gmented re reality ality**

Choose the correct words a–c to complete the text.

1 My knowledge (KNOW) of astrology is very limited. I don’t know much about the galaxies in the universe. 2 The scientist’s new (CREATE) can help us understand dreams. 3 It is believed that the blue light from screens causes sleep (ORDER). 4 We had a (AGREE) about the role of computers in education. Everyone was of a different opinion. 5 I have finally found a computer that meets all my (REQUIRE). 6 No one wants to take (RESPONSIBLE) for the failure of this project. 7 Winning the science competition is one of his greatest (ACHIEVE). 8 The main (ENTER) to the building is monitored by CCTV cameras.

Complete the sentences with the correct words formed from the words in bold.

Unit 2

191

Unit 2 Exercise 1 2 creation/ creations 3 disorder/ disorders 4 disagreement 5 requirements 6 responsibility 7 achievements 8 entrance

Unit 1 Exercise 2 2 appearance 3 less 4 matters 5 stylish 6 is changing

Unit 1 Exercise 1 2 hardly ever gets 3 are getting 4 take part in 5 are coming back into style / are in style again 6 wants to set up 7 does this handbag belong 8 look up to people

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Unit 4 Exercise 1 2 has been able 3 to take 4 allowed to 5 didn’t have/ need to 6 (which) I borrowed / borrowed 7 whose bike helmet

Unit 3 Exercise 1 2 used to order a meal/meals 3 was working out in the gym 4 was trying to set fire to 5 did you use to play 6 didn’t/did not qualify for the final(s) 7 soon as the teacher entered 8 gave up junk food

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a would a Soon a track a wasn’t using a sprained a with a get

b could b Until b machine b hadn’t used b pulled b on b be

c should c The moment c equipment c used to c dislocated c in c keep

I was nervous before my first personal training session as I didn’t know what to expect. I tried to keep fit but I didn’t have any training routine. I1 go to the gym to do some exercise twice a week, but didn’t feel much fitter. 2 I arrived at the club, I was greeted by David, my new fitness 3 coach. He explained to me how the works and how to warm up. David was really motivating and encouraging. He showed me the best techniques to lift weights and do push-ups. David also showed me how to use the Bosu ball. I 4 the ball before I joined the club and I wasn’t sure what to do with it. But it was great fun! The day after the session I had a sore feeling in my body. I was afraid I had 5 a muscle but my coach explained to me that it often happens after a workout. He also told me that if I want to build muscles, I should have meals which are high 6 protein. Working with a personal trainer was a really rewarding experience – it really helped 7 me to into shape fast.

My first personal training aining session

Choose the correct words a–c to complete the text.

1 When I joined the ‘Young chef competition’, I had d already finished (already/finish) a cookery course. 2 My older sister (use/order/meal) at a fast food restaurant every Saturday but now she eats only homemade food. 3 I sprained my wrist while I (work/ gym) on Saturday. 4 The boy burnt his hand while he (try/set fire) an old garden shed. 5 When you were a kid, (you/use/play) any team sports? 6 Our team played very well but they still (not/qualify/final) of the school basketball championships. 7 The students stopped talking as (soon/ teacher/enter) the classroom. 8 I lost ten kilos when I (give/junk food) and fizzy drinks.

2

If your passport does go missing, 8 the first thing to do is to get it cancelled, even if you hope that it will be found. Cancelling the passport as 9 soon as possible is the best way to guarantee that no one else will use it illegally.

So if you want to avoid having trouble, you ought to take some steps before you set 3 off/out on your trip. It is a good idea to scan and print your passport and other forms of identification and leave copies with a family member or a close friend. 4 This could save you time and money if the worst happens. You 5should/maynot, under no circumstances, carry the copies of the documents with you. Otherwise the person 6 who steals them will have more than he or she has ever dreamt of having. It’s also a good idea to travel with an extra passport photo in case you 7 have/need to apply for an emergency travel document.

A passport is one of the most valuable things we pack when we go 1 on holiday abroad. If it gets lost or stolen, you won’t be 2 able to hire a car or, at worst, return home.

WHAT TO DO IF YOU LOSE YOUR PASSPORT

Complete the text with one word in each gap.

1 Laptops have to be switched off during take-off. Passengers must switch off their laptops during take-off. 2 My uncle learned to fly a plane when he was 25. My uncle to fly a plane since he was 25. 3 You shouldn’t walk to the station. Going by bus is a better option. You ought a bus to the station. 4 You mustn’t carry any sharp objects in your hand luggage. You are not carry any sharp objects in your hand luggage. 5 I had enough food on the plane as free snacks were served. I buy food on the plane. 6 Peter lent me his car. I’m driving it. I’m driving the car from Peter. 7 This is the girl who lent me the bike helmet. I’m wearing it now. This is the girl I’m wearing now.

2

2

and studies at the same time requires a lot of (FLEXIBLE) and discipline. The flexibility most important skill to learn is managing your 3 time effectively (EFFECTIVE). At the start of each semester, study the syllabus of the courses you’re attending and note down the dates of all the examinations and deadlines for papers. Keeping a to-do -do list and managing deadlines will help you develop some 4 organisational (ORGANISE) skills. Research shows that we worry about things that we haven’t done, so putting a task on a to-do list and setting a time to complete it in your 5 (WEEK WEEK)) planner makes weekly you worry less. There will be days when you feel tired or you won’t have enough 6 (STRONG STRONG) to study and go to strength work. So remember to take a break from time to time, which will have a positive effect on your 7 (EFFICIENT) at work and efficiency at college. Finally, in a moment of 8 weakness (WEAK), don’t forget this old saying: No pain, no gain!

allenging while studying can seem very 1 challenging (CHALLENGE). First of all, handling both a job

For many young people the idea of working

NO PAIN, NO GAIN!

Complete the text with the correct words formed from the words in bold.

1 I’m pretty sure that we will have carried out the project (carry/project) by the end of this lesson. 2 Watch out! The teacher (be/about/enter) the classroom. 3 You should really (get/work) or you’ll fail the exam. 4 Do you know when we (have/hand/essay) on climate change? I hope it’s not too late. 5 Tomorrow at 8 a.m. we (sit/exam) in French. 6 The weather looks good so we (be/likely/go) backpacking at the weekend. 7 Fiona is not happy with her studies and (be/drop) university before the end of the term.

Complete the sentences with the correct form of the words in brackets. Add extra words where necessary.

1

1

Complete the sentences with the correct forms of the words in brackets. Add extra words where necessary.

Unit 5

1 Complete the second sentence so that it means the same as the first one. Use between two and five words in each gap.

Unit 4

Unit 3

Use of English

2

1

• Be as clear 3 as you can about what you think and tell them what you want. Give details that can help your parents see the problem from your perspective. 4 unless they understand what you really need, they won’t be able to help. • Try to see their 5 point of view and understand their feelings. People feel frustrated 6if/when others ignore them. 7 Would you feel OK if your friends didn’t listen to you? Remember that your parents always want what is best for you. Even if you think they won’t understand you, give 8 it a try. • Do not argue or shout. If you speak in a friendly way, your parents 9 will take what you say seriously. Do whatever 10 it takes to keep calm. If you start feeling angry or upset, do something before you get 11 into trouble: go for a walk or count to ten. Always avoid saying things that may 12 hurt their feelings. Remember, a lot depends 13 on you too!

So here are some tips to follow:

Do your parents usually listen to what you say and respect your opinions? Or perhaps they often 1 lose their temper and interrupt while you are talking. Some parents are not very good listeners. But remember that communication is a two-way street and 2 the way you talk can help you communicate with your parents.

How to talk so parents will listen

Complete the text with one word in each gap.

1 Are you sure Tom and Anna are about to up? They look so happy together. Be careful or you’ll your leg! a split b hit c break 2 My parents can right through me when I’m not telling the truth. Can you your brother? Why is he climbing that old tree? a notice b see c observe 3 The teenager got a 6-month suspended for shoplifting. The student has made five grammar mistakes in one single . a punishment b verdict c sentence 4 Don’t your eyes. It is rather impolite. When the woman heard the judge say she was innocent, tears began to down her cheeks. a roll b move c pull

Choose the word which best completes both sentences.

Unit 6

193

Unit 5 Exercise 1 2 is about to enter 3 get down to work 4 have to hand in our/ the essays 5 will be sitting an exam 6 are likely to go 7 is going to drop out of

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Unit 8 Exercise 2 2 the best students will be offered 3 am getting the washing machine fixed 4 to have your old mobile repaired 5 have just been asked to sing

Unit 7 Exercise 1 2 took off 3 promised to give him /Peter / promised him/ Peter 4 asked me whether I wanted / wanted to know whether I’d like 5 Pam not to forget/her not to forget 6 pointed out that the news

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a tell a tell a with a who a viewers a with a such

b warn b complain b in b whose b spoilers b on b slightly

c report c say c about c which c newsreaders c for c so

d claim d warn d of d that d reporters d to d utterly

We secretly follow the latest episodes of our favourite shows but, at the same time, we love to 1 that they are a bit mindless and brainwashing. So why do we really like reality shows? Well, they give us a sense of connection researchers 2 with people who have the same values and behave in a similar way way. That’s why reality shows are full 3 dramatic stories of people who, like us, have a job and face ordinary problems. Very often they are lonely and unhappy. In fact, stories like these are likely to be true and we love to feel that we life is are not the only people in the world 4 not a bed of roses. Moreover, what 21st century 5 are looking for in shows like The X Factor or The Voice is a chance to do something good for other people. When we vote for our favourite contestants we think that we help them make themselves in show business. a name 6 However, one of the most important reasons why 7 popular is the fact that we can reality TV is see people like ourselves and imagine that we too could become celebrities by being on television.

Reality TV is a form of entertainment that a lot of people seem to enjoy.

Choose the correct words a–d to complete the text.

1 There are never any tickets left for Rihanna’s concerts. SELL-OUT Rihanna’s concerts are always a sell-out . 2 ‘Big Brother’ became successful right from the start. TOOK ‘Big Brother’ right from the start. 3 ‘Ok. I’ll give you this role, Peter.’ PROMISED The theatre director that role. 4 ‘Do you want to watch the news with me, Kate?’ WHETHER My mother to watch the news with her. 5 ‘Don’t forget to write a review of the play, Pam.’ NOT The teacher told to write a review of the play. 6 ‘This news item is definitely fake and I can prove it.’ POINTED He was fake and that he could prove it.

3

2

1 from the lessons.

my arm when I was playing with my dog.

card to pay for things.

In the past, shop owners were worried that showrooming could destroy their business. They were afraid to lose customers who wanted to get 3 their money’s worth and shopped online. Some big shops thought the best way to sort 4 out this problem would be to introduce a special fee for ‘only looking’. But thanks to the rise of webrooming (checking the product online before buying it in a shop), they don’t need to worry anymore. According 5 to a recent venty percent of people webroom while survey, almost seventy rty-six percent of shoppers showroom. Webroomers only forty-six point out that they like to touch and feel a product before they buy it. They cannot imagine buying clothes online and they say that jeans or shoes must 6 be tried on first. Some people just prefer to 7 pay in cash and save on delivery costs. Others don’t like to wait for the product. What type of customer are you?

Have you ever seen something you liked in a shop, checked the price on your smartphone and then bought 1 it cheaper online? This phenomenon is called showrooming. The trend refers to people 2who/that visit a shop in order to examine a product before they buy it online at a lower price.

Showrooming and webrooming

Complete the text with one word in each gap.

1 The thief stole the money while it was being transported (it/transport) to the bank. 2 Next year (students/offer) free snacks in our school canteen. 3 I (get/washing machine/fix) next week. 4 It is useless (have/you/old mobile/ repair). You’d better get a new one. 5 Great news! I (just/ask/sing) at the event in the city centre.

Complete the sentences with the correct passive form of the words in brackets. Add extra words where necessary.

4 Watch out! The iron is very hot and you could a hole in your new shirt. Every time I see her she’s wearing something new. She must have money to ! a spend b burn c make

They opened a museum on the south of the river. a side b credit c bank

3 I usually use a

I’m . Can you lend me 10 pounds? a twisted b spoiled c broke

2 I

I gave the shop assistant two ten-pound . a banknotes b notes c notebooks

1 When I study for a test, I use my

Choose the word which best completes both sentences.

Unit 8

1

Complete the second sentence using the word in bold so that it means the same as the first one. Use between two and five words, including the word in bold.

Unit 7

Use of English

2

j

Kevin Kumala, a diver and surfer from Bali, decided to say ‘no’ to all the plastic bags floating in the sea and picturesque cturesque (PICTURE) beaches scattered around the 1 pi on the island. Kevin, who is also a biologist, came up with (DESTROY) of these a brilliant idea to stop the 2 natural areas of beauty. One rainy day, he saw several 3 (MOTORCYCLE) wearing plastic ponchos to protect themselves from the rain. These toxic plastic coats were used only a few times and then thrown away, which damaged the environment, so he created a kind of plastic (REUSE) and biodegradable. which would be 4 He started to make ponchos and bags from cassava, a cheap and popular vegetable found in Indonesia. A bag made from this plant will break down in three to six months and disappear from land or sea. For a standard plastic bag, the process takes years. Kumala’s bag is 5 (TOTAL) organic and it dissolves in hot water at 80 degrees. Kevin created a plastic product that is 6 (HARM) to sea animals and people. A few years ago he started his own company Avani Eco which now sells shopping bags, lunch boxes and (CONTAIN), all of salad 7 which are made from ‘vegetable plastic’.

Plastic made from plants

Complete the sentences with the correct words formed from the words in bold.

1 I was tired in the morning because I’d studied till midnight. If I hadn’t studied till midnight, I wouldn’t have been tired in the morning. 2 It’s a pity I forgot my keys. If only I my keys! 3 You are always leaving dirty dishes in the sink. I wish you in the sink. 4 Your advice helped us a lot. Your advice was really us. 5 We must use solar panels. In this way, we will reduce emission of greenhouse gases. We must use solar panels in order of greenhouse gases. 6 There is peace and quiet in the countryside. We should move there. We should move to the countryside because it there. 7 It was wrong of you to leave the water running for so long. You shouldn’t for so long.

2

1

E

1 2 3 4 5 6 7 8

a shouldn’t a in a caught a on bail a with a because a free a sentence

b couldn't b down b reached b under curfew b for b although b accused b service

c might c into c taken c in prison c about c so c clear c verdict

d may d up d found d in custody d on d since d guilty d warning

Some me crimes are truly terrifying but some are completely ridiculous. Like the one committed by 21-year-old Keith who clearly 1 have known what he was doing. The young man broke 2 a fast food restaurant soon after the place had closed. At precisely half past ten, he was 3 on security cameras trying to fry some chicken wings! When the guards saw him, they immediately called the police. The police arrested the man and took him to the for a few nearest police station, where he was held 4 hours. The detectives questioned Keith and charged him 5 attempted robbery. Keith was utterly shocked that the situation had got out of control. As he claimed, he was only trying to surprise his girlfriend with her favourite meal: fried chicken wings in marinara sauce. However, he did not have the necessary equipment and tools at home, 6 he decided to visit the local restaurant in search of help. The court found the man 7 of third-degree burglary. The unlucky chef was sentenced to community 8 . He was ordered to clean the dishes at the very same fast food restaurant he had broken into!

A crime in the name of love

Choose the correct words a–d to complete the text.

1 They arrested the man and released him after two days. IN The man was held in custody for two days before being released. 2 The shoplifter avoided punishment for the crime as there was no proof. AWAY The shoplifter the crime as there was no proof. 3 It’s possible my neighbour left the front door open. LEFT My neighbour the front door open. 4 I’m sure the burglar was wearing a dark jacket. MUST The burglar a dark jacket. 5 The detective is investigating the case of the missing child. LOOKING The detective the case of the missing child.

Complete the second sentence using the word in bold so that it means the same as the first one. Use between two and five words, including the word in bold.

Unit 10

1 Complete the second sentence so that it means the same as the first one. Use between two and five words.

Unit 9

195

Unit 10 Exercise 1 2 got away with 3 might/may/ could have left 4 must have been wearing 5 is looking into

Unit 9 Exercise 2 2 destruction 3 motorcyclists 4 reusable 5 totally 6 harmless 7 containers

Unit 9 Exercise 1 2 had not forgotten 3 wouldn’t leave dirty dishes 4 helpful for 5 to reduce emission 6 is peaceful 7 have left the water running

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What kind of shoes is he wearing? What’s his hair like? Is he skinny? Do you think he’s a likeable person?

something you can’t stand doing. something you learnt to do recently. something your parents let you do. something you stopped doing recently. something you remember liking as a child. something you should do but keep avoiding.

1 You are a customer at the counter in a café. Politely ask the café owner the following questions and follow the instructions below: • Is there any gluten-free food? • Does the chocolate cake contain nuts? • Politely refuse the chocolate cake. You are allergic to nuts. Order the cookies. • Is the orange juice freshly-squeezed? Order lemonade. • What’s the wi-fi password?

3E Exercise 7, page 39

1 2 3 4 5 6

Tell me about …

2D Exercise 6, page 23

1 You are training for a mission to Mars. You have been at a training camp in the Atacama desert in Chile for the last three months. You have an online interview with a student. Answer his/her questions. 2 You are interviewing an astronaut who is on a mission to Mars. Ask him/her what he/she has been doing, how he/she has been feeling and the things he/she has done and seen.

2A Exercise 10, page 19

1 2 3 4

Student A: Use the vocabulary in lesson 1B to ask your partner questions about his/her photo, for example:

Study this photo for one minute. Then close your book and answer Student B’s questions.

1B Exercise 7, page 6

STUDENT A

Communication

What time do we finish school today? What are you doing after school? Are you going to revise this weekend? What else are you going to do this weekend? Is it going to rain this weekend? Do you think your parents will do something surprising this weekend?

□ 4□ 3□ 2□ 1□

□ 4□ 3□ 2□ 1□

□ 4□ 3□ 2□ 1□

Did the presenter: • use correct grammar? • use a range of vocabulary? • use some of the expressions from the Speaking box?

5

Language

Was the presentation: • divided into clear sections (beginning/middle/ end)? • easy to follow?

5

Organisation

Did the presenter: • explain the purpose of the talk? • present the key points clearly? • give examples? • choose the visuals well? • make the topic interesting for the audience?

5

Content and ideas

Answer the questions below to assses your friend's presentation. Use the scale from 5 (very good) to 1 (poor).

Life Skills 1–2, Exercise 9, page 33

Answers to the quiz: 1 False: Most people can remember around 10,000 faces. 2 True 3 True 4 True 5 True 6 False: Experts say it’s safer to wake them up before they hurt themselves.

2D Exercise 1, page 23

ALL STUDENTS

1 2 3 4 5 6

5A Exercise 8, page 65

2 You are a waiter or waitress in a restaurant. Answer the customer’s questions using this information: • The soup-of-the-day is organic mushroom soup. • Recommend the salmon in chilli sauce. • The card machine is not working at the moment. • The toilets are down the stairs, through the first door on the left.

□ 4□ 3□ 2□ 1□

4

2

3 Remember to include linkers and adjectives.

disappointed qualify for a marathon guilty have your leg in plaster train (v) trip/fall over

1 In pairs, look at the pictures and decide from whose perspective you are going to tell the story (the woman or the dog). Are you going to tell the story from the first or third person point of view? 2 Use the vocabulary in the box and the past tenses from lesson 3A to help you.

3

1

3G Exercise 8, page 43

1 What happened? 2 Had you/they ever done well at this sport, performance or challenge before? 3 What had you/they done before the event to prepare? 4 How did you/they feel before, during and after? 5 Did you/they take home a medal, cup or prize? 6 How did you/they celebrate?

3A Exercise 8, page 35

Did the presenter: • make eye contact with the audience? • use gestures to make key points? • move during the presentation? • smile and use facial expressions? • speak clearly?

5

Body language and delivery

/ 10

DS (0 points) DS (0 points) DS (3 points) DS (0 points) DS (3 points) DS (3 points) DS (3 points) DS (3 points) DS (0 points) DS (3 points)

□ □ □

□ □ □

□ □ □ □

1–10 – You sometimes show empathy, but you could consider others more often than you do. Try looking at things from other people’s points of view more regularly. 11–20 – You are empathetic and probably a good listener. Friends can rely on you for your support and understanding. 21–30 – You are a real people person. You are very good at reading emotions. You go out of your way to help others feel better.

1 AS (3 points) A (2 points) D (1 point) 2 AS (3 points) A (2 points) D (1 point) 3 AS (0 points) A (1 point) D (2 points) 4 AS (3 points) A (2 points) D (1 point) 5 AS (0 points) A (1 point) D (2 points) 6 AS (0 points) A (1 point) D (2 points) 7 AS (0 points) A (1 point) D (2 points) 8 AS (0 points) A (1 point) D (2 points) 9 AS (3 points) A (2 points) D (1 point) 10 AS (0 points) A (1 point) D (2 points) Maximum score = 30 points

6D Exercise 2, page 83

Winning team: Main reason for decision: Best participant:

Overall points:

Style • Do the speakers use body language to emphasise their points? • Do they maintain eye contact with the audience? • Do they speak clearly and in a natural way?

Language • Is it easy to understand the speakers? • Do they use expressions from the Speaking box? • Do they use varied vocabulary and correct grammar?

Content • Are the arguments strong? • Do you find them convincing? • Are the arguments relevant to the debate? • Do the speakers give examples to support their arguments?

1 Diets are a waste of time. 2 Students should travel free on all public transport. 3 Girls and boys should compete in the same sports/ athletic competitions. 4 Tourists do more harm to an area than good. 5 Junk food should be banned in schools.

Choose one of these topics for your debate. After the debate, assess it using this checklist.

Life Skills 3–4, Exercise 9, page 63

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1 Customer in a restaurant: You sat down twenty minutes ago and nobody has taken your order. Complain. Waiter: You are very apologetic. Explain the problem and try to satisfy the customer. 2 Customer: You ordered some games online. When the parcel arrives, you find they’ve sent you the wrong games. Phone to make a complaint. Customer service employee: You have had a long hard day but you try to be polite and professional with all your customers. Find out exactly what the problem is and try to sort it out. 3 Customer: You bought an extra-large T-shirt with a logo of your favourite heavy metal group from an online store but they sent you a small pink T-shirt with a picture of a pony on the front! Complain. Customer service employee: Apologise and respond appropriately. 4 Customer in a shop: You bought a new phone but there’s something wrong with it. You have the receipt. You take it back to the shop and ask for a refund. Ask to speak to the manager if you have any problems. Shop assistant: You find out what’s wrong, apologise and ask for a receipt. When the customer gives you the receipt, you see it’s for the wrong shop so you refuse to help him/her. When he/she asks to speak to the manager, explain that it’s the wrong receipt and there’s nothing you can do about it.

8E Exercise 8, page 114

7D Exercise 8, page 98

Communication

3

1

2

can play baseball the others go away never climb up help me get down not so crowded here stay at home

Use the prompts to write sentences with I wish/if only. Then think of more sentences and compare them with other groups.

9D Exercise 5, page 128

3

2

1

Life Skills 7–8, Exercise 5, page 123

1 2 3 4

What clothes is she wearing? What’s her hair like? Is she wearing any accessories? What? Do you think she’s a likeable person?

Student B: Use the vocabulary in lesson 1B to ask your partner questions about his/her photo, for example:

Student B: Study this photo for one minute. Then close your book and answer Student A’s questions.

1B Exercise 7, page 6

STUDENT B

1 Work with a partner and write down several arguments for and against the question. 2 Work in groups and debate the question. Group A argue for the topic. Group B argue against the topic. 3 When everyone has finished, take a class vote.

10F Exercise 10, page 145

Imagine you are a candidate in school elections. Compare and contrast the two images above and then choose one for your campaign poster.

10E Exercise 6, page 144

10E Exercise 4, page 144

something your parents make you do. something difficult you can do. something you expect to do before the end of this year. something you forgot to do recently. something you practise doing regularly. something you hope to see during your lifetime.

1 2 3 4 5

How good are your communication skills in English? Would you say you are self-motivated? Do you work well under pressure? Give me an example. Tell me about a time when you solved a problem. Finally, what's your biggest strength?

5D Exercise 8, page 68

1 When are we sitting our next exam? 2 How do you think you’ll get on? 3 What are you going to do to improve your chances of passing the exams? 4 Do you think you’ll pass all your exams this year? If yes – are you sure you’ll pass all of them, even Maths? If no – which ones are you sure you’ll pass? 5 Do you think schools will ever stop giving students exams?

5A Exercise 8, page 65

1 You work in a café. Answer the customer’s questions using this information: • The chocolate cake and the cookies are gluten-free. • The chocolate cake contains nuts but the cookies don’t. • The orange juice is not freshly-squeezed, but the home-made lemonade was made fresh today. • The wi-fi password is cafebema123. 2 You are a customer at a restaurant. Politely ask the waiter or waitress the following questions and follow the instructions: • What is the soup-of-the-day? • Can you recommend a main course? • Politely refuse the recommendation. You don’t like fish. Order fried eggs with wholemeal toast. • Can I pay by card? • Where are the toilets?

3E Exercise 7, page 39

1 2 3 4 5 6

Tell me about …

2D Exercise 6, page 23

1 You are interviewing an astronaut who is training for a mission to Mars. Ask him/her what he/she has been doing, how he/she has been feeling and the things he/she has done and seen. 2 You are a member of the crew on a mission to Mars. Your spaceship has almost arrived at the red planet. You have an online interview with a student. Answer his/her questions.

2A Exercise 10, page 19

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CULTURE NOTES Unit 1 1A GRAMMAR AND VOCABULARY Proms are formal dances usually organised in the US for high school seniors the spring before graduation. This marks an important milestone in a young person’s life. The cultural importance of prom nights, and the social and financial pressures that accompany them have formed the plot for many American films and TV episodes. It is estimated that parents usually spend between $800 and $1,200 on a prom-going teen. Proms have also taken off in the UK. Although the teens who participate are often younger than their American peers, the financial investment, including limousines and the perfect dress, is similar. Operation Prom is a non-profit organisation that helps low-income American families and teens attend prom. Founded in 2005 and staffed completely by volunteers, the organisation not only provides suits and dresses, but also mentoring services and fashion and sewing classes. To receive aid, the student must be in good academic standing, demonstrate financial need and have a recommendation from their guidance counsellor.

1B GRAMMAR AND VOCABULARY Ashley Graham (1987–) is an American plus-size model. She was born and raised in Nebraska and first picked out to model in a mall when she was twelve. She moved to New York at the age of seventeen to begin modelling. Although she was very successful financially, she was not always well-received by modelling agencies or other models because of her size. Despite her initial struggle for recognition, Ashley Graham is now one of the world’s highest-earning models. She was the first plus-sized model to appear on the cover of Sports Illustrated, and she uses her position and popularity to encourage body positivity and teach others that they can do anything they set their mind to. Students who are interested in more can look up Graham’s TED talk or her book A New Model: What Confidence, Beauty, and Power Really Look Like (2017). Size zero models are female models who can fit into the smallest size: 0 in the US, 4 in the UK and 32 in Europe. They often achieve this through very restrictive diets leading to serious health problems, such as anorexia. One of the explanations given for the preference for size zero models is that fashion designers only make these smaller sizes available for runway shows. This has been a matter of contention and controversy for several years, with accusations that it destroys not only the health of the models, but also that of the young women who follow fashion magazines and become anorexic themselves. What is more, it presents a misconception of what is normal in terms of a female body: size 16 in the US and size 14 in the UK. For this reason, Ashley Graham (see above) speaks against the use of the term ‘plus size’ – she views it as labelling sixty-seven percent of the US population as not fitting ‘normal’ sizes. Thanks to social media, the discrepancy between reality and the size-zero model, as well as the popularity and success of ‘plus-size’ models, is increasing. Moreover, governments and the fashion industry are responding, with some countries placing health checks and minimum BMI requirements on the models. Some fashion designers have decided to stop using size zero models altogether. This has also sparked controversy as another form of body shaming those who are naturally small-boned.

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Tine Tempah (1988–), born Patrick Chukwuemeka Okogwu, is a British singer, songwriter and rapper, who won the Brit Award for British Breakthrough Act and British Single of the Year in 2011. Apart from creating music, he and his cousin, Dumi Oburota, founded the Disturbing London Records label, later renamed DSTRB.LDN, which produces music and streetwear apparel. Tine Tempah is challenging people’s expectations when it comes to rappers: he is not tattooed and muscular; he dresses smart and enjoys foreign cinema. He earned his A-levels in a private Catholic school and came up with his stage name by using a thesaurus. He is known for his positivity and authenticity and dedication to his goals.

1C LISTENING AND VOCABULARY Margot Robbie (1990–) is an Australian actress. She was raised in South East Queensland, and in 2007 she moved to Melbourne to pursue acting. She was cast in two feature films, I.C.U. and Vigilante, and later landed the role of Donna Freedman in the Australian soap opera Neighbours. In 2011 she moved to Hollywood. Her first big screen role was in the film About Time (2013), but it was likely her role in The Wolf of Wall Street (2013) that catapulted her to fame. Recent films include The Legend of Tarzan (2016), Suicide Squad (2016), I, Tonya (2017) and Mary, Queen of Scots (2018). Jared Leto (1971–) is an American actor, singer, songwriter and director. He was born in Mississippi and began his TV acting career in the early 1990s, eventually landing a lead role on My So-Called Life (1994). His first film was How to Make an American Quilt (1995). The films he has been in since include Fight Club (1991), Requiem for a Dream (2000), Panic Room (2002), Lonely Hearts (2006), Mr Nobody (2009), Suicide Squad (2016) and Blade Runner 2049 (2017). Leto is a method actor, which means that he meticulously researches his roles, including living on the street in preparation for Requiem for a Dream. He also gets completely involved in his character, losing or gaining weight to fit the role and remaining in character throughout the shooting.

1D READING AND VOCABULARY Séan Garnier (1984–) is a French freestyle footballer. When France won the World Cup in 1998, Séan was playing for Auxerre and was on is way up. However, a variety of knee problems caught up with him in 2004 and he had to leave the club. He decided to study to be a coach while he was looking for another professional club. He would also do tricks with his ball outside, which began to draw an audience. By 2006, Séan had realised that this was the direction his career would take. Within just two years, in November 2008, Séan was freestyle world champion. He currently travels the world doing tricks. His videos can be viewed, among other places, on his YouTube channel, which is becoming more and more popular.

1E GRAMMAR 1980s fashion was all about bold, bright clothes, large shoulder pads, exaggerated jewellery and plenty of glitz. Hair was also big and curly, particularly fringe for both men and women, which would be ratted up and covered in hairspray. Several subcultures appeared both accenting and opposing these fashion trends. Heavy metal fashion included long hair (for men and women), leather biker jackets or jean jackets and high white trainers. Punk was popular among young adults throughout the decade; fashion was similar, but the hair was dyed a variety of colours and often

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shaved into a mohawk. Bleached or stonewashed jeans were also popular. In the late 80s, skate punk came on the screen. They preferred baggy clothes, but with a sporty look. Converse and Vans shoes were especially popular. Other sports shoes, such as Nike and Adidas, became a fashionable and expensive part of the hip-hop fashion of the decade. As popular as this was, not all subcultures sported a relaxed look. A preppy style emerged, predominantly among wealthy teens, which favoured a more classic appearance. 1990s fashion was a continuation of the trends of the 1980s, although it became subtler as the decade wore on. Simpler clothes became popular around the mid-90s, with thrift stores gaining popularity as the place to find a unique outfit. Grunge came into fashion, with baggy T-shirts and oversized flannels. Interest in hip-hop and gangster rap also grew during the early 1990s, and with it, among other things, saggy jeans and ballooned ‘MC Hammer’ pants, named after the rapper who introduced them. Goth became popular during the mid-to-late 90s, with lots of black and lots of lace. The preppy fashion of the 1980s also remained among that subculture. Hairstyles toned down and rather than being ratted up, fringe was often left to grow out. Dungarees (UK), or overalls (US), were designed and used as work clothes because they offered extra protection. They originated around 1750. Dungarees were often used by slaves, as well as by the poor during the great depression in the 1930s. However, in the 1980s and 1990s, they became very fashionable. In the twenty-first century, a pair can sell for over 100 dollars, and can even be found with a price tag of over 1,000 dollars.

1G WRITING Fancy dress parties are occasions when friends get together and dress up according to a particular theme and occur throughout the year in the UK. It is believed that these parties date back to the eighteenth century and masked balls. Common themes might be famous people or time periods, e.g. the 1980s. The Carnival of Venice is two weeks of cultural events and street parties in Venice, Italy. Everything centres around the Piazza San Marco and the Maschera più Bella (the most beautiful mask) competition, in which contestants vie for a place in the grand finale for best costume. The costumes cover a range of elaborate designs and none is complete without a Venetian mask, closely linked to the city and tradition, with the skill being passed down from generation to generation. An authentic hand-made Venetian mask may cost as much as 200 euros, sometimes even more. As the popularity of the festival has grown, global manufacturers have taken interest in producing and selling masks even as low as 10 euros. Many of these masks are made in China, but are labelled as if they were Italian, causing frustration for customers and authentic mask-makers alike.

Unit 2 2A GRAMMAR AND VOCABULARY Voyager refers to either of two probes launched into outer space by the US in August (Voyager 2) and September (Voyager 1) of 1977. Due to a fortunate alignment of the outer planets, the probes were able to travel quickly. In August 2012, Voyager 1 entered interstellar space, and Voyager 2 followed in November 2018. Both carry a greeting should they be found by extra-terrestrial life forms.

Ophiuchus is a large constellation. Its name, recorded by Ptolemy in the second century CE, is Greek and means ‘serpent bearer’. The constellation is rather large in size and due to its proximity to the elliptic (the Sun’s apparent path through the sky), it is often called the thirteenth constellation in the Zodiac calendar. The best time to see Ophiuchus is in July, around sunset. It can be found by identifying the Milky Way and then looking northwest of the centre; it can also be found by locating its neighbouring constellations, Aquilla, Serpens and Hercules. Bernard’s Star, our closest star after the Sun, is part of Ophiuchus and just six light years away. Star Wars is an American epic space opera film written and produced by George Lucas. The first Star Wars film (later retitled Star Wars: Episode IV – A New Hope) was released in 1977 in just forty-two cinemas. Nonetheless, within a week it had earned nearly three million dollars and held the record as the highest grossing film until ET (1982). It took home six Academy Awards and its special effects transformed film-making. This was thanks to Lucas’ special effects company, Industrial Light and Magic (ILM), which continues bringing innovation to film-making. Lucas released two sequels: Star Wars: Episode V – The Empire Strikes Back (1980) and Star Wars: Episode VI – Return of the Jedi (1983). The films gathered a cult-like following, and popularity of the trilogy and related memorabilia continued to grow with a re-release of the trilogy in 1997 and prequels: Star Wars: Episode I – The Phantom Menace (1999), Star Wars: Episode II – Attack of the Clones (2002) and Star Wars: Episode III – Revenge of the Sith (2005). Although the later trilogy met with mixed reviews, in general, the Star Wars franchise has continued to expand. The Walt Disney Company, which purchased Lucas Films Ltd. in 2012, produced Star Wars: Episode VII – the Force Awakens (2015), Star Wars: Episode VIII – The Last Jedi (2017), Rogue One (2016) and Solo (2018).

2B READING AND VOCABULARY Elon Musk (1971–) is a multi-billionaire listed by Forbes as the world’s fifty-fourth wealthiest person in 2018. He is an entrepreneur and engineer/inventor and has founded and co-founded several companies, including SpaceX, Tesla and PayPal. Of the first two, he is also CEO. Musk made headlines in February 2018, when SpaceX launched Falcon Heavy with Musk’s own Tesla Roadster car attached. SpaceX was launched in 2002 by Elon Musk and has achieved more than any other private company when it comes to space travel. It has constructed three different spacecraft. In 2010 SpaceX sent a spacecraft into low Earth orbit and returned it. In 2012 its spacecraft Dragon made deliveries to the international space station. Falcon Heavy is a semi-reusable rocket system designed by Elon Musk’s company, SpaceX. It is the most powerful rocket to date. Musk chose to launch it with his Tesla Roadster attached and a dummy driver in a space suit rather than the typical weight used during practice launches – just to make things more interesting. The 2018 launch was much more successful than expected and it is believed that NASA will start using the rocket to put satellites into orbit. Musk’s end goal for Falcon Heavy is to make space travel and possibly moon colonisation possible.

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Bill Gates (1955–), co-founder and chairman of Microsoft, is an American businessman, investor and philanthropist. He was born in raised in Seattle, Washington, where Microsoft is now based. He credits his parents’ encouragement as the reason he got involved with computers at the age of thirteen. Although he was accepted to Harvard, he ended up dropping out to set up Microsoft with Paul Allen, whom he had programmed with as a teenager. He has been married to his wife, Melinda, since 1994 and together they have three children. Together, they set up a charity organisation, the Bill & Melinda Gates Foundation, through which they provide, among other things, college scholarships, school computers and vaccines.

2D GRAMMAR Sudoku is a single-player logic game. The challenge is to complete a grid nine squares across and nine squares down with the numbers 1–9. Each number can only be used once in each column, row and 3x3 sub-grid. Sudoku games with varying degrees of difficulty can be bought at newsagents’ and found online. Chess is a two-player game that involves strategically moving sixteen pieces – one king, one queen, two rooks, two bishops, two knights and eight pawns – in order to checkmate your opponent’s king (make it so that the king piece has no way to escape attack). An early form of chess was played in India in the sixth century and spread throughout central Asia and Arab lands. The game reached Europe in the thirteenth century and underwent significant modification in the fifteenth century, making it very similar to the game we know today. In the nineteenth century, chess became an official sport. Its official rules are now governed by the World Chess Federation (FIDE). Go! is a strategy game believed to be the oldest game still played today. It is played by over forty-six million people across the globe. The goal in moving one’s pieces is to gain more space on the board. The rules may be simple but due to the large size of the board, it is actually quite complicated as there are many more moves to choose from.

2G WRITING AND VOCABULARY Millennials, or Generation Y, comprise those individuals born between Generation X and Z. While there is debate as to the exact years, the birth date of millennials is placed between the early 1980s and mid-late 1990s. Millennials are characterised by the ease with which they navigate the web and social media.

REMEMBER MORE The Great Wall of China is a series of fortifications that began being built in the eighth century BCE to protect the country from Eurasian raids and military attacks. The fortifications were strengthened and rebuilt by various emperors, most notably Qin Shi Huang, the first Emperor of China, between 220 and 206 BCE, although most of his wall has since been destroyed. What can be seen today was largely built by the Ming dynasty. Contrary to popular belief, the Great Wall of China is not visible from the moon or from space.

Unit 3 3A GRAMMAR AND VOCABULARY Aaron Fotheringham (1991–) is an American extreme wheelchair athlete. He has never been able to use his legs due to spina bifida (a birth defect of the spinal cord). He was

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an exceptionally mobile toddler, and at the age of eight, he tried using his wheelchair at the BMX track where his brother rode. He fell at first, but got up and pressed on; soon he was addicted. In 2006 he completed the first ever backflip in a wheelchair and posted the video online. Since then he has become an international phenomenon. He is now a member of Nitro Circus (see below), has performed at numerous events and has spoken and coached at camps for disabled children. Aaron’s passion lies not only in the pleasure he gets from the sport, but also in the chance to show people that challenges are opportunities. Nitro Circus, which began as a small group of friends producing videos of their stunts in a garage, is a group of American extreme sportsmen who compete and perform internationally. The list of sports they have taken to extremes include FMX, BMX, skating and scootering. They are a diverse group united by their love for taking risks and perform their live events all over the world. The Paralympics (Greek para = beside or alongside) is the third largest sporting event in the world (as of 2019). The games enable athletes with impairments to compete. The first Paralympic Games took place in 1960 in Rome, with 400 athletes from twenty-three countries. Sixteen years later, the first Paralympic Winter Games were held in Sweden. Both Summer and Winter Games are held every four years, and since the 1988 Summer Games and 1992 Winter Games, they have been held at the same location as the regular Olympic Games. Although sport activities for those with impairments have existed for over 125 years, they did not become popular until after World War II, when athletic competitions were used as a form of rehabilitation and relevance for injured veterans and civilians. The four values of the Paralympics are courage, determination, inspiration and equality. BMX is short for bicycle/bike motocross. It can be traced back to the early 1970s in southern California, where children raced their bikes on dirt tracks. The sport took off, and by the mid-1970s bikes were manufactured especially for the sport. BMX hit the UK in the early 1980s, but declined in popularity by the end of the decade as the mountain bike became more popular. Riders not only race, but also do a number of tricks and stunts. The International BMX Federation was founded in 1981 with the first world championships taking place the following year. BMX became a fully recognised Olympic sport for the 2008 Summer Games in Beijing.

3C LISTENING AND VOCABULARY An emergency number system is actually only a relatively recent phenomenon. In the days when operators were responsible for connecting calls, they also serviced emergency issues. In fact, when dialling became more automated, there was concern that this lack of personal touch would actually slow response time. The first locality to adopt a one-number system was London in 1937. The number chosen was 999 because it was deemed difficult to dial accidentally. This was later extended to cover the country. In the USA, citizens are taught from a young age to dial 911 in case of emergency. However, although it was introduced in the late 1960s, it only became standardised at the beginning of the 1980s. Europe was the last to follow suit when it adopted 112 as a standard number for its states in 1991.

3F READING AND VOCABULARY Minneapolis is the largest city in Minnesota, USA, resting on the Mississippi River next to the state’s capital, Saint Paul. Together with their suburbs, they form the Twin Cities metropolitan area, one of the Midwest’s largest economic centres.

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Cooperative farms are places where people share farming and the costs associated with it. The types of responsibilities vary depending on the agreement between the farmers. Urban agriculture refers to any type of growing or raising food within city limits. During World War I and World War II, citizens in the USA and the British Commonwealth were encouraged to grow food in any free space in and around homes in what were called Victory Gardens. Not only did these gardens produce almost half the nation’s food, but also enabled the people at home to participate in the war effort, thereby building and maintaining morale. More recently, local or urban gardens have been used to help build community and provide options for healthier eating, especially within low-income areas or large cities with limited access to farm-fresh food. Urban agriculture also increases sustainability. Currently, the city of San Francisco’s department for the environment is developing a programme they have named Victory Gardens 2007+. Its aim is to turn unused urban areas into gardens and develop a chain of urban farmers across the city.

Unit 4 4A GRAMMAR AND VOCABULARY Windsor Castle is a royal castle located in Windsor, Berkshire, England. Its construction first began under William the Conqueror during the eleventh century. Being the largest and oldest occupied castle, Windsor Castle is a popular holiday destination for visitors to the UK, whom it welcomes throughout the year. The Queen is also a frequent guest and enjoys spending her private time there. The castle sits on 5.3 hectares of land and serves as both a fortification and a little town.

4B READING AND VOCABULARY Beyoncé Giselle Knowles (1981–) is an American singer, dancer, actor, record producer and songwriter. She comes from Houston, Texas, and has been singing and dancing since she was a child. She became the lead singer of the popular Destiny’s Child in the 1990s, which began her life in the spotlight. In 2002 she appeared in her first film, Austin Powers in Goldmember and has continued to appear in films, although her focus is her music. Her first solo album, Dangerously in Love, was released in 2003 and reached number 1 on the US Billboard 200 chart. Destiny’s Child broke up in 2006, but Beyoncé’s solo career has taken off with five more solo albums. In total, she has sold over 100 million albums. She has been in the headlines for her political activism as well as charity work. The Indian railroad lines cover 63,000 km and pass 6,800 stations, making it the third largest railway network in the world; only Russia and China have more extensive passenger rail service if we count kilometres. However, Indian trains are often so severely overcrowded that you can even see passengers travelling on the train roof or hanging out the side.

4D GRAMMAR The state of Oregon is located on the Western Coast of the USA, between California and Washington. It covers 254,806 km2 of diverse landscape, including larger cities such as Portland and Salem, college towns, mountain resorts, beach hideaways and farm and wine country. Like Washington, the state is divided by the Cascade Range, with greener landscapes and a more temperate climate on the western half and a more extreme climate on the eastern half. The state contains 195 parks and recreational areas.

Siuslaw National Forest is located in the middle of the Oregon Coast and covers over 2,500 km. It extends over the Oregon Coast Range in places and includes the range’s highest peak, Mary’s Peak. There are plenty of activities to do in the park, from fishing and beachcombing to hiking, camping and mountain biking. Thor is a god in Germanic mythology. His name stands for ‘thunder’ and he is depicted carrying a hammer. Powers associated with thunder, lightning, storms, oak trees, strength, fertility and protection of mankind were attributed to Thor. His persona continues to be used in comics, video games, TV series and films. The bald eagle is the national bird and emblem of the USA. It is actually white-headed, not bald. There were concerns towards the end of the twentieth century that this predator would become extinct and it was placed on the list of endangered species. Thankfully, that threat has been averted and the bald eagle was removed from that list in 1995, and from the list of threatened wildlife in 2007. The Grand Canyon, located in the state of Arizona, USA, was carved out by the Colorado River. It is 446 kilometres long, with places reaching a width of eighteen miles and a depth of over a mile. National parks and forests surround the canyon, enabling about five million visitors each year. The South Rim is open year-round, while the North Rim is usually only open from late spring until early autumn. Activities include rafting, hiking and even skydiving. There is also the glass-bottomed Grand Canyon Skywalk on Hualapai Tribal lands, a twenty-one-metre long horseshoe-shaped bridge overlooking the canyon. For visitors who want to test their endurance, there is a twenty-fourhour, 126-kilometre Grand Canyon Ultra Marathon. The Lake District in Northwest England is located within the county of Cumbria. With its lakes, mountains and forests, it is a popular holiday destination. Apart from the National Park, which was declared a UNESCO World Heritage Site in 2017, the area also attracts students of culture for its connections with the Lake Poets, including William Wordsworth and Beatrix Potter.

4E LISTENING AND VOCABULARY Air pollution in Delhi, India, is a long-running problem. According to the World Health Organisation (see below), India’s capital has the worst air quality of any major world city. It is so bad that an estimated 1.5 million people die annually from smog-related illnesses. Approximately forty percent of the air pollution is caused by cars, twenty percent by dust, and just a bit less by industries. The worst time is between October and December, due to the firecrackers set off during Diwali and the cold weather. During the Great Smog of Delhi in November 2017, the air pollution reached and exceeded the limits of what is considered safe. The World Health Organisation (WHO) employs over 7,000 people from more than 150 countries in offices around the globe. They work with the United Nations to direct and coordinate issues of health care. This organisation works to reduce disparities in health care between nations. When emergencies occur, WHO leads and coordinates international response to provide health care, and works with nations to reduce future risks. Carpooling refers to the activity of sharing private transportation to get to a common destination; for example, people in the same neighbourhoods or towns may carpool to work. Typically, drivers either take turns or share fuel costs. Carpooling is encouraged by local governments and environmental groups as it cuts down on emissions and reduces traffic jams. CULTURE NOTES

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4F SPEAKING

5F READING AND VOCABULARY

Tallinn is the capital city of Estonia. It is located on the country’s northern coast and its Old Town is on the UNESCO list of World Heritage Sites. In 2013 the city began making public transport free to its registered residents.

Sir Noël Peirce Coward (1899–1973) was an English playwright, director and actor. He appeared onstage in his first professional role in The Goldfish at age twelve. As a playwright, he was both successful and controversial throughout the 1920s and 1930s. His work for the stage continued and he not only performed for troops, but also unofficially spied for the Foreign Office. After the war, his humour was a poor fit for British austerity, so he focused on cabaret and TV performances in America. He was knighted in 1970, just three years before he died. ‘Blue-collar’ and ‘white-collar’ are terms used to distinguish between manual and office workers. Use of the term ‘blue collar’ to refer to trade jobs can be traced back to an article in an Iowan newspaper in 1924. It provided a metonymic link between the types of job workers perform and the colour of clothing they usually wore, e.g. denim and different shades of blue that hid dirt or grease stains. On the contrary, office workers have historically worn white dress shirts. For a long time, there was a stigma associated with blue-collar jobs, which tended to require less education and offer lower salaries. However, this is changing as the demand for skilled labour increases along with a rise in lower-paid white-collar jobs.

4G WRITING The Scottish Highlands are a historic region of Scotland and one of the least densely populated areas in Europe. This is due to the many mountain ranges, including Ben Nevis, the highest peak in the UK. The Cairngorms are a well-known mountain range in the eastern Highlands. They officially became part of the Cairngorms National Park in September 2003. Although there are no glaciers, snowfall is not uncommon throughout the year and patches can even be found in the summer. The mountains are popular for a number of winter and summer sports, including ice climbing, skiing, ski touring and hill walking. A funicular railway has serviced the Cairngorm Ski Centre since late 2001. The Isle of Skye is a large and rocky mountainous island located the furthest north of all the major islands in the Inner Hebrides archipelago in Scotland. It is well-known internationally as the home of the Scottish Gaelic college Sabhal Mòr Ostaig. It is also known for its folk music and as the initial home of the Gaelic folk rock band Runrig. Loch Tay is one of the largest freshwater lochs in Scotland, located in the central highlands. It is nearly twenty-four kilometres long and 150 metres deep.

Unit 5 5C GRAMMAR Undergraduate/Bachelor of Arts programmes in the UK generally last three years. Most students who take up an undergraduate course are eighteen years old and have completed their A-levels. Upon applying, students can choose between a regular degree and a degree with honours. Most choose a degree with honours as it gives a grade rather than simply a pass-fail, as is the case with a regular degree. Halls of residence in the UK provide students with housing during their studies. Usually, the rooms are single-occupant with a shared kitchen. Most residence halls do not consider gender when housing students. This differs from American practices, in which on most university campuses at least some of the dorms (or floors) are segregated according to sex, with specific visiting hours for people of the opposite sex.

5E LISTENING AND VOCABULARY ‘Gig economy’ is a term that was first used during the 2009 economic crisis. At that time, many of those who could not find a steady job made money by taking on several part-time jobs, similar to what a musician or comic does. Although the economy has improved, this way of earning a living caught on and has become popular with employers and employees alike. While it is convenient in terms of scheduling, it causes some to worry when it comes to the effect this type of work will have on an individual’s health care and retirement options. Zero-hour contracts are agreements between employees and employers enabling on-call work without obliging either side to provide or accept a given task. Such contracts are frequent in seasonal work and in jobs where finding a substitute or stand-in worker is often necessary, such as education or health care.

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5G WRITING Applying to a UK university is done through the Universities and Colleges Admissions Service (UCAS) website. Deadlines for applications are strictly observed, while the following fivestep process is usually followed: 1 Candidates register with UCAS. 2 They choose which course they want to study. 3 They create a shortlist of universities which they like and which offer their course. 4 They fill in an application, which includes a personal statement (see below). 5 They wait for the universities to respond. A personal statement is a formal piece of writing which is crucial to a successful university application in the UK. Personal statements can be no more than 4,000 characters long and represent the candidate’s opportunity to explain the reason why they want to attend a particular university and choose to pursue a particular line of courses. The statement also explains why the university should choose this particular candidate. Good things to include are volunteer or paid work experience, skills and hobbies. The candidate should relate them back to the course they want to study and to their future career plans. When writing a personal statement, candidates are advised to proofread their work, sound excited, and ask a trusted adult for advice and feedback. Also, they should make sure that they give themselves plenty of time and stick to the truth; there is no need to stretch the facts as that could cause more harm than good in the long run. Primary/Elementary education comprises the first years of a child’s formal education. In the UK, this is usually ages 4–11, beginning with a type of pre-school. In the US, it includes kindergarten (age 5) and grades 1–5 or 1–6 (ages 6–10 or 11). Upon completing primary education, students go on to secondary education.

Unit 6 6B READING AND VOCABULARY Clive Staples Lewis (1898–1963) was a British writer, whose best-known work is The Chronicles of Narnia, a series of seven fantasy novels. He grew up in a Christian church, but abandoned his faith during adolescence, only to find

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it again through the encouragement of friends, including J.R.R. Tolkien. His renewed faith had a profound influence on his writing. From 1954 until his retirement, C.S. Lewis held the Chair of Medieval and Renaissance Literature at Cambridge University. Apart from the Narnia stories, he is also known for Mere Christianity, The Great Divorce, The Screwtape Letters (letters between a demon and his apprentice) and Out of the Silent Planet. Trailer parks provide short- and long-term areas for trailers and mobile homes. They are particularly common in the US and they often draw retirees and families living on low budgets. Some trailer or mobile home parks are restricted to people over the age of fifty-five and serve as retirement communities, perhaps with swimming pools, common social areas and even a protective gate around the property. Others are stereotyped in the same way as other lower-income housing projects and are not as well-maintained.

Unit 7 7A GRAMMAR AND VOCABULARY The World Dog Surfing Championships, officially called the Norcal Dog Surfing Event and World Championships, are held every year in Northern California, USA. The first competition was held in 2016. There are different divisions according to weight class, as well as tandem competitions. Money raised by the event goes to a variety of charities for animals, surfing and the environment.

7B VOCABULARY Video/TV streaming services provide on-demand entertainment through cable and satellite providers. Customers pay either a monthly subscription fee or per-item fee. Examples of such services include Netflix, HBO Go, iTunes, Hulu and Vimeo. A trailer is a short film clip that introduces a film. It usually includes a song from the soundtrack and scenes which will spark potential viewers’ curiosity without giving away too much of the plot. A spoiler is a comment in a book or film review which hints or reveals the story’s ending. Often posts on blogs and Internet sites that discuss works of fiction will include the warning ‘spoiler alert’ so that anyone who has not read the text or watched the film does not have it ruined for them.

7D READING AND VOCABULARY The San Francisco Museum of Modern Art (SFMOMA) is an internationally recognised modern art museum in San Francisco, California. It is famous for its collection of modern and contemporary art, which fills 16,000 m2. SFMOMA is the largest modern art museum in the USA and the first museum of its kind on the Pacific West Coast. Michelangelo di Lodovico Buonarroti (1475–1564) was an Italian sculptor, painter, architect and poet. He is said to have been one of the most influential Western artists, and vies for the title of ‘Renaissance man’ with Leonardo da Vinci. From 1508 to 1512, Michelangelo painted the Sistine Chapel ceiling, an exemplary piece of High Renaissance art. The detailed ceiling includes a depiction of the Last Judgement and nine illustrations from the Book of Genesis, the best known being the iconic Creation of Adam. Michelangelo’s paintings reveal his skill in painting a variety of human forms and expressions, and are still used as models by art students.

Leonardo di ser Piero da Vinci (1452–1519) was an Italian polymath with a wide variety of hobbies and interests, including invention, drawing, painting, sculpting, architecture, science, music, mathematics, engineering, literature, anatomy, geology, astronomy, botany, writing, history and cartography. He competes with Michelangelo for the title of ‘Renaissance Man’. One of his best-known works is The Mona Lisa, which is believed to be a portrait of Italian noblewoman Lisa Gherardini, likely painted between 1503 and 1506, but perhaps finished as late as 1517. The portrait, one of the most valuable in the world, can be seen at the Louvre Museum in Paris, where it has been since 1797. Oscar-Claude Monet (1840–1926) was one of the founders of French Impressionist painting, which focused on the expression of one’s perceptions of nature. His aim was to depict the French countryside, and he would paint the same landscape several times to catch the way the lighting changed and the seasons passed. Later in life, around 1899, his focus changed to water lilies, which remained his source of inspiration for the next twenty years. He died of lung cancer at the age of eighty-six. Andy Warhol (1928–1987), born Andrew Warhola, was an American artist, director and producer. He grew up in Pittsburgh, Pennsylvania. He first received recognition for his artwork after an exhibition in the late 1950s. Warhol is well-known for controversial art and his role in the pop art movement. In his work, he explores the interaction between artistic expression, celebrity culture and advertising. His studio in New York was a gathering place for a variety of personas. His art is quite valuable, the most expensive piece, Silver Car Crash (Double Disaster), having sold for 105 million dollars. Some of his other best-known works include Campbell’s Soup Cans (1962) and Marilyn Diptych (1962). Empire, an eight-hour single shot film of the Empire State Building during the night of 25–26 July 1964, is one of Warhol’s most famous films. The film has no narrator or characters; it is simply a footage of the passage of day to night against the Empire State Building. Damien Hirst (1965–) is an English artist, art collector and entrepreneur. He is considered one of the UK’s richest living artists – in 2010, his wealth was valued 215 million pounds. Hirst was among the YBAs (Young British Artists) who took over the national art scene in the 1990s. His work is often controversial, its main focus being death and decay.

7E GRAMMAR Talent shows are competitions in which contestants perform a variety of special skills and abilities, from dancing and singing to martial arts and acrobatic routines. Since the late 1980s, talent shows have appeared as a form of reality show, especially in the UK and the USA, and many have international spin-offs. Examples include Idols (2001), Dancing with the Stars (2004), The X Factor (2004), So You Think You Can Dance (2005) and Got Talent (2006). Not only do these programmes provide great entertainment to at-home viewers, but they also give some very talented individuals important exposure. Winners and contestants on these shows have gone on to have successful careers.

7G WRITING AND VOCABULARY Macbeth is a tragedy written by William Shakespeare which warns of the danger of power-hungry ambition. At the beginning of the play, Scottish general Macbeth and his friend and fellow general Banquo are returning home from war. On their way, they meet three witches with a message for CULTURE NOTES

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each: Macbeth will become Scotland’s king and Banquo’s heir will be king – but Banquo himself will never sit upon the throne. Macbeth tells his wife of this meeting and she encourages him to make prophecy reality by killing King Duncan during his next visit. One murder sets off a string of violence, as Macbeth kills everyone he thinks may expose him, including Banquo. Each act is worse than the previous until, consumed by guilt, both Macbeth and his wife are dead. Romeo and Juliet is a romantic tragedy written by William Shakespeare. It tells the story of two young people from feuding families who meet at a ball and fall in love. Through a series of tragic events, the two lovers and three other characters end up dead, leading the families to ultimately reconcile. The play has been performed and modified many times, some very close to the original, others adding a very modern context, as in the 1996 American romantic crime film Romeo + Juliet. The West End, a term that fell into use in the early 1800s, is London’s centre of commerce and entertainment. In terms of commerce, it rivals Midtown Manhattan (New York), and rental fees for office space are among the highest in the world. In terms of tourism, many of London’s main attractions are there, as well as entertainment venues.

Unit 8 8A GRAMMAR AND VOCABULARY Advertising regulations in US schools include such diverse issues as naming sports fields and teams, choice of vending machine products, types of free products given to schools, placement of advertisement and items that can and cannot be advertised. For example, political ads and ads for items for products that minors cannot buy are not usually allowed. Channel One News was an American daily news programme which provided news broadcasts aimed at elementary, middle and high school students and was accompanied by commercial advertising for marketing in schools. The channel shut down in May 2018.

8C VOCABULARY Crowdfunding refers to a way of financing a project, charity or initiative through small donations. Typically, this is done via the Internet, and in 2015 it was estimated that over thirty-four billion US dollars was raised in this way. Popular crowdfunding websites include GoFundMe and Kickstarter.

8D READING AND VOCABULARY Mesopotamia is a historical region located around the Tigris–Euphrates river system and covers the area of land that today belongs to Iraq, Kuwait, northern Saudi Arabia, eastern Syria, and south-eastern Turkey. It is believed to be the site of inspiration for the earliest and most important stepping stones in human history: the Neolithic revolution from around 10,000 BCE, the invention of the wheel and developments in cursive writing, mathematics and agriculture. Bank of England is the UK’s central bank. It was founded in 1694 and as one of the world’s oldest banks, it has served as a model for many modern central banks. The Bank of England is the only bank that can issue banknotes in England and Wales and oversees their issue in Scotland and Northern Ireland.

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8E SPEAKING Escape rooms are locations for various physical adventure and strategy games. Initially, they were inspired by video games of the same name, and they are currently increasing in international popularity. It is believed that the first escape room was opened in Japan in 2007. The premise behind this new form of adventure is that you and your team are locked in a room – usually thematically decorated – with a challenge. Together, you must find clues and solve a mystery to exit the room within the given time span (usually fifteen minutes to an hour). At the beginning, the game was largely based on logic puzzles. Then hidden keys and codes were introduced. Now, escape rooms take full advantage of modern technology and include elaborate storylines. In most escape rooms, the participants are not really locked in and someone is supervising their activity from outside via camera.

Unit 9 9A GRAMMAR AND VOCABULARY The Impossible is a Spanish–American disaster drama directed by J.A. Bayona. It tells the horrific and miraculous real-life story of the survival and reunion of a family of five on holiday during the 2004 tsunami in Thailand. It was co-written by the mother of the family, María Belón. Although the events and emotions are true to reality, the writers and director did change one crucial element: in the film, the holiday-goers are from England, whereas in real life they were from Spain.

9F READING AND VOCABULARY The Inner Hebrides are a group of islands off the west coast of mainland Scotland. The archipelago comprises seventy-nine islands, less than half of which are inhabited. As the climate is mild, the main forms of income are tourism, crofting, fishing and whisky distilling. The islands are sparsely populated and have a population density of about 4.6 people per square kilometre. Florence + the Machine are an English indie rock band formed in 2007. They are known for their unique sound, which is a combination of different genres, and Florence Welch’s powerful voice. To some extent, the band owes its popularity to media coverage, in particular from the BBC programme BBC Music Introducing. They won Critics’ Choice at the Brit Awards in 2009. The band has had a number of songs top the charts and their third album made it to number one on the US Billboard 200. The song Queen of Peace referenced in Lesson 9F was released on the album How Big, How Blue, How Beautiful and peaked on the UK singles chart at number 133.

Unit 10 10A GRAMMAR AND VOCABULARY A criminal trial in the UK can take place at the Magistrate’s Court or Crown Court, depending on the severity and type of crime. Cases tried in magistrate courts are heard by three magistrates, who are volunteers educated in the law and assisted by a legal advisor in areas they do not understand. They pass more complex cases onto the Crown Court, which is overseen by a judge and decided by a jury of twelve fellow citizens. The prosecution must prove the defendant’s guilt beyond a shadow of a doubt. It is the prosecutor’s job to prove that the defendant committed the offence for which he/she is accused, not the defendant’s job to prove he/she is innocent.

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10B VOCABULARY

10F LISTENING AND VOCABULARY

Bail can refer to both the short-term release of a suspect awaiting trial or to the money paid to secure that release. For suspects who are deemed likely to escape, the bail is set higher than for those who are less of a risk. An electronic tag is an electronic device attached to a person to monitor his/her location. It is used as a form of punishment and/or to monitor someone on parole (early release from prison). A suspended sentence means that the defendant has been found guilty, but the judge has decided to give him/her a chance to reform before serving the sentence. If he/she does not commit another crime during the probation period, the sentence is usually dropped. Community service as a punishment is similar to volunteer work in that a person is helping out his/her community without pay, but it is usually done in lieu of serving a prison sentence. Types of community service can include picking up litter, helping out at food banks or planting trees.

Voting age is the minimum age when a person becomes eligible to vote in public elections. The majority of countries set it at eighteen. Austria lowered the minimum voting age to sixteen in 2007, and for a long time was the only EU country allowing such young voters to participate in all elections. Malta, Scotland and some areas of Germany have allowed sixteen- to eighteen-year-olds to vote in local elections. In Scotland, they were also able to vote in the 2014 independence referendum. Reasons in support of the youth vote are youth interest in politics and voter turnout, both of which have been high in elections that were of particular interest to the teens. Another issue is the ageing population and a desire to create balance and provide a fair representation of all citizens. What is more, and could be viewed as favourable or controversial, the younger voters tend to be pro-EU and pro-euro although they are less likely than older generation to understand how the EU functions. As a point of comparison, in Austria, it is the twenty-six- to thirty-five-year-old age bracket that is the most sceptical towards the EU. Thus, the move to include young voters may be as much an effort to increase representation as it is an effort to sway the vote. The Scottish referendum on seeking independence from the UK took place on 18 September 2014. The vote was close (55.3 percent against independence; 44.7 percent for). This referendum stood out for several reasons. Not only was the question being asked pivotal to the future of Scotland, but it also drew a voter turnout of nearly 85 percent, the highest in the UK in modern history. Moreover, a significant number of those voters were aged sixteen and seventeen, raising a lot of debate about the proper voting age. The two main campaigns in the election were ‘Yes Scotland’ (for independence) and ‘Better Together’ (for the union).

10D READING AND VOCABULARY Glasgow is Scotland’s most populous city with over 600,000 inhabitants. The wider metropolitan area counts about three times that number. Residents of Glasgow may be called ‘Glaswegians’ or ‘Weegies’. Glasgow is the third largest city in the UK and the fifth most popular with tourists. It is also important in terms of academic research. Not only is the University of Glasgow the fourth oldest university in English-speaking lands, but currently there are ten universities within ten miles of the city centre. Edinburgh has been recognised as Scotland’s capital since the 1400s. Like Glasgow, it is also a city of education as well as a tourist attraction. Its Old and New Towns are UNESCO World Heritage sites. The city draws over one million visitors from abroad every year, making it second in the UK only to London. It is also second only to London in terms of bike crime, with a forty-seven percent rise between 2016/17 and 2017/18. It is hoped that the new police programme, Operation Agora, will help fix this problem. The National Union of Students in Scotland (NUS Scotland) is part of the National Union of Students and represents approximately half a million students in Scotland. Students in Scotland are automatically enrolled in and represented by this organisation. NUS is a student-led movement that promotes students’ desires: increasing university access to children of poorer families, ensuring scholarships for nursing students and loans for postgraduates. The leadership team includes ‘Liberation Officers’ (Women’s Officer, Black Students’ Officer, LGBT Students’ Officer, Disabled Students’ Officer), as well as a president, two vice presidents and eight Scottish Executive Councillors. At national level, NUS has had some controversy regarding increased politicisation, and some universities in the UK have withdrawn from the larger body.  Colleges Scotland is an organisation that services the colleges in Scotland and promotes university education.

10G WRITING Tweets are short posts on the social networking site Twitter. The length of a tweet is restricted to 280 characters, including spaces, URLs and hashtags (although links are automatically counted as twenty-three characters, irrespective of the actual length). The verb can be ‘tweet’ or ‘twitter’. It has been suggested that the name ‘tweet’ was chosen because it is reminiscent of the short chirps that birds make, and the symbol of the Twitter app is a white bird on a blue background. Tweets can comprise simple text messages, images, videos and links. They can also include information about the senders’ location. To carry on a conversation on Twitter, it is necessary to use ‘@ username’. It is also possible to ‘retweet,’ or forward a tweet. A new option is poll tweeting, asking a question that any of your followers can answer. Citizenship Days are celebrated throughout the world. They give citizens the opportunity to celebrate where they live. Sometimes there are special celebrations to recognise people who have recently become citizens; there may also be community projects and activities to commemorate, for example, the nation’s constitution (e.g. USA).

10E SPEAKING A student council is a group of students, usually elected by their peers, who represent their classmates’ interests in meetings with the school or university leadership. They may also plan activities and act as a mediator between students and faculty/ staff. Student councils provide practical ways to teach students how to be leaders and how to participate in a democracy. CULTURE NOTES

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STUDENT’S BOOK AUDIO SCRIPT Unit 1

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1C LISTENING AND VOCABULARY 1.3 Exercise 3 and 5, page 7 R = Riley B = Blake C = Christine R:

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Welcome to Backstage, the podcast where we tell you the truth about working in the entertainment industry. I’m Riley Preston, and today I’m reporting from Channel 7 Studios, where we’re spending the day with make-up artist Blake Russell. Blake, thanks for letting us follow you today. You’re welcome. You’re doing someone’s make-up as we speak. Tell us, who’s this and what are you doing? Well, Riley, Channel 7 are filming a new series at the moment and … Shh! Ahem! I can’t tell you anymore – the details are secret – but this is Christine, one of the stars. Hi. Christine has lovely smooth skin. Why, thank you, darling! But today we’re preparing her for a scene where we see her character as a much older woman. So, I’m trying to make her twenty-fiveyear-old face look seventy! OK … Wow, not that easy! So I’m adding some wrinkles, and giving her bags under the eyes. And I’m afraid, Christine, we’re also giving you a double chin. Oh. Do you have to? At least you can wash it all off! One day you’ll look like this all the time! Thanks a lot, Blake. You’re welcome! Christine also has very full lips, so I’m … we’re making those look thinner. We also need to do something about these shaped eyebrows and long eyelashes, but I think we’ll let her keep her lovely brown eyes. You see? Now he’s just trying to make me feel better. So, Blake, you are clearly very good at what you do. Do you enjoy it? Well … I mean … I love it. You know, most of the time. The best part is the creative side of it. Yeah, and I really enjoy choosing and organising all the make-up and the equipment. I spend several thousand pounds a year on the stuff. Wow. And do you have any heroes in the business? I mean, anyone whose work you really admire?

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Oh, sure. Alessandro Bertolazzi. His work is just, well, incredible, really inspiring. The looks that he created for the Joker and Harley Quinn are unforgettable. Mhm. And where do you see yourself in the future? Well, I’ve done a lot of TV, but not many films, so I’d really like to work on a film next, ideally one where the actors need to be completely transformed, so something like a superhero film or …

1F SPEAKING 1.7 Exercise 3, page 11 See

1 page 231

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2E LISTENING AND VOCABULARY 1.15 Exercises 2 and 4, page 24 P = Presenter SP = Simon Porter P:

Unit 2 2C VOCABULARY 1.12 Exercise 4, page 22 R = Reporter A–J = Science Museum visitors A–J R: A:

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What have you learned today at the Science Museum? I’ve learned that to invent something life-changing, or to do some truly original research, it’s sometimes necessary to think outside the box. What have I learned? Oh goodness, so much, but my mind’s gone blank. I guess I’ve learned that we should always think big, even if something seems impossible. I’ve learned that the planet is a living organism and we need to think seriously about how we treat it. Oh, and after seeing the part about industrial farming, I’ll certainly think twice before I eat meat again. I loved the part about the gravity and how it affects our everyday lives. I’ve learned so much, and I’ve made up my mind that I want to study Physics. What have you enjoyed most about your visit? I’ve enjoyed everything. For example, there’s a tiny world of cells that I know almost nothing about! I thought science was a bit dull but after today I’ve changed my mind. If you think museums are boring, this one will definitely make you think again. The section on radiation blew my mind. I’m not really a fan of science but I’ve enjoyed it. The part about the deep oceans and the water pressure down there was fascinating. I think a visit to any museum broadens your mind.

Was there anything you didn’t enjoy? Well, not really but … oh yeah, stay out of the cafeteria. You can’t hear yourself think! Hmm. Well, I didn’t think much of the robotics exhibition. It seemed a bit dated. There was a lot of walking, which I don’t actually mind, but some people might. Anyway, think ahead and wear comfy shoes and you’ll be fine.

SP:

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Welcome to Upload, the weekly science and technology podcast. I have in front of me what looks like a small space ship, or a large and scary mechanical insect. It is actually a drone, and it was designed and built by drone expert Simon Porter. Simon is here today to talk to us about the drone industry. Simon, you’re only nineteen, but you are the founder of a drone club, and have been flying drones for many years. That’s right. I started when I was fourteen and it blew my mind. I knew straightaway it was the hobby for me. I fly using firstperson view, so I put on these goggles, and I can see what the drone camera is seeing. Flying low at high speed, or up into the clouds feels and looks amazing. I’m sure. I’d love to try it. And, you also race drones. Yes, in fact, drone racing is one of the areas where young people are leading the way. You may have heard of the UK’s Luke Bannister. He’s been racing model aircraft since he was ten, and became world drone racing champion when he was fifteen. Just fifteen? Right, and he won a quarter of a million dollars when he became champion – so, not too bad! Not bad at all! And of course, drones have many other uses, right? Oh yes. There’s aerial filming and photography. Switch on the TV these days and you don’t have to wait long to see a shot taken with a drone. Drones with cameras are also used for map making. And then there’s weather forecasting. And of course, the police use them to help with law enforcement; an eye in the sky kind of thing. Similarly, they are useful for search and rescue, looking for survivors during floods or after earthquakes.

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P:

And what about commercial deliveries? Can you get your pizza delivered by drone yet? SP: Not yet, I’m afraid. There are a lot of legal procedures and requirements to be cleared up before commercial drone deliveries become a part of everyday life. However, we do already use drones to deliver blood and medical supplies to communities far from hospitals. P: And I have been reading that the drone industry is dominated by men. What about women in the industry, Simon? SP: Well, it is mostly men, that’s true, but young women like Sally French are helping to provide balance. Sally runs a popular website called Drone Girl. She writes about developments in the drone industry and drone law. Privacy and safety are big concerns with drone use. Sally’s a regular speaker at industry conferences on this and other drone related topics, and her articles have appeared in The Wall Street Journal and in The Economist. P: Good to know it’s not all guys then. Thanks, Simon. Now, over to …

1.16 Exercise 6, page 24 There are a lot of legal issues to be sorted out before commercial drone deliveries become a part of everyday life. However, we are already using drones to deliver blood and medical supplies.

2F SPEAKING 1.18 Exercise 2, page 25 See

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REVISION 2 1.20 Exercise 7, page 31 Good morning everyone. Tomorrow is the day we have all been waiting for. We’re going to the Digital Age exhibition! I’d like to go over a few important points about the trip. Firstly, please don’t forget to be at school for 7.15 because the coach is leaving at 7.30. I know some of you can’t stand getting up before 7, but I think it’s a good idea to leave early to avoid getting stuck in the traffic. Eight o’clock or 8.30 would simply be too late. However, I do have some good news! Tickets cost fifteen pounds, but entry is half price for groups like ours. Please make sure you have the right change. You need to bring some lunch money, too. Five pounds should be enough. The café at the exhibition centre is the best I’ve ever been to!

The exhibition is divided into different sections. I’ve prepared a worksheet about each, which I’ll give out on the coach. Please remember to complete them. I’ll also give you a feedback questionnaire to complete in school next week. Can you all please remember to switch off your mobile phones as you go in, too? This is because the exhibition centre doesn’t allow people to take photos. Personally, I think phones are a distraction in general and I want you all to concentrate. Finally, I’m sure some of you think exhibitions aren’t nearly as interesting as doing sport or playing a computer game. If I’ve just described you, think twice! This exhibition will blow your mind! It’s very interactive. You will watch videos, meet robots and fly a drone! Unfortunately, we won’t be able to see holograms due to technical reasons. There have been a lot of excellent reviews about it in the media this month, so I’m really looking forward to tomorrow and I hope you are too.

1.21 Exercise 8, page 31 1 Are you in search of a supersophisticated new gadget? Then search no more. The XS5 watch phone boasts a 1.4-inch touchscreen and it has a top quality built-in speakerphone or you can use it with a regular headset. Unlike some of its cheaper competitors on the market, it has very advanced HD voice and video-calling features. You can enjoy calls with excellent sound and video quality. This dream phone is also slightly bigger than its competitors to enable easy screen navigation. It isn’t the cheapest on the market by a long way, but you get what you pay for! 2 This is such a cool device. Press this little button here to start record mode. Can you see it? It can take photos too. You can either do this by using the icon on the touchscreen or by clicking here. But you can only do that if it’s in manual mode. If you want to use the ‘locator’ function, use the icon that looks like a house. It’s really very simple once you get used to it. Call or text me if you need more help. 3 The three-day Looking Forward conference came to a close yesterday. It was a great success yet again. This year the focus was on educational technology. Participants over the three days could choose from talks on a wide range of topics, from apps designed for using smart phones in schools to demonstrations of the latest interactive whiteboard software. One of the most popular talks was by James Drew, the Managing Director of Gadget City, a new company specialising in gadgets for the twenty-first century classroom.

4

M = Man W = Woman M: W:

M: W: M: W: M: W:

How about getting a kitchen robot? Just think how much time it would save us every week. Well, I’m not sure if I want a machine to do our cooking. What’s more, however good it is, I don’t think it would replace home cooking. Remember that delicious pasta dinner we had at Janice’s the other day? It was very tasty, I remember. Well, Janice didn’t cook it and neither did Mark! How do you know? I saw their new robot at work! Alright then. I suppose it’s worth considering for when we’re really rushed off our feet.

Life Skills 1–2 1.22 Exercise 3, page 32 Good morning everyone. Thank you for coming. I’m Gemma and today I’m going to be talking about school dress codes. The purpose of my talk today is to outline the reasons for not having a dress code at school. Firstly, I’ll talk about freedom and individuality and then I’ll say why I think not having a dress code can teach us important things that are useful in the future. As you know, our school is thinking about removing the dress code for students and this will affect all of us. I think it’s a good idea and I’d like to explain why. Let’s start with the freedom of choice. So, what does a dress code tell us? Have a look at the first slide. Unlike rules about uniforms at school, which describe what we must wear, a dress code tells us what we can’t wear. For example, our school authorities think that we shouldn’t wear jeans with holes in them or very short skirts and shorts. However, the dress code doesn’t consider any fashion or the fact that people have different styles and tastes! I believe that we are all unique and that we should have the right to wear what we want. The clothes we choose express our individuality and say a lot about our personalities. Let me give you an example. I was once sent home from school because I was wearing a neon bright yellow T-shirt with a skull on it. The colour was awful, looking back, but it showed that I am a person who likes standing out in a crowd! Anyway, it turned out that the school didn’t approve of the skull on my T-shirt, and not my unfortunate choice of colour! I do not have to tell you how disappointed I was, because, after all, I had the right to wear it! STUDENT’S BOOK AUDIO SCRIPT

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Let’s move on to my second point. What can we learn from not having a dress code? Let’s look at slide two. Dressing appropriately is an important lesson. We need to learn how to dress for different occasions. For example, would you wear the same clothes to a job interview as you would to a party? This is something we seem to know as we get older, and experiment with different styles and fashions. Naturally, we do make mistakes along the way – take me with my skull T-shirt – I stopped wearing it a few weeks later by the way – but we learn a lot from experiences like this. My third point is that apart from developing a sense of style, not having a dress code teaches us how to respect others. We learn not to judge people by appearances. We realise that just because somebody dresses in a certain way does not mean that this is how they are. For example, a person who likes very casual and even scruffy clothes is not necessarily disorganised or untidy. So, it is important to look past the clothes. To conclude, I’d like to say that there are good reasons why students should be allowed to wear what they like to school. First of all, we have the right to express our individuality through the choice of clothing. In addition to this, we should be allowed to make mistakes in order to learn how to dress appropriately in the future. Probably the most important thing to learn is that clothes do not define who we are as individuals. I hope you agree. Thanks for listening. Now, have you got any questions?

1.23 Exercises 6–7, page 33 So, let’s look at what we need to remember about body language when we’re giving a presentation. Firstly, think about your posture. Stand facing the audience. Keep an open body position with your hands at your sides, shoulders back, heads up. Keep your hands still, and your feet too. Don’t fidget! This can be very distracting. Also, stand in the centre of the stage or the room. Don’t stand to one side of the room or behind the podium. Next, use gestures to involve the audience. The best speakers keep their palms open when they speak. Sometimes you can give the ‘chopping’ gesture when you want to make a point. Both hands moving down as if you’re chopping or cutting something. Remember – don’t point your finger at the audience as it can look aggressive! Thirdly, movement. It’s good to move to keep the audience’s attention but not all the time! Move forward when you make a new point and backwards when you’re adding an example or comment.

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Finally, facial expression. We know that eye contact is important – but don’t stare at one person all the time. Scan the audience and hold eye contact with several people for a few seconds. You can use your face when you speak. When you raise your eyes, when you show interest, this makes the audience more interested in your message too. And – this is really important − don’t forget to smile to show enthusiasm and confidence. Remember – good body language can help but the wrong body language can do the exact opposite. Finally, I’d like to add one last point – whatever we do with our bodies while we’re talking, perhaps the most important thing is that it needs to look natural, and not artificial! Thank you all and good luck with your future presentations!

Unit 3 3B VOCABULARY 1.25 Exercise 5, page 36 Ja = Jackie Jo = John Ja: Jo: Ja: Jo: Ja: Jo:

Ja: Jo:

Ja: Jo:

Ja: Jo: Ja: Jo

Ja: Jo:

Come on! It’s done me the world of good. They’ve got great fitness coaches and a … No. … and a terrific café with live sports. Oh! That sounds good but no. Why not? Sport’s dangerous. You can hurt yourself, you can get injured. For example, one time my dad dislocated his shoulder during a rugby match! And when my mum was a girl, she broke her leg in two places when she was playing hockey. Yes, but … And I banged my head really badly one time when I scored a goal at football. I hit my head on the post. I was unconscious for several minutes. Yes, but … Even jogging is dangerous! My sister twisted her ankle last week when she was jogging on a rocky path. But in a gym that … And remember in the PE class last month? You pulled a muscle in your leg, didn’t you? Yes, but that was only because I didn’t warm up before I started running. I know better now. No, sorry, Jackie but I think sport and exercise are just too dangerous for me. I might have a heart attack or something worse. Do you remember the time you sprained your wrist when you fell in the shower? Ooh, yeah. I had to go to the doctor’s!

Ja:

That proves my point – you can get injured anywhere at any time. Jo: OK, you win. I’ll give it a go at the leisure centre. Ja: Brilliant! I’m sure you’ll get into it.

3C LISTENING AND VOCABULARY 1.26 Exercise 3, page 37 MH = Mrs Hope A = Alan S = Sharon MH: OK, listen up. Today we’re going to run six kilometres. A: That’s too far! S: Do we have to go that far? MH: Don’t complain. You’ve run six kilometres before. It’s not a problem. Now, watch out, it’s been raining and the ground’s a bit wet so you shouldn’t run too fast. I don’t want anyone to fall, OK? A: Mrs Hope! Why don’t we stay in the gym today? MH: Oh, come on, Alan! A little rain won’t kill you! MH: Please remember to be careful on the path near the river. It can be dangerous there. OK? Let’s go.

1.27 Exercise 4, page 37 1

MH = Mrs Hope A = Alan A: Mrs Hope! Can you …? MH: Alan! What’s wrong? A: Eric’s had an accident. He was running on the path near the river and he slipped and fell. He’s badly hurt. He’s bleeding, I think he’s broken his leg and … MH: Is he unconscious? A: Yes, Miss. Nobody had a phone, so I offered to run back and find you. Can you ring for an ambulance, please? MH: Yes, of course. Now, calm down and tell me exactly where he is. 2

O1 = Operator 1 MH = Mrs Hope O2 = Operator 2 O1: Emergency services. Which service do you require – ambulance, fire, police or coastguard? MH: Ambulance. O1: Hold on. I’ll put you through. O2: Ambulance service. MH: Hello, I need an ambulance urgently. A student at Redcross High School has fallen and hurt himself. He’s unconscious and he’s bleeding. O2: Where exactly is the boy? MH: He was running on a path above the River Elk and he fell down to the bottom of a hill. He’s about a hundred metres west of the place where the railway line crosses the road to Newton. O2: OK, the ambulance will be there as soon as possible.

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3

MR = Mrs Ross S = Secretary MR: Hello. S: Mrs Ross, I have some bad news about Eric. MR: What’s happened? S: He fell and hurt himself while he was on a cross-country run. MR: Oh no! Is he OK? S: Well, we called for an ambulance and Miss Taylor went with him to the hospital. He was unconscious for a while but … MR: Oh no! S: … but by the time they got to A&E, he was awake and said he felt fine. So please don’t worry. MR: Oh! Thank goodness. Thanks for telling me! S: He’s at the Newton Hospital. MR: I’ll go right away. Thank you. 4

BD = Bus driver PO = Police officer BD: … and then the woman drove her car straight through the red light and crashed into my bus. I couldn’t do anything about it. I sprained my wrist. It’s really painful. I shouldn’t complain though. It could have been a lot worse. I don’t know if the woman was badly hurt or not. There wasn’t much blood but the man next to her looked terrible. PO: She was probably driving too fast. She was on her way to the hospital, you see. Now, were there any other vehicles involved in the incident? BD Well, there was a motorbike, so maybe you should talk to the driver. He probably saw more than I did. 5

MR = Mr Ross E = Eric MR: Hi, Eric. How are you feeling? E: Hi, dad, I’m fine. Well, apart from a few cuts and bruises, a broken leg, a twisted ankle and a slight concussion. The doctor says I can go home tomorrow. How’s mum? MR: She lost a little blood, dislocated her elbow and banged her head. She was in shock but she’s OK now. E: How come she had an accident? That’s not like her. You’re the one who drives too fast. She usually drives so carefully. Wasn’t she looking where she was going? MR: It was my fault. I fainted in the car. She thought it was a heart attack or something, so she … E: Was it a heart attack? MR: No, it was just stress, apparently. Anyway, she took her eyes off the road and that’s why she didn’t see the bus. E: Ah, right.

1.28 Exercise 5, page 37 BD = Bus driver MR = Mr Ross E = Eric BD:  … and then the woman drove her car straight through the red light and crashed into my bus. I couldn’t do anything about it. I sprained my wrist. It’s really painful. I shouldn’t complain though. It could have been a lot worse. I don’t know if the woman was badly hurt or not. ––– MR: Hi, Eric. How are you feeling? E: I’m fine. Well, apart from a few cuts and bruises, a broken leg, a twisted ankle and a slight concussion. The doctor says I can go home tomorrow. How’s mum? MR: She lost a little blood, dislocated her elbow and banged her head. She was in shock but she’s OK now. E: How come she had an accident? That’s not like her. You’re the one who drives too fast. She usually drives so carefully. Wasn’t she looking where she was going? MR: It was my fault. I fainted in the car. She thought it was a heart attack or something, so she … E: Was it a heart attack? MR: No, it was just stress, apparently.

3D GRAMMAR 1.29 Exercises 2–3, page 38 D = Daisy C = Colin W = Waiter D: C:

D: C: D: C:

D: C:

D: C:

Have you been here before? Yes, I have actually. I used to come here a lot. It’s different now. They didn’t use to have many vegetarian dishes but now they’ve even got vegan options. How did you become a vegan? Because of an accident. What? Yes, I used to be into winter sports. I’d go skiing and snowboarding whenever I could. But one day, someone knocked me over on the ski slope and I got a serious back injury. Oh, dear. I had to give up skiing, so I took up yoga. It did me the world of good, it really helped my back. After the yoga class, we’d often go to a vegetarian café nearby and that’s how I got into vegan food. It’s better for your health, better for the planet and better for animals, too. Do you wear leather shoes or clothes? No, not any more. It wasn’t easy, though. I used to love my leather biker’s jacket and my cowboy boots. I’d wear them almost every day. But if you’re a vegan, you can’t wear leather.

D:

Hmm, never mind. Your canvas shoes are very nice. I used to have a pair just the same. I love that shade of brown … Oh, I’m starving. What are you going to have?

––– W: Are you ready to order? C: Yes, the onion and lentil pâté and the mushroom lasagne for me. W: What about you, Madam? D: Can I have the rabbit pâté to start and then a steak, please. C: Hmm! This is delicious! What’s your pâté like? D: It’s nice … but it doesn’t taste like rabbit. It tastes more like … lentils? C: Oh, no! D: Waiter!

3E SPEAKING AND VOCABULARY 1.32 Exercise 2, page 39 See

9 page 234

Unit 4 4A GRAMMAR AND VOCABULARY 2.1 Exercise 5, page 49 Welcome to Travel Plus’s podcast with advice for first time flyers. Follow our six steps for a fantastic flight. Step one: Book a flight. You should book your flight as early as possible to get the best price. Passengers can usually choose an aisle or a window seat, so think about which you prefer: a beautiful view or easy access to the toilets. Step two: Packing. You mustn’t bring any dangerous items with you in your luggage. Check your airline’s website for details and weight limits. Step three: On the day. Arrive at least two hours before your flight. You really ought to set off early in case there are delays on your journey to the airport. If you get stuck in traffic, the plane won’t wait for you. Step four: At the airport. Check in with your airline. Remember, you can’t leave your luggage unattended, or it might be destroyed. Once you have a boarding pass, you may go through security. Forty minutes before your flight departs, go to your gate. Step five: On the plane. Find your seat and put your hand luggage in the overhead locker. Sit down and fasten your seat belt. Switch your phone to flight mode, watch the safety demonstration, then sit back and enjoy your flight.

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Step six: Towards the end of the flight, you will have to put your seat in the upright position, fold away your tray table and raise your window blind. Listen to the announcements and follow the cabin crew’s instructions. Happy landing!

4C VOCABULARY 2.4 Exercise 4, page 52 S = Suzy A = Alice S: A: S: A:

S:

A: S: A:

S:

A: S: A: S:

A: S: A: S: A:

S: A:

216

Hi, Alice. All packed? Yep. I found a really useful packing list online. So you won’t forget your toothbrush? Ha ha. I’ve got all the essentials, I think. I’ve got sunblock so my beautiful fair skin doesn’t get burnt in that hot sunshine. Ha ha. I’m so jealous. I need some quiet time and some sun! I wish I could escape the crowds and go off the beaten track for my holidays. Are you stopping off somewhere on the way? No, I’m taking a direct flight to Portland. What time do you have to set off? Well the flight is at 4 a.m., and it takes twelve hours. The time difference is eight hours – behind I mean, so I’ll reach my destination at 8 a.m. local time. Have you got a travel pillow so you don’t get a stiff neck? And you ought to take some ear plugs in case it’s really noisy on the plane and you can’t hear yourself think. Yep. They were on the list. And have you got some insect repellent? I read that Oregon has some very hungry mosquitoes. I have. And I’ve got a little first aid kit in case of minor injuries. Good plan. Have you got a guidebook? How are you going to find your way around? You don’t want to get lost, do you? I’ve got my phone so I’ll be fine. OK, and are the electric plugs the same or do you need a travel adapter? Not the same, but I’ve got one, thanks. You’re welcome. All I ask for in return is a few photos. No problem. I think I’m ready. Anyway, for the first night I’ll be staying within easy reach of the shops so if I forget something … Listen, have the best time! And let me know you’ve arrived safely. Yes, Mum.

S: A:

Mum?!? Cheeky monkey! It’s only because I … I know, I know. I’ll miss you. See you in a couple of weeks.

4E LISTENING AND VOCABULARY 2.8 Exercises 2–3, page 54 B = Brian B:

Thank you, Sandra. Now, the air we breathe in London is not always as fresh as it should be but it’s even worse in other places. The air pollution was so bad in Delhi, India in November 2017 that they closed schools and offices and recommended people to stay indoors. They cancelled trains and flights, they stopped all building work and the government even banned the sale of fireworks. They had to cancel a cricket match because the players couldn’t breathe. There were many road accidents because the smog was so thick drivers couldn’t see the vehicles in front of them. Doctors declared a public health emergency. The air pollution levels were ten times above the recommended limit. This is not unusual. According to the World Health Organisation, the air quality in Delhi is worse than in any other major city in the world. Breathing such toxic air is dangerous. A study by Greenpeace claimed that air pollution causes the death of 1.2 million people in India every year. Fortunately, air pollution here in London is not nearly as bad as it is in India. But it’s not good, either. The main cause is the burning of fossil fuels in vehicles. Some reports estimate that eighty percent of air pollution is caused by exhaust fumes from petrol and diesel engines. This is not sustainable. What can we do about it? Well, we can’t stop breathing, obviously. We could stay indoors as much as possible and wear masks when we go outside. Or we could get smog apps to tell us when the air quality’s good enough to go for a walk. But surely the best way to protect our health and defend our quality of life is to stop polluting the air and to use renewable energies and means of transport that are good for the environment. We want your ideas on how to do that so please try to think outside the box and call us on 02079460539. That’s 0207 …

2.9 Exercise 4, page 54 B = Bryan M = Monica C = Ciaran Mi = Michelle B: M:

B: M:

B: ––– B: C: B: C:

B: C:

Our first caller is Monica from Huddersfield. Hi, Bryan. We should look at what they’re doing in Europe. I was in Holland recently and everybody cycles. There are bikes everywhere. Why is that? I think the main reason is that there are lots of really good bike lanes, so cyclists don’t need to ride on the roads or the pavements. They can, but they don’t need to. We just don’t have enough bike lanes in this country and the ones we have aren’t good enough. Another reason is there are plenty of safe places to park bikes in Holland but here it’s often hard to know where to leave your bike. I see. What do you think of … Go ahead, Ciaran. I think cars are the solution. Cars? Yes, electric cars, well, electric vehicles of all kinds, and hybrid vehicles, too. There are phone apps that can help you hire electric cars. That means people can share cars and that cuts down congestion, you know, the traffic jams aren’t as bad and … The same is true of carpooling. Yeah, but electric vehicles are better because they’re silent so they reduce noise pollution and that’s also something we need to do. I think it’s really important …

––– B: Michelle, you’re a pedestrian, is that right? Mi: Yes, the best way to get around is to walk. It’s good for your health too. But there’s a problem with respect. B: What do you mean? Mi: Well, last week I got knocked down on the pavement by a cyclist and … B: I hope you weren’t hurt. Mi: No, I was fine. I asked the cyclist why he was riding on the pavement and he said he doesn’t feel safe on the roads ’cause it’s dangerous. I don’t think we should ban cyclists from pavements, but some cyclists don’t respect pedestrians, and drivers don’t respect anybody. They park on bike lanes and pavements, they don’t give way to cyclists at junctions or to pedestrians on zebra crossings, they don’t respect the speed limit and they go through red lights. We need more respect.

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4F SPEAKING 2.10 Exercise 3, page 55 See

13 page 236

4G WRITING 2.13 Exercise 5, page 57 D = Damian CC = Clare D: Hello. CC: Hello, I’d like to speak to Damian Hartley, please. D: Speaking. CC: Oh, hi, Damian. This is Clare Cooper from AYE expeditions. I got your email and I reckoned it would be easier to answer your queries with a quick phone call rather than writing an email. D: Oh, yes, that’s great, very kind of you, thanks. CC: No problem. Well, the good news, Damian, is that there is a place on the climbing expedition for you. D: Oh, fantastic. I’m so pleased. CC: As you know, we don’t normally accept anyone under the age of sixteen but we talked about your case and decided that since your birthday is during the expedition, we can make an exception for you. D: Thank you. I really appreciate that. CC: And you don’t need to worry about your exam. Well, maybe you do need to worry about your exam but you don’t need to worry about getting back home in time to do it. We’ll be back in Stirling by twelve o’clock on Sunday the eighth and there are plenty of trains going south during the afternoon. D: Great. CC: What else? Oh, yes, vegetarian options? Yes, definitely. That’s no problem. D: Good. CC: And your last query was … D: About fundraising. I mean, I’ve found some ideas online but I’d like to see the fundraising ideas that you recommend. CC: Yes. I’m sorry. The fundraising page was under construction. We were updating the site but that page is up and running now so you can just visit the website and check out the advice we give. D: OK, I’ll do that. Thanks. CC: Have you got any other questions, Damian? D: No, I don’t think so. CC: OK, well, great. We’re looking forward to seeing you in Stirling on Sunday the first of July. Don’t forget to bring warm clothes. It can be cold in the Highlands any time of the year.

D:

OK, I’ll remember that. Thanks for phoning. Really. CC: No problem. OK. Bye, then. D: Bye. Mum! They’ve accepted me for the expedition in Scotland!

REVISION 4 2.14 Exercise 8, page 61 1 On behalf of Best Holiday Tours, I’d like to welcome you all to Rhodes – the beautiful capital of the Greek island of Rhodes, the sunniest place in Europe! My name is Andrea Hill and I’m your tour manager. Right now, we are taking you to your hotels. Our first stop is the Sunset Beach Hotel, which we will be arriving at in about twenty minutes. The second and last hotel on our list – the Golden Sand Resort – is another ten minutes away. I hope you will enjoy your stay here! 2

P = Presenter AW = Angela Wilson P:

Now it’s time for the traffic news with Angela Wilson. What’s happening on the UK motorways, Angela? AW: It’s quite busy, as usual for this time of the day. There are hold ups on the M25 due to fog. Moving further north, there are queues on the M26 too. This time the delays are not caused by a car crash. Apparently, there was a stray cow there on one of the lanes! P: Thank you, Angela. A cow? That doesn’t happen very often on the M26, does it? Next, we’ve got the news at 9 o’clock. Don’t go away, we’ll be right back. 3 We apologise for the delay to flight 285 to Edinburgh. The technical problem has been resolved and the flight is now boarding at gate 14. Will all remaining passengers please proceed to gate 14 immediately. The final engine checks are being completed and the captain will order the doors of the aircraft to be closed in approximately fifteen minutes’ time. I repeat: will all remaining passengers on the delayed flight 285 to Edinburgh go to gate 14 immediately. Thank you. 4

M = Minnie J = James M: J: M: J:

M:

Hi, James. How’s it going? Great thanks. Hey, you know I’m off to the USA tomorrow, don’t you? Yes, I remember. I’m jealous! Are you ready? Just about. I’ve bought a new travel adapter because I left my old one somewhere. And I’ve got a phone charger and a power bank. You know, all the practical stuff. How long’s your flight?

J:

Well, that’s it. Eight hours! I’ve never been on a long-haul flight like this before. I was wondering if I could borrow your travel pillow. Would you mind? No problem. Come round later, OK? Thanks a million!

M: J: 5 To start with, my flights are often ridiculously early, so I have to get up at the crack of dawn. And before I even get on a plane, I have to battle through city smog and motorways polluted by diesel cars driven by people who have no concern for the environment! However, once I get to the airport, I manage to relax and have breakfast in the executive lounge, which is rather nice! But, still, there’s a lot of waiting around. I used to find flying exciting, but now it’s just a way of getting from A to B.

Life Skills 3–4 2.15 Exercises 5–6, pages 62–63 S1 = Speaker 1 S2 = Speaker 2 S1: Today I hope to persuade you to agree that becoming a vegan is definitely a good idea. I, as the first speaker, will be talking about the health benefits of such a diet as well as the damage meat production causes to the environment. My colleagues will later discuss animal rights and ethics. To begin with, we’d like to point out that many people now suffer from various health problems because of a poor diet full of fat, and low in fruit and vegetables. It is our belief that going vegan is actually the optimal way to improve your health and live a longer life. It contains only super healthy and nutritious foods, such as whole grains, beans, nuts, oils, fruit and vegetables, that we need to feel well and be full of energy. What’s more, recent research has shown that vegans are generally thinner and at lower risk of heart disease than people who consume meat products. Let me come to my second argument. If we continue to produce so much meat, we shall damage the environment further. Raising animals requires using a lot of resources such as vast areas of land, energy and water. Also, when cows digest plants, they produce methane − a toxic greenhouse gas that contributes to global warming. Let facts speak for themselves: no other human activity has such a harmful effect on the environment! So, to sum up, a vegan diet is not only a healthier option. It is clearly better for the environment to eat less meat. STUDENT’S BOOK AUDIO SCRIPT

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S2: We’re going to speak against the motion that a vegan diet is beneficial for everyone. First, I will talk about the dangers to our health. I shall also argue that a vegan diet is not necessarily good for the environment. The next speakers will explain why it is also impractical and rather unnatural. To begin with, a strict vegan diet is hardly a healthy way to eat, so it’s difficult to imagine that it’s an eating plan we should all adopt. It is almost impossible to get all the important nutrients, especially proteins and some vitamins, on a diet that is based on plants alone. New studies confirm that vegans often suffer from various health problems such as memory loss, dry skin, or tiredness. They also need to take lots of supplements and plan their meals very carefully. We are convinced that what we need to be healthy is a balanced diet which includes plants as well as animal products. My second argument is about the environmental impact of a vegan diet. More and more people go vegan because they are concerned about the environment. However, they rarely ask the question where all the exotic fruit and vegetables they buy come from. The problem is that many of these foods such as avocadoes, mangoes, goji berries or quinoa need to be transported from different parts of the world, which increases CO2 emissions. So, in fact, buying a burger which comes from a local farm is much better for the environment than eating an avocado that travelled from another part of the world! To conclude, let me stress that a vegan diet can not only be dangerous to human health, it also has some environmental costs.

N: T:

N: T: N: T: N: T: N: T:

N: T: D:

Hmm. 9.15 then? I’m afraid we won’t be drinking coffee at 9.15 either. According to my plan, at 9.15 we’ll be exploring the campus and the library. The tour starts at ten past. After that? I’m going to queue for the talk on Veterinary Medicine. Wow! You’ve got it all planned out, haven’t you? Will they be doing other subject talks at 10? You want English Literature, right? Let’s have a look. Yep, also at 10. Room 141. Perfect. What would I do without you, Tom? Ha! So we’ll have finished the talks by 11 and we could go for coffee. What a great idea! I’ll have had enough of open day by eleven o’clock anyway. Had enough? Are you joking? It’s the sports facilities at 11.30, followed by lunch. Then at one o’clock, I want to visit the information desks and talk to a student ambassador. Then at two we’re touring the halls of residence. What? I thought this was basically a day off! Shh. It’s starting. Ladies and Gentlemen. Welcome to Langchester open day. For the next four years you will be studying for your undergraduate degrees. It is a time that most people remember forever. We hope that by the end of today, you will have decided to spend that time here at Langchester University. Now, I know most of you probably have a detailed plan already, but just let me go over some of the main events and times of the day.

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5D SPEAKING 2.21 Exercise 3, page 68

Unit 5 5C GRAMMAR 2.19 Exercise 2, page 66 N = Natalie T = Tom D = The Dean N: T: N: T:

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Tom! Sorry! What time is it? 8.45? So I’m only fifteen minutes late! Morning. You’re always fifteen minutes late! I told you 8.30 on purpose. You know me so well. Coffee? The café opens at nine o’clock. I’m sorry to disappoint you but at nine we’ll be listening to the welcome speech. It starts in five minutes.

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2.22 Exercises 4–5, page 68 See

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5E LISTENING AND VOCABULARY 2.24 Exercises 3 and 6, page 69 R = Rosa MC = Mike Connolly R:

Today we’re talking about the world of work: how it’s changing and how it might change in the future. With me is economist Mike Connolly. Welcome to the show, Mike. MC: Thanks, Rosa.

R: MC:

There’s a lot of talk about the gig economy. What is it, exactly? Well, the term ‘gig economy’ dates from the financial crisis of 2009. It describes an economy in which it’s difficult for people to find full-time jobs with permanent contracts. Many people, especially the young, have several part-time jobs or change frequently from one temporary job to another. Many gig economy workers are self-employed, right? Yes, employers want flexibility so they employ a lot of freelance workers who hire out their time to different companies. Employers also prefer to pay their workers only when they need them. That’s why many companies offer zerohours contracts. These are contracts in which you agree to work for an employer but the employer doesn’t guarantee you any work. And of course, if you don’t get any work, you don’t get any money. Yes. Unpaid shifts are becoming more common, too. That’s when you agree to work for a certain time, a day or a week, for no payment. That sounds good for the employer but what’s in it for the worker? Well, you have the opportunity to show that you’re the right person for the job, which is good. And you might end up getting the job, which is better. But you could end up with no money and no job at the end of your shift, and that’s not so good. The gig economy isn’t all negative, is it? Of course not. There are advantages. For a start, you get a lot of work experience in all sorts of jobs. And if you work freelance, it may not be necessary for you to commute, you may be able to work from home. Instead of a routine nine-to-five job, you are your own boss. You’re free to decide when and where to work. Like a musician playing gigs? Exactly. However, as most musicians will tell you, you don’t turn down gigs because you never know when the next one will come along. So of course, there are also disadvantages to working in the gig economy. You may have to work long hours for low wages without getting paid overtime or holiday pay, even working around the clock when you have a deadline to meet. And at other times you may not have enough work or earn enough money. Even so, it’s probably better than being unemployed.

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R:

How many people work in the gig economy? MC: In the last twelve months, 4.4  per cent of people in this country have worked in the gig economy, that’s 2.8 million people, and over fifty per cent of them were young, aged from eighteen to thirtyfour. Unfortunately, I’m afraid this tendency towards part-time, temporary work will almost certainly continue in the future. R: Thanks, Mike. Now, if you work in the gig economy, call us now on 0161715286 and tell us about your experiences. That’s all for today and …

2.25 Exercise 7, page 69 R = Rosa C = Carla MC = Mike Connolly R:

And our first caller is Carla. She’s an Italian living in Manchester and she has several jobs. Hi, Carla. C: Hello. R: How many jobs do you have? C: I’ve got three different jobs. During the day I work as a freelance translator. I translate from English to Italian. But that’s only part-time and I don’t earn enough money with that to live in London so three evenings a week, I work as a salsa instructor in my local sports centre. It’s great fun. And I also work as an entertainer at a … R: An entertainer? C: Yes, I perform magic tricks, tell stories and sing songs at children’s parties. R: What’s it like having so many jobs? C: It’s very tiring but I think I’m lucky because I’m working at things that I’m good at and that I love doing. R: What are your working hours? C: The salsa classes are from six to eight on Mondays, Wednesdays and Fridays. The children’s parties are usually at the weekends, but I sometimes do them on Tuesdays or Thursdays after school hours. And I do the translating whenever I can, especially in the mornings. R: Do you sometimes need to meet deadlines in your job? C: Yes, translators have to meet deadlines all the time so I sometimes have to work at night. R: Do you accept every job that comes along? C: No, I don’t accept every job, but I find it hard to turn down work. MC: Hi, Carla, Mike Connolly here. Do you ever get paid overtime? C: No. Well, yes, occasionally, if one of the other instructors is ill, I’ll work their shift.

MC: Do you think you’ll end up getting a full-time job with good pay one day? C: Probably, but I’m not really looking for one right now. I like the variety I have with my three jobs. I mean, I never get bored and I often …

5G WRITING 2.27 Exercise 2, page 72 To go on to higher education and apply for a place at a UK university, you have to write a ‘personal statement’ to go with your online application. In it, you’ve got to write about yourself, explain your interest in a particular course and say why you deserve to receive an offer. This all needs to be done in a formal but enthusiastic style. No wonder it gives some school-leavers nightmares! Your personal statement should scream ‘choose me!’ You should explain why you’re excited about the subject you want to study. Did you read an interesting article, watch an inspiring lecture or complete a fascinating project at school? Remember, if you aren’t enthusiastic about your subject, you’ve probably chosen the wrong course. Your personal statement should provide evidence of your knowledge, skills and achievements. Do you have relevant experience from education, work or other activities? Did this experience teach you to be a good communicator, leader, or essay writer? How do these skills make you a better candidate for your chosen course? A good starting point is to write down anything and everything connected with your passion for your chosen subject and why you feel you would be good at it. Use these notes to write your first draft.

Unit 6 6A GRAMMAR AND VOCABULARY 2.29 Exercise 5, page 79 J = Jodie P = Paul L = Louise D = Dylan J: P: J: L: P: J: P: J:

Good news! They’ve cancelled my concert. That’s not good news! It is for you. She’s right! If the concert’s off, we’ll be able to go to Paris! Yeah, well, we would be able to go to Paris if Dylan didn’t have a match. He’s not playing. What? Why not? Because he’s got a lot of studying to do.

L:

Dylan! If you didn’t want to play, why didn’t you tell us? D: I … P: I don’t think that’s a good idea, Dylan! You won’t become a good player if you start missing matches. D: I … J: If I were you, I’d book your tickets straightaway. L: You’re right. If we don’t book soon, the price will go up. P: OK. I’ll call your gran. J: Gran? Why? P: Well, if your gran can’t look after you, we won’t be able to go to Paris. J: Oh! OK, fine. P: Wait a minute! All of a sudden, the two of you seem terribly keen for us to go away for the weekend. Why? J: Because you never go away on your own and we just want you to have a great wedding anniversary! D: Yeah, you really deserve it. L&P: Oh, thanks kids.

6B READING AND VOCABULARY 2.32 Exercise 8, page 80 In 2009, a couple in England found a lottery ticket on the ground outside a shop. There was no one around so they picked it up and took it home. Later, they found out that they had the winning number. It was worth a lot of money. They wondered what to do. Should they take it back to the shop and try to find the rightful owner of the ticket? Or should they keep the money for themselves? They decided to keep the money. After all, they thought, nobody could possibly know it wasn’t their ticket. So, they returned to the shop and cashed in the prize. However, the person who lost the ticket knew the number of the winning ticket, the time he bought it and the shop where he bought it. It was clear the ticket didn’t belong to the couple. When they tried to get the money, the police arrested them for stealing. At the trial, the judge gave them an elevenmonth suspended sentence, which meant they would only go to prison if they committed another crime.

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6C LISTENING AND VOCABULARY 2.33 Exercise 2, page 82 P = Presenter P:

Welcome to the Money Show. People in the UK spend over 7 billion pounds a year on lottery tickets, yet there is only a 1 in 45,000,000 chance of winning the largest prize, or jackpot. To put that in perspective, you are more likely to become an astronaut, win an Olympic gold medal, get struck by lightning or win an Oscar. Of course, a few lucky winners do take home huge amounts of money. But does it make their dreams come true, or does it ruin their lives? Today, we take a look at how careful choices can make a lottery win a good thing and how poor choices can lead to unhappiness.

2.34 Exercise 4–5, page 82 P = Presenter DG = Dale Glover P:

… we take a look at how careful choices can make a lottery win a good thing and how poor choices can lead to unhappiness. With us is Dale Glover, author of After the Jackpot. Dale, unlike most books about lotteries, this is not a guide to winning, is it? DG: No. The book tells the stories of some of the biggest lottery winners in recent history and examines how winning changed their lives for better or worse. P: And did you find the answer to the old question of whether money buys happiness? DG: Well, many winners discover that material possessions don’t bring them satisfaction, and that the lifestyle they thought they wanted doesn’t actually suit them. For example, UK teenager Jane Park won a million pounds when she was only seventeen. Her initial excitement quickly turned to sadness and now she’s sorry she won. P: Really? DG: Jane made some poor choices. She bought an expensive car, but was ashamed to drive it because people stared at her. She went on a luxurious holiday, but felt embarrassed because the other guests at the hotel were not like her. She even bought two properties, generally a wise investment, but then moved back into a small flat with her mum because she was lonely. I’d say Jane’s story shows that the luxurious way of life many of us think we want, can actually be a disappointment.

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I think our listeners might find it difficult to feel sympathy for a lottery winner. DG: Well, like many winners, Jane’s relationships have also suffered. She has the same friends, but finds it harder to get on with them now. It’s also hard for winners like Jane to trust new people. They find themselves asking ‘are they interested in me, or my money?’ Jane and others have even faced cyberbullying from strangers who are jealous. For some winners, this envy can even affect family relationships, though thankfully not in Jane’s case. P: Presumably some of the people in your book have made better choices and are enjoying their wealth. DG: Absolutely. Firstly, many winners choose to remain anonymous. A good example is the eighteenyear-old who won 22 million pounds in 2013, the biggest win ever by a UK teenager. He has given generously to charity, also a good choice, and no one knows who he is, so he has avoided the pressure of media attention. The winners whose dreams have come true have often thought ahead, taken financial advice and made good investments. Many older winners stop working, but experience has shown it is wise to stay active through travel, an interest, or charity work. With millions of pounds in your pocket and nothing to do, it’s easy to take up unhealthy habits. P: I’m sure. Of course, another option is to just give it all away, ha! DG: Well, in 2017, a nineteen-year-old in the US won half a million dollars. He invested $5,000 dollars himself and gave the rest to his parents to thank them for everything they had done for him and his sister. P: How wonderful!

6E SPEAKING 2.36 Exercise 2, page 84 See

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2.37 Exercise 3, page 84 See

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REVISION 6 2.38 Exercise 7, page 91 J = June J:

Thanks for inviting me this evening. As you know, I’m a social worker and part-time agony aunt, which is a rather outdated way to describe someone who makes a living by trying to help people with all sorts of problems! I have a web page, which isn’t aimed at any particular age group. Readers send me an email about something that’s bothering them and I reply as soon as I can. I make a big effort to give them constructive advice that will really help them deal with their problems and move on. I’m proud to be following in the footsteps of some eminent aunts such as the late Aunt Abby in America, and ‘Cathy and Claire,’ who wrote for the iconic 70s teen magazine in the UK, Jackie. However, although our mission is essentially the same, to help people, I believe there are a few important differences between now and the past. To begin with, I don’t work for a magazine but I have my own website and use social networks. What’s more, and much more important, teens don’t need information about how love and relationships work as they did last century. They have the world at their fingertips, so they don’t need me for that. So, the kind of problems I help with are different and are usually much more sophisticated. For example, I helped a young reader the other day who is a cyberbullying victim. However, everyone who gets in touch with me has one thing in common. They are all seeking reassurance, just like they were in the past. Something you may be wondering about is why teens still bother with agony aunts. Although many will talk to their friends and families, not all of them want to. Of course, it depends on the problem. And as for social workers, well, we often deal with situations that are more formalised or already problematic. A teen won’t get in touch with the social services unless there is something seriously wrong, and even then, he or she might not. So, agony aunts fill a gap and therefore I believe they have an important role in society.

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Finally, I’d like to say that it isn’t only teens who ask for help. People of all ages come to me with their problems. One big issue these days is loneliness, a growing problem in our society which affects the old and young alike. To conclude, as long as you are sympathetic and really keen to help, you can be a good agony aunt.

Life Skills 5–6

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2.39 Exercises 5–6, pages 92–93 H = Host S = Sally H:

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Today Sally, a life coach, is with us to talk about setting goals. Hi, Sally. It seems that achieving the goals we set ourselves can often be a problem? Hi! Yes, that’s true – we all make plans and then for some reason fail to stick to them. How many times have you said things like, ‘I’ve got to learn a new language’ or ‘I need to get fitter. That’s my New Year’s resolution!’ Think carefully – did you actually achieve those goals or not? To be honest? Not really. So, why might that be? Well, there are several reasons. Perhaps our goal is too big and impossible to reach, or maybe it’s just too vague. Sometimes we start working towards it and then give up, demotivated by a lack of progress. What is important is that we think carefully about how we can achieve our ambitions. There is, however, one clever way of creating personal, educational or career goals that leads to success. You simply need to make sure your goals are SMART – S-M-A-R-T. SMART? I haven’t heard that acronym before. What does it mean? You’re right, it’s an acronym – that is, the letters stand for different things that we should consider when setting goals. That sounds interesting. Let’s start with the letter S. What does it stand for? OK, so ‘S’ stands for ‘specific’. A goal should be clear and you need to know exactly what you want to accomplish. Think about this example: I want to get fitter. OK, but how much fitter, what exactly do you want to do, etc.? So maybe your goal should be ‘I want to run my first three kilometres without walking! Or perhaps: ‘I want to take part in a school cycling competition’? It’s also a good idea to break your bigger goals down into smaller, doable steps.

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Steps like planning to go running or cycling twice a week? Yes, for example. Then we’ve got M – ‘M’ stands for ‘measurable’. It’s important to keep track of your progress. You need to think about how and when you’ll know you’ve achieved your goal. In our case, it’s clear. You can just use a fitness tracker to check if you can run the three-kilometre distance. OK. What about A? Well, ‘A’ stands for ‘achievable’. Your goal must be something which is possible to reach – you need to make sure you have the time and skills to achieve a goal. Can you train twice a week or go to the gym regularly? If your goal is ‘I want to win a school running competition,’ and you’ve only just started running – then maybe it’s a non-starter! As a rule, I think we should choose challenging but realistic goals. In other words, it’s not a good idea to set goals which are too easy or too difficult, because this can be demotivating. I think you’re absolutely right! Ok, so next, we have an ‘R’ for ‘relevant’, important that is. Think how achieving this goal will help you, is it worth the time and the effort? Is it something that matters to you, and not just something that is suggested by other people? I guess it’s not a good idea to work towards a goal that you don’t care about, right? Exactly. And finally, we have a T. Right – ‘T’ must have something to do with time? Correct! ‘T’ is for ‘time-bound’. We need to give ourselves a time limit for achieving this goal. Can you set deadlines so you can check your progress? Will you achieve it in a month, a year, by the end of the school semester? So, let’s see – what are the things you’d like to achieve this year, Bob? Well, I guess …

Unit 7 7A GRAMMAR AND VOCABULARY 3.1 Exercise 4, page 95 TC = Thomas Cooper K = Kids G1 = Girl 1 B = Boy G2 = Girl 2 T1 = Teacher 1 T2 = Teacher 2 TC: Hi, I’m Thomas Cooper from Channel 9. Could I ask you some questions about hair-facing? K: Yes, sure. TC: Is hair-facing popular? G1: Yes, hair-facing is becoming really popular here. B: Yeah, and I think it’ll last because it’s fun. G2: Yes, I agree. G1: That’s right. TC: How long have you been doing it? G2: I only started hair-facing a few days ago. I’d always looked down on it until I tried it. TC: What’s it like? B: It’s cool. G2: Yeah. G1: I feel more relaxed with my hair over my eyes. TC: You’re a teacher here. What do you think of this hair-facing fashion? T1: I don’t like it. I can’t see my pupils’ faces so I don’t know if they’re sleeping in class. TC: Oh, dear. T1: To be honest, I would ban it if I could. T2: Oh, come on Frank. Don’t criticise it if you’ve never tried it.

3.2 Exercise 7, page 95 And finally, newsreader Jack Gómez from Channel 9 in Florida has become an internet sensation after laughing during a news programme. Jack told us that after he had read the headlines the night before his throat had felt dry so he had decided to take a drink. He pointed out that there was always a glass of water on the desk while he was reading the news but he didn’t usually touch it. He said that he had been in a hurry and had spilt the water all down his shirt. His producer warned him not to laugh but Jack explained that once he had started laughing, he couldn’t stop. He claimed it was the first time anything like that had ever happened to him and promised that it wouldn’t happen again in the next day’s programme. Jack confessed that he couldn’t believe he was the human interest story on his own TV channel.

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7C LISTENING AND VOCABULARY 3.4 Exercises 2–3, page 97 T = Terence T:

Hi and welcome to Arts World. Today, we’re looking at how artists and performers use social media to promote their work and become successful. Here’s a quick look at some of the people in the show.

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Keira, it’s not easy to become popular so how did you make a name for yourself? By trying hard and not giving up. I spent years selling my paintings on the street but I didn’t have any useful contacts so there was no way that any important galleries were going to show my work. But then I created a new social media page just for my paintings. I put a lot of time and thought into it. I added high-quality photos of my paintings and videos of me talking about my work. And a few months ago I got my first break when the people at this gallery contacted me. They’d seen my page and they said they loved what I was doing and now they’ve put on this major exhibition of my paintings here in London. I’m so glad I spent all that time on my computer!

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T = Terence A = Andy T: A:

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How did you become a TV star, Andy? Well, I trained as an actor and my first part was in a play at the Edinburgh festival. Unfortunately, it wasn’t a great success. But the next day I was in a café reading the papers and although the play was a huge flop, I got good reviews. They said I was funny. So that’s when I decided to become a stand-up comedian. I spent a few months telling jokes in clubs. It started off OK but in the end, it came to nothing. So, I started my own YouTube channel and posted some videos of me telling jokes and funny stories. I didn’t get many views at first but then I started getting more likes and positive comments and before long it really took off. The producer of a comedy series saw it and offered me a part in his show. And now I’m starring in my own show. We’ve just finished filming the first episode, actually. Have you seen the trailer?

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Selena, you’ve been writing novels and short stories for years, you’ve taken part in dozens of literary competitions but you’ve only just become successful. How come? I suppose you could call it success through social media. What do you mean? Well, when I wrote my first novel, Digital Sunshine, I thought it was great but nobody wanted to publish it. That was a bit of a setback but I didn’t give up. I started my own blog – it’s called Selena 4U, by the way – and that got a lot of people interested in my work. Then I self-published my novel online. Lots of people downloaded it for free and told their friends how much they’d enjoyed it. Eventually, a major publisher took it on and I haven’t looked back since. I’m the author of a best-seller and I’m working on a new book called Light and Life.

T: Tr:

Tracy, you released your first record back in 2015. Was it a success? Not at all! Our friends liked it but it only sold about a hundred copies and my mum bought most of them! What a disaster! So, after that we went back to square one and started playing concerts and performing other people’s songs. But then our friend Tony, who’s a film director, made a video of one of our songs, ‘Love Life’. That was in 2017, wasn’t it? Yes, it was. Oh no, actually, we filmed it the year before, in late 2016. Anyway, we used social media to create interest in the video and then we managed to get some money together to pay for pop-up ads on YouTube. It worked. The video went viral in 2017 and now we’re big stars! Every show’s a sell-out!

3.5 Exercise 5, page 97 To = Tony T = Terence To: Well, Terence, I made my first film three years ago but I was too young and the film was a complete disaster. T: How did you become successful? To: I got my first break with a music video. Fortunately, it went viral. It was a huge success. T: So that’s what made you famous, right? To: Yes, the video really helped me make a name for myself. After that I haven’t looked back. T: What are you doing now?

To: I’m working on an adaptation of Selena Starr’s new best-seller for a live-streaming network. It’s the best novel I’ve ever read.

7D READING AND VOCABULARY 3.7 Exercises 6–7, page 98 V1 = Visitor 1 V2 = Visitor 2 V1: What’s this then? Ha! Call that art? There’s nothing to it. V2: You don’t like it? I think it’s very expressive. I mean, OK it’s not very sophisticated, but it’s certainly meaningful and atmospheric too. V1: Atmospheric? I don’t get it. I mean, it’s just a pair of glasses on the floor! V2: Well, it speaks to me. It’s about the experience of viewing art – how we feel when we really take time to, you know, look. I think it’s profound. V1: Well, I don’t feel anything. There’s nothing spectacular about it. It leaves me cold. V2: The artist is saying, ‘look with your own eyes, the innocent eyes of a child,’ sort of like ‘make up your own mind’ … about art. It really gets you thinking. V1: It looks like it was done by a child. V2: I think you’re being negative. V1: I could do better myself. Are you sure it’s really part of the exhibition?

7E GRAMMAR 3.8 Exercise 2, page 100 M = Michael B = Bella M: B: M: B:

M: B: M: B: M: B:

Bella! Are you OK? How did it go? Hi, Michael, I’m fine. So, what happened? Well, I arrived and there were, like, loads of other people. I went to register and they wanted to know where I was from, and all that, and then they asked if I’d auditioned the year before. And then they told us to wait until our names were called. Were you nervous? Totally. But there were loads of helpers around and they kept asking me whether I needed anything. That’s nice. Did you wait a long time? About an hour. And then it was time for all the dancers to go to the green room. What’s the green room? It’s the place where you wait just before you go on the stage. Oh yeah, this is funny; I asked them why it was called the green room and the guy said he didn’t know but the previous day one male dancer had been so nervous that he had turned very green. So maybe that was why!

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3.9 Exercise 5, page 100 B = Bella M = Michael B:

M: B:

M: B:

M: B: M: B: M: B:

M: B: M: B: M:

I asked them why it was called the green room and the guy said he didn’t know but the previous day one male dancer had been so nervous that he had turned very green. So maybe that was why! And then what happened? After about ten minutes a girl came and asked if I was ready and then I went out onto the stage. I was so nervous! I bet. But did you …? Anyway, the judges were really nice. One of them wanted to know how long I had been dancing for and then another one asked me what type of dance I was going to do and also what music I had chosen. And then … Hmm? And then I thought it had all gone wrong. What? Well, the music began and I turned, tripped over my own feet and fell on the floor. Oh no! I know. What a disaster! Anyway, one of the judges came straight over and asked if I had hurt myself. I said no and then she asked if I wanted to start again. Thank goodness it was only a temporary setback. I know, I was so relieved. I think I danced better than I’d ever done before. And did you get through to the next round? Yay! Woohoo! Well done superstar!

7F SPEAKING 3.10 Exercise 3, page 101 See

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Unit 8 8A GRAMMAR AND VOCABULARY 3.13 Exercise 6, page 109 K = Kyle M = Myra K:

M:

Myra, have you seen what’s happening? A huge picture of a hamburger is being painted on the outside of the gym! So? The gym hasn’t been painted for years. It needs a coat of paint.

K:

M: K:

M:

K:

Yeah, but all last month we were being encouraged to eat a healthy diet. How’s a huge hamburger going to do that? Personally, I think all the adverts should be removed from the school. The school’s signed a contract and nothing can be done. But it wasn’t democratic! The decision was taken in a private meeting last month. Were we consulted? No, we weren’t! I like the adverts. They’re colourful! And next week every student will be given a free backpack. Anyway, I don’t think teenagers are influenced by adverts. You can’t be serious! Of course, they are.

8B GRAMMAR AND VOCABULARY 3.14 Exercises 3 and 5, page 110 1 I love reading and I do it every day, so I get through a lot of books. Friends often advise me to buy second-hand books or use the library, but I love that new book smell and feel too much, so I go on the Internet to look for things on special offer, you know, like two for the price of one. I spend most of my savings on these websites! There’s nothing I’d rather buy than books. One day I want to live in a house filled from floor to ceiling with books. 2 I’m not really into shopping, even online, but I meet my mates at the shopping centre on Saturdays. We go for coffee and sit around, talk about video games, books we are reading, sports or whatever. Actually, the coffee is a ripoff considering it is made with just hot water and a few beans, but we like the place and we usually have something sweet – they have nice cookies and cakes. Then a bit later, we go for lunch – a burger or a pizza; fast food is generally cheap even if it’s not healthy. On Sundays I always go to the gym to burn off the calories from Saturday. My sister says I should just stop doing both things and save my money instead! 3 Just like my brother, I’m a fan of developments in the gaming industry. I buy several gaming magazines each month and I’m always online, on the bus or wherever, learning about what’s new. The reviews are my favourites, and I even enjoy the adverts. I like to know exactly what titles the big companies are working on. I don’t buy used games because I want the very latest. However, the newest games are really expensive so you can

spend a fortune if you’re not careful. Car racing games are my favourite – until I’m old enough to take my test – then I’ll need to save up for a real car. 4 So my friend is a hairdresser and he showed me this great app. It tells you exactly which shops have special offers on any particular day. I mean, good quality personal care products are usually very expensive, so if there’s a discount, that’s great. I always like to save money on products if possible. My friends always let me know if they find a good deal. My brother thinks it’s all a waste of money and that I should be saving up for a car instead, but you should see the state of his hair and skin. He doesn’t seem to understand that if you want to look good in the future, you have to take care of yourself when you’re young. 5 I admit I spend most of my spare cash on the way I look. I enjoy taking care of myself. I watch what I eat and try to keep myself in shape by doing sports regularly. I don’t have a lot of money, so I follow my brother’s advice and get most of my clothes from charity shops. I don’t have any problem with the fact that they’ve been worn before. That’s what washing machines are for! It takes time to go bargain hunting, but it pays off when you get a good deal. I paid next to nothing for a pair of designer jeans last weekend.

8E SPEAKING 3.17 Exercise 2, page 114 See

27 page 241

3.18 Exercise 3, page 114 See

28 page 241

8F GRAMMAR 3.21 Exercise 2, page 115 K = Kerry M = Max D = Dakota K: M:

K:

It’s five past eight. Max is in the studio! Max, did you watch Get What You Pay For last night? I did. Wasn’t it interesting? Some people have more money than sense! I mean, the things that people pay for these days! Will you be having your Christmas decorations put up by a professional this year, Kerry? No, but sometimes you do need an expert, don’t you? I mean, I’m getting my car serviced next week because, well, I don’t know anything about car mechanics.

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M:

K: M: K: M: K: M: K:

M: K: M: K: M: K:

D:

Well, sure, or sometimes it’s not really possible to do something yourself, you know, like most people, I get my hair cut by the hairdresser because … Oh, you do? Because looking at you, you know, I thought maybe you did it yourself … Ha ha. You obviously haven’t had your eyes tested in a long time. Oh, very clever. I mean paying to have your hair cut seems fair enough, but, paying to have your dog walked! What’s wrong with that? It’s lazy! And a waste of money. Walking is one of the pleasures of owning a dog. Not if you’re working all day long and the poor dog is stuck at home. Anyway, I have my shopping delivered. Does that make me lazy? Actually, so do I, so that’s not a good example … Ha ha ha! What about that guy who has his social media accounts managed for him? He must have money to burn! Well, he was a TV presenter and we all know how busy and important TV and radio presenters are … Sure, Kerry, sure … No but seriously, I don’t see anything wrong with paying someone to manage your online image if you can afford it. Let’s see what some of our listeners think. I’ve got Dakota on line 2. Dakota, do you have your social media accounts managed? Ha ha, no, no I don’t.

REVISION 8 3.22 Exercise 7, page 121 H = Host DT = David Thomas H: This evening in our series Business Breaks, our guest is a successful young businessman, David Thomas. David, welcome! DT: Hello. H: David, what exactly do you do? DT: Well, I’m the Managing Director of a medium-sized IT consulting company, which I set up five years ago when I finished my Master’s degree. I’m also fascinated by cryptocurrencies, which I still buy and sell in any spare moments I have. It’s a kind of addiction! As you may imagine, my work as Managing Director takes up a lot of my time, but I also help out at a local charity when I can. Volunteer work is very rewarding. H: David, can you tell us a little about cryptocurrencies?

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DT: Sure. It’s a term we hear a lot these days. Basically, it’s a digital currency with no controlling authority. Banks, and therefore – very importantly – bank charges, aren’t involved, which makes these currencies very attractive for doing business in. It makes paying and accepting payments a lot cheaper, you see. The first digital currency, Bitcoin, appeared in 2009. There are others now, such as Ether and Litecoin. My business is growing all the time, and one reason for this is that transactions can be done using cryptocurrencies. Of course, crypto technology is considered to be very secure too, which is just as important as low costs. H: So why doesn’t everyone use cryptocurrencies then? DT: Although the currency is very secure, it is digital, so in the unlikely event of a computer crash it could, theoretically, disappear. So, it’s important to have a back-up copy of all the currency units. Hacking is also a remote threat. Perhaps most importantly, what these currency units are worth changes all the time. You can get rich quickly or lose all your money if you don’t understand the market trends. H: You managed to do very well out of cryptocurrencies, David. Can you tell us about it? DT: Yes, that’s right! I bought quite a few currency units way back in the beginning, when they were cheaper and often regarded with suspicion. I’ve always been careful with money, so I hung onto my units until, one day, their value suddenly went up! Then I began to trade them. I would invest when the market was down, wait for it to go up and then sell. If I didn’t time my deals well, I could be short of funds, but eventually I managed to raise enough money to open my company, and all of a sudden, I had some money to burn. H: Can young entrepreneurs still make money from cryptocurrencies? DT: There is still money to be made through buying and selling, although it’s much harder than it was in the past. If you decide to try this, you must keep up with politics and the law in the country you live in or wish to trade in. You see, cryptocurrencies aren’t legal in some places in the world, which is a great shame. But even if they are legal, you have to be careful because laws can change quickly, and you could get into trouble. And ignorance is never an excuse.

H:

So why don’t you work with cryptocurrencies full-time? DT: Well, as I mentioned at the beginning, digital currencies are a source of fascination for me rather than anything else. For me they symbolise the technological world we live in. They are the reason I am where I am today, but I don’t want to trade them fulltime, at least not at the moment. I feel I’ve gone as far as I can with them. Now I want to use all my energy and skills to manage my business. You see, I’m living my dream. My greatest ambition was always to have my own company and I’m determined to make a success of it.

Life Skills 7–8 3.23 Exercise 4, page 122 P = Presenter S1 = Speaker S2 = Speaker S3 = Speaker P:

There are some small everyday problems that make our life a little more stressful. We often don’t realise how much easier things could be until someone comes up with a genius solution. The answers to these problems often lie in creative thinking. A slight change to an existing product often makes a huge difference. Here are some surprising ideas that make you wonder: why haven’t I thought about that myself? S1: It’s difficult to keep park benches dry. Someone would need to go round all the time wiping them with a cloth. To solve the problem, a rotating park bench was designed. If you go to a bench after the rain and it’s wet, all you need to do is just turn a handle and the bench rotates giving you a nice dry surface to sit on. Sounds great, doesn’t it? S2: One problem we often have is not knowing where to put your bag when you sit down on a chair, for example in a café or a restaurant. When you try to put it over the back of a chair, the bag often slips off or the balance of weight is wrong and the chair tips over. So, someone came up with a clever answer to have a V-shaped cut-out in the back of the chair so you can just put your bag strap into this. Simple but effective!

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S3: It can be very annoying when shop assistants ask you if you need any help when you’re fine and are just looking or know exactly what you want and don’t need any help. So one shop decided to offer its customers two types of baskets to carry. One has a colour that means, ‘I’m fine, and don’t need any help.’ The other means: ‘Please, help me.’ All you need to do is choose a basket and no one will bother you when you’re shopping!

Unit 9 9A GRAMMAR AND VOCABULARY 3.24 Exercise 3, page 125 Welcome to Chat Radio’s Amazing Stories. Today, the story of a Spanish family who survived the 2004 Asian tsunami and were later the subject of hit film The Impossible starring Ewan McGregor and Naomi Watts. On 26 December 2004, Maria Belón and her family were relaxing by the pool at a Thai beach resort when they heard an unusual and frightening sound. They turned and saw a wall of water ten metres high rushing towards them. The terrifying wave smashed into the resort, carrying the family with it. Maria was held underwater for three minutes before she made it back to the surface. If she had been underwater any longer, she might have drowned. Amazingly, she saw her eldest son, Lucas nearby, and managed to swim across the strong currents and save his life. Afraid of a second wave, the badly injured mother and her son managed to climb a tree and wait for help. Meanwhile, Quique, Maria’s husband, had held on to the couple’s two youngest sons until the force of the water separated them. Quique, alive but alone, was sure the rest of his family had drowned. Suddenly though, over the noise of the water, he heard his son Tomas calling for help. Together again, they also climbed a tree and waited. Incredibly, half an hour later, they heard Simon, the youngest of the three boys crying out and managed to pull him to safety. Soon after, Quique and his sons made it onto the roof of their hotel. Maria and Lucas were still safe, but Maria urgently needed medical help. She was unable to walk and Lucas wasn’t able to move her. If a brave Thai man hadn’t carried Maria, they couldn’t have got to a hospital.

Desperate to find Maria and Lucas, Quique made the difficult decision to leave Tomas and Simon with others on the roof of the hotel. After hours of searching the hospitals with the help of locals and other tourists, Quique finally found Maria and Lucas alive. All five members of the family survived the disaster and Maria recovered from her injuries. The family says they learnt what real generosity was that day. The Belóns would not have survived, if others hadn’t helped them. It’s quite a story. Do you think the Belóns did everything right? What would you have done if you had been in their situation? Call in and tell us what you think.

3.25 Exercise 7, page 125 In 2018, during the wettest time of year in Thailand, twelve Thai boys and their football coach became trapped by flood water in a ten-kilometre-long cave. Rescuers found their bikes and shoes at the entrance, where there was also a sign telling people not to enter during the wet season. Nine days later, rescue divers finally found the boys three kilometres inside the cave. Most of the cave was underwater, but in some places, there were pockets of air above the surface. This meant that to escape the boys needed to use diving equipment to swim through narrow gaps and against strong currents. None of them had ever dived before and only some of them knew how to swim. It took several days to prepare them, and sadly, one rescuer drowned during the operation. Happily, though, after eighteen days underground, all twelve boys and their coach were brought out of the cave alive and well.

9B LISTENING AND VOCABULARY 3.26 Exercises 2–3, page 126 A = Andy WS = Wendy Smith A:

My guest today is Wendy Smith, the producer of Surviving Disaster, the exciting new TV series. Hi, Wendy. WS: Hello, Andy. A: What’s the show about? WS: It’s about how to survive natural disasters. In the first episode, we look at earthquakes. A: What should you do to survive an earthquake? WS: It depends where you are. If you’re inside, stay inside, don’t panic and run out into the street. The three words to remember are drop, cover and hold.

A: Drop, cover and hold? WS: Yes, drop under a table or desk to protect yourself, cover your head and hold onto the legs of the table to stop it moving when the ground shakes. A: It’s a good idea to stand in a doorway, isn’t it? WS: A lot of people think that but it’s not true. A doorway can protect you but the problem is the door might move suddenly and hit you, so it’s safer under a table. If you’re in a high building, go down the stairs. Don’t take the lift because you’ll be trapped if it stops working. A: What should you do if you’re outside? WS: Get in the open, away from buildings, you don’t want them to fall on you. And watch out for power lines. You could die from an electric shock if one falls to the ground and you touch it. If you’re driving, stop the car. But don’t get out, it’s safer to stay inside. And don’t stop your car on or under a bridge. And most importantly, keep calm and try to help others, especially children and the elderly.

3.27 Exercise 4, page 126 A = Andy WS = Wendy Smith WS: We also take a look at some amazing survival stories. For example, in this week’s show we tell the story of Evans Monsignac, the world’s longestever earthquake survivor. And the number to remember in his story is twenty-seven. A: Twenty-seven? WS: Yes, Evans was twenty-seven years old. He survived for twenty-seven days under the ruins of a building after the January 2010 earthquake in Haiti. And he lost twenty-seven kilos. He only weighed forty kilos when they rescued him. A: How on earth did he manage to survive for so long? I suppose he had water to drink. WS: Yes, obviously, there was some water there. He wouldn’t have survived for twenty-seven days if he hadn’t had any water. But the only water he had was dirty. It came from the toilets, and it made him ill when he drank it. Obviously, it would have been better if he’d had tap water or bottled water. But the dirty water was better than nothing. A: Over a hundred thousand people died in that earthquake, right?

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WS: Yes, perhaps more. It’s not always easy to give an exact number of victims in a disaster like that one. In the series we look at all sorts of disasters, both those with thousands of victims and those in which very few people die. A: Why is it that very similar natural disasters can cause thousands of deaths in one place and hardly any victims in another? WS: The simple reason is because some countries are better prepared than others. The differences can be quite shocking, in fact. That’s something else we look at in the series: how governments and other organisations make sure people are ready for disasters and know what to do. And we also take a look at what’s done in different countries afterwards to clean up, to return the environment to its natural state and to protect animals. A: Japan, for example? WS: Yes. When there’s an earthquake in Japan, people stay calm because from a young age, they learn what to do. Japanese children have earthquake drills at school every month. A: So they know to drop, cover and hold? WS: Exactly. And they know how to evacuate their school, they know to go to an open space if they’re outside. The fire service frequently takes groups of kids to earthquake simulation machines so they know what to expect. A: Really? WS: Yes, and it might seem surprising to us but all schools and offices and many private homes have emergency survival packs with food, water, medical supplies and special helmets. A: Fantastic. WS: Also, Japanese buildings are built to resist earthquakes. Big buildings move like trees in the wind. So, the buildings don’t fall down and there’s not so much destruction. A: And people don’t get hurt. WS: Not usually, no. I mean, there might be a few minor injuries but nothing too serious. The Japanese are very organised and efficient. It’s very impressive. Immediately after an earthquake, all the TV channels and radio stations stop broadcasting their usual programmes and switch to an official earthquake channel that gives people information about what to do and warnings about what not to do.

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A:

It all sounds very interesting. That’s Surviving Disaster, Wendy’s amazing new series on Channel 9, starting tonight at 8 p.m. You must be very excited. WS: Yes, I am. I’m sure it’s going to be very popular. And I must say I’m pleased it’s on at eight and not any later. That way kids can watch it with their parents and …

9D GRAMMAR 3.28 Exercise 6, page 128 Do = Donnie Da = Dad Do: Da: Do: Da: Do: Da: Do: Da: Do: Da: Do: Da: Do: Da: Do: Da: Do: Da: Do: Da: Do: Da: Do:

I wish I was at home. It’s so cold. It’s not that cold. Put your hat on. If only it wasn’t so windy. Hmm, yeah. Let’s stop for a rest out of the wind behind this tree. I wish my bag didn’t weigh so much. Huh, it’s not as heavy as mine, son. I’ve got all the food If only the dog would stop barking. What do you expect? He’s excited to be in the country. We’re in the middle of nowhere. I wish we’d gone to Boston. If we’d gone to Boston, we’d have spent a fortune. Hmm. What’s wrong, son? Don’t you like the country? Look at the view! It’s beautiful! Yeah, but … What? Well, I wish my friends were here. If they were here, it would be more fun. No offence, Dad. None taken. Oh! I wish I could use my phone. Hmm. If only the battery hadn’t run out. Donnie? Yes, Dad? I wish you would stop complaining! Here, have a cheese sandwich! Yes, sorry, Dad. Thanks. It is a nice view.

9E SPEAKING 3.29 Exercise 2, page 129 See

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3.31 Exercise 5, page 129 1 2 3 4 5

You shouldn’t’ve done that. You should’ve done that. You should’ve told me. You shouldn’t’ve told me. If I’d known, I would’ve stayed at home.

6 7 8

If I’d known, I wouldn’t’ve stayed at home. I wouldn’t’ve asked you to come. I would’ve asked you to come.

9F READING AND VOCABULARY 3.34 Exercise 5, page 131 It’s an article written by a woman called Carrie Kane. That’s why I read it actually, because her name sounds like the footballer, Harry Kane. Anyway, she was born and bred in London and she always loved the hustle and bustle of the big city and especially the nightlife. But then one day, she had a bad trip to work and so she went to live on a small island up in Scotland, you know, because she had a bad trip to work, I think. And there was something about a dream, too. So, she ended up on this island and even though there weren’t any cars or night clubs or anything like that, she really liked it there. She sometimes dreams of London, especially the nightlife but she’s happy there with her new life.

3.35 Exercise 6, page 131 It’s an article about a young woman from London who felt unhappy with her life. One day she saw a music video and thought the place where it had been filmed was really beautiful. She found out that it was a small, remote island called Easdale on the west coast of Scotland. After seeing a video made by the islanders to attract new residents, she was so impressed by the community spirit that she decided to spend a holiday there. The island was so lovely and calm and the people were so friendly, she decided to move there. Although there are not many job opportunities on the island, she manages to earn a living by making jewellery. She misses some things about London but she’s delighted with her new life.

Unit 10 10B VOCABULARY 4.1 Exercise 2, page 140 R = Rex R:

Silence! Or you’ll be locked in your classrooms. Shut it! I’m Rex Hardcastle, T-Rex to my friends. Quiet! A few years ago, I tried to rob a post-office and got caught. I’m here today to tell you that crime does not pay Alright, relax. Ha ha ha. You must think I’m horrible! Not nice to be shouted at like that, is it? Well, it happens all the time in prison. My life of crime started when I was sixteen and this older kid wanted me to steal a T-shirt …

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4.2 Exercise 2, page 140 R = Rex R:

My life of crime started when I was sixteen and this older kid wanted me to steal a T-shirt. I was too weak to say no, and I was soon shoplifting regularly. I was caught on security camera once, but the police only gave me a warning. My parents wanted to help, but I didn’t listen. I joined a gang. To become a member, you had to steal a car and that soon became another source of income. Then the others wanted to rob a post office. They said I had to help or I’d be out of the gang, so … I did it. And we got caught. Once I was under arrest the police held me in custody at the police station and detectives questioned me. I had to make a statement saying what had happened and then they charged me with attempted robbery. Then they released me on bail to wait for my trial.

4.3 Exercise 4, page 140 R = Rex R:

Six weeks later the judge found me guilty. I was hoping for community service or a suspended sentence but I was imprisoned for twelve months. It was hard at first, but I attended rehabilitation and did well. I got out four months early, though I did have a curfew, which meant I had to be home between 6 p.m. and 6 a.m. I wore an electronic tag so the police could track me. Then, I got involved with this scheme – and here I am today. So listen to me! You do not know the value of your freedom until it is taken away from you. Learn from my mistakes and stay out of trouble.

C: Je: C: Ja: C: Ja: C:

Je: C: Je:

4.5 Exercise 5, page 141 Je = Jess Ja = Jackie C = Chris Je: C: Je: C: Je: Ja: Je: Ja: Je:

Ja:

10C GRAMMAR

C:

4.4 Exercise 2, page 141 Je = Jess Ja = Jackie C = Chris

Je:

Je: Mum? Dad? What’s wrong? Ja: Oh Jess! We’ve been burgled. All my jewellery is gone! And some money, too. C: They must have broken in while we were at the shops. We just got back a few minutes ago. Je: Were the doors locked? Ja: Yes, and all the windows were shut. Je: They can’t have got in through the front door. The lock’s fine, there’s no damage. Ja: They might not have broken in. They could have found a key.

How could they have found a key? That’s impossible! They might have got in through the back door. Or they may have broken a window. No, Jess, we checked. The back door’s fine. And they can’t have got in through a window. There isn’t any broken glass. Wait! I know how they got in. How? On the way to the shops, I realised I’d forgotten my wallet, so I went back to get it. I unlocked the door, but I didn’t close it behind me. I left it wide open. It was only for a few seconds, just enough time to go to the bedroom to get my wallet. The burglars must have seen the open door and walked right in. OK, that makes sense but … What? How did they get out?

C: Je: Ja: C: Je: C: Ja:

How did they get out? It’s obvious. They must have gone out of the front door. Are you sure the door was locked when you got home? Yes. How many spare keys do you keep in the house? Just one. And is that key still here? Yes, here it is. So, if the door was locked and the burglars didn’t have a key, they can’t have left by the front door and locked it behind them. They might have climbed through a window. All the windows are closed from the inside so they can’t have got out that way. So, logically, they must have been here when you got home. We didn’t see anyone. They could have hidden behind the living room curtains. They can’t have hidden there. We’d have seen them through the window. I’m sure nobody’s left the house since we got back. Then the burglars may not have left. They could still be here. That must be the police. What’s that noise?

10E SPEAKING 4.8 Exercises 2–3, page 144 See

34 page 243

10F LISTENING AND VOCABULARY 4.11 Exercise 4, page 145 H = Host PB = Polly Brunner L = Liam H:

Welcome to the show. Today, should sixteen- and seventeenyear-olds in Europe be given the right to vote in local and general elections? Current opinion polls in the UK suggest only a minority of people think so. With us is Polly Brunner a campaigner for youth rights from the organisation All Our Voices. Polly, is there anywhere in Europe where sixteen- and seventeen-year-olds can vote in their country’s elections? PB: Yes, there is. In 2011, Austria became the first EU country where sixteenand seventeen-year-olds have the right to vote in all elections. H: And your organisation thinks this law should be extended to the rest of Europe? PB: Yes, we do. Statistics show that lowering voting age has encouraged many young Austrians to get involved in politics. We believe that sixteen- and seventeen-year-olds across Europe should have the right to vote in elections that decide their future. H: Many people claim that sixteen is not mature enough to understand important election issues such as tax, housing and employment. PB: If a country has good schools that give young people the education and the information they need, then I’d argue that isn’t necessarily true. In fact, better education and access to online information mean young people have the chance to make better informed choices than previous generations. H: We’re taking calls on the issue today and Liam from Liverpool is on the line. Liam, how old are you? L: Hi, I’m seventeen. H: And do you think you should have the right to vote?

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L:

Absolutely. I totally disagree with people who say we aren’t mature enough to understand the issues. Thanks to our education, we probably know as much as the average adult voter. I imagine there are a significant number of over-eighteens who don’t really understand what they are voting for. For example, surveys show that many adults don’t understand political issues, even the most basic ones. There are also lots of adults who should vote, but can’t be bothered and then complain about the government. Low turnout is a problem that young people could help solve. PB: Yes, well I must say I agree with Liam’s first point. Research carried out in Scotland demonstrated that when young people were allowed to vote in the independence referendum in 2014, many of them actively looked for information to help them make their decision. In some cases, they even influenced their parents using the information they found. H: I think many people would agree. PB: In the UK, if parents agree, a sixteen-year-old can join the army or get married, and working sixteen- to eighteen-year-olds have to pay taxes. Though the system is different to the one used for adults, a sixteen-year-old can be arrested and taken to court if they commit a crime. To us at All Our Voices these laws suggest that sixteen- to seventeen-year-olds in the UK and across Europe should also have the right to vote. H: Thank you, Polly. We’ll come back to you after a bit of music …

REVISION 10 4.14 Exercise 7, page 151 H = Host JS = Jackie Smith H:

JS: H:

JS:

H: JS:

4.12 Exercise 5, page 145 Statistics show that lowering voting age has encouraged many young Austrians to get involved in politics. We believe that sixteen- and seventeen-year-olds across Europe should have the right to vote in elections that decide their future. H:

228

JS:

This evening in our series Crime Today, our guest is the well-known crime journalist, Jackie Smith. First of all, a big thank you for coming! My pleasure! Jackie, we hear stories on the news almost every day about law-abiding citizens being beaten up and robbed. Is crime increasing? Well, although police data indicates there has been a steady fall in the number of recorded crimes in general, some types of crime are undoubtedly on the increase. Research shows that the number of burglaries and vehicle-related crimes such as car theft and violent crimes is going up very quickly. What’s more, and far more worryingly, statistics confirm that knife and firearm offences are on the rise too. Listeners might have seen a TV documentary I made recently about violent gangs in London. My research proved their crimes are usually very wellplanned. I think it would be safe to assume they are carried out by aggressive individuals who frequently have a criminal record. So, what lies behind the increase in violent crimes such as murder, stabbings and shootings? Well, the government seems to believe that changes in the kind of drugs consumed and how they are sold is important. They consider some types of drugs cause people to behave more aggressively. This could be true, although I would also argue that some types of music play a large part in glamorising violence. Of course, I think the social media in general is also to blame. Finally, some criminologists believe cuts to both youth services and police community support officers are responsible. This can’t be the only reason, but it might play a part. Jackie, what brings young people to get involved in crime in the first place?

H: JS:

H: JS:

H:

Well, a small percentage of them begin a life of crime when they are at primary school. They do this for different reasons although it’s safe to say that many children and teens who turn to crime are disadvantaged in various ways. For instance, they could have grown up in local authority care. What’s more, once they get involved in crime, the chances of a second offence are high. These young people might eventually end up in custody a long way from home. This can lead to isolation from their families which makes them more vulnerable to the influence of gangs. Jackie, what can we do to stop crime? Deterrents such as longer prison sentences and life imprisonment for crimes like murder or even the death penalty are not the way to go, as far as I’m concerned. Although the system isn’t perfect, I see the area to work on is that of teaching our young people crime is wrong. We must support them at school so they have good job opportunities when they leave. We should also develop more programmes to reintegrate those who have already offended into school and society. That’s what will really stop a criminal from doing the same again. Community service can help in less serious cases provided it’s well-supervised and appropriate both for the individual and in relation to the crime committed. Jackie, can you tell us about what you do in your spare time? I’m a youth worker! I set up projects for kids and teens in the community where I live. I do all sorts of things, from organising summer sports camps for those whose families can’t afford a holiday, to putting on plays at local venues – written by and starring the young people themselves. What’s really important is to engage them. I don’t see a youth club just as somewhere for the kids to go and hang out. It has to be a place where they want to go and will have something to do. Otherwise perhaps they’ll get into trouble anyway. Thank you Jackie. And now we’ll move on to a story that …

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Life Skills 9–10 4.15 Exercise 6, page 152 I = Interviewer PA = Professor Ashton I: Today’s interview is with a communication and media expert. Professor Ashton, welcome. So, at present we hear this term a lot, but what actually is fake news? PA: OK, so – this term refers to news stories published on social media which are especially written in order to mislead or misinform people. What’s interesting, while some of these stories are easy to spot as they sound completely unbelievable, the Internet is also full of so-called bad news – which is not all invented, but full of factual errors and misleading images. These are more difficult to identify as fake news. I: But why would someone want to write such stories? I suppose money plays a role here? PA: Yes, it is the key factor. Unfortunately, you can make quite a lot of money by inventing stories and putting them on the Internet. Sensationalist viral content drives traffic to a website. The more people visit a site and click on the ads, the more money the publisher of the website earns. The problem is so serious that there are even fake news factories in some countries where people are employed and trained to write fake news stories. I: So is there anything you can do to stop these people? PA: Well, one positive development is that the largest Internet companies such as Google and Facebook are now taking action to make it harder for fake news sites to make money from advertising. I: And there’s the whole political thing that seems really dangerous? PA: Exactly! During elections in various countries, fake news and rumours have been spread on social media to damage the reputation of a political opponent. In such cases, the consequences are quite serious for the whole country as false information may influence the outcome of an election. I: Is this a new problem because of the Internet and the spread of social media?

PA: Oh, no, not at all. In Roman times, the emperor Octavian used misinformation to help him beat his political opponent, Marc Anthony. He produced a document that was supposed to be Marc Anthony’s will, and the contents turned the people against him. But this may well have been a complete fake. The problem is that now with the Internet it has become so easy for anyone to spread any kind of information, true or false. There are no barriers. To illustrate this, I can give you a simple example of a story written by a celebrity singer who had apparently refused to give any money to charity. The story spread all across social media as people shared the story, many just wanting to attract more followers. As you can imagine, this affected the sales of the singer’s latest album. It turned out that the story had been written and spread by one of a rival’s fans. I: So, how can we spot what is fake news and what is real? PA: Well, I think we must learn not to trust everything we read online, but there are a few ways that can help you tell the difference between real and fake news. I would suggest that if we are unsure that we should click on …

A:

Culture Spot 1

G:

4.17 Exercise 6, page 155 DS = David Swan A = Annie G= Gary DS: Hi there. I’m David Swan and I’m going to tell you how to make the perfect cup of tea. Most of us just boil some water, pour it into a mug with a tea bag, push it around a bit with a spoon then squeeze the tea bag and take it out. Splash in some milk, add one or two teaspoons of sugar, stir well and drink. Right? Oh no, wrong! Scientists tell us that we should first run the water from the tap for a while – this adds oxygen. Boil the water and add to the cup with a tea bag. Leave it for two minutes. Then take out the tea bag, add the milk and leave for six minutes. This means the tea reaches sixty degrees. This is perfect for the flavour. Don’t leave the tea bag for too long or it will taste horrible. And also – never boil the same water twice when you make another cup! Now, I think we have Annie with a question?

DS:

A: DS: G:

DS:

DS: G: DS: G:

Yes, hi! My mum says that you should always put the milk in first, before the water or tea. Isn’t that right? Aha! Good question! At first people used to put milk in first because they used china cups and they didn’t want to crack the china with boiling water. But the china got better in quality and in fact it was a sign of how rich a person was. Milk after the water showed that you could afford good quality cups! Seriously – it’s better for the taste to add milk later. Thanks. I’ll tell her! But in the end – everyone should make tea according to what they like. Line number 2 – is that Gary? Yes, I’m going for afternoon tea at a tea shop for my sister’s birthday. Are there any table manners I ought to know about tea drinking? Lucky you! Well, to be really ‘correct,’ you mustn’t touch the sides of the cup when you stir your tea. It makes a noise, and also some tea might spill out! You shouldn’t stir in a circle, but across the cup. And don’t, don’t ever ‘slurp’ your tea! Everyone will look at you! It’s better to sip it politely – definitely no gulping either – you’re not in a race to go anywhere! Also please, don’t dunk a biscuit in your tea – a big no-no in posh places. Ha! My sister, Ella, says you should hold out your little finger when you drink tea. Is that right? I told her it was rubbish! Nope – sorry Ella – your brother’s right. For once! Just make sure you don’t drop the cup! Thanks! I knew I was right!

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Culture Spot 2 4.19 Exercise 5, page 157 A–F = Speakers A–F 1 A: B:

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I hear you got tickets to the Awards last week! Wow! How was it? Absolutely amazing! They cost a fortune, but it was well worth it. The O2 arena is enormous, and the atmosphere was electric! Jason and I spent all night celebrity spotting and of course the music was just brilliant. There was a great mix of older, established artists and rising stars. The highlight for me was Dua Lipa getting two awards and then performing. She is so cool, and I love her music and lyrics – catchy and standing up for young women everywhere. Her dance routines are excellent too. I think she’ll go down in music history. Yeah – she’s certainly beating her competition. She’s come a long way since she started out. And had a string of hits. Not like some of these one-hit-wonders. You know me – I don’t usually watch award ceremonies – they’re a bit boring – lots of speeches and clapping and celebrities competing with each other to wear the best outfits! But last week I was flipping channels and I caught the music awards on Channel 15. They were just about to announce the lifetime achievement award for a female artist. Guess who won? OK, so I’m thinking Adele, Amy Winehouse or maybe Beverley Knight? Nope. Here’s a clue. She first topped the charts in the 1980s, but not on her own. Do I know her? Definitely. You love her. Right, another clue – you’ll get it this time, a music video of her with short orange hair and in a man’s suit made her a household name with the song … ‘Sweet Dreams’ – yes! Annie Lennox. First with the Eurythmics and then solo. She’s still going strong today! What a worthy winner. I have to say ‘Walking on Broken Glass’ is my dad’s all-time favourite song.

3 E:

F:

E:

I streamed the Awards last night. Everyone was saying how awesome Stormzy had been, I had to see him. He certainly stole the show, didn’t he! And how! The music, the staging – all the rain! It was so impressive. I love that he’s so passionate about what he’s saying with his music. He talks directly to the politicians and he really gets people thinking about big issues in society … And he won two awards! It’s really putting Grime on the map. The early artists took a long time to break into the music industry but today people are really listening to the music. Yeah, it’s about time young people’s voices were heard. Wow. I’ve got to watch it again. Also, Drake is well worth watching, as is Little Simz, the rapper – brilliant!

Literature Spot 2 4.21 Exercise 2, page 160 MD = Mr Diaz M = Morgan J = Jasmine F = Flo MD: So today’s book up for discussion is The Mystery of Edwin Drood. I hope everyone’s read it? M: I’m sorry, I didn’t have time. I do love Dickens though! I think his characters are so funny and clever. And his books teach you so much about Victorian England. I think the best Dickens novel is Great Expectations – that has got some real characters in it, and a great storyline. J: Oh, no, it’s got to be Nicholas Nickleby! It’s brilliant! But Drood is close, in my opinion. M: People say it’s quite special. Why’s that? F: I’ve read it and, yeah, I agree – it’s excellent! I did a bit of research on it, too. And the reason it’s special is, well, first of all, because it was his very last book. M: Oh, really – I didn’t realise that! F: And secondly because it hasn’t got an ending. The author died before he could finish it. And that’s even more frustrating because it’s a whodunnit – a murder mystery – and now we’ll never know who did it, how and why! How cool is that? M: Very. Now I have to read it!

4.22 Exercise 3, page 160 M = Morgan F = Flo MD = Mr Diaz M:

And what did you come up with in your research, Flo? F: Well, straight after Dickens died of a stroke in 1870, people tried to write endings to the story, and they’re still trying! In the book, Edwin Drood disappears. His body is not found and everyone thinks he has been murdered. There have been more than 200 different suggestions about what happened to him! There’s even been a musical, called Drood, where the audience vote on who they think the murderer is! M: Wow! It really did get people thinking! F: And a few years back, a UK university started a ‘Drood enquiry’! It was crowd-sourced – they asked the public to vote online for who they thought killed Edwin Drood and they got over 15,000 responses, can you imagine?! M: Amazing! And what was the result? F: Well, they voted mostly for Mr Jasper, the choirmaster at a cathedral. He is jealous of his nephew, Edwin Drood, because he, Jasper, is in love with Drood’s fiancée, Rosa. MD: And what do you think happened? F: Oh, the possibilities are endless. M: I guess there are various clues in the book, like in all good detective stories? F: Yes, there are, and also Dickens himself gave a few hints to his friends – but he definitely didn’t give too much away! Here! Read this page for example MD: Has anyone else got any thoughts? How about you, Jasmine?

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STUDENT’S BOOK VIDEO SCRIPT Unit 1 1A GRAMMAR AND VOCABULARY 1 GRAMMAR VIDEO page 5 N = Narrator J = Julia Nat = Nathan C = Chiara Ni = Nicole D = David Ch = Chantelle M = Matt Ja = Jake R = Rosie P = Pip N: J:

Nat:

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What’s everyone wearing this year? I think everyone’s wearing a lot of colour, a lot of floaty styles, really embracing the summer vibes. Lots of pastels, just cool chic colours. I think people are wearing chunky trainers that resemble a dad kind of style, baggy oversized clothing to complement their bodies. Ripped jeans are also in this season, I see a lot of people wear ripped jeans and boots for winter. I think everyone’s wearing predominantly street wear, so I think obviously it’s sneakers that are in – I think they always have been but this year mostly – like colourful things as well. People are trying to express themselves more and more, so it’s taking a nice turn, I think. This year I’d say especially coming in sight the autumn/winter, kind of lots of jackets like this one, no, no coats so much now, a lot of kind of distressed clothing is quite popular as well, so I think ripped, worn kind of clothing, something that’s more comfortable. People are going for a lot of comfort, I find. This year everyone seems to be going back to the 90s style of fashion, so I think everyone’s wearing flared jeans, baggy clothes, flannel shirts and heavy jackets and things like that. I think a lot of people are wearing snakeskin leopard prints – it’s kind of that’s all in at the moment. I mean I hope everyone’s wearing and expressing themselves in their own way – yeah, in their own personal styles. What clothes styles are you wearing this season? I’m wearing jeans, boots, old T-shirts are fines, and just jackets I like. I’m traveling at the moment, so I’m like trying to wear just something that’s comfortable, so something quite loose that I can walk around in, active wear, so like gym tights, sneakers, that kind of thing. Some of the clothes I like wearing this year are comfy but stylish

P:

clothes, with maybe fun patterns or things. I don’t like anything too fancy because I think it gets in the way of practical life. This year I’m mostly wearing cropped jeans and like baggy, loose-fitting T-shirts, and that’s my main look this year.

1D READING AND VOCABULARY 2 DOCUMENTARY VIDEO page 8 Beauty belongs to everyone N = Narrator KM = Katie Meade AR = Alan Randall M = Mum N:

Meet Katie Meade, the first-ever model with Down syndrome. She’s the face of a collection of hair products called Fearless. Katie knows that there aren’t many people with Down syndrome or other disabilities in the fashion industry, but by being a model, she’s hoping to show people that beauty belongs to everybody. KM: People who have disabilities can have abilities, and they are very capable of doing so much in life. N: The effects of Down syndrome can be different in each person. However, it usually means a person who has it grows slower than someone without it. Katie might be small, but she’s very confident, kind and bursting with energy. Katie loves getting dressed up in beautiful stylish clothes, coloured trousers, elegant shirts and pretty shoes. She is also very fond of getting her hair and make-up done for the photos. Alan Randall does her hair and cuts and styles it for the photo shoot. AR: I’ve worked with a lot of models. Katie was definitely the first model that I had worked with with Down syndrome. I think Katie has really, like, shown that beauty is more than just an outward appearance and it also comes from the inside. N: The beauty brand first contacted Katie because of her work with Best Buddies – an organisation that helps disabled people find work. She promotes people with different needs and shows that they all have different skills and talents, too. Everyone can offer something new and valuable if they’re given the chance. N: When Katie was growing up, other children treated her differently because they didn’t understand Down syndrome. But her friends and family loved and supported her, so she was able to stay positive. KM: I just looked past that and I’d overcome my obstacles.

N:

Part of Katy’s daily life can be difficult but she’s always smiling and her happy expression makes others feel good. She also helps people without disabilities understand and value those who do have them. Her parents are really proud of her, and they think that thanks to Katie, more people with disabilities will now have opportunities. M: So, I think with the opportunity that Katie’s had, I think it’s opening up the door for so many people with disabilities. Katie is extremely positive, probably the most positive person, never down, just always adds, bring sunshine to everybody she meets. I’m just proud to call her my daughter. K: Katie knows she’s now in a great position to help others and start creating positive feelings between different people in our society. KM: I want the world to see people with disabilities have abilities, and beauty belongs to everyone! N: Do you think Katie’s story can change attitudes towards disabled people?

1F SPEAKING 3 COMMUNICATION VIDEO Exercise 3, page 11 P = Pete S = Sam Pen = Penny P:

Did you guys see that article about the fashion victims? S: What’s that about? P: It was this whole thing about kind of what we’re talking about, fashion victims, how people will go to such lengths for fashion. They mentioned this thing where loads of people queued outside a shop to get these special models of trainers, I think it was. Pen: Yeah, I think, they were special model of trainers that were released by … with like a big celebrity name attached to them, so loads of people wanted them. P: Yeah, exactly. Pen: I didn’t read the article but I remember like seeing pictures. P: I didn’t even know that things like that happened but apparently, it’s a big thing. S: I understand that, because sometimes people think it’s an investment thing, so they’ll buy them now and then they’re worth a lot more later on in the future. P: What do you mean? Are they … S: So, the price might be a hundred pounds for a pair of shoes now, but in a few months’ time they could go up to five, six hundred pounds. STUDENT’S BOOK VIDEO SCRIPT

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P: So people actually do that? S: I’ve done it a couple of times. P: Have you? S: Mhm. P: Wow! Have you? Pen: No. P: What do you think? Pen: I think, good for you. I wouldn’t queue that long for anything, I don’t think. S: No, I get what you mean. It can be quite time-consuming … boring waiting all day. Pen: Yeah, I gave up queuing a long time ago … S: But I just think when the end result is gonna be something so profitable, it makes sense to go for it. P: I just think personally that it’s just buying too much into media and consumerism and marketing and it just makes me feel kind of uncomfortable. Pen: Yeah. S: People should be able to wear whatever they want without feeling that they’re gonna be judged for it. Pen: Yeah, definitely. I think the fashion victims will be the younger generation. I don’t feel like … S: That feel they have to pay for it and have to get it. Pen: Yeah, exactly. S: That’s true. P: Because people look at these adverts of models, actors, musicians … S: They see it and they want it. P: And they think: oh, if I have those trainers, then I can look a bit like them. Do you know what I mean? P: Yeah, definitely. S: That’s so true.

Unit 2 2A GRAMMAR AND VOCABULARY 4 GRAMMAR VIDEO page 19 N = Narrator C = Chris Ni = Nicole A = Alex Al = Alizee Ny = Nicky Na = Nathan E = Eleanor N: C:

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What have scientists been working on recently? I think the most important thing to me that scientists have been working on is renewable energy and focusing on improving the sustainability of the world and ecosystems. I think that’s really important. I think that’s what we should be very conscious of.

Ni: I think what scientists have been working on lately that I find the most interesting would be reducing emissions from cars, trains, more electric energy, that’s what’s much better. A: Scientists have been working on ocean cleanup things like cleaning up plastic from the oceans, that’s what I’m mostly interested in. There’s been a lot of work on that lately and it’s interesting to me. Al: Recently scientists have been working on cancer research and I think that’s very useful and obviously something that’s very important for everyone around the world. Ny: What’s important to me I think is that scientists have been working on a cure for HIV over the past ten years. They have developed prep, which is a medication which people can take if they think they’re at the risk of getting HIV. Na: Elon Musk and his scientists have been working on a way to get to Mars to get people to go there on holidays and make transport easier to Mars – to obviously expand the Earth. E: Something important that scientists have been working on that I’m very interested in is technology, especially the glasses that you can take photos with, and you can search the Internet, and it’s all through your eyes! I still can’t grasp that, I think it’s so interesting. Compared to when I was a lot younger, everything is developed so much now, and it’s so interesting to see where it keeps going.

2B READING AND VOCABULARY 5 DOCUMENTARY VIDEO page 20 The future of AI N = Narrator AG = Alex Garden RC = Roberto Cingolani W = Woman iC = iCub AM = Andrew McAfee N:

Freshly baked pizza straight from the oven. But this pizza wasn’t made by humans alone. Robots helped, too. This Californian company is using intelligent machines as chefs in their pizza delivery business. At the moment the robots spread the sauce and put the pizzas in the oven but soon they will do many more jobs. Robots are cheaper and better at many jobs. They don’t get sick or take holidays. Does this mean the robots will threaten human jobs? The company says that thanks to robots, human employees can get on with more important jobs.

AG: We’re going to free up people to do things that are higher value. There’s going to be amazing new ways of working that don’t exist yet. N: The pizza robot is good at performing the same simple tasks over and over. But humans, and even animals, can do many different things. In Italy scientists are building AI machines that have the sort of flexibility found in nature. RC: What we tried to do is to reproduce functionalities that nature has developed for three billion years into artificial systems that can be used to help humans. N: This gives robots the ability to make precise movements, widening the range of tasks they can do. Robots can be very useful helping humans in situations too dangerous for them to work in, like searching sites devastated by natural disasters, such as earthquakes. For example, this robot was designed in response to the Fukushima nuclear disaster to help humans in situations too dangerous for us to work in. These new robots can understand and react to their surroundings. Their AI is advanced; they are more like a human. W: Hello, iCub. iC: I am ready. W: Can you please pass me something to drink? Thank you very much again. N: iCub’s ability to interact with humans allows him and robots like him to do more than automated jobs. They can become effective assistants or even take care of customer service. Where earlier robots used their mechanical muscles, these newer robots use their digital minds. For now though, these robots still have very limited intelligence compared to humans. They are not able to think critically or creatively. That’s why jobs that need more advanced thinking, such as doctors or architects, are still out of their reach. However, robots like the iCub and the AI systems in our phones and computers are developing all the time. And these technologies learn much faster than us. AM: So, the robot revolution is happening right now. I believe it’s really in its early days. We ain’t seen nothing yet. N: The question is, in the future, will robots be able to replace humans in more advanced jobs?

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2F SPEAKING 6 COMMUNICATION VIDEO Exercise 2, page 25 K = Kevin D = Daley E = Emma K: D: K:

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Why don’t we do something different today? Like what? I don’t know, Daley. I’ve been trying to think of something interesting but nothing comes to mind. Any ideas? My mind’s gone blank … The Science Museum? I know we all study Science, Daley, but that’s a terrible idea. Why? Because we’ve been there hundreds of times. I’ve been going ever since I was six! Kevin? The Science Museum? Yeah, I don’t think much of that idea, to be honest. How about we …? No. Forget it. The weather’s good, so … Pizza! How about ordering loads of pizza and playing video games all day? It’s not a bad idea, Emma … But? But it’s not a good one either. Why? Well, the main reason is that we play video games almost every weekend. And another reason is we had pizza yesterday. And the day before that. And the day before that. I like pizza. What do you think of going to see Bryony Fox? You know, the scientist? She’s giving a talk at the university. That is by far the worst idea I’ve ever heard. I don’t want to spend Sunday at a talk. Hmm, yeah, it’s not quite as good as video games and pizza, is it? What do you mean it’s not quite as good? It’s not nearly as good. It’s even worse than the science museum! Alright, then. Fine. Emma, what do you suggest? What about this? The Zero-G Experience. Check it out – you’re in a plane that flies really high, then speeds back down to earth and you feel weightless like an astronaut in a spaceship! That’s a great idea, Emma! Wait, wait, wait. How much does it cost? Ah … How much? It’s kind of expensive.

K: E: D: E: K:

How much? Five thousand pounds. Each. How about this? The world’s biggest drone show! Three hundred drones at Reading airfield. That sounds good. Drones are fun. Yeah, that’s the one. Come on, let’s go.

T:

––– E: Ow! What’s wrong? K: Pizza? E: Yes, you can’t go wrong with pizza.

Life Skills 1–2 7 LIFE SKILLS VIDEO Exercises 6–7, page 33 T = Teacher J = Jenny S1–S3 = Students 1–3 T:

Good morning, everyone. Today in class we’re going to look at how to use body language when we give a presentation. We often think that what we say is the most important thing, but actually how we say it and what we do with our body can either encourage people to listen or distract them. This morning Jenny is going to give part of a presentation, and she’s going to show some things we shouldn’t do when giving a presentation. Thank you, Jenny. J: Hello, everyone. I’d like to talk about celebrity photographs and how they influence the way we’d like to look. People are very conscious these days about their appearance. They see photographs of celebrities in magazines who normally look slim, attractive and fashionably dressed. But are these photographs telling the truth? No, the truth is that these photographs have often been altered to make the celebrities look better. The women’s hair is shinier, their waists are thinner; the men have muscular arms and legs. And the clothes they are wearing always look good on them because they are very expensive and of high quality. They give us an unrealistic picture – and unfortunately lots of young people feel they need to achieve that ideal look. T: OK. Thank you, Jenny. Right everyone – what did you notice about Jenny’s body language? S1: She didn’t look at us. T: Exactly. She looked everywhere apart from the audience. S2: She seemed really nervous and she didn’t know when to stand still or when to move.

J:

Mhm, correct. Presenters need to be careful about when they move and where they stand. Well done, Jenny, great performance. So, let’s look at what we need to remember about body language when we’re giving a presentation. Firstly, think about your posture. Stand facing the audience. Keep an open body position with your hands at your sides, shoulders back, heads up. Keep your hands still, and your feet too. Don’t fidget! This can be very distracting. Also, stand in the centre of the stage or the room; don’t stand to one side of the room or behind the podium. Next, use gestures to involve the audience. The best speakers keep their palms open when they speak. Sometimes you can give the ‘chopping’ gesture when you want to make a point. Both hands moving down as if you’re chopping. Remember – don’t point at the audience. This can look aggressive. Thirdly, movement. It’s good to keep moving to keep the audience’s attention but not all the time! Move forwards when you want to make a point, and backwards when you’re adding a comment or an example. Finally for today, facial expression. We know that eye contact is important – but don’t stare at one person. Scan the audience and hold eye contact with several people for a few seconds. You can use your face when you speak. When you raise your eyes, when you show interest, this makes the audience more interested in your message. And this is really important − don’t forget to smile to show enthusiasm and confidence. Remember – good body language can help but the wrong body language can do the exact opposite. Jenny, would you like to give your presentation again? Hello everyone. I’d like to talk about celebrity photographs and how they influence the way we’d like to look. People are very conscious these days about their appearance. They see photographs of celebrities in magazines who usually look slim, attractive and fashionably dressed. But are these photographs telling the truth? No, the truth is that these photographs have been often altered to make the celebrities look better. The women’s hair is shinier, their waists are thinner, the men have muscular arms and chests. The clothes they are wearing always look good on them because they are very STUDENT’S BOOK VIDEO SCRIPT

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expensive and of a high quality. They give an unrealistic picture, and, unfortunately, lots of young people feel they need to achieve that ideal look. T: Thanks again, Jenny. Excellent. How do we feel about this presentation? S3: She looked much more confident, and I remember what she said more than I did before. T: Exactly – thank you! We’ve looked at a lot of points today, but I think I need to add one last comment – whatever we do with our bodies while we’re talking, perhaps the most important thing is that it needs to look natural, and not artificial! Thank you all and good luck with your future presentations!

Unit 3 3A GRAMMAR AND VOCABULARY 8 GRAMMAR VIDEO page 35 N = Narrator D = David K = Katherine A = Amine Al = Alizee C = Chantelle N: D:

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Tell me about a sports injury you had. I have had a sports injury. It was during primary school. I used to play football every week and I was never very good but for some reason someone on the opposite team singled me out and used to tackle me very very harshly. It got to the point where he tackled me so harshly once that they thought he had broken my arm. Fortunately, it was only a sprain. I had an injury in dance where I was basically running, jumping and I came down, landed on my ankle, went over on it and felt this huge click, then went into hospital to have it checked out, and luckily there wasn’t any fractures or breaks, it was just like a bad sprain, so then I was just on crutches for a long time. When I was at school in France, in the South of France, in Marseille, I was playing football and I was very little – now I’m 6 foot 1 – I was very little at the time and I was playing against somebody that was a bit bigger than me and he went physical at me, but it was just sports, and then I banged my head against the wall and the next thing I woke up and I had ten people in front of me.

Al:

C:

I played netball in secondary school and I had training sessions twice a week after school, and then in a match I was Goal Attack, and I was jumping up to get the ball and the defence also jumped up to get the ball. We smacked into each other and I fell to the ground and put all of my weight onto my ankle, so I hurt my ankle quite badly. So, I had my sports injury when I was horse riding. I fell off a horse and broke my arm, but after physio, I got back on my horse and kept riding.

3E SPEAKING 9 COMMUNICATION VIDEO Exercise 2, page 39 C = Customer M = Marie Ch = Cheryl DG = Delivery guy C: M:

Excuse me, dear. Oh, hello! Welcome to Village Health Foods. Can I help you? C: Yes, please. Would you mind telling me where the organic kale is? M: I … Yes, I think it’s … Cheryl? Ch: Vegetables are at the back, Marie. M: The vegetables are at the back. Sorry, it’s my first day. C: That’s alright, dear. We all have to start somewhere. M: Can I help you with anything else? C: That’s very kind of you, dear, but I think I’ll manage. Actually, there is something, yes. I’d like to know whether your fruit and veg is locally grown. M: Locally grown? I … Well, I mean, everything we have looks very fresh, so maybe? C: Yes dear, but have you got any idea whether it’s local? M: Cheryl? Are our fruit and vegetables locally grown? Ch: They’re imported, Marie. M: They’re imported. But they do look lovely, very colourful! C: Well, I’m sure they look lovely, but I’m afraid it’s local or nothing for me. M: Oh, okay. Can I help you with anything else? C: I wonder if you have any free-range eggs. M: Well … I think we … I just don’t know where … it’s my first day, you see … C: Yes, dear. You mentioned that. M: I’ve been trying to learn where everything is, but it’s really not that easy. I had thought about drawing a little map but then I forgot and then I thought, well, maybe that’s a stupid idea, because …

C:

Sorry, I don’t mean to be rude but I am in a hurry. Could you possibly tell me where I can find those eggs? M: Of course! Sorry. Cheryl? Free-range eggs? Ch: Back left, Marie. M: Back left. Shall I show you where that is? C: No, that’s alright, thanks, I’ll be fine. Good luck with the new job. Ch: Delivery, Marie! M: Oh. Yes. Right. Ch: Find out if they’ve brought the wholemeal bread. ––– M: Hi. Do you happen to know if you’ve got any wholemeal bread in there? DG: Wholemeal bread? I don’t really know to be honest. Sorry, it’s just … it’s my first day. M: Really? Well, that’s alright – we all have to start somewhere!

3F READING AND VOCABULARY 10 DOCUMENTARY VIDEO page 40 Pushing yourself to the limit N = Narrator NK = Nikki Kimball DB = Dennis Ball AC = Andrea Cady N:

This is one of the toughest sports in the world. It’s long, it’s hard and it can be painful. This is the long-trail ultra-marathon. A normal marathon is forty-two kilometres, but the long-trail is a hilly 440-kilometre course – ten times as far as a regular marathon. That’s equivalent to climbing Mount Everest twice. Nikki Kimball is one of the best professional ultra-runners in the world. She is challenging herself to break the world record for running the long-trail. The record is currently held by a man. NK: His name is Jonathan Basham and he ran four days, twelve hours and thirty something minutes, so I’ve got to get it under that. N: Extreme sports challenge both a person’s mind and body to their limits, but Nikki believes she can break the all-time record. NK: But that’s what extreme sports are about – about doing stuff that people think isn’t possible. NK: And go! N: After two years of training, she’s off. She will endure at least four days of running through the night and day with little rest in very difficult conditions. She has a support team of thirty people. They are there to provide encouragement, medical help, food and drink at her regular rest and food spots.

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DB: We want to have everything prepared, ready, cooked and get her fixed up and ready to go as soon as possible. N: Nikki’s nutrition is planned by the team doctor. She balances normal dishes that she enjoys eating with special sports food and energy drinks. AC: Basically, I think in terms of nutrition for ultrarunning there are a lot of different possibilities. I tend to favour the ‘what is my body craving right now’ school of thought. N: As well as short eating breaks, Nikki also has very short sleep breaks. Fighting tiredness is a real test of physical endurance and willpower. AC: I want her to keep going. I think if she stops to sleep, she’s going to realise she’s not going to break the record. N: Rest is all that Nikki can think about, but she keeps going. She is close to an incredible achievement. Nikki fails to break the all-time record, but she is the fastest woman ever to finish the trail. She completes the long trail in five days, seven hours and forty-two minutes, breaking the women’s record by over two full days. She hopes that her achievement will inspire people of all ages to get involved with running and physical activity. NK: Winning races doesn’t matter in itself. It doesn’t matter at all. But if you can inspire somebody to be healthier, that matters. N: But is such extreme physical effort the best way to encourage people to lead a healthy lifestyle?

Unit 4 4A GRAMMAR AND VOCABULARY 11 GRAMMAR VIDEO page 49 N = Narrator R = Rosie A = Amine J = Jake Al = Alex Ni = Nicole M = Matt Ali = Alizee C = Chris P = Phoebe N: R:

If you are travelling by tube what should you and what mustn’t you do? When traveling on the tube, I think you should be aware of the space around you and the people around you, and just be quite vigilant of, I think, making sure that you’re safe and you’re not putting other people in danger, especially when actually on the tube platforms. And I think you shouldn’t be doing any too large movements, I think, and you should be conscious of the signs that are there for everybody’s safety.

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If you’re traveling in the tube, you must have your Oyster card ready, I think, and be aware of your surrounding. J: If you’re traveling by tube, you mustn’t lose your ticket because then the man will tell you off. Ni: When traveling on the tube, I think you have to be careful of your belongings, your bags and stuff like that, pickpocketing – just be aware. You mustn’t be rude, disruptive. M: What you shouldn’t do is look people in the eye or speak to people. What you should do is keep to yourself and keep your head down, and if there’s an elderly lady or pregnant lady, you should let them sit down. Ali: Some things you should do on the tube is always be aware of the people around you, obviously if there’s an elderly person or a pregnant woman stood up, then you should offer your seat to them, and just don’t be rude, don’t rush because everyone’s trying to get somewhere, so just be aware of the people around you, and then some things you shouldn’t do is push and shove and try and run for the door if they’re closing because that delays the tube. C: When using the London Underground, you should always let somebody off first before you get on and you should not eat unsociable food – by that I mean unnecessarily smelly or anything like that. Dry snacks only. P: If traveling by tube, you should wear deodorant, you should probably take your rucksack off to make space. You mustn’t hustle down the escalator, you mustn’t stand on the left, you mustn’t try and get on at last minute when the doors are closing. Al: When you’re traveling by the tube, you must take a bottle of water with you, to keep hydrated, and you mustn’t wear heels because the platforms are very short and you should keep your ticket on you at all times and you shouldn’t interact with too many people because you might miss a stop.

4B READING AND VOCABULARY 12 DOCUMENTARY VIDEO page 51 Off the beaten track K = Karl Watson N = Narrator M = Matt KW: I’m about to head back to New Zealand to go on a seven-week road trip around both the North and South islands. I’ll be traveling with my kiwi friend Matt, who firstly be taking us off the beaten track to show me how kiwis enjoy their own country. N: Matt and Carl met in London, but Matt moved back to New Zealand, and lives and works in Wellington – the capital of New Zealand. Now Karl is getting on a plane, or several planes, to visit his friend. After spending a couple of days in the city, they hit the road and head to Tokomoro Bay, where Matt’s ancestors are from. KW: What do you want me to get out of it? What do you want me to see? What do you want to show me? M: Well, I want to show you, I guess, parts of New Zealand that you wouldn’t normally see if you’re a tourist. So, one thing that would be good for you to get is actually seeing some of the Maori side of New Zealand. You know, the culture has been here for twelve hundred years and my tribe is Ngāti Porou, which is the East Cape of the North Island. It’s a very awesome place; for me it’s very spiritual, I have a very strong connection to the land. It’s home. KW: No, it’s cool, we’re going completely off the beaten track, no phone reception, no nothing, which should be a nice break, so I’m really looking forward to it. N: Maori are the indigenous people of New Zealand. They arrived in New Zealand from Eastern Polynesia in canoes. Matt belongs to a Maori family and he takes the opportunity to tell Karl about his heritage. He shows him around the tribe’s marae, or meeting house. Matt’s family still uses this one today for social and religious celebrations. There is one more attraction waiting for Karl. KW: Morning! Yeah, got up at the crack of dawn this morning to go and do some crayfishing! N: Crayfishing with Matt’s dad is a fun new experience and it brings Karl closer to the family’s habits and culture. KW: It’s always a good start of the day when you wake up and do something you’ve never even done before. STUDENT’S BOOK VIDEO SCRIPT

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N:

But now, it’s Matt’s turn to experience New Zealand from the tourist point of view. Karl is taking him on the traditional New Zealand backpacking trail. KW: That is some of the clearest, bluest water I’ve ever seen. M: Pretty proud to be a kiwi when you come to places like this. KW: It’s gorgeous. It’s like this little spot of paradise amongst the countryside here. N: For Matt, this was a whole new experience of his own country. M: When Karl comes over here and appreciates it so much and shows me things, it just makes me more aware, I guess, of the amazing country I live in. N: By bringing together Matt’s local knowledge and Carl’s perspective as a tourist, they have shared a trip they will never forget.

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13 COMMUNICATION VIDEO Exercise 3, page 55 Z = Zoe A = Alex B = Brian Z: A: Z: A: Z: B: A:

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Sorry I’m late. The traffic was dreadful. You didn’t drive here, did you? No, I took the bus. It’s daft to take the bus. You’ll never get anywhere on time. You should cycle. I’m sorry, but I don’t agree. I take the bus a lot and it’s usually pretty reliable. I agree with Zoe. She’s right. The bus service isn’t bad. You can’t be serious! Buses are a joke. You have to wait for ages and then three come along at the same time. And public transport’s far too expensive, especially the underground. I disagree. If you get a travel card, it’s not much more expensive than cycling. Come off it! Cycling’s much cheaper. OK, you’ve got a point, but the problem with bikes is they’re too easy to steal. You’re right, Brian. I used to have a bike but someone stole it. I see what you mean, but you don’t need to have your own bike. You can use the public bikes. OK, maybe they’re not the best bikes in the world … That’s for sure. … but they’re not bad.

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You might be right, Alex. Maybe I’ll try it. It’s got to be better than sitting in your car in a traffic jam producing all those exhaust fumes. That’s exactly how I feel. It’s a crime against the environment to use a car. Electric cars don’t cause pollution. What? You’re joking, right? Of course, they cause pollution. Where do you think they get their electricity from? OK, maybe that’s true, but … Cars cause congestion and accidents. I think we should ban all cars from the city centre! No way! Why not? I don’t think that’s realistic. I don’t think so either. Oh, sorry, guys. I’ve got to go. My girlfriend’s picking me up. She’s picking you up? What? On her bike? No, in a car. An electric car? No … It’s raining!

Unit 5 5A GRAMMAR AND VOCABULARY 14 GRAMMAR VIDEO page 65 N = Narrator A = Alex Al = Alizee E = Eleanor M = Matt T = Tayla Na = Nathan Ma = Maya J = Julia N: A:

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What skills do you think you will need to learn for your future career? For my future career I’m planning on doing psychology, so I will have to learn a lot of communication skills, as well as sort of being empathetic with people. I will need time management and being able to work under pressure, and I’m going to learn those skills by …, through experience at uni, so when I’ve got deadlines writing my essays to hand in and maybe getting a part-time job because that will give me the experience of working in a different environment. So, for my future career I will need to improve my communication skills and to improve them, I’m going to talk to more people. I think the skills that I will need in the future will be to learn about technology, to keep up to date with technology, and I’m a creative person, so I try to focus more on creative skills, skills that cannot be replaced by technology.

T:

The skills I will need to become a lawyer in future include good speaking skills, good writing skills, being able to think about a problem from lots of different perspectives, and to also remain objective when thinking about problems. Na: What I will need to learn is professional etiquette in corporate scenarios. I will need to learn how to conduct myself in meetings and exam conditions. Ma: In my future I’ll need to have a very good ear, I’ll need to be able to listen to music and to be able to write it down, I’ll need to be able to sight read music very well. J: I think I will need to have really good people skills. Obviously, the world’s changing all the time, the type of skills that people have or that are wanted change all the time, so I really need to just work on the type of skills which are never going to change, so talking to people, interacting with people, being able to come up with good creative ideas I’ll definitely have to be doing that in the future.

5D SPEAKING 15 COMMUNICATION VIDEO Exercise 3, page 68 L = Lilly C = Colin L: C: L: C:

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Todd? Do you know if Colin Pettifer is here yet? He was due at … Never mind, thanks. Colin! You’re a bit late. Yeah, the trains were a nightmare. Sorry. Anyway, I’m Lilly. Thanks for coming in today. As you know, we’re … Sorry. Hello? Yeah, yeah. Look, I can’t talk now. Yeah, the interview. Yeah, now What? Yeah. Bye, Mum. Sorry. Okay, so … Once again, thanks for coming in today. As you know we’re interviewing for a gap year placement here at Fish Tank Games. Your online application was very impressive. Thanks, Millie. My dad and I spent a long time on it. It’s Lilly, not Millie. Oh dear. How silly! Actually, that rhymes, doesn’t it? It doesn’t matter. Did you … did you just say your father helped you with your application? Well … no. I mean, I wrote it. He just helped me check a few things. Like what? Oh, just a few things. Like … the spelling.

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L: C:

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The spelling. Right. It says here you enjoy working with other people. Could you tell me more about that? Did I write that? Well, sometimes I like working with other people, but I also enjoy doing things on my own. To be honest, working with others often makes things more difficult. Oh? That’s … interesting. So, perhaps you could tell me a bit more about yourself Colin. Well, I wrote it all down on my online application So, I’m eighteen years old … Colin, I’ve read your application and I found it very interesting but I’d like to hear more from you. For example, what are some of your strengths? Well, I’m good at gaming. I like … I mean, I just want to work for a company that …

16 COMMUNICATION VIDEO Exercises 4–5, page 68 C = Chen L = Lilly C: L: C: L: C: L: C: L: C:

L: C:

L: C:

L:

Oh, my phone. Chen? I’m Lilly. Nice to meet you! We’re a bit behind schedule. Sorry to keep you waiting, I know you were here on time. No problem. I’ll start by saying congratulations. I really enjoyed reading your application. Thank you. I’m glad to be here. I was so excited when I found out I had an interview. Enthusiasm! We love that here. So, tell me a bit about yourself. Well, I speak English, Chinese and German. I’m taking four A-levels. Oh, and I’m learning to drive at the moment. I’m taking my test next month. Sounds like you enjoy keeping busy. How do you find time for everything? I manage my time carefully. I actually think I work better under pressure. I believe most things are possible if you try hard enough, and I guess I’m a fast learner. You’re also a member of a rock climbing club. Yes, that’s been a really great experience. In climbing, you have to work together to stay safe. So I’ve learned that I work well in a team. I truly believe that two brains are better than one. I agree. So, what about your weaknesses? Things that you’d like to improve?

C:

L:

Well, I tend to spend too much time checking my homework, but I’m trying to speed up. And I find it difficult to talk to large groups of people. Last year, I joined a drama club to develop my public speaking skills. I’m sure I’ll have improved by the time I finish school. Great. Right, why don’t you tell me what you know about Fish Tank Games?

5F READING AND VOCABULARY

NB: N: EG: NB:

17 DOCUMENTARY VIDEO page 70 Handcrafts in the twenty-first century N = Narrator SM = Shawn Messenger EG = Eric Gorges NB = Nathan Bower

N:

N:

In the era of increasing automation, many predictable and repetitive jobs may disappear. But some professions are likely to survive as they require creativity, innovation and highly developed skills. Eric Gorges is a mechanic who builds customised motorcycles. He travels to meet people who, like him, create unique handmade objects. They hope that through their work, they can create a legacy. They would like future generations to share their passion and continue doing their job. Shawn Messenger is a glassblower. She makes shapes and designs with glass. Glassblowing is an ancient craft that started 3,500 years ago. Shawn is based in Toledo, USA and started blowing glass when studying at an Art Institute. SM: So, I ended up walking into the glass department and it was love at first sight. N: She worked in a company blowing glass for ten years and then became a freelance glass blower. EG: Do you see yourself as an artist or a craftsman? SM: Both, both, well, I mean I’m a craftsman because I think I know how to create things using tools, but an artist because I try to come up with different ways of looking at the glass and making it different. N: It’s hard work blowing big pieces of glass, so Shawn works long hours. Her job requires determination and lots of patience. She has to be competitive because machines now make a lot of glasswork. But her unique designs cannot be easily mass-produced, that’s certain. Another example of a craft that can also be an art is clock-making. People have been making clocks since the fourteenth century.

NB:

N:

Machines now make a lot of clocks, but people like Nathan Bower continue the craft. Nathan is curious about how things work and comes from a family of self-employed people. You know, I come from a long line of entrepreneurs. Nathan is gifted and very precise, so he makes all of his tools and clock parts by hand. Do you design these patterns? I do. I love sketching out and designing bespoke patterns. As far as I know, I’m the only one that’s ever done that to a clock here, so it’s kind of my thing and I’m kind of proud of it. It can take Nathan months to design and make each clock, but he loves getting down to work. His clocks will be used by people for 200 years, so he hopes he’s creating a legacy. Hopefully, I’m remembered and people admire my work and remember me in that way. I also very much desire to be influential and a renewing interest in my craft. Nathan and Shawn have learned skills that have produced iconic objects in our society, and people will continue to love and enjoy their work for years to come. That’s a real legacy, isn’t it?

Unit 6 6A GRAMMAR AND VOCABULARY 18 GRAMMAR VIDEO page 79 N = Narrator D = David C = Chantelle K = Keith R = Rosie P = Pip E = Ellie Ka = Katie Ch = Chris Kat = Katherine N: D:

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K:

If you could go anywhere for a weekend, where would you go and who with? If I could go anywhere for a weekend, I would go to Yellowstone National Park in America and I would take my fiancée because it’s where she would want to go for a honeymoon and I think it would be a nice treat for her. If I could go anywhere, I would go to Italy, somewhere by the beach, I think the sunshine would be nice, and I’d probably go with my friends. I’d go to New Zealand for the weekend with my girlfriend. She hasn’t been here so, yeah, I would like to take her.

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I think I would go to New Zealand with my friend Hannah because I enjoy walking and I think it has a lot of beautiful scenery that I would love to experience for myself, and not just through pictures. P: If I could go anywhere for a weekend, I would go to New York with my girlfriend. I think it’d be lovely. That’s where … if I could go anywhere, that’s where I would like to go. E: If I could go away anywhere, I would go to Bali because it’s very quiet and it’s a lot more relaxed compared to the busy lifestyle that I usually experience in London, and I would also go with my cousin. Ka: I think that I would go to the Alps with my best friends from university. We love to ski and I’ve not gone there with them yet. It’s probably my favourite place in Europe and I think that would be really really good fun to spend a weekend out there in the snow. Ch: Personally, if I was to go away for the weekend, I would most likely go with my sister or my friends. I love booking a flight and going over to Europe. I think it’s super super easy, much easier than people think it is, so a city break in Europe. Also, oh I love Edinburgh as well, I’d go to Edinburgh in a heartbeat. Kat: I want to go to Rome for the weekend, I think, for the food and for the culture, and yeah, and I would probably go with one of my best friends, or maybe my mum – depending what mood I’m in.

6B READING AND VOCABULARY 19 DOCUMENTARY VIDEO page 80 Why do we lie? N = Narrator DA = Dan Ariely MN = Michael Norton P = Psychologist S = Student N:

This is Dan Ariely, a professor at Duke University in America. He is on a mission to understand what makes people act dishonestly or against their own morals. DA: How many people here have lied at least once since the beginning of 2014? How many people here think of yourself in general as honest wonderful people? The same group! How can it be? How can it be that at the same time we think of ourselves as honest, and then we recognise that we are dishonest? N: Dan thinks that we are able to justify small acts of dishonest behaviour because of what he calls ‘fudge factors.’ Fudge factors

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are excuses we use which allow us to feel like our dishonesty is acceptable. To test his theory, Dan and his team created a series of experiments called the matrix experiments, to understand how and when people lie. In this exercise, participants have half a second to pick which side of the square has the most dots. It seems simple but there’s a twist. DA: We’re not going to pay you the same amount for the right and for the left. But regardless of the amount, your task is to basically be as accurate and truthful as possible. N: Participants now face a moral dilemma. The objective of the task is to tell the truth, but if they keep selecting only the right side, there’s more chance of getting a bigger reward – more money. And because both sides are so similar, it doesn’t feel very dishonest … MN: There’s a line and you have to decide whether you’re going to cross it or not. You kind of want to go to the other side, and you kind of know what the right side is. Maybe I’ll go to the other side sometimes. N: And in the end, it turns out that most participants cheat – not a lot, but a little bit. In fact, overall nearly seventy percent of the 40,000 people who took part in the matrix experiments lied when the circumstances made it easy to do so. To get to the root of why we lie, it can be useful to look at children. Young children are especially likely to tell little lies, sometimes called white lies or fibs. This can get children into trouble, but experts believe it is a vital part of our early psychological development. It helps us build imagination and creativity. P: It’s very common for children, younger children, to fib. And for them, it gives them pleasure, it helps them imagine things and it helps them build their brain. N: And, as one child points out, sometimes we don’t just lie to help ourselves. S: Sometimes you also have to lie in a way, because you’re making somebody happy. Like if you’re throwing a surprise birthday party, then that means you’re obviously trying to help and get ready or do something. And so, you’re lying to your friend to help them have a good birthday! N: Some lies are less harmful than others, but it’s always worth asking yourself: why did I actually lie? or why did this person lie to me?

6E SPEAKING 20 COMMUNICATION VIDEO Exercise 2, page 84 S = Sally C = Claire S:

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Claire, I wonder if you could give me some advice. I’ve got a bit of a problem and I don’t know what to do. Oh no! What’s up? Well, I really want to go to Ali’s party on Saturday night … Well, yeah. Everybody’s going! But I’m supposed to be going to Brighton this weekend to stay with Jane, she was my best friend at primary school. I’d love to see her again but if I go to Brighton, I’ll miss the party! Hmm. Oh, dear. Well, you could invite your friend to visit you and then she could come to the party, too. Yeah, I thought of that, but I’m pretty sure her parents won’t let her come. They’re really strict. Well, in that case, I think you should forget about Jane and come to the party. It’s going to be fantastic. But we’ve been planning this weekend for ages. I can’t let her down! She’ll be so upset! Oh! I’ve no idea what to do! The best thing to do is to tell her the truth.