j. Angielski Focus 2, Notatki z Język angielski

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SECOND EDITION A2+/B1 TEACHER’S BOOK FOCUS2E_GLB_L2_TBK_TTL.indd 1 06/12/2019 12:20 VOCABULARY GRAMMAR LISTENING READING GRAMMAR USE OF ENGLISH WRITING SPEAKING FOCUS REVIEW 1 Lives people live pp. 4–5 Personality; un-, in-, im-, ir-, dis-; questions with like Reading: Charity p. 15 Word list p. 6 Present tenses – question forms; subject and object questions; wh- questions GRAMMAR ANIMATION p. 117 FOCUS VLOG 2 3 p. 7 Voluntary work Vocabulary: -ive, -ative, -able, -ing Exam Focus: Note completion Pronunciation Focus: Word stress – personality adjectives pp. 8–9 A brief guide to the generations Vocabulary: Verb + preposition Exam Focus: Matching p. 10 Verb + -ing or verb + to infinitive Vocabulary: Clothes GRAMMAR ANIMATION 4 p. 11 so and such Multiple-choice cloze pp. 12–13 Writing Focus: A personal email/ letter Language Focus: Adjective + preposition p. 14 Showing interest ROLE-PLAY 5 pp. 16–17 BBC 1 p. 116 Student accommodation 2 Science and technology pp. 18–19 Phones and computers; word building; collocations Listening: Famous scientists p. 29 Word list p. 20 Past Continuous and Past Simple GRAMMAR ANIMATION p. 119 FOCUS VLOG 7 8 p. 21 Becoming a scientist Vocabulary: Science and scientists; collocations Exam Focus: Matching Pronunciation Focus: Word stress – scientists pp. 22–23 Science at the South Pole Vocabulary: Nouns and verbs; the temperature Exam Focus: Multiple choice p. 24 used to GRAMMAR ANIMATION 9 p. 25 Linkers and time expressions Multiple-choice cloze pp. 26–27 Writing Focus: A story Language Focus: Informal linkers p. 28 Telling a story ROLE-PLAY 10 pp. 30–31 BBC 6 p. 118 Urban legends 3 The arts pp. 32–33 TV programmes; adjectives; elements of a film/TV drama Reading: One episode is never enough p. 43 Word list p. 34 Comparative and superlative adjectives GRAMMAR ANIMATION 12 p. 35 A street artist Vocabulary: Art and artists Exam Focus: Multiple choice Pronunciation Focus: Word stress – countries and nationalities pp. 36–37 Superheroes Vocabulary: Books; cinema; phrasal verbs Exam Focus: Matching p. 38 Present Perfect with just, already, (not) yet and Past Simple GRAMMAR ANIMATION p. 121 FOCUS VLOG 13 14 p. 39 too and not enough Key word transformation pp. 40–41 Writing Focus: A film review Language Focus: Adjectives to describe films, plots, screenplays etc. p. 42 Describing a photo pp. 44–45 BBC 11 p. 120 The Musketeers 4 Home sweet home pp. 46–47 Describing houses; inside a house; make or do Listening: The narrowest house in the world p. 57 Word list p. 48 Present Perfect with for and since GRAMMAR ANIMATION p. 123 FOCUS VLOG 16 17 p. 49 Teenagers’ rooms Vocabulary: Phrasal verbs Exam Focus: Matching Pronunciation Focus: Long vowel sounds pp. 50–51 People who don’t live in traditional houses Vocabulary: Landscape features; describing places; collocations Exam Focus: Gapped text p. 52 Future forms: Present Continuous, be going to and will GRAMMAR ANIMATION 18 p. 53 Adverbs Multiple choice pp. 54–55 Writing Focus: A blog entry Language Focus: Punctuation – commas p. 56 Making suggestions ROLE-PLAY 19 pp. 58–59 BBC 15 p. 122 Cave houses 5 Time to learn pp. 60–61 Education; phrasal verbs; collocations Reading: School systems around the world p. 71 Word list p. 62 First Conditional GRAMMAR ANIMATION 21 p. 63 Dealing with exam stress Vocabulary: get Exam Focus: True/False Pronunciation Focus: Large numbers pp. 64–65 Different, not less Vocabulary: Nouns and verbs; of and for Exam Focus: Matching p. 66 Defining relative clauses GRAMMAR ANIMATION p. 125 FOCUS VLOG 22 23 p. 67 Future time and conditional clauses Sentence transformation pp. 68–69 Writing Focus: An enquiry Language Focus: Indirect questions p. 70 Giving an opinion; agreeing and disagreeing ROLE-PLAY 24 pp. 72–73 BBC 20 p. 124 South Korean schools 6 Just the job pp. 74–75 Collocations; describing jobs; phrasal verbs Listening: The worst jobs p. 85 Word list p. 76 Second Conditional GRAMMAR ANIMATION p. 127 FOCUS VLOG 26 27 p. 77 Becoming an airline pilot Vocabulary: Collocations; jobs Exam Focus: Multiple choice Pronunciation Focus: Stress in job names pp. 78–79 Personality types and careers Vocabulary: Compound nouns; word families Exam Focus: Multiple matching p. 80 Modal verbs for obligation and permission GRAMMAR ANIMATION 28 p. 81 Adjectives ending in -ed and -ing Multiple choice pp. 82–83 Writing Focus: A job application Language Focus: Formal language in a job application letter p. 84 Asking for and giving advice ROLE-PLAY 29 pp. 86–87 BBC 25 p. 126 Window cleaning 7 Consumer society pp. 88–89 Shops and services; clothes and appearance; collocations Reading: The truth about shopping p. 99 Word list p. 90 The Passive GRAMMAR ANIMATION 31 p. 91 Buying presents Vocabulary: Word families Exam Focus: Matching Pronunciation Focus: Silent letters pp. 92–93 The brains behind Amazon.com Vocabulary: Shopping Exam Focus: Multiple choice p. 94 Quantifiers GRAMMAR ANIMATION p. 129 FOCUS VLOG 32 33 p. 95 Indefinite pronouns: someone, anything, nowhere, everybody, none, etc. Sentence transformation pp. 96–97 Writing Focus: A formal written complaint Language Focus: Formal language p. 98 Shopping ROLE-PLAY 34 35 pp. 100–101 BBC 30 p. 128 Cheap shopping 8 Well-being pp. 102–103 Symptoms; health; phrasal verbs Reading: Apps to keep you fit p. 113 Word list p. 104 Past Perfect GRAMMAR ANIMATION p. 131 FOCUS VLOG 37 38 p. 105 Central Park Vocabulary: Places to do sport Exam Focus: Multiple choice Pronunciation Focus: Diphthongs pp. 106–107 The tower that sucks in smog and spits out clean air Vocabulary: Pollution; word families Exam Focus: Open- ended questions p. 108 Reported Speech GRAMMAR ANIMATION 39 p. 109 Phrasal verbs Gapped sentences pp. 110–111 Writing Focus: A reader‘s comment – linkers Language Focus: Structures with make p. 112 A doctor’s appointment ROLE-PLAY 40 41 pp. 114–115 BBC 36 p. 130 Keeping fit pp.116–131 Video worksheets pp. 132–155 Grammar and Use of English reference and practice WORD STORE BOOKLET Word Stores 1–8, Use of English, Word practice, Word building 2 5 VOCABULARY 1.1 1 Lives people live Life is really simple, but we insist on making it complicated. Confucius 4 SHOW WHAT YOU KNOW 1 Match adjectives 1–6 with their opposites a–f. 1 funny e a boring 2 interesting a b stressed 3 loud f c negative 4 positive c d unsociable 5 relaxed b e serious 6 sociable d f quiet 2 SPEAKING Use the adjectives in Exercise 1 to describe people you know. You do charity work because you’re kind and generous, right? Well, that’s a bit dishonest. In fact, I really enjoy spending time with older people. Thanks to my visits, I hope she feels less lonely than before. Mitzi helped me a lot when I had some work problems. She’s a good listener. I talk to her about my worries and she gives me advice. She’s wise, sensitive and has a lot of experience. I’m talkative, and they like that. My grandparents are very quiet and polite, but older people are not all like that. John’s really loud and funny. We laugh a lot together. GENERATION GAP? STUDENT ACCOMMODATION 1 Watch the BBC video. For the worksheet, go to page 116. Personality • un-, in-, im-, ir-, dis- • questions with like I can describe people’s personality and emotions. 5 WORD STORE 1A Personality 5 1.3 Complete WORD STORE 1A with the adjectives in red from the text. Then listen, check and repeat. 6 Replace the phrases in brackets with appropriate adjectives from WORD STORE 1A. 1 Charity workers are caring (not selfi sh). They are kind and helpful. 2 Teenagers are miserable (not cheerful). They are always in a bad mood. 3 Young professionals are hard-working (not lazy). They want to be successful. 4 Many billionaires are generous (not mean). They give lots of money to charities. 5 Most children are shy (not outgoing). They’re not confi dent with strangers. 6 Young people are often silly (not sensible). They make stupid decisions. 7 SPEAKING Discuss whether you think the statements in Exercise 6 are true. WORD STORE 1B un-, in-, im-, ir-, dis- 8 1.4 Complete WORD STORE 1B with the underlined adjectives in the text. Then listen, check and repeat. 9 Complete the sentences with adjectives from WORD STORE 1B. 1 Gary is an honest guy. He never tells lies. 2 Emma is very wise . She knows everything. 3 Paul’s only eighteen, but he has a job and lives on his own. He’s very independent . 4 Dan is very polite . He always says ‘please’ and ‘thank you’. 5 Lucy is unadventurous . She doesn’t like travelling or trying new experiences. 6 Martha is very popular . She is always the centre of attention. 10 SPEAKING Change three of the names in Exercise 9 to describe people you know. Then tell your partner. WORD STORE 1C Questions with like 11 1.5 Answer the questions in WORD STORE 1C with the highlighted sentences in the text. Then listen, check and repeat. 12 Rewrite the sentences with like if necessary. Then tick the sentences that are true for you. 1 I look my dad. I look like my dad. 2 My neighbours are kind and friendly. 3 My mum looks her mum. My mum looks like her mum. 4 My parents always look cheerful. 5 My grandmother looks Queen Elizabeth. My grandmother looks like Queen Elizabeth. 6 I chocolate. I like chocolate. 13 SPEAKING Complete these questions for the sentences in Exercise 12 with you or your. Then ask your partner. 1 Do …? 2 What …? 3 Does …? 4 Do …? 5 Does …? 6 Do …? 1 Do you look like your dad? Go to WORD STORE 1 page 3 3 1.2 SPEAKING Look at the photos and discuss the questions. Then listen and check your ideas. 1 What is the purpose of the charity organising these activities? 2 What can young people do to help older people? 3 What can older people do to help young people? 4 Read the comments in the text. Who benefi ts most: the young or the older people? Why? OLDER PEOPLE SAY … He’s adventurous – he travels to exciting places. I love hearing about his adventures. I can look after myself – I like to be independent but I look forward to the weekly visits. She’s outgoing and always cheerful – she makes me feel young again. I like being with young people. I am more confi dent when I use the Internet now. You read so many bad things about young people in the press – that they’re selfi sh or irresponsible, but he’s caring, sensible and hard-working. He’s got tattoos and long hair. He looks like a hippy, but he’s lovely and very popular with the ladies! NEXT CLASS • Ask students to prepare for a 10–20-minute Vocabulary Quiz: Assessment Package, Unit 1.1, Vocabulary. • Ask students to do Show What You Know in the WB, p. 6. VIDEO 1 Exercise 13 2 What are your neighbours like? 3 Does your mum look like her mum? 4 Do your parents always look cheerful? 5 Does your grandmother look like Queen Elizabeth? 6 Do you like chocolate? Exercise 3 1 It connects young people with old people. 2 The young can help older people with technology/ practical jobs. 3 The old can help the young with advice/by listening. 6 GRAMMAR 6.21.2 6 1 SPEAKING Who are your role models? Think about famous people or people you know and tell your partner. 2 1.6 Match questions 1–6 with answers a–f. Then listen and check. 1 Who inspires you? d 2 Why do you admire him? f 3 Does he give money to environmental charities? b 4 Have you ever met him? a 5 What is he doing now? c 6 Are you following him on Twitter? e Present tenses – question forms • To make questions, you put an auxiliary verb (do, be, have) before the subject of the main verb. Present Simple ➞ Why 1 do you admire him? Present Continuous ➞ What 2 is he doing now? Present Perfect ➞ 3 Have you ever met him? • When you ask about the subject, you don’t use the Present Simple auxiliary do/does. Who 4 inspires you? NOT Who does inspire you? GRAMMAR FOCUS Grammar page 132 3 Watch the Focus Vlog. For the worksheet, go to page 117. FOCUS VLOG About happiness 3 Read the GRAMMAR FOCUS. Complete the examples using the questions in blue in Exercise 2. a No, never. b Not exactly. He runs The Leonardo DiCaprio Foundation. c He’s working on a new fi lm. d Leonardo DiCaprio. e Yes, I am. f Because he’s passionate about the environment. 4 1.7 Complete the questions for the interview about Michelle Obama. Then listen and check. 1 ‘Who inspires you?’ ‘The person who inspires me is Michelle Obama.’ 2 ‘Who is she ?’ ‘She’s the ex-fi rst lady of the United States.’ 3 ‘Why do you admire her ?’ ‘I admire her because she does a lot of good work with young people.’ 4 ‘What is she trying to do ?’ ‘She’s trying to teach children about exercise and health.’ 5 ‘Have you ever seen her in person ?’ ‘No, I haven’t seen her in person, but I’ve watched her online.’ 6 ‘What is she doing now ?’ ‘She is still working with young people.’ 5 Complete the questions about the subject (a) and about the object (b) of each statement. 1 aEmily and Peter like watching bscience-fi ction fi lms. a Who likes watching science-fi ction fi lms? b What do Emily and Peter like watching? 2 aNeil has joined bAmnesty International. a Who has joined Amnesty International ? b Which organisation has Neil joined ? 3 aRosie can speak b three languages. a Who can speak three languages ? b How many languages can Rosie speak ? 4 aDave has visited bLondon. a Who has visited London ? b Which capital city has Dave visited ? 5 aTom is reading bBarack Obama’s biography. a Who is reading Barack Obama’s biography ? b What is Tom reading ? 6 aViv admires bEmma Watson. a Who admires Emma Watson ? b Who does Viv admire ? 6 Complete the sentences to make them true for you. 1 I’m reading at the moment. 2 It takes me minutes to get to school. 3 I go shopping for clothes a month. 4 I’ve been to foreign countries. 5 inspires me. 7 SPEAKING Ask and answer the questions about the information in Exercise 6. Use different question words, e.g. what, how long or how often. A: What are you reading at the moment? B: A book about Steve Jobs. Present tenses – question forms I can ask questions in a variety of present tenses. 2 3 EXAM FOCUS Note completion LISTENING 1.3 1 1.8 Do you know the places in the box where people do voluntary work? If necessary use a dictionary. Then listen and repeat. in a developing country in a nursery in a hospital in a library on a farm in an old people’s home in a prison in a soup kitchen for homeless people 2 SPEAKING Discuss whether you would like to volunteer there. Explain why or why not. 3 1.9 Listen to two volunteers, Karen and Martin. Where do they do their voluntary work? Karen – soup kitchen Martin – on a farm 4 Read questions 1–8 in Exercise 5. Match the underlined words and phrases with the words and phrases in the box. confi dent 7 people without a home 1 two or three 3 impresses people 8 Saturday or Sunday 4 chickens 2 more likely to do something 5 in a team 6 7 5 1.9 Listen to Karen and Martin again and answer the questions. Write K (Karen) or M (Martin). Who … 1 helps homeless people in the local area? K 2 works with farm animals? M 3 volunteers a few hours a week? K 4 does voluntary work every weekend? M 5 thinks that volunteers are more active than other people? K 6 enjoys working with other people? M 7 thinks that voluntary work makes you more sure of yourself? M 8 thinks that doing voluntary work makes a good impression? K 6 1.10 Listen to Tim giving Becky some advice about international volunteering. Answer the questions. 1 Where does Becky want to do voluntary work? In Africa 2 Does Tim think she has the right personal qualities? Yes 3 Is Becky inspired by the conversation? Yes 7 SPEAKING Imagine you could volunteer anywhere in the world. Which country would you choose? Why? Tell your partner. 10 1.11 Listen and put the adjectives into groups A, B, C or D depending on the stress. adventurous ambitious fantastic optimistic passionate pessimistic responsible voluntary A B C D passionate, voluntary ambitious fantastic adventurous, responsible optimistic, pessimistic 11 1.12 Listen, check and repeat. PRONUNCIATION FOCUS 8 1.10 Listen to Tim and Becky again and complete each gap with one or two words from the dialogue. 5 Key Questions before you volunteer for work overseas 1 Are you fi t and healthy? You often work in diffi cult conditions, and you sometimes need to work 1 long hours . 2 Can you adapt to new situations? You need to adapt to 2 the weather , the food, the accommodation and a new 3 culture . 3 Are you a good team player? All volunteers work in teams so you need to have good 4 communication skills. You need to be outgoing and above all 5 responsible . 4 Are you sensitive to other cultures? You need to be open to people and remember that your 6 way of life is not the only way there is. 5 Do you want to learn from the experience? Volunteering can change your life and you as a person. It’s an excellent opportunity to help people, learn 7 new skills and make new friends for life. 9 SPEAKING Discuss whether you are good candidates for international voluntary work. Ask and answer the questions in Exercise 8 and decide. WORD STORE 1D -ive, -ative, -able, -ing 12 1.13 Complete WORD STORE 1D. Make personality adjectives from the verbs in the box by adding -ive, -ative, -able or -ing. Then listen, check and repeat. Note completion I can identify key details in a simple recorded interview. REFERENCES Culture notes p. 171 Audioscript p. 176 Videoscript p. 193 Using videos in the classroom p. T14 EXTRA ACTIVITIES • Grammar animation • Photocopiable resource 3 Ask me! (15 min.) pp. 201, 214 • Extra digital activities: Grammar Checkpoint WORKBOOK p. 6, including Show What You’ve Learnt NEXT CLASS Ask students to prepare for a 10–20-minute Grammar Quiz: Assessment Package, Unit 1.2, Grammar. VIDEO 2 3 Exercise 7 2 How long does it take you to get to school? 3 How often do you go shopping for clothes? 4 How many foreign countries have you been to? 5 Who inspires you? 7 GRAMMAR 6.21.2 6 1 SPEAKING Who are your role models? Think about famous people or people you know and tell your partner. 2 1.6 Match questions 1–6 with answers a–f. Then listen and check. 1 Who inspires you? d 2 Why do you admire him? f 3 Does he give money to environmental charities? b 4 Have you ever met him? a 5 What is he doing now? c 6 Are you following him on Twitter? e Present tenses – question forms • To make questions, you put an auxiliary verb (do, be, have) before the subject of the main verb. Present Simple ➞ Why 1 do you admire him? Present Continuous ➞ What 2 is he doing now? Present Perfect ➞ 3 Have you ever met him? • When you ask about the subject, you don’t use the Present Simple auxiliary do/does. Who 4 inspires you? NOT Who does inspire you? GRAMMAR FOCUS Grammar page 132 3 Watch the Focus Vlog. For the worksheet, go to page 117. FOCUS VLOG About happiness 3 Read the GRAMMAR FOCUS. Complete the examples using the questions in blue in Exercise 2. a No, never. b Not exactly. He runs The Leonardo DiCaprio Foundation. c He’s working on a new fi lm. d Leonardo DiCaprio. e Yes, I am. f Because he’s passionate about the environment. 4 1.7 Complete the questions for the interview about Michelle Obama. Then listen and check. 1 ‘Who inspires you?’ ‘The person who inspires me is Michelle Obama.’ 2 ‘Who is she ?’ ‘She’s the ex-fi rst lady of the United States.’ 3 ‘Why do you admire her ?’ ‘I admire her because she does a lot of good work with young people.’ 4 ‘What is she trying to do ?’ ‘She’s trying to teach children about exercise and health.’ 5 ‘Have you ever seen her in person ?’ ‘No, I haven’t seen her in person, but I’ve watched her online.’ 6 ‘What is she doing now ?’ ‘She is still working with young people.’ 5 Complete the questions about the subject (a) and about the object (b) of each statement. 1 aEmily and Peter like watching bscience-fi ction fi lms. a Who likes watching science-fi ction fi lms? b What do Emily and Peter like watching? 2 aNeil has joined bAmnesty International. a Who has joined Amnesty International ? b Which organisation has Neil joined ? 3 aRosie can speak b three languages. a Who can speak three languages ? b How many languages can Rosie speak ? 4 aDave has visited bLondon. a Who has visited London ? b Which capital city has Dave visited ? 5 aTom is reading bBarack Obama’s biography. a Who is reading Barack Obama’s biography ? b What is Tom reading ? 6 aViv admires bEmma Watson. a Who admires Emma Watson ? b Who does Viv admire ? 6 Complete the sentences to make them true for you. 1 I’m reading at the moment. 2 It takes me minutes to get to school. 3 I go shopping for clothes a month. 4 I’ve been to foreign countries. 5 inspires me. 7 SPEAKING Ask and answer the questions about the information in Exercise 6. Use different question words, e.g. what, how long or how often. A: What are you reading at the moment? B: A book about Steve Jobs. Present tenses – question forms I can ask questions in a variety of present tenses. 2 3 EXAM FOCUS Note completion LISTENING 1.3 1 1.8 Do you know the places in the box where people do voluntary work? If necessary use a dictionary. Then listen and repeat. in a developing country in a nursery in a hospital in a library on a farm in an old people’s home in a prison in a soup kitchen for homeless people 2 SPEAKING Discuss whether you would like to volunteer there. Explain why or why not. 3 1.9 Listen to two volunteers, Karen and Martin. Where do they do their voluntary work? Karen – soup kitchen Martin – on a farm 4 Read questions 1–8 in Exercise 5. Match the underlined words and phrases with the words and phrases in the box. confi dent 7 people without a home 1 two or three 3 impresses people 8 Saturday or Sunday 4 chickens 2 more likely to do something 5 in a team 6 7 5 1.9 Listen to Karen and Martin again and answer the questions. Write K (Karen) or M (Martin). Who … 1 helps homeless people in the local area? K 2 works with farm animals? M 3 volunteers a few hours a week? K 4 does voluntary work every weekend? M 5 thinks that volunteers are more active than other people? K 6 enjoys working with other people? M 7 thinks that voluntary work makes you more sure of yourself? M 8 thinks that doing voluntary work makes a good impression? K 6 1.10 Listen to Tim giving Becky some advice about international volunteering. Answer the questions. 1 Where does Becky want to do voluntary work? In Africa 2 Does Tim think she has the right personal qualities? Yes 3 Is Becky inspired by the conversation? Yes 7 SPEAKING Imagine you could volunteer anywhere in the world. Which country would you choose? Why? Tell your partner. 10 1.11 Listen and put the adjectives into groups A, B, C or D depending on the stress. adventurous ambitious fantastic optimistic passionate pessimistic responsible voluntary A B C D passionate, voluntary ambitious fantastic adventurous, responsible optimistic, pessimistic 11 1.12 Listen, check and repeat. PRONUNCIATION FOCUS 8 1.10 Listen to Tim and Becky again and complete each gap with one or two words from the dialogue. 5 Key Questions before you volunteer for work overseas 1 Are you fi t and healthy? You often work in diffi cult conditions, and you sometimes need to work 1 long hours . 2 Can you adapt to new situations? You need to adapt to 2 the weather , the food, the accommodation and a new 3 culture . 3 Are you a good team player? All volunteers work in teams so you need to have good 4 communication skills. You need to be outgoing and above all 5 responsible . 4 Are you sensitive to other cultures? You need to be open to people and remember that your 6 way of life is not the only way there is. 5 Do you want to learn from the experience? Volunteering can change your life and you as a person. It’s an excellent opportunity to help people, learn 7 new skills and make new friends for life. 9 SPEAKING Discuss whether you are good candidates for international voluntary work. Ask and answer the questions in Exercise 8 and decide. WORD STORE 1D -ive, -ative, -able, -ing 12 1.13 Complete WORD STORE 1D. Make personality adjectives from the verbs in the box by adding -ive, -ative, -able or -ing. Then listen, check and repeat. Note completion I can identify key details in a simple recorded interview. REFERENCES Audioscript pp. 176–177 EXTRA ACTIVITIES Students add any words from pp. 4–5 that they can to the 4 groups in the PRONUNCIATION FOCUS. WORKBOOK p. 7 NEXT CLASS Ask students to write 2–3 sentences to answer the question: What are teenagers in your country like? 10 10 1 SPEAKING Match the words in the box with the clothes in the pictures. Which of the clothes do you have? Tell your partner. hoodie 1 jacket 2 suit 5 sweatpants 3 tie 4 uniform 6 2 Tick the sentence that best describes your opinion about clothes. 1 I want to look good at all times. 2 I enjoy wearing comfortable things. 3 I’m not interested in clothes. 3 Read the GRAMMAR FOCUS. Complete the examples using the verb patterns in blue in Exercise 2. Verb + -ing or verb + to + infi nitive • After some verbs and verb phrases you usually use the to + infi nitive. Examples: agree, can’t afford, choose, decide, hope, manage, need, pretend, refuse, want, ’d like, ’d prefer I want 1 to look good at all times. • After some verbs and verb phrases you usually use the -ing form of a verb. Examples: avoid, can’t stand, consider, don’t mind, enjoy, hate, like, love, miss, prefer, spend time I enjoy 2 wearing comfortable things. GRAMMAR FOCUS 4 Complete the questionnaire with the correct form of the verbs in brackets. 5 SPEAKING Do the questionnaire. What is your attitude to clothes? Tell your partner. 6 Complete the sentences with to wear or wearing. Which sentences are true for you? 1 I can’t stand wearing formal clothes like suits. 2 I don’t mind wearing second-hand clothes. 3 I refuse to wear skinny jeans. They’re too uncomfortable. 4 I hate wearing heavy winter coats. 5 I can’t afford to wear designer clothes. They’re too expensive. 6 I avoid wearing anything yellow or pink. 7 Complete the sentences with information about yourself. Write fi ve true sentences and one false. 1 I love … 4 I spend a lot of time … 2 I need … 5 I sometimes pretend … 3 I’ve decided … 6 I hope … 8 Read your sentences in Exercise 7 to your partner for him/her to guess which sentence is false. Grammar page 133 WHAT IS YOUR ATTITUDE TO CLOTHES? 1 (SPEND) A I spend a lot of money on clothes. B I can’t aff ord 1to spend much money on clothes. C I prefer 2 spending my money on going out. 2 (GO) A I enjoy 3 going shopping for clothes. B I don’t mind 4 going shopping for clothes. C I refuse 5 to go shopping for clothes. 3 (BUY) A I love 6 buying new clothes every season. B I only buy clothes when I need them. C I avoid 7 buying new clothes for as long as possible. 4 (WEAR) A I refuse 8 to wear sweatpants. B I love 9 wearing sweatpants at home for comfort. C I wear sweatpants all the ti me. 5 (GET) A I hope 10 to get a job where I can wear all my favourite clothes. B I want 11 to get a job where I can wear practi cal, comfortable clothes. C I’d like 12 to get a job where I can wear a uniform or a suit. 6 (THINK) A In the morning, I spend a lot of ti me 13 thinking about my clothes. B In the morning, I don’t spend much ti me 14 thinking about my clothes. C I wear the same clothes every day. Mainly As You enjoy 15 thinking (think) about clothes (perhaps a bit too much), and the way you look is important for your personal identi ty. Mainly Bs You don’t mind 16 thinking (think) about clothes, but they are not your priority. You prefer casual clothes because you need 17 to be (be) comfortable. Mainly Cs You hate 18 thinking (think) about clothes! You choose 19 to spend (spend) your ti me and money on other things. But don’t forget, clothes can be fun. WHAT DOES IT MEAN? I LOVE THEM I NEED THEM I HATE THEM 1 2 3 4 5 6 GRAMMAR 1.5 verb + -ing or verb + to + infi nitive I can use verbs taking to + infi nitive and -ing forms. 4 11 1 SPEAKING Read the introduction. Then discuss the questions. 1 Do you, or would you like to, live with three generations of your family? 2 What advantages can you think of? 3 What disadvantages can you think of? LANGUAGE FOCUS so and such • You use so to emphasise adjectives. so + adjective ➞ It’s so crowded! • You use such to emphasise nouns. such + noun phrase ➞ It’s such a long way. We’re such close friends. They give such good advice. 5 1.19 USE OF ENGLISH Complete the text with the grandmother’s views. Choose the correct option, A, B or C. Then listen and check. 1 A so B such C such an 2 A so many B such many C such a 3 A such B such a C so 4 A such B so C such a 5 A so B such C such a 6 SPEAKING Which generation do you think benefi ts most from living in ‘one home’? Discuss with a partner. Use of English page 134 4 1.18 Read the LANGUAGE FOCUS. Complete the text below with the daughter’s views. Use so or such. Then listen and check. 2 1.17 Listen to the father’s views. Which of your ideas in Exercise 1 does he mention? 3 1.17 Listen again and choose the correct option. 1 We have three generations in this house: it’s so / such crowded! 2 New Zealand is so / such a long way from the UK. 3 Childcare is so / such expensive in London. 4 We were so / such poor that we couldn’t go on holiday. 5 The house is very small for so / such a big family. Around the world, many families live with several generations in the same house. This is because young people can’t afford to move away from home. Also the older generation live longer now, and they want to be useful. These homes are crowded, but the generations help and support each other. So what’s it like to have grandparents, parents and children living together? We asked members of three generations of the same family. One home, three generations I don’t mind living with my grandparents, they’re 1 so lovely. I like talking to them – they’re very experienced and give 2 such good advice. Mum and Dad are 3 so busy. They don’t have time to listen to our problems. My parents are 4 so lucky because grandma and granddad are very helpful in the house. Grandma is 5 such a good cook that she does most of the cooking, while granddad looks after the garden. We thought about it for a long time because we’re 1such independent people. Some elderly people are lonely, but not us – we’ve got 2 friends that we never feel lonely. But we wanted to help with the children. We try to be useful and it’s 3 fun to spend time with my grandchildren. People say that teenagers are selfi sh and rude, but I must say my granddaughter’s 4 polite young lady and she’s very kind. I worry about her little brother though. He’s 5 lazy! USE OF ENGLISH 1.6 so and such I can use so and such correctly. REFERENCES Using videos in the classroom p. T14 EXTRA ACTIVITIES • Grammar animation • Photocopiable resource 4 Test yourselves (10 min.) pp. 201, 215 • Extra digital activities: Grammar Checkpoint • Students complete sentences about themselves using the same sentence beginnings as in ex. 6 (I can’t stand … I don’t mind … I refuse …, etc.). Feedback with the class, checking the verbs forms. WORKBOOK p. 10, including Show What You’ve Learnt NEXT CLASS Ask students to prepare for a 10–20-minute Grammar Quiz: Assessment Package, Unit 1.5, Grammar. VIDEO 4 11 10 1 SPEAKING Match the words in the box with the clothes in the pictures. Which of the clothes do you have? Tell your partner. hoodie 1 jacket 2 suit 5 sweatpants 3 tie 4 uniform 6 2 Tick the sentence that best describes your opinion about clothes. 1 I want to look good at all times. 2 I enjoy wearing comfortable things. 3 I’m not interested in clothes. 3 Read the GRAMMAR FOCUS. Complete the examples using the verb patterns in blue in Exercise 2. Verb + -ing or verb + to + infi nitive • After some verbs and verb phrases you usually use the to + infi nitive. Examples: agree, can’t afford, choose, decide, hope, manage, need, pretend, refuse, want, ’d like, ’d prefer I want 1 to look good at all times. • After some verbs and verb phrases you usually use the -ing form of a verb. Examples: avoid, can’t stand, consider, don’t mind, enjoy, hate, like, love, miss, prefer, spend time I enjoy 2 wearing comfortable things. GRAMMAR FOCUS 4 Complete the questionnaire with the correct form of the verbs in brackets. 5 SPEAKING Do the questionnaire. What is your attitude to clothes? Tell your partner. 6 Complete the sentences with to wear or wearing. Which sentences are true for you? 1 I can’t stand wearing formal clothes like suits. 2 I don’t mind wearing second-hand clothes. 3 I refuse to wear skinny jeans. They’re too uncomfortable. 4 I hate wearing heavy winter coats. 5 I can’t afford to wear designer clothes. They’re too expensive. 6 I avoid wearing anything yellow or pink. 7 Complete the sentences with information about yourself. Write fi ve true sentences and one false. 1 I love … 4 I spend a lot of time … 2 I need … 5 I sometimes pretend … 3 I’ve decided … 6 I hope … 8 Read your sentences in Exercise 7 to your partner for him/her to guess which sentence is false. Grammar page 133 WHAT IS YOUR ATTITUDE TO CLOTHES? 1 (SPEND) A I spend a lot of money on clothes. B I can’t aff ord 1to spend much money on clothes. C I prefer 2 spending my money on going out. 2 (GO) A I enjoy 3 going shopping for clothes. B I don’t mind 4 going shopping for clothes. C I refuse 5 to go shopping for clothes. 3 (BUY) A I love 6 buying new clothes every season. B I only buy clothes when I need them. C I avoid 7 buying new clothes for as long as possible. 4 (WEAR) A I refuse 8 to wear sweatpants. B I love 9 wearing sweatpants at home for comfort. C I wear sweatpants all the ti me. 5 (GET) A I hope 10 to get a job where I can wear all my favourite clothes. B I want 11 to get a job where I can wear practi cal, comfortable clothes. C I’d like 12 to get a job where I can wear a uniform or a suit. 6 (THINK) A In the morning, I spend a lot of ti me 13 thinking about my clothes. B In the morning, I don’t spend much ti me 14 thinking about my clothes. C I wear the same clothes every day. Mainly As You enjoy 15 thinking (think) about clothes (perhaps a bit too much), and the way you look is important for your personal identi ty. Mainly Bs You don’t mind 16 thinking (think) about clothes, but they are not your priority. You prefer casual clothes because you need 17 to be (be) comfortable. Mainly Cs You hate 18 thinking (think) about clothes! You choose 19 to spend (spend) your ti me and money on other things. But don’t forget, clothes can be fun. WHAT DOES IT MEAN? I LOVE THEM I NEED THEM I HATE THEM 1 2 3 4 5 6 GRAMMAR 1.5 verb + -ing or verb + to + infi nitive I can use verbs taking to + infi nitive and -ing forms. 4 11 1 SPEAKING Read the introduction. Then discuss the questions. 1 Do you, or would you like to, live with three generations of your family? 2 What advantages can you think of? 3 What disadvantages can you think of? LANGUAGE FOCUS so and such • You use so to emphasise adjectives. so + adjective ➞ It’s so crowded! • You use such to emphasise nouns. such + noun phrase ➞ It’s such a long way. We’re such close friends. They give such good advice. 5 1.19 USE OF ENGLISH Complete the text with the grandmother’s views. Choose the correct option, A, B or C. Then listen and check. 1 A so B such C such an 2 A so many B such many C such a 3 A such B such a C so 4 A such B so C such a 5 A so B such C such a 6 SPEAKING Which generation do you think benefi ts most from living in ‘one home’? Discuss with a partner. Use of English page 134 4 1.18 Read the LANGUAGE FOCUS. Complete the text below with the daughter’s views. Use so or such. Then listen and check. 2 1.17 Listen to the father’s views. Which of your ideas in Exercise 1 does he mention? 3 1.17 Listen again and choose the correct option. 1 We have three generations in this house: it’s so / such crowded! 2 New Zealand is so / such a long way from the UK. 3 Childcare is so / such expensive in London. 4 We were so / such poor that we couldn’t go on holiday. 5 The house is very small for so / such a big family. Around the world, many families live with several generations in the same house. This is because young people can’t afford to move away from home. Also the older generation live longer now, and they want to be useful. These homes are crowded, but the generations help and support each other. So what’s it like to have grandparents, parents and children living together? We asked members of three generations of the same family. One home, three generations I don’t mind living with my grandparents, they’re 1 so lovely. I like talking to them – they’re very experienced and give 2 such good advice. Mum and Dad are 3 so busy. They don’t have time to listen to our problems. My parents are 4 so lucky because grandma and granddad are very helpful in the house. Grandma is 5 such a good cook that she does most of the cooking, while granddad looks after the garden. We thought about it for a long time because we’re 1such independent people. Some elderly people are lonely, but not us – we’ve got 2 friends that we never feel lonely. But we wanted to help with the children. We try to be useful and it’s 3 fun to spend time with my grandchildren. People say that teenagers are selfi sh and rude, but I must say my granddaughter’s 4 polite young lady and she’s very kind. I worry about her little brother though. He’s 5 lazy! USE OF ENGLISH 1.6 so and such I can use so and such correctly. REFERENCES Audioscript p. 177 EXTRA ACTIVITIES Students write five sentences about their city/country or themselves using so and such, then compare with a partner, e.g. I live so close to school that I can get there by foot in two minutes. WORKBOOK p. 11 NEXT CLASS • Ask students to find examples of emoticons and what they mean, e.g. :) (= happy) or :( (= sad). • Ask students to prepare for a 10–20-minute Use of English Quiz: Assessment Package, Unit 1.6, Use of English. 12 A personal email/letter I can write a short personal email to introduce myself. WRITING 1.7 12 1 SPEAKING Choose fi ve qualities to describe the ideal exchange student. Discuss with a partner. confi dent and independent friendly and outgoing generous good-looking good at sport honest interested in computers into the same music as me keen on the same hobbies as me sensible 2 Read the email from an exchange student. Tick the topics in the box that the student writes about. family ✓ food hobbies ✓ music ✓ school ✓ sport ✓ 3 SPEAKING Does the person in the email sound like your ideal exchange student? What details would you change? Tell your partner. 4 Put the sentences summarising the email in the correct order (1–5). a basic information about yourself 2 b a greeting and information about why you are writing 1 c say you’re looking forward to seeing him/ her 4 d fi nish with a friendly goodbye 5 e information about your likes/dislikes/ hobbies etc. 3 5 Read the WRITING FOCUS. Complete the examples with the phrases in purple in the email. WRITING FOCUS A personal email/letter • Start the letter/email with a friendly greeting: Dear Nick,/1Hi Jo, • Don’t use full forms. Use contractions: you’re (not you are)/2 I’m • Use emoticons ( ) or abbreviations (but don’t overuse them): Bye for now = Bye 4 now. • Ask questions to show you want a reply: What do you enjoy doing at weekends?/ What 3 about you ? • Finish the letter/email with a friendly goodbye, e.g. All the best/4 Bye 4 now . To: Jo Subject: C U soon! Hi Jo, How are you doing? I’m really excited about coming to stay with you. I’m writing to tell you a bit more about myself. As you know, I’m sixteen and I live in Venice. My brother and I go to the same school. I’m not crazy about studying but it’s OK – my favourite subject is Art. What about you? What subjects are you good at? In my free time, I’m keen on sports and I’m not bad at volleyball. I’m also passionate about music, especially British bands. At the moment I’m listening to Little Mix all the time. What kind of music are you interested in? At weekends, my friends and I love going to the cinema. What do you enjoy doing at weekends? I can’t wait to see you next month! I’m sure we’ll have fun. OK, time to fi nish. Write soon Bye 4 now. Carlo Carlo LANGUAGE FOCUS Adjective + preposition • Use an adjective + preposition to give information about yourself. I’m crazy/excited/mad/passionate/serious/worried 1about I’m bad/good/useless 2 at I’m involved 3 in I’m afraid 4 of I’m keen 5 on I’m disappointed/obsessed 6 with Note: It’s okay for questions to end in a preposition: What subjects are you good at? 13 6 Mark these phrases as F – usually used in the fi rst paragraph, or L – usually used in the last paragraph. 1 How are you? F 2 I’d better stop now. L 3 Looking forward to hearing from you/ seeing you. L 4 Give my love to …/Say hello to … L 5 It was good to hear from you. F 6 Cheers, L 7 Dear ... F 8 I’m writing to tell you about …/say sorry about …/thank you for … F 9 C U (see you) soon/next week/in a few months. L 7 Replace the underlined phrases in the email with suitable phrases in Exercise 6. 8 SPEAKING Which of these statements illustrate good (G) or not good (NG) exchange students? Why? Discuss with a partner. 1 I’m obsessed with hiphop. 2 I’m mad about shopping. I spend lots of money on clothes. 3 I watch a lot of DVDs, especially horror fi lms. 4 I’m serious about politics. 5 I love acting – I’m involved in a local theatre club. 6 I’m afraid of animals, especially dogs. 7 I’m ambitious – I’m always disappointed with low marks at school. 8 I’m useless at sport and I’m very unfi t. 9 Read the LANGUAGE FOCUS. Complete the examples with the correct prepositions. Use the examples in the email in Exercise 2 and in Exercise 8. SHOW WHAT YOU‘VE LEARNT 11 Read the email from your English-speaking friend Jenny and the notes you have made. From: Jenny Subject: Hello! It’s great to hear that you’re going to come and stay with me and my family for two weeks. Please tell me something about yourself. What subjects do you like at school? What music and fi lms do you like? What do you do in your free time? I’d like to plan some cool activities for us Let me know if you have any questions for me. See you soon, Jenny To: Jenny Re: Hello! Hi Jenny, Thanks for the email. 10 SPEAKING Complete the questions with the correct preposition. Then ask and answer the questions. 1 What sort of things are you interested in ? 2 What after-school activities are you involved in ? 3 What bands and singers are you keen on ? 4 What sports or games are you good at ? 5 What sort of things are you serious about ? 6 What are you most passionate about ? It's me. Jenny. I’m happy too! Write your email to Jenny using all the notes. Ask Jenny about her interests Answer Jenny’s questions EXTRA ACTIVITIES • Photocopiable resource 5 A personal email (15 min.) pp. 201–202, 216 • Students role-play a conversation between Jo and Carlo, using the information in the email. They ask and answer, e.g. Jo: How old are you? Carlo: I’m sixteen. WORKBOOK pp. 12–13, including Show What You’ve Learnt and Show That You’ve Checked NEXT CLASS Ask students to read ex. 1 on p. 14 and make notes to discuss in class. 15 SPEAKING FOCUS Statement A: I’ve got loads of friends and they want to meet you. Showing interest B: 1Really? That’s cool! A: I’ve just got one sister. She’s a model. B: 2 Is she? A: She’s training to be a pilot. B: Wow, that’s interesting. Statement A: I love travelling and meeting new people. Saying you are similar B: 3 Me too. A: I don’t really like rock or heavy metal. B: Me neither. Statement A: I’m not very keen on tea. Saying you are different B: 4 Really? I love it. A: I don’t like travelling. B: Don’t you? Oh, I do! A: I play the violin. B: 5 Do you? Right … 14 4 1.21 Cross out the response that is NOT possible in each case. Then listen, check and repeat. 1 A: I’ve got thousands of songs on my phone. B: Have you? / Cool! / Is it? 2 A: I love Spanish and Italian food. B: Really? / Are you? / Do you? 3 A: My parents have got an apartment in Paris. B: Wow, that’s interesting! / Have they? / Are they? 4 A: There are forty students in my class. B: Is it? / Are there? / Really? 5 A: I can play the guitar. B: Cool! / Are you? / Can you? 6 A: I’m passionate about politics. B: Really? / Do you? / Are you? 5 1.22 Listen and decide if the two speakers are similar (✓) or different (✗). 1 ✗ 2 ✓ 3 ✓ 4 ✗ 5 ✓ 6 ✗ 6 Complete the table. Statement Say you’re similar Say you’re different a I’m worried about the world. Me too. Are you? 1I’m not. b I’m not worried about the world. 2Me neither. Aren’t you? I am. c I love reading poetry. 3 Me too. 4 Do you ? I don’t. d I don’t like reading poetry. Me neither. Don’t you? 5 I do . e I’ve got lots of cousins. 6 Me too. 7 Have you ? I haven’t. f I haven’t got any cousins. Me neither. Haven’t you? 8 I have . 7 Complete the sentences to make them true for you. 1 I’m really into … 2 I haven’t got … 3 I really like … 4 I’m very interested in … 5 I’m not very keen on ... 6 I’m not very good at … 8 SPEAKING Follow the instructions below to make dialogues. Student A: Choose a statement from Exercise 7. Say it to Student B. Student B: Say if you are similar or different. Use the SPEAKING FOCUS to help you. 5 Watch the video and practise. Then role-play your dialogue. ROLE-PLAY Showing interest 2 1.20 Listen to two dialogues and answer the questions. 1 What do Ed and Nick have in common? 2 What do Rachel and Kate have in common? 3 1.20 Listen again and complete the SPEAKING FOCUS with responses a–e. a Do you? Right … d Really? I love it. b Really? That’s cool! e Me too. c Is she? 1 SPEAKING Look at the activities in the box. Discuss the questions. eating and drinking travelling doing sport listening to music shopping socialising with friends meeting new people watching fi lms being online 1 How much of your free time do you spend on each activity? 2 What other things do you do in your free time? 3 How similar or different are you to your partner? SPEAKING 1.8 Showing interest I can show interest in a conversation and express similarity or difference. 5 15 1.1 Vocabulary 4.1 adventurous /ədˈventʃərəs/ bad mood /ˌbæd ˈmuːd/ be popular with /ˌbi ˈpɒpjələ wɪð/ be successful /ˌbi səkˈsesfəl/ be the centre of attention /ˌbi ðə ,sentər əv əˈtenʃən/ caring /ˈkeərɪŋ/ charity /ˈtʃærəti/ cheerful /ˈtʃɪəfəl/ confi dent /ˈkɒnfədənt/ dependent /dɪˈpendənt/ dishonest /dɪsˈɒnəst/ experience /ɪkˈspɪəriəns/ friendly /ˈfrendli/ generous /ˈdʒenərəs/ hard-working /ˌhɑːd ˈwɜːkɪŋ/ honest /ˈɒnəst/ impolite /ˌɪmpəˈlaɪt/ independent /ˌɪndəˈpendənt/ insensitive /ɪnˈsensətɪv/ irresponsible /ˌɪrɪˈspɒnsəbəl/ kind /kaɪnd/ lazy /ˈleɪzi/ lonely /ˈləʊnli/ look after /ˌlʊk ˈɑːftə/ look cheerful/tired /ˌlʊk ˈtʃɪəfəl/ˈtaɪəd/ look forward to /ˌlʊk ˈfɔːwəd tə/ mean /miːn/ miserable /ˈmɪzərəbəl/ outgoing /ˌaʊtˈɡəʊɪŋ/ polite /pəˈlaɪt/ popular /ˈpɒpjələ/ responsible /rɪˈspɒnsəbəl/ selfi sh /ˈselfɪʃ/ sensible /ˈsensəbəl/ sensitive /ˈsensətɪv/ serious /ˈsɪəriəs/ shy /ʃaɪ/ silly /ˈsɪli/ sociable /ˈsəʊʃəbəl/ stupid /ˈstjuːpɪd/ talkative /ˈtɔːkətɪv/ tattoo /təˈtuː/ tell lies /ˌtel ˈlaɪz/ unadventurous /ˌʌnədˈventʃərəs/ unpopular /ʌnˈpɒpjələ/ unwise /ˌʌnˈwaɪz/ wise /waɪz/ 1.2 Grammar 4.2 admire /ədˈmaɪə/ be passionate about sth /ˌbi ˈpæʃənət əˌbaʊt ˌsʌmθɪŋ/ follow sb on Twitter /ˌfɒləʊ ˌsʌmbɒdi ɒn ˈtwɪtə/ foreign country /ˌfɒrɪn ˈkʌntri/ in person /ˌɪn ˈpɜːsən/ inspire /ɪnˈspaɪə/ it takes sb a minute/an hour to do sth /ɪt ˌteɪks ˌsʌmbɒdi ə ˌmɪnət/ən aʊə tə ˈduː ˌsʌmθɪŋ/ role model /ˈrəʊl ˌmɒdl/ run a foundation /ˌrʌn ə faʊnˈdeɪʃən/ work on /ˈwɜːk ɒn/ 1.3 Listening 4.3 accommodation /əˌkɒməˈdeɪʃən/ act /ækt/ active /ˈæktɪv/ adapt to /əˈdæpt tə/ adaptable /əˈdæptəbəl/ ambitious /æmˈbɪʃəs/ communicate /kəˈmjuːnɪkeɪt/ communicative /kəˈmjuːnɪkətɪv/ developing country /dɪˌveləpɪŋ ˈkʌntri/ diffi cult conditions /ˌdɪfɪkəlt kənˈdɪʃənz/ fantastic /fænˈtæstɪk/ farm /fɑːm/ fi t /fɪt/ healthy /ˈhelθi/ homeless /ˈhəʊmləs/ hospital /ˈhɒspɪtl/ imaginative /ɪˈmædʒɪnətɪv/ imagine /ɪˈmædʒɪn/ impress /ɪmˈpres/ inspired by /ɪnˈspaɪəd baɪ/ library /ˈlaɪbrəri/ make a good impression /ˌmeɪk ə ɡʊd ɪmˈpreʃən/ nursery /ˈnɜːsəri/ old people’s home /ˌəʊld ˈpiːpəlz həʊm/ opportunity /ˌɒpəˈtjuːnəti/ personal quality /ˌpɜːsənəl ˈkwɒləti/ pessimistic /ˌpesəˈmɪstɪk/ prison /ˈprɪzən/ protect /prəˈtekt/ protective /prəˈtektɪv/ soup kitchen for homeless people /ˈsuːp ˌkɪtʃən fə ˌhəʊmləs ˌpiːpəl/ sure of yourself /ˈʃɔːr əv jəˌˈself/ team player /ˈtiːm ˌpleɪə/ voluntary work /ˈvɒləntəri wɜːk/ volunteer /ˌvɒlənˈtɪə/ 1.4 Reading 4.4 adventure /ədˈventʃə/ ambition /æmˈbɪʃən/ average age /ˈævərɪdʒ eɪdʒ/ be afraid of /ˌbi əˈfreɪd əv/ believe in /bəˈliːv ɪn/ belong to /bɪˈlɒŋ tə/ can’t afford /ˌkɑːnt əˈfɔːd/ care about /ˈkeər əˌbaʊt/ connect with /kəˈnekt wɪð/ deal with /ˈdiːl wɪð/ depend on /dɪˈpend ɒn/ enormous /ɪˈnɔːməs/ focus on /ˈfəʊkəs ɒn/ generation /ˌdʒenəˈreɪʃən/ get married /ˌɡet ˈmærid/ get up /ˌget ˈʌp/ gig /ɡɪɡ/ go out /ˌgəʊ ˈaʊt/ good at /ˈɡʊd ət/ grow up /ˌɡrəʊ ˈʌp/ impatience /ɪmˈpeɪʃəns/ impatient /ɪmˈpeɪʃənt/ independence /ˌɪndəˈpendəns/ listen to /ˈlɪsən tə/ loneliness /ˈləʊnlinəs/ miss out /ˌmɪs ˈaʊt/ passion /ˈpæʃən/ popularity /ˌpɒpjəˈlærəti/ share /ʃeə/ spend money on /ˌspend ˈmʌni ɒn/ spend time /ˌspend ˈtaɪm/ think about /ˈθɪŋk əˈbaʊt/ unemployment /ˌʌnɪmˈplɔɪmənt/ worry about /ˌwʌri əˈbaʊt/ 1.5 Grammar 4.5 avoid /əˈvɔɪd/ can’t stand /ˌkɑːnt ˈstænd/ casual clothes /ˌkæʒuəl ˈkləʊðz/ consider /kənˈsɪdə/ decide /dɪˈsaɪd/ don’t mind /ˌdəʊnt ˈmaɪnd/ enjoy /ɪnˈdʒɔɪ/ get a job /ˌɡet ə ˈdʒɒb/ hate /heɪt/ hoodie /ˈhʊdi/ identity /aɪˈdentəti/ jacket /ˈdʒækət/ look good /ˌlʊk ˈɡʊd/ prefer /prɪˈfɜː/ pretend /prɪˈtend/ priority /praɪˈɒrɪti/ refuse /rɪˈfjuːz/ second-hand clothes /ˌsekəndˌhænd ˈkləʊðz/ skinny jeans /ˌskɪni ˈdʒiːnz/ suit /suːt/ sweatpants /ˈswetpænts/ tie /taɪ/ uniform /ˈjuːnəfɔːm/ winter coat /ˌwɪntə ˈkəʊt/ 1.6 Use of English 4.6 be lucky /ˌbi ˈlʌki/ busy /ˈbɪzi/ cook (n) /kʊk/ crowded /ˈkraʊdɪd/ elderly /ˈeldəli/ experienced /ɪkˈspɪəriənst/ poor /pʊə/ rude /ruːd/ useful /ˈjuːsfəl/ 1.7 Writing 4.7 bad at /ˈbæd ət/ be crazy about /ˌbi ˈkreɪzi əˌbaʊt/ be into/keen on /ˌbe ˈɪntə/ˈkiːn ɒn/ be involved in /ˌbi ɪnˈvɒlvd ɪn/ be mad about /ˌbi ˈmæd əˌbaʊt/ be obsessed with /ˌbi əbˈsest wɪð/ be serious about /ˌbi ˈsɪəriəs əˌbaʊt/ disappointed with /ˌdɪsəˈpɔɪntɪd wɪð/ excited about /ɪkˈsaɪtɪd əˌbaʊt/ interested in /ˈɪntrəstɪd ɪn/ unfi t /ʌnˈfɪt/ useless at /ˈjuːsləs ət/ 1.8 Speaking 4.8 can’t wait /kɑːnt weɪt/ do sport /ˌduː ˈspɔːt/ have sth in common /ˌhæv ˌsʌmθɪŋ ɪn ˈkɒmən/ play the violin/guitar /ˌpleɪ ðə ˌvaɪəˈlɪn/ ɡɪˈtɑː/ socialise with /ˈsəʊʃəlaɪz wɪð/ UNIT 1 Lives people live Word list WORD LIST ACTIVITIES • Students work in pairs. They write words for their partner with missing letters and say the topic for each word, e.g. personality: o_ t _ _ _ n _ (outgoing), feelings and emotions: d _ s _ _ p _ _ _ t _ d w _ _ h (disappointed with), clothes: h _ _ d _ _ (hoodie), etc. Their partner tries to complete the words. • Divide students into teams. Call out a word for the first team. They have to explain the meaning. 16 16 VOCABULARY AND GRAMMAR USE OF ENGLISH FOCUS REVIEW 1 5 Choose the correct answer, A, B or C. 1 Johann is boy that he has never been to a school party. A so shy B such shy C such a shy 2 with the project today? A Who helps Mary B Who is helping Mary C Who does help Mary 3 X: I don’t enjoy shopping for clothes. Y: A Me too. B Me neither. C Not me. 4 Sally is . She’s been to Thailand twice. A such an adventurous B such adventurous C so adventurous 5 X: My older sister is a charity worker. Y: A Is she? B Does she? C Has she? 6 Choose the answer, A, B or C that is closest in meaning to the underlined words. 1 Agnes is so friendly and sociable. A outgoing B lucky C responsible 2 What is she like? A What kind of person is she? B What is her appearance? C What is her hobby? 3 Jasper can’t stand buying unimportant things. A doesn’t mind buying B doesn’t want to buy C can’t afford to buy 4 Their grandmother is so caring. A such a caring woman B such caring woman C always caring 5 Drake is crazy about sports cars. A useless at B obsessed with C afraid of 1 Complete the sentences with personality adjectives. The fi rst letters are given. 1 Shona never smiles and is always depressed. She’s a really miserable person. 2 Tim looks after his younger brother when their parents are out. He’s so responsible . 3 Zina is such a selfish girl. She cares only about herself. 4 Neil’s never made a silly decision. He’s such a sensible boy. 5 Has Marion always been so lazy ? She always stays in bed until midday! 6 My grandparents often give me money for the cinema or CDs. They‘re so generous . 2 Complete the sentences with the correct form of the words in capitals. 1 My brothers are very active . They play sports every day! ACT 2 Gino makes new friends easily. He’s so communicative . COMMUNICATE 3 Carla is sometimes dishonest , so I don’t believe in her stories. HONEST 4 Volunteers work in different conditions, so they must be adaptable to changing situations. ADAPT 5 Leslie is such an imaginative girl. She comes up with stories and writes songs. IMAGINE 6 A lot of people decided to help this poor family after that inspiring TV programme. INSPIRE 3 Complete the questions with the correct form of the verbs in brackets. 1 Have you ever had any problems with your smartphone? (have) 2 What does your new friend look like ? (look like) 3 Who has used/is using my tablet? It’s not on my desk. (use) 4 Do your grandparents like listening to heavy metal? (like) 5 What is Amy watching at the moment? Is it a TV show? (watch) 6 Who looks after your dog when you’re on holiday? (look after) 4 Use the prompts to write sentences. 1 My sister / avoid / buy / second-hand clothes. My sister avoids buying second-hand clothes. 2 you / ever / refuse / help / your friend? Have you ever refused to help your friend? 3 We / not need / wear / a school uniform. We don’t need to wear a school uniform. 4 They / not afford / buy / a new laptop. They can’t afford to buy a new laptop. 5 I / always / want / dance / in a folk group. I have always wanted to dance in a folk group. 6 you / spend / a long time / study / when you get home from school? Do you spend a long time studying when you get home from school? 17 LISTENING 10 Do the task in pairs. This semester you’re taking part in a student exchange programme in the UK. Write an email to a friend in the USA . Include the following information: • explain where you are and express your opinion about this place • talk about the family you’re staying with • describe a friend you met at the new school • write how you spent the last weekend. WRITING 9 Look at the photo and choose the most suitable words in the box to describe it. In pairs, describe the photo and answer the questions. Verbs: belong, carry, clean up, communicate, earn, pick up, protect, run, sing, watch, wear Nouns: bags, gloves, outfi t, phone, rain, rubbish, screen, trees, volunteers, wood SPEAKING 1 Do you think the people in the photo are good voluntary workers? Why?/Why not? 2 Do you get involved in voluntary work? Why?/ Why not? 3 Describe a school charity action you took part in or heard of. 8 Do the task in pairs. 7 1.23 Listen to a conversation with Tony, who has taken part in an experiment. Then complete the summary with the missing information. Do not use more than three words in each gap. Listen to the recording twice. Today’s guest of the weekly programme is Tony Miller, who studies 1 Psychology in Zurich. Tony volunteered to help a team of 2 university researchers to do a unique experiment. In the experiment, fi fty participants received an amount of money and were divided into two groups. People in Group 1 could only spend the money on themselves, while people in Group 2 – on any 3 person they chose/wanted/knew . During the experiment, the researchers observed those parts of participants’ 4 brains which are responsible for making decisions and feelings. Before, during and after the experiment, the participants from both groups were asked how happy they were. The results of the experiment show that when people do not share what they have with others, they feel 5 less happy than generous people. Your friend and you want to create an Internet comic book about matters which interest young people. You’re thinking about who the hero should be. Read the role card and have a discussion. You start the conversation. • Say if you think the hero is a man or a woman and what he/she looks like • Accept Student B’s suggestions about the hero’s appearance and say what personality the hero would have • Add more detail about the superpower • Suggest a name for the hero. Your friend and you want to create an Internet comic book about matters which interest young people. You’re thinking about who the hero should be. Read the role card and have a discussion. Student A starts the conversation. • Disagree with the description of the hero’s appearance and suggest a change • Add some more features of the character of the hero and suggest a superpower he/she has • Say what he/she is interested in • Discuss Student A’s name of the hero and agree on the name. Student A Student B REFERENCES Audioscript p. 178 How to teach with projects p. T19 EXTRA ACTIVITIES • Photocopiable resources 52–53 Multiple choice (15 min.) pp. 211, 270–271 • Photocopiable resources 54–55 Sentence transformation (15 min.) pp. 211, 272–273 • Use of English 1, WORD STORE booklet, p. 2 • Photocopiable resource 6 A fictional character (speaking; 5 min.) pp. 202, 217 • Extra digital activities: Listening and Use of English NEXT CLASS • Ask students to do Self-check 1.10, WB pp. 16–17, as homework. • Ask students to prepare for Unit Test 1: Assessment Package, Unit 1. 17 16 VOCABULARY AND GRAMMAR USE OF ENGLISH FOCUS REVIEW 1 5 Choose the correct answer, A, B or C. 1 Johann is boy that he has never been to a school party. A so shy B such shy C such a shy 2 with the project today? A Who helps Mary B Who is helping Mary C Who does help Mary 3 X: I don’t enjoy shopping for clothes. Y: A Me too. B Me neither. C Not me. 4 Sally is . She’s been to Thailand twice. A such an adventurous B such adventurous C so adventurous 5 X: My older sister is a charity worker. Y: A Is she? B Does she? C Has she? 6 Choose the answer, A, B or C that is closest in meaning to the underlined words. 1 Agnes is so friendly and sociable. A outgoing B lucky C responsible 2 What is she like? A What kind of person is she? B What is her appearance? C What is her hobby? 3 Jasper can’t stand buying unimportant things. A doesn’t mind buying B doesn’t want to buy C can’t afford to buy 4 Their grandmother is so caring. A such a caring woman B such caring woman C always caring 5 Drake is crazy about sports cars. A useless at B obsessed with C afraid of 1 Complete the sentences with personality adjectives. The fi rst letters are given. 1 Shona never smiles and is always depressed. She’s a really miserable person. 2 Tim looks after his younger brother when their parents are out. He’s so responsible . 3 Zina is such a selfish girl. She cares only about herself. 4 Neil’s never made a silly decision. He’s such a sensible boy. 5 Has Marion always been so lazy ? She always stays in bed until midday! 6 My grandparents often give me money for the cinema or CDs. They‘re so generous . 2 Complete the sentences with the correct form of the words in capitals. 1 My brothers are very active . They play sports every day! ACT 2 Gino makes new friends easily. He’s so communicative . COMMUNICATE 3 Carla is sometimes dishonest , so I don’t believe in her stories. HONEST 4 Volunteers work in different conditions, so they must be adaptable to changing situations. ADAPT 5 Leslie is such an imaginative girl. She comes up with stories and writes songs. IMAGINE 6 A lot of people decided to help this poor family after that inspiring TV programme. INSPIRE 3 Complete the questions with the correct form of the verbs in brackets. 1 Have you ever had any problems with your smartphone? (have) 2 What does your new friend look like ? (look like) 3 Who has used/is using my tablet? It’s not on my desk. (use) 4 Do your grandparents like listening to heavy metal? (like) 5 What is Amy watching at the moment? Is it a TV show? (watch) 6 Who looks after your dog when you’re on holiday? (look after) 4 Use the prompts to write sentences. 1 My sister / avoid / buy / second-hand clothes. My sister avoids buying second-hand clothes. 2 you / ever / refuse / help / your friend? Have you ever refused to help your friend? 3 We / not need / wear / a school uniform. We don’t need to wear a school uniform. 4 They / not afford / buy / a new laptop. They can’t afford to buy a new laptop. 5 I / always / want / dance / in a folk group. I have always wanted to dance in a folk group. 6 you / spend / a long time / study / when you get home from school? Do you spend a long time studying when you get home from school? 17 LISTENING 10 Do the task in pairs. This semester you’re taking part in a student exchange programme in the UK. Write an email to a friend in the USA . Include the following information: • explain where you are and express your opinion about this place • talk about the family you’re staying with • describe a friend you met at the new school • write how you spent the last weekend. WRITING 9 Look at the photo and choose the most suitable words in the box to describe it. In pairs, describe the photo and answer the questions. Verbs: belong, carry, clean up, communicate, earn, pick up, protect, run, sing, watch, wear Nouns: bags, gloves, outfi t, phone, rain, rubbish, screen, trees, volunteers, wood SPEAKING 1 Do you think the people in the photo are good voluntary workers? Why?/Why not? 2 Do you get involved in voluntary work? Why?/ Why not? 3 Describe a school charity action you took part in or heard of. 8 Do the task in pairs. 7 1.23 Listen to a conversation with Tony, who has taken part in an experiment. Then complete the summary with the missing information. Do not use more than three words in each gap. Listen to the recording twice. Today’s guest of the weekly programme is Tony Miller, who studies 1 Psychology in Zurich. Tony volunteered to help a team of 2 university researchers to do a unique experiment. In the experiment, fi fty participants received an amount of money and were divided into two groups. People in Group 1 could only spend the money on themselves, while people in Group 2 – on any 3 person they chose/wanted/knew . During the experiment, the researchers observed those parts of participants’ 4 brains which are responsible for making decisions and feelings. Before, during and after the experiment, the participants from both groups were asked how happy they were. The results of the experiment show that when people do not share what they have with others, they feel 5 less happy than generous people. Your friend and you want to create an Internet comic book about matters which interest young people. You’re thinking about who the hero should be. Read the role card and have a discussion. You start the conversation. • Say if you think the hero is a man or a woman and what he/she looks like • Accept Student B’s suggestions about the hero’s appearance and say what personality the hero would have • Add more detail about the superpower • Suggest a name for the hero. Your friend and you want to create an Internet comic book about matters which interest young people. You’re thinking about who the hero should be. Read the role card and have a discussion. Student A starts the conversation. • Disagree with the description of the hero’s appearance and suggest a change • Add some more features of the character of the hero and suggest a superpower he/she has • Say what he/she is interested in • Discuss Student A’s name of the hero and agree on the name. Student A Student B PROJECT • How to teach with projects p. T19 • Work in groups. Do you agree with the description of Generation Z on p. 9? Prepare arguments to defend your opinion and have a discussion in class. 20 20 1 SPEAKING Read what people say about e-books and printed books. Which comments do you agree with? Think of more advantages and disadvantages. Discuss with a partner. 4 Complete the beginnings of two stories with the Past Simple or the Past Continuous form of the verbs in brackets. Past Continuous and Past Simple • You use the Past Continuous to talk about longer actions in progress at a time in the past. In 1997 Joe Jacobson 1 was working as a researcher for MIT. • You often use the Past Continuous with the Past Simple – usually when a short action (Past Simple) interrupted a longer action (Past Continuous). He 2 was lying on a beach when he 3 finished his book. Past Continuous: was/were + -ing form + I was working etc. – She wasn’t working etc. ? Were you working? etc. GRAMMAR FOCUS When I go on holiday, I don’t have to pack heavy books. I like the feel of a real book in my hands. I work with computer screens all day – I don’t want to read books on a screen too. Books are so expensive. E-books are cheaper. 2 Read about E ink. Who was Joe Jacobson and why did he have a ‘Eureka’ moment? In 1997 Joe Jacobson was working as a researcher for the Massachusetts Institute of Technology (MIT). One summer, he went on holiday to the coast. He was lying on a beach when he  nished his book. Unfortunately, he didn’t have another one with him. At that moment, he imagined an electronic book that he could download any time he wanted and read in direct sunlight. It was a ‘Eureka’ moment. His vision became E ink technology and helped develop the e-readers that we have today. 3 Read the GRAMMAR FOCUS. Complete the examples using the past forms in blue in Exercise 2. 5 SPEAKING Which story would you like to continue reading and why? Tell your partner. 6 Complete each sentence with one Past Simple and one Past Continuous verb form. Which sentences are true for you? 1 My parents were studying (study) when they met (meet). 2 My computer crashed (crash) when I was doing (do) my homework last night. 3 I was watching (watch) a fi lm when my mum got (get) home yesterday. 4 It was raining (rain) when I woke up (wake up) this morning. 5 I burned (burn) myself when I was making (make) breakfast. 6 A friend texted (text) me when I was walking (walk) to school. 7 Write questions for the sentences in Exercise 6. Change pronouns where necessary. Then ask your partner as in the example. A: Were your parents studying when they met? B: No, they weren’t. 8 Watch the Focus Vlog. For the worksheet, go to page 119. FOCUS VLOG About technology 20 It was a terrible stormy night six months after my father’s death. My mother 1was sitting (sit) alone by the fi re, waiting for her baby to arrive. She 2 was feeling (feel) sad and ill. Suddenly she 3 heard (hear) a noise outside. ‘There’s someone at the door, Peggotty,’ my mother 4 called (call). ‘Who is it?’ Peggotty was her servant and her only real friend. ‘I’ll go and see,’ Peggotty 5 replied (reply). She 6 went (go) and 7 opened (open) the door. As the carriage moved quickly along the rough dry road, Jonathan Harker 8was looking out (look out) at the changing view. Behind him was a land of small, green hills and colourful fi elds of fruit trees. Now he 9 was driving (drive) into the Transylvanian mountains through a thick forest. It 10 was getting (get) dark, and the other people in the carriage 11 were (be) quiet and afraid. A woman opposite him 12 reached (reach) towards him and 13 put (put) something in his hand. It 14 was (be) a small, silver cross. ‘Wear it around your neck,’ she said. ‘You’ll be safe.’ 1 2 3 4 Grammar page 135 GRAMMAR 6.22.2 Past Continuous and Past Simple I can use the Past Simple and Past Continuous to describe past events. 7 8 1 1.29 Label the photos with the words in the box. Then listen, check and repeat. linguistics geology marine biology archaeology psychology conservation 21 6 1.33 Complete the table. Then listen, check and repeat. Mark the stress. Subject Job 1 archaeology 2 analysis 3 conservation 4 geology 5 linguistics 6 psychology analyst conservationist geologist linguist psychologist 7 SPEAKING Practise the words in Exercise 6 as in the example. Pay attention to the stress. A: What does an archaeologist do? B: Archaeology. PRONUNCIATION FOCUS WORD STORE 2D Collocations 8 1.34 Complete WORD STORE 2D with the words in the box. Then listen, check and repeat. 9 Complete the statements about the speakers with the words and phrases in WORD STORE 2D. 1 The marine biologist wants to collect evidence about global warming. 2 The linguist has published a research paper on robot communication. 3 The psychologist loves doing research and analysing data . 4 The archaeologist spent hours in the Egyptian room in the Louvre. 5 The conservationist is doing research into climate change to help protect the environment . 10 SPEAKING How common is it to study the same subjects as your parents? Think about your friends and family. What will you do? Discuss with a partner. A B C D E F archaeology geology linguistics conservation marine biology psychology LISTENING 2.3 EXAM FOCUS Matching 2 1.30 Listen to two conversations and choose the correct answer. 1 What does the girl want to study in the future? photo A photo B photo D ✓ 2 The girl and the boy have both seen one of the documentaries. What was it about? photo B ✓ photo E photo F 3 1.31 SPEAKING Complete the job descriptions with the jobs in the box. Then listen, check and repeat. Do you know anybody who does one of these jobs? Tell your partner. A linguist A geologist A marine biologist A psychologist An archaeologist A conservationist 1 A linguist studies and often speaks a lot of languages. 2 A conservationist studies ways of protecting the environment. 3 A geologist studies rocks and the history of the Earth. 4 A psychologist studies how people behave and how their minds work. 5 An archaeologist studies people who lived thousands of years ago. 6 A marine biologist studies, observes and protects oceans. 4 1.32 Listen to fi ve speakers talking about why they became scientists. Which job in Exercise 3 does each person do? 5 1.32 Listen again. Match speakers 1–5 with statements A–F. There is one extra statement. Speaker 1: B Speaker 3: A Speaker 5: C Speaker 2: F Speaker 4: D A I want to understand how early childhood affects behaviour. B I’m keen on studying how machines can communicate. C I want to explore oceans and preserve the ocean environment. D I’m interested in studying our prehistoric ancestors. E I want to study the evolution of our planet. F I want to fi nd solutions to nature’s problems. Matching I can identify key details in a simple recorded narrative about scientists. archaeologist REFERENCES Culture notes p. 171 Videoscript p. 194 Using videos in the classroom p. T14 EXTRA ACTIVITIES • Grammar animation • Photocopiable resource 9 Test yourselves (10 min.) pp. 202, 221 • Extra digital activities: Grammar Checkpoint WORKBOOK p. 20, including Show What You’ve Learnt NEXT CLASS Ask students to prepare for a 10–20-minute Grammar Quiz: Assessment Package, Unit 2.2, Grammar. VIDEO 7 8 Exercise 2 Joe Jacobson was a researcher. Because he finished his book and wanted another one to read. Exercise 7 2 Did your computer crash when you were doing your homework last night? 3 Were you watching a film when your mum got home yesterday? 4 Was it raining when you woke up this morning? 5 Did you burn yourself when you were making breakfast? 6 Did a friend text you when you were walking to school? 21 20 1 SPEAKING Read what people say about e-books and printed books. Which comments do you agree with? Think of more advantages and disadvantages. Discuss with a partner. 4 Complete the beginnings of two stories with the Past Simple or the Past Continuous form of the verbs in brackets. Past Continuous and Past Simple • You use the Past Continuous to talk about longer actions in progress at a time in the past. In 1997 Joe Jacobson 1 was working as a researcher for MIT. • You often use the Past Continuous with the Past Simple – usually when a short action (Past Simple) interrupted a longer action (Past Continuous). He 2 was lying on a beach when he 3 finished his book. Past Continuous: was/were + -ing form + I was working etc. – She wasn’t working etc. ? Were you working? etc. GRAMMAR FOCUS When I go on holiday, I don’t have to pack heavy books. I like the feel of a real book in my hands. I work with computer screens all day – I don’t want to read books on a screen too. Books are so expensive. E-books are cheaper. 2 Read about E ink. Who was Joe Jacobson and why did he have a ‘Eureka’ moment? In 1997 Joe Jacobson was working as a researcher for the Massachusetts Institute of Technology (MIT). One summer, he went on holiday to the coast. He was lying on a beach when he  nished his book. Unfortunately, he didn’t have another one with him. At that moment, he imagined an electronic book that he could download any time he wanted and read in direct sunlight. It was a ‘Eureka’ moment. His vision became E ink technology and helped develop the e-readers that we have today. 3 Read the GRAMMAR FOCUS. Complete the examples using the past forms in blue in Exercise 2. 5 SPEAKING Which story would you like to continue reading and why? Tell your partner. 6 Complete each sentence with one Past Simple and one Past Continuous verb form. Which sentences are true for you? 1 My parents were studying (study) when they met (meet). 2 My computer crashed (crash) when I was doing (do) my homework last night. 3 I was watching (watch) a fi lm when my mum got (get) home yesterday. 4 It was raining (rain) when I woke up (wake up) this morning. 5 I burned (burn) myself when I was making (make) breakfast. 6 A friend texted (text) me when I was walking (walk) to school. 7 Write questions for the sentences in Exercise 6. Change pronouns where necessary. Then ask your partner as in the example. A: Were your parents studying when they met? B: No, they weren’t. 8 Watch the Focus Vlog. For the worksheet, go to page 119. FOCUS VLOG About technology 20 It was a terrible stormy night six months after my father’s death. My mother 1was sitting (sit) alone by the fi re, waiting for her baby to arrive. She 2 was feeling (feel) sad and ill. Suddenly she 3 heard (hear) a noise outside. ‘There’s someone at the door, Peggotty,’ my mother 4 called (call). ‘Who is it?’ Peggotty was her servant and her only real friend. ‘I’ll go and see,’ Peggotty 5 replied (reply). She 6 went (go) and 7 opened (open) the door. As the carriage moved quickly along the rough dry road, Jonathan Harker 8was looking out (look out) at the changing view. Behind him was a land of small, green hills and colourful fi elds of fruit trees. Now he 9 was driving (drive) into the Transylvanian mountains through a thick forest. It 10 was getting (get) dark, and the other people in the carriage 11 were (be) quiet and afraid. A woman opposite him 12 reached (reach) towards him and 13 put (put) something in his hand. It 14 was (be) a small, silver cross. ‘Wear it around your neck,’ she said. ‘You’ll be safe.’ 1 2 3 4 Grammar page 135 GRAMMAR 6.22.2 Past Continuous and Past Simple I can use the Past Simple and Past Continuous to describe past events. 7 8 1 1.29 Label the photos with the words in the box. Then listen, check and repeat. linguistics geology marine biology archaeology psychology conservation 21 6 1.33 Complete the table. Then listen, check and repeat. Mark the stress. Subject Job 1 archaeology 2 analysis 3 conservation 4 geology 5 linguistics 6 psychology analyst conservationist geologist linguist psychologist 7 SPEAKING Practise the words in Exercise 6 as in the example. Pay attention to the stress. A: What does an archaeologist do? B: Archaeology. PRONUNCIATION FOCUS WORD STORE 2D Collocations 8 1.34 Complete WORD STORE 2D with the words in the box. Then listen, check and repeat. 9 Complete the statements about the speakers with the words and phrases in WORD STORE 2D. 1 The marine biologist wants to collect evidence about global warming. 2 The linguist has published a research paper on robot communication. 3 The psychologist loves doing research and analysing data . 4 The archaeologist spent hours in the Egyptian room in the Louvre. 5 The conservationist is doing research into climate change to help protect the environment . 10 SPEAKING How common is it to study the same subjects as your parents? Think about your friends and family. What will you do? Discuss with a partner. A B C D E F archaeology geology linguistics conservation marine biology psychology LISTENING 2.3 EXAM FOCUS Matching 2 1.30 Listen to two conversations and choose the correct answer. 1 What does the girl want to study in the future? photo A photo B photo D ✓ 2 The girl and the boy have both seen one of the documentaries. What was it about? photo B ✓ photo E photo F 3 1.31 SPEAKING Complete the job descriptions with the jobs in the box. Then listen, check and repeat. Do you know anybody who does one of these jobs? Tell your partner. A linguist A geologist A marine biologist A psychologist An archaeologist A conservationist 1 A linguist studies and often speaks a lot of languages. 2 A conservationist studies ways of protecting the environment. 3 A geologist studies rocks and the history of the Earth. 4 A psychologist studies how people behave and how their minds work. 5 An archaeologist studies people who lived thousands of years ago. 6 A marine biologist studies, observes and protects oceans. 4 1.32 Listen to fi ve speakers talking about why they became scientists. Which job in Exercise 3 does each person do? 5 1.32 Listen again. Match speakers 1–5 with statements A–F. There is one extra statement. Speaker 1: B Speaker 3: A Speaker 5: C Speaker 2: F Speaker 4: D A I want to understand how early childhood affects behaviour. B I’m keen on studying how machines can communicate. C I want to explore oceans and preserve the ocean environment. D I’m interested in studying our prehistoric ancestors. E I want to study the evolution of our planet. F I want to fi nd solutions to nature’s problems. Matching I can identify key details in a simple recorded narrative about scientists. archaeologist REFERENCES Audioscript p. 179 EXTRA ACTIVITIES Students write the jobs in order 1–6 of preference for themselves (1 = best, 6 = least favourite). They compare in pairs, justifying their choices and trying to use the new vocabulary. WORKBOOK p. 21 NEXT CLASS Ask students to find out three facts about Antarctic exploration. Exercise 4 1 A linguist 2 A conservationist 3 A psychologist 4 An archaeologist 5 A marine biologist 22 READING 2.4 22 1 SPEAKING Look at the photos of Antarctica. Discuss the questions. 1 What do you think it’s like working there? 2 What kind of jobs do you think people do? 2 Look at comments from people interested in working in Antarctica. Tick the people who you think are suitable. 1 ‘I don’t mind working long hours.’ ✓ 2 ‘I don’t like the dark.’ 3 ‘I need my own space.’ 4 ‘I’m very fi t and healthy.’ ✓ 5 ‘I expect to earn lots of money.’ 6 ‘I want to save the planet.’ ✓ 3 1.35 Listen to a talk about working in Antarctica. Check your ideas in Exercises 1 and 2. 4 SPEAKING Discuss whether you would like to work in Antarctica. Explain why or why not. 5 Read an interview with a research scientist and answer the questions. 1 What is the population of Antarctica? 1,000–4,000 2 What did Jane Roberts do in her free time in Antarctica? She read lots of books and played games. 3 What did she miss most when she was there? colours EXAM FOCUS Multiple choice 6 Read the text again. For questions 1–5, choose the correct answer, A, B, C or D. 1 The South Pole Station is named after A the fi rst person to reach the South Pole. B the fi rst person who died after reaching the South Pole. C the fi ve people who died after reaching the South Pole. D the fi rst two explorers to reach the South Pole. 2 People who work in Antarctica A are residents of Antarctica. B live in small towns. C stay for a period of time in research stations. D return to their country in winter. 3 Jane discovered that A she likes working in a laboratory. B millions of years ago dinosaurs lived on ice. C the Antarctic wasn’t always cold. D research is like doing a jigsaw. 4 The temperature at the South Pole A is –80 degrees all year round. B is usually above zero in summer. C never rises above zero. D is too cold to go outside. 5 In the interview, Jane A describes her experience of working in Antarctica. B encourages tourists to visit Antarctica. C explains how researchers apply for jobs in Antarctica. D presents her research into the weather in Antarctica. 7 1.37 Match the words in blue in the text with the defi nitions in the box. Then listen, check and repeat. 1 several sheets of material on top of one another = layers 2 the skeleton = remains 3 a place where planes can land = airstrip 4 organise and manage = run 5 a place to eat, usually in a school or factory = canteen 6 a picture cut into small pieces that you put together = jigsaw 7 arrived (at a place) = reached 8 SPEAKING Complete the questions with the correct form of the words in Exercise 7. Then ask and answer the questions. 1 How long does it take you to reach home after school? 2 Do you usually have lunch in the school canteen ? 3 Have you ever completed a 1,000-piece jigsaw ? 4 Would you like to run your own business one day? 5 How many layers of clothing do you wear when you go outside in winter? 6 Do any museums in your city have dinosaur remains ? 9 1.38 Listen to the words and phrases in the box and repeat them. Then complete the text. above/below zero average temperature (0°) degrees centigrade (Celsius) plus/minus 10°C The temperature rises/falls to (+40°/–80°) degrees. Antarctic weather The interior of Antarctica is the coldest place on Earth. The hottest month at the South Pole is January with an average temperature of minus 25 1 degrees centigrade. This is the summer in Antarctica. In fact, the temperature in Antarctica has never risen 2 above zero. The warmest temperature ever recorded at the South Pole (on December 25, 2011) was 3 minus 12.3 degrees 4centigrade/Celsius . In winter, temperatures 5 fall to 80 degrees centigrade 6 below zero. The coldest month is September. 10 SPEAKING Tell your partner about the last time you experienced an extreme temperature, hot or cold. Use the questions to prepare. 1 When did you experience an extreme temperature? 2 Where were you and what were you doing at the time? 3 What was the temperature? How long did it last? 4 How did you manage and what did you do? 5 Do you like extreme temperatures? Why?/Why not? WORD STORE 2E The temperature 11 1.39 Complete WORD STORE 2E by arranging the adjectives in order from coldest to hottest. Then listen, check and repeat. Multiple choice I can scan an interview to locate specifi c information. 23 23 Science at the South Pole Why did you want to work in Antarctica? I was studying in London and I read about an exciting research project in Antarctica. I applied for the job, but thousands of other people also applied. I was lucky! What exactly were you doing there? I was doing research into marine life. I collected specimens of ice and examined them in the laboratory. There are layers of ice thousands of years old! We found the remains of a dinosaur. It was in millions of pieces and we had to put all the pieces together like a jigsaw. Our research showed us that millions of years ago the Antarctic was much warmer. What did you wear in Antarctica? It’s extremely cold all year round. When I was doing experiments outside, I wore three pairs of socks and often  ve layers of clothing. Winter temperatures fall to –80°C and even summer temperatures are below zero at the South Pole. For several months, there’s no sunlight at all. Sometimes it’s too cold to go outside. What did you do in your free time? When it was snowing, we read lots of books and played games. There isn’t much to do in Antarctica, but I enjoy reading and I made some good friends there too. Did you miss home? No, but I missed colours – it’s very white in Antarctica! But I was working all day and it was really interesting work. Jane Roberts is a marine biologist. She worked for two years in Antarctica. Here, she answers your questions. Is there really a pole at the South Pole? Yes, there is. It’s in front of the Amundsen-Scott South Pole Station. In 1911 a Norwegian explorer called Roald Amundsen was the  rst person to get there, followed by a British man, Robert Falcon Scott, thirty-four days later. Unfortunately, Scott and his team of  ve all died on the return journey. When the  rst explorers reached the South Pole there was nothing there. Now, several hundred people work at the Station. There’s an airstrip for small planes, a canteen, hot showers, a post of ce, a tourist shop, a basketball court and a movie theatre. Who does Antarctica belong to? Antarctica doesn’t belong to any nation. There’s no permanent population, but there are bases that look like small towns. Thirty different countries run about seventy research stations in Antarctica. People stay there between three and eighteen months. Most people work only in the summer months, but some stay all year round. The population is around 4,000 in summer and 1,000 in winter. 1.36 5 10 15 20 25 30 35 REFERENCES Culture notes p. 171 Audioscript p. 179 EXTRA ACTIVITIES Students write true/false sentences about the text, e.g. Not many people apply for a job in Antarctica. (F) Roald Amundsen was the first person to get to the South Pole. (T) They exchange their sentences with a partner and decide whether the sentences are true or false. WORKBOOK pp. 22–23 NEXT CLASS Ask students to do Show What You Know in the WB, p. 24. 25 24 used to • You use used to + verb to talk about past states that are no longer true. He 1 used to have fi ve or six good friends. • You use used to + verb to talk about regular past actions that don’t happen anymore. He 2 used to phone people from the phone in the sitting room. • You don’t use used to + verb to talk about a past action that only happened once. You use the Past Simple. His parents 3 bought him a camera for his sixteenth birthday. (NOT used to buy) used to + verb + I used to work … – He didn’t use to work … ? Did they use to work …? Yes, they did./No they didn’t. GRAMMAR FOCUS 4 Complete the sentences with the correct form of the verbs in brackets. Use used to + verb or the Present Simple. 1 People used to read (read) maps but now they use (use) GPS. 2 People didn’t use to use (not/use) their cars much but now they drive (drive) everywhere. 3 People update (update) their online profi les now, but they used to write (write) letters. 4 Children play (play) inside now but in the past they used to play (play) outside. 5 Teachers used to suggest (suggest) books but now they give out give out) website addresses. 6 Families used to watch (watch) the TV together but now they watch (watch) it individually. 7 Students use (use) Google now, but they used to look up (look up) things in encyclopedias. 8 Parents didn’t use to worry (not/worry) so much but now they give (give) children less freedom. 5 SPEAKING Discuss the statements in Exercise 4. Do you think they are all true? 6 Replace the Past Simple with used to + verb if possible. Which sentences are true for you? When I was at primary school, … 1 my parents took me to school every day. used to take 2 I didn’t go online much. didn’t use to go 3 I went on a school trip to the Science Museum. ✗ 4 I didn’t like school dinners. didn’t use to like 5 my parents bought me my fi rst mobile phone. ✗ 6 I wanted to be an astronaut. used to want to be 7 Make questions for the sentences in Exercise 6. Then ask and answer as in the example. A: Did your parents use to take you to school? B: Yes, they did. 1 SPEAKING Look at the photos. In what way are these things different today? Discuss with a partner. fashion friends music relationships school technology travel 2 1.40 Listen to a dialogue between Chris and his granddad. Are the sentences about Chris’s granddad true (T) or false (F)? 1 He used to phone people from the phone in the sitting room. T 2 He used to message people. F 3 He didn’t use to live near his friends. F 4 His mum didn’t use to like the loud music in his bedroom. T 5 His parents bought him a camera for his sixteenth birthday. T 6 He used to have fi ve or six good friends. T 3 Read the GRAMMAR FOCUS. Complete the examples using the past forms in blue in Exercise 2. Grammar page 136 GRAMMAR 2.5 used to I can use used to to refer to past habits and routines. 9 25 1 1.41 SPEAKING Look at the photo. Discuss what you think the fi lm is about. Use the ideas in the box. Then listen and check. civil rights for black women ✓ computers ✓ mathematicians ✓ American space projects ✓ robots ✗ 2 1.41 Listen again and choose the correct option. 1 The three women worked for NASA as mathematicians / astronauts during the 1950s and 60s. 2 While they were working for NASA, they earned more / less than their white colleagues. 3 Segregation between blacks and whites continued until the mid- / late 1960s. 4 When the fi lm came out, Katherine Johnson – now 78 / 98 years old – met the actress who played her. 5 As soon as Johnson arrived at the 2016 / 2017 Oscars ceremony, everyone stood up and cheered. 3 Read the LANGUAGE FOCUS. Complete the information with the words in blue in Exercise 2. LANGUAGE FOCUS Linkers and time expressions • You use conjunctions when/while to link things that happen at the same time. [conjunction + subject + verb] 1While they were working for NASA, they earned less than their white colleagues • You use conjunctions after/2 as soon as /before/when to link things that happen in an order. [conjunction + subject + verb] 3 When the fi lm came out, Johnson met the actress who played her. • You use prepositions during/for/until (till)/by as follows: during + noun phrase to say when something happens – 4 during the 1950s and 60s until (till) + noun phrase to talk about a state that continues up to a point in time – Segregation continued 5 until the mid-1960s. by + noun phrase to talk about an action that happens at or before a point in time – Segregation stopped by the late 1960s. 5 1.42 USE OF ENGLISH Read the text. Choose the correct answer, A, B or C. Then listen and check. 1 A When B Before C During 2 A While B When C Until 3 A During B While C After 4 A Before B While C As soon as 5 A Till B During C While 6 A until B by C during 7 A during B while C after 8 A Before B During C As soon as 6 Complete the sentences. Write fi ve true sentences and one false. 1 While I was going home yesterday, I … 2 As soon as I got home, I … 3 During the evening I … 4 I didn’t go to bed until … 5 I was fast asleep by … 7 SPEAKING Read your sentences in Exercise 6 to your partner for him/her to guess which sentence is false. 4 Choose the correct option. Then change the information to make the sentences true for you. 1 I haven't been to the cinema for / during several weeks. 2 I saw Hidden Figures during / while I was on holiday. 3 I learnt a lot about American Civil Rights during / while the fi lm. 4 I didn’t know that segregation in the USA continued until / by 1964. 5 I ate some popcorn when / after I was watching the fi lm. 6 As soon as / While the fi lm fi nished, I went home. KATHERINE JOHNSON 1When Katherine Johnson was a child, she was a maths genius. 2 she was only 14, she went to university to study Maths. 3 she was studying at university, her Maths professor told her she should become a research mathematician. 4 she graduated from university she became a teacher. 5 the 1940s she got married and had children. She didn’t become a research mathematician 6 she was 35. She got a job as a ‘computer’ with NASA. Katherine was di erent from other ‘computers’ – 7 she was at NASA, she asked a lot of questions. 8 Katherine Johnson started work at NASA, only men went to important meetings. She changed that! Use of English page 137 USE OF ENGLISH 2.6 Linkers and time expressions I can use a range of common linking words and time expressions. REFERENCES Culture notes p. 172 Audioscript p. 180 EXTRA ACTIVITIES • Students do another version of ex. 6: They write five sentence endings e.g. …, I went straight to bed. They exchange them with a partner and complete them to write true sentences using appropriate linkers in ex. 3. • Ask students to tell the class about a biographical film using the notes they have prepared. WORKBOOK p. 25 NEXT CLASS • Ask students to prepare for a 10–20-minute Use of English Quiz: Assessment Package, Unit 2.6, Use of English. 26 26 1 SPEAKING Tell your partner about a surprising or interesting thing that happened to you on holiday. Say: 1 where and when it happened. 2 how old you were. 3 what you were doing when it happened. 2 Read Paul’s story and choose the best title, A, B or C. A The Holiday of a Lifetime B Surprise by the Sea C Beautiful Cornwall 3 Read the story again and put events in the correct order. a Nobody answered the door. 5 b The weather changed. 3 c The family went into their new holiday home. 6 d The family went to Cornwall on holiday. 1 e Paul saw a cottage in the distance. 4 f The family went for a walk along the coast. 2 4 Read the WRITING FOCUS. Complete the examples with the words in purple in the story. WRITING FOCUS A story • Set the scene: I 1was twelve years old when … It was late in the evening when … It 2 was a lovely day for a walk. I was in the classroom when … • Use questions, short dramatic sentences and occasional exclamation marks to show surprise or excitement: What was 3 going on? What a 4 surprise ! What a nightmare! It was 5 awesome ! We were in trouble. • Use adverbs to add interest: All of a sudden, / 6 Unfortunately/Suddenly , / 7 Unfortunately/Suddenly , / Luckily, ... really (good) ... incredibly (beautiful) ... completely (lost) • Use a summarising statement to begin or end your story: I’ll never forget 8 the day I fi rst saw … / the time I decided to … / when I fi rst went … / … was an event I’ll never forget. WRITING 2.7 I was twelve years old and my parents and I were on holiday in Cornwall. They are both biologists and we all love nature. One morning, Dad suggested walking along the beach to a distant village. It was a lovely day for a walk, but after an hour, I noticed some dark clouds. I asked my parents if they thought we should go back. They smiled at each other, and then Mum said we were nearly there. What was going on? Mum usually made me go indoors during storms. What’s more, we were still far away from the village. Anyway, suddenly, there was loud thunder and it started to rain. “Come on, quick!” my father said. “We’re almost there.” I noticed a cottage not far away. Dad started running towards it so we ran after him. When we got there, he seemed really excited, which I must admit was a bit strange. Unfortunately, there was no one home. ’That’s unlucky,’ said Dad ‘but wait...’ Suddenly, he took a key from his pocket, unlocked the door and pushed it open. He was silent for a moment. Then with a smile he said: “Come in. And welcome home!” What a surprise! In fact, thinking back to my parents’ behaviour during the first part of our holiday, I knew something strange was going on – but I had no idea what! Our new holiday home was the perfect place for nature lovers. It was awesome! We still live in London, but our cottage in Cornwall is our dream house, and I will never forget the day I first saw it. A story I can write a story with a simple linear sequence. LANGUAGE FOCUS Informal linkers In narrative stories we often use: • I have to say or 1I must admit to emphasise the next piece of information. • Anyhow or 2 anyway to change the subject or move the story on. • Actually or 3 in fact to show that the next piece of information is surprising. • And, but, because, 4 so to join parts of sentences. • Then, when, while, 5 during to make the order of events clear. 27 5 Read the extracts from different stories. Find and correct three mistakes in each. 6 SPEAKING Choose one of the extracts in Exercise 5 and say what you think happened next. 7 Complete the LANGUAGE FOCUS with the underlined linkers in the story. 8 Read the story and choose the correct option. 1 I was 14 years old then when I fi rst became interested in archaeology. I was looking for fossils one Sunday afternoon when I made the discovery that made me famous. I am ’ll never forget the feeling of seeing it there in the ground for the fi rst time. It was awesome?! 2 We were in the Chemistry lab at school when we noticed the strange smell. All of a suddenly sudden, there was a loud bang. What is was going on? Our teacher walked in from a lab next to ours. Her hair was a mess and her glasses were black with smoke. Lucky Luckily, she was more shocked than hurt. ‘What happened, Miss?’ asked one of my classmates. 3 The school trip to the science museum is a day I’ll never remember forget. We had a great time at the museum. When we were going back to meet the others at the bus to go home, my friend and I got stuck in a lift. The lights went o and the alarm didn’t work. We were on in trouble. What we were were we going to do? ‘This is a bad start’, I thought and looked again at the directions on my phone. I was trying to fi nd the city hospital for my fi rst day of work experience in the IT department there. Unfortunately, I was very late and totally lost. 1 I have to say /Anyhow it was my fault. I forgot to check the route the day before. 2 During/ Anyway , my phone said to turn right, but 3 in fact /I have to say there was no right turn, just a wall! What was I going to do? I was already ten minutes late. ‘Go back to the main road and try again,’ I thought ‘and go quickly!’ I hurried along as fast as I could. I was turning a corner 4then/ when suddenly there was a bang 5 and /so everything went black. 6 When /I must admit I opened my eyes, there were four worried faces looking down at me. ‘Are you alright?’ ‘Yes, I think so’, I said. My head hurt. 7 Then /While I remembered the bang and the darkness. ‘What happened?’ ‘Well, you were hurrying along looking at your phone, and you bumped into that tree. We thought you should go to hospital so we’ve called an ambulance.’ Luckily, the doctor said I was fi ne. 8Anyway/ I must admit that was not how I expected to arrive at the hospital for my fi rst day of work experience! 9 Do the writing task. Use the ideas in the WRITING FOCUS and the LANGUAGE FOCUS to help you. Your teacher has asked you to write a story ending with: I was so relieved. It was fi nally over! Use the questions below to help you. • Where were you? • When was it? • Who was with you? • What happened? • What could you see and hear? • How did you feel? • What did you do next? • How did it end? Remember to: • give your story a title. • make your story interesting for the reader. • give your story a strong ending. SHOW WHAT YOU‘VE LEARNT It was a chilly autumn morning … REFERENCES Culture notes p. 172 EXTRA ACTIVITIES • Photocopiable resource 11 A story (15 min.) pp. 203, 223 • Students work in pairs and write a story beginning with: I’ll never forget that day! WORKBOOK pp. 26–27, including Show What You’ve Learnt and Show That You’ve Checked NEXT CLASS Ask students to prepare notes about an adventure film that they have seen. What happened? What happened in the end? Students make short notes to talk about the film. 27 26 1 SPEAKING Tell your partner about a surprising or interesting thing that happened to you on holiday. Say: 1 where and when it happened. 2 how old you were. 3 what you were doing when it happened. 2 Read Paul’s story and choose the best title, A, B or C. A The Holiday of a Lifetime B Surprise by the Sea C Beautiful Cornwall 3 Read the story again and put events in the correct order. a Nobody answered the door. 5 b The weather changed. 3 c The family went into their new holiday home. 6 d The family went to Cornwall on holiday. 1 e Paul saw a cottage in the distance. 4 f The family went for a walk along the coast. 2 4 Read the WRITING FOCUS. Complete the examples with the words in purple in the story. WRITING FOCUS A story • Set the scene: I 1was twelve years old when … It was late in the evening when … It 2 was a lovely day for a walk. I was in the classroom when … • Use questions, short dramatic sentences and occasional exclamation marks to show surprise or excitement: What was 3 going on? What a 4 surprise ! What a nightmare! It was 5 awesome ! We were in trouble. • Use adverbs to add interest: All of a sudden, / 6 Unfortunately/Suddenly , / 7 Unfortunately/Suddenly , / Luckily, ... really (good) ... incredibly (beautiful) ... completely (lost) • Use a summarising statement to begin or end your story: I’ll never forget 8 the day I fi rst saw … / the time I decided to … / when I fi rst went … / … was an event I’ll never forget. WRITING 2.7 I was twelve years old and my parents and I were on holiday in Cornwall. They are both biologists and we all love nature. One morning, Dad suggested walking along the beach to a distant village. It was a lovely day for a walk, but after an hour, I noticed some dark clouds. I asked my parents if they thought we should go back. They smiled at each other, and then Mum said we were nearly there. What was going on? Mum usually made me go indoors during storms. What’s more, we were still far away from the village. Anyway, suddenly, there was loud thunder and it started to rain. “Come on, quick!” my father said. “We’re almost there.” I noticed a cottage not far away. Dad started running towards it so we ran after him. When we got there, he seemed really excited, which I must admit was a bit strange. Unfortunately, there was no one home. ’That’s unlucky,’ said Dad ‘but wait...’ Suddenly, he took a key from his pocket, unlocked the door and pushed it open. He was silent for a moment. Then with a smile he said: “Come in. And welcome home!” What a surprise! In fact, thinking back to my parents’ behaviour during the first part of our holiday, I knew something strange was going on – but I had no idea what! Our new holiday home was the perfect place for nature lovers. It was awesome! We still live in London, but our cottage in Cornwall is our dream house, and I will never forget the day I first saw it. A story I can write a story with a simple linear sequence. LANGUAGE FOCUS Informal linkers In narrative stories we often use: • I have to say or 1I must admit to emphasise the next piece of information. • Anyhow or 2 anyway to change the subject or move the story on. • Actually or 3 in fact to show that the next piece of information is surprising. • And, but, because, 4 so to join parts of sentences. • Then, when, while, 5 during to make the order of events clear. 27 5 Read the extracts from different stories. Find and correct three mistakes in each. 6 SPEAKING Choose one of the extracts in Exercise 5 and say what you think happened next. 7 Complete the LANGUAGE FOCUS with the underlined linkers in the story. 8 Read the story and choose the correct option. 1 I was 14 years old then when I fi rst became interested in archaeology. I was looking for fossils one Sunday afternoon when I made the discovery that made me famous. I am ’ll never forget the feeling of seeing it there in the ground for the fi rst time. It was awesome?! 2 We were in the Chemistry lab at school when we noticed the strange smell. All of a suddenly sudden, there was a loud bang. What is was going on? Our teacher walked in from a lab next to ours. Her hair was a mess and her glasses were black with smoke. Lucky Luckily, she was more shocked than hurt. ‘What happened, Miss?’ asked one of my classmates. 3 The school trip to the science museum is a day I’ll never remember forget. We had a great time at the museum. When we were going back to meet the others at the bus to go home, my friend and I got stuck in a lift. The lights went o and the alarm didn’t work. We were on in trouble. What we were were we going to do? ‘This is a bad start’, I thought and looked again at the directions on my phone. I was trying to fi nd the city hospital for my fi rst day of work experience in the IT department there. Unfortunately, I was very late and totally lost. 1 I have to say /Anyhow it was my fault. I forgot to check the route the day before. 2 During/ Anyway , my phone said to turn right, but 3 in fact /I have to say there was no right turn, just a wall! What was I going to do? I was already ten minutes late. ‘Go back to the main road and try again,’ I thought ‘and go quickly!’ I hurried along as fast as I could. I was turning a corner 4then/ when suddenly there was a bang 5 and /so everything went black. 6 When /I must admit I opened my eyes, there were four worried faces looking down at me. ‘Are you alright?’ ‘Yes, I think so’, I said. My head hurt. 7 Then /While I remembered the bang and the darkness. ‘What happened?’ ‘Well, you were hurrying along looking at your phone, and you bumped into that tree. We thought you should go to hospital so we’ve called an ambulance.’ Luckily, the doctor said I was fi ne. 8Anyway/ I must admit that was not how I expected to arrive at the hospital for my fi rst day of work experience! 9 Do the writing task. Use the ideas in the WRITING FOCUS and the LANGUAGE FOCUS to help you. Your teacher has asked you to write a story ending with: I was so relieved. It was fi nally over! Use the questions below to help you. • Where were you? • When was it? • Who was with you? • What happened? • What could you see and hear? • How did you feel? • What did you do next? • How did it end? Remember to: • give your story a title. • make your story interesting for the reader. • give your story a strong ending. SHOW WHAT YOU‘VE LEARNT It was a chilly autumn morning … 30 30 VOCABULARY AND GRAMMAR USE OF ENGLISH FOCUS REVIEW 2 5 Choose the answer, A, B or C, that is closest in meaning to the underlined words. 1 NASA is running a project on using 3D printers to make food in space. A is analysing B is organising C is planning 2 When Anton was a student, he applied for his fi rst job. A studied B was studying C used to study 3 Lack of water is a permanent problem in this country. A a problem that is always there B a problem that is sometimes there C a new problem 4 X: When I was a child, I was in a serious car accident and I spent a month in hospital. Y: What a nightmare! A What a great story! B That sounds frightening! C Really? That’s cool! 5 My sister got lost in the forest, but, luckily, she managed to phone for help. A suddenly B eventually C fortunately 6 We analysed the data while we were talking online. A before the online talk B after the online talk C during the online talk 6 Choose the correct answer, A, B or C, to complete both sentences. 1 She for her bag and took out the phone. We home late in the afternoon. A asked B arrived C reached 2 They haven’t published their research yet. How much do we need to print the documents? A paper B report C ink 3 The radio has warned of temperatures today. Cook the pasta in water for about 10 minutes. A freezing B boiling C high 4 I can’t believe you’ve bought a desktop ! To be a scientist you have to be good at maths. A rocket B computer C space 5 As as they discovered the cave, they started exploring it. They reached the top too and spent hours waiting for the sunrise. A soon B early C fast 1 Complete the sentences with the correct form of the verbs in the box. There is one extra verb. collect develop discover do invent observe take 1 Edwin Hubble (1889–1953), an American astronomer, observed galaxies through a telescope. 2 Last month the scientists collected specimens of some sea spiders from Antarctica. 3 Make sure you take notes when we are at the museum. 4 Do you know who invented the electric guitar? 5 This month two teams of archaeology students are doing research in South Africa. 6 Linguists and psychologists are cooperating to develop a new theory of language learning. 2 Complete the sentences with the correct form of the words in capitals. 1 Mr Marco works as a physicist at the University of Alaska. PHYSICS 2 We all tried to fi nd the best solution(s) to the problem. SOLVE 3 I want to study Chemistry at university. CHEMIST 4 A conservationist is someone who works to protect plants and animals. CONSERVE 5 Take measurements of your desk before you buy a new computer screen. MEASURE 6 The cost of space exploration is very high. EXPLORE 3 Use the prompts to write sentences. 1 My computer / crash / while / I / download / a song. 2 Tom / lose / his smartphone / when / he / run / in the park. 3 The fi rst international Internet chat / take place / in February 1989. 4 It / be / so hot yesterday. The temperature / rise / to 38 degrees Celsius. 5 What / you / do / this time last year? 6 I / wait / for the photos from Sandra / last night / but / she / not / send / me any. 4 Choose the correct option. 1 Broadband Internet didn’t use to be / weren’t so popular in the 1980s. 2 Did your grandparents use to buy / buy a black and white television in the 1960s? 3 We did / used to do a lot of exercises last weekend. 4 My brother used to spend / was spending a few hours a day online. 5 Last winter the temperature used to fall / fell to minus 28 degrees Celsius. 6 Did they use to use / Did they use GPS when they were climbing in the Alps? 31 MÓWIENIE 7 Read three texts about science and technology. Choose the correct answer, A, B or C. 8 In pairs, complete the questions with one word in each gap. The fi rst letters are given. Then ask and answer the questions. 1 What do you use the Internet for? 2 Do you use social media? Why?/Why not? 3 What invention(s) do you fi nd the most useful? Why? 4 What were you doing yesterday at 8 p.m.? 1 The scientists A found out about the discovery from a local journalist. B started visiting the area after the 2004 hurricane. C are trying to protect the forest. 2 The advertisement is addressed to people who A want to buy a 3-D printer. B are professional designers. C want to use 3-D printing technology. READING SPEAKI G Last week I took part in an unusual survey. A psychologist invited forty-four families and asked us different questions about eating habits now and in the past. She wanted to fi nd out why fathers give children less healthy food than mothers. Strange, isn’t it? But it’s true in my family. When my mum isn’t at home for dinner, Dad orders a pizza. Mum doesn’t accept unhealthy food because she feels responsible for what we eat. Dad cares more about my education or hobbies. According to the survey, in most families the situation was and is similar. Teenagers observe their parents and learn how to behave in the future. My parents used to observe their parents and now I am observing them. 3 The survey the writer took part in shows that A mothers and fathers look after families in different ways. B fathers don’t care about families as much as mothers. C teenagers would like to change eating habits in their families. 9 In pairs, write down fi ve words to describe the photo. 10 Imagine you are one of the people in the photo. Answer the questions. 1 When was it? 2 What was the weather like? 3 Who were you with? 4 What were you doing? What happened? 5 How did you feel about it in the end? 11 When was the last time you got lost? What happened? Discuss with a partner. Underwater forest Several years ago, scuba diver Chas Broughton discovered an underwater forest of massive ancient cypress trees. Located twenty kilometres from the coast of Alabama, in the Gulf of Mexico, it is home for thousands of sea animals. Chas told a local journalist about the discovery, but they kept it secret until 2004, when Hurricane Ivan uncovered some of the trees. Then scientists started exploring the area. They have suggested that the forest is more than 50,000 years old. In the past, the ocean level in the area was 125 metres lower than today, but when it rose, the water swallowed the trees up. The forest is so unique that conservationists are now working to make it a marine protected area. Your ideas in 3-D Are you interested in 3-D printing but don’t want to buy another expensive gadget? Then this o er is for you! Our 3-D printing service will help you produce a fi gure from your favourite video game, parts for a robot you are building in your basement, beautiful jewellery or decorations for your home. Just choose a design from our catalogue or create your own, decide what material, size and colour you want and send your project to us. We will print the object and send it to you in no time! For more information visit our website at: www.weprint3d.com 12 Read the writing task and write the story. You agreed to write a story for the Me and Technology section of your school newspaper. The title of your story is: The day technology saved me. Remember to: • explain when and where the situation happened. • describe the events and show their sequence using the correct past tenses. • make the story interesting for the reader. • give your story an interesting ending. WRITING EXTRA ACTIVITIES • Photocopiable resources 50–51 Gapped sentences (12 min.) pp. 211, 268–269 • Photocopiable resources 54–55 Sentence transformation (15 min.) pp. 211, 272–273 • Word Practice 1, WORD STORE booklet, p. 4 • Photocopiable resource 12 A new sport (speaking; 13 min.) pp. 203, 224 • Extra digital activities: Reading and Use of English NEXT CLASS • Ask students to do Self-check 2.10, WB pp. 30–31, as homework. • Ask students to prepare for Unit Test 2: Assessment Package, Unit 2. • Ask students to prepare for Review Test 1: Assessment Package, Unit 2. Exercise 3 1 My computer crashed while I was downloading a song. 2 Tom lost his smartphone when he was running in the park. 3 The first international Internet chat took place in February 1989. 4 It was so hot yesterday. The temperature rose to 38 degrees Celsius. 5 What were you doing this time last year? 6 I was waiting for the photos from Sandra last night but she didn’t send me any. 31 30 VOCABULARY AND GRAMMAR USE OF ENGLISH FOCUS REVIEW 2 5 Choose the answer, A, B or C, that is closest in meaning to the underlined words. 1 NASA is running a project on using 3D printers to make food in space. A is analysing B is organising C is planning 2 When Anton was a student, he applied for his fi rst job. A studied B was studying C used to study 3 Lack of water is a permanent problem in this country. A a problem that is always there B a problem that is sometimes there C a new problem 4 X: When I was a child, I was in a serious car accident and I spent a month in hospital. Y: What a nightmare! A What a great story! B That sounds frightening! C Really? That’s cool! 5 My sister got lost in the forest, but, luckily, she managed to phone for help. A suddenly B eventually C fortunately 6 We analysed the data while we were talking online. A before the online talk B after the online talk C during the online talk 6 Choose the correct answer, A, B or C, to complete both sentences. 1 She for her bag and took out the phone. We home late in the afternoon. A asked B arrived C reached 2 They haven’t published their research yet. How much do we need to print the documents? A paper B report C ink 3 The radio has warned of temperatures today. Cook the pasta in water for about 10 minutes. A freezing B boiling C high 4 I can’t believe you’ve bought a desktop ! To be a scientist you have to be good at maths. A rocket B computer C space 5 As as they discovered the cave, they started exploring it. They reached the top too and spent hours waiting for the sunrise. A soon B early C fast 1 Complete the sentences with the correct form of the verbs in the box. There is one extra verb. collect develop discover do invent observe take 1 Edwin Hubble (1889–1953), an American astronomer, observed galaxies through a telescope. 2 Last month the scientists collected specimens of some sea spiders from Antarctica. 3 Make sure you take notes when we are at the museum. 4 Do you know who invented the electric guitar? 5 This month two teams of archaeology students are doing research in South Africa. 6 Linguists and psychologists are cooperating to develop a new theory of language learning. 2 Complete the sentences with the correct form of the words in capitals. 1 Mr Marco works as a physicist at the University of Alaska. PHYSICS 2 We all tried to fi nd the best solution(s) to the problem. SOLVE 3 I want to study Chemistry at university. CHEMIST 4 A conservationist is someone who works to protect plants and animals. CONSERVE 5 Take measurements of your desk before you buy a new computer screen. MEASURE 6 The cost of space exploration is very high. EXPLORE 3 Use the prompts to write sentences. 1 My computer / crash / while / I / download / a song. 2 Tom / lose / his smartphone / when / he / run / in the park. 3 The fi rst international Internet chat / take place / in February 1989. 4 It / be / so hot yesterday. The temperature / rise / to 38 degrees Celsius. 5 What / you / do / this time last year? 6 I / wait / for the photos from Sandra / last night / but / she / not / send / me any. 4 Choose the correct option. 1 Broadband Internet didn’t use to be / weren’t so popular in the 1980s. 2 Did your grandparents use to buy / buy a black and white television in the 1960s? 3 We did / used to do a lot of exercises last weekend. 4 My brother used to spend / was spending a few hours a day online. 5 Last winter the temperature used to fall / fell to minus 28 degrees Celsius. 6 Did they use to use / Did they use GPS when they were climbing in the Alps? 31 MÓWIENIE 7 Read three texts about science and technology. Choose the correct answer, A, B or C. 8 In pairs, complete the questions with one word in each gap. The fi rst letters are given. Then ask and answer the questions. 1 What do you use the Internet for? 2 Do you use social media? Why?/Why not? 3 What invention(s) do you fi nd the most useful? Why? 4 What were you doing yesterday at 8 p.m.? 1 The scientists A found out about the discovery from a local journalist. B started visiting the area after the 2004 hurricane. C are trying to protect the forest. 2 The advertisement is addressed to people who A want to buy a 3-D printer. B are professional designers. C want to use 3-D printing technology. READING SPEAKI G Last week I took part in an unusual survey. A psychologist invited forty-four families and asked us different questions about eating habits now and in the past. She wanted to fi nd out why fathers give children less healthy food than mothers. Strange, isn’t it? But it’s true in my family. When my mum isn’t at home for dinner, Dad orders a pizza. Mum doesn’t accept unhealthy food because she feels responsible for what we eat. Dad cares more about my education or hobbies. According to the survey, in most families the situation was and is similar. Teenagers observe their parents and learn how to behave in the future. My parents used to observe their parents and now I am observing them. 3 The survey the writer took part in shows that A mothers and fathers look after families in different ways. B fathers don’t care about families as much as mothers. C teenagers would like to change eating habits in their families. 9 In pairs, write down fi ve words to describe the photo. 10 Imagine you are one of the people in the photo. Answer the questions. 1 When was it? 2 What was the weather like? 3 Who were you with? 4 What were you doing? What happened? 5 How did you feel about it in the end? 11 When was the last time you got lost? What happened? Discuss with a partner. Underwater forest Several years ago, scuba diver Chas Broughton discovered an underwater forest of massive ancient cypress trees. Located twenty kilometres from the coast of Alabama, in the Gulf of Mexico, it is home for thousands of sea animals. Chas told a local journalist about the discovery, but they kept it secret until 2004, when Hurricane Ivan uncovered some of the trees. Then scientists started exploring the area. They have suggested that the forest is more than 50,000 years old. In the past, the ocean level in the area was 125 metres lower than today, but when it rose, the water swallowed the trees up. The forest is so unique that conservationists are now working to make it a marine protected area. Your ideas in 3-D Are you interested in 3-D printing but don’t want to buy another expensive gadget? Then this o er is for you! Our 3-D printing service will help you produce a fi gure from your favourite video game, parts for a robot you are building in your basement, beautiful jewellery or decorations for your home. Just choose a design from our catalogue or create your own, decide what material, size and colour you want and send your project to us. We will print the object and send it to you in no time! For more information visit our website at: www.weprint3d.com 12 Read the writing task and write the story. You agreed to write a story for the Me and Technology section of your school newspaper. The title of your story is: The day technology saved me. Remember to: • explain when and where the situation happened. • describe the events and show their sequence using the correct past tenses. • make the story interesting for the reader. • give your story an interesting ending. WRITING PROJECT • How to teach with projects p. T19 • Work in groups. Do some research to find out about unusual scientific work or place to do science experiments. Prepare a presentation about it and then present it to your class. 32 3 32 Watching habits • TV programmes • adjectives • elements of a fi lm/TV drama I can use language related to fi lms, fi lm-making and TV. VOCABULARY 3.1 The arts Beauty is in the eye of the beholder. A proverb SHOW WHAT YOU KNOW 1 Put the words and phrases in the box under an appropriate verb. the telly Internet radio stations my favourite rock album blogs on my laptop fashion magazines horror movies music on my mobile e-books YouTube clips Read Watch Listen to blogs on my laptop fashion magazines, e-books the telly, horror movies, YouTube clips Internet radio stations, my favourite rock album, music on my mobile 2 SPEAKING Think of three more words and phrases for each verb. Which of them do you do? Tell your partner. I read blogs on my laptop. One episode is never enough I have an embarrassing confession to make – I am a TV binge watcher! Of course I don’t mean traditional TV programmes – documentaries, chat shows, reality TV and the old soap operas my grandmother likes to watch. They’re boring. No – I mean the on-demand TV series that are so engaging and addictive. When I was a teenager, before on-demand TV, I was a bookworm. I used to sit down with a gripping novel, and read chapter after chapter, sometimes a whole book in a day. Now, I’m twenty-seven and I do the same with TV. THE MUSKETEERS 11 Watch the BBC video. For the worksheet, go to page 120. 33 WORD STORE 3A TV programmes 6 1.44 Complete WORD STORE 3A with the words in red from the text. Then listen, check and repeat. 7 SPEAKING Think of an example of each type of TV programme in WORD STORE 3A. Which programmes do you never/rarely/sometimes/often binge watch? Tell your partner. WORD STORE 3B Adjectives 8 1.45 Complete WORD STORE 3B with the underlined adjectives in the text. Add a translation. Then listen and repeat. 9 Put the adjectives from WORD STORE 3B on the line according to how positive or negative you think they are. Some can be both, depending on the context. WORD STORE 3C Elements of a fi lm/TV drama 10 1.46 Complete WORD STORE 3C only with vowels. Use these defi nitions to help you. What is the mystery word? Listen, check and repeat. 1 artifi cially created images or sound in a drama 2 what actors do in a drama 3 clothes an actor wears 4 the events in the story of a drama 5 the written words of a drama 6 the main people in a drama 7 the place where or time when a drama happens 8 the music that is played during a drama 9 the way a drama fi nishes 11 1.47 Listen to Lucy talking about her favourite TV series and write her answers. Then listen again and check. 1 What is your favourite TV series? Humans 2 How or where do you watch it? On the laptop/phone 3 How many episodes have you watched? Eight 4 What kind of series is it? Science fiction drama 5 What is the setting? A city in Britain 6 What is the plot or main storyline? Some robots bought to help around the house become a danger to humans. 7 What do you like most about it? The characters 12 SPEAKING Discuss your favourite TV series using the questions in Exercise 11. Go to WORD STORE 3 page 7 3 SPEAKING Complete the sentences to make them true for you. Then discuss your TV habits with a partner. 1 I usually watch TV with my family / on my own / … 2 I watch most TV programmes live / on demand / … 3 I usually watch TV programmes on my phone / the TV / … 4 Each day I watch TV for around fi fteen minutes / one hour /… 5 I also watch other things such as YouTube clips / music videos / … 6 My favourite TV programme at the moment is . 4 Read the text. What is a ‘TV binge watcher’? A TV binge watcher is someone who watches many episodes of an on-demand TV show in one sitting. 5 SPEAKING Discuss the questions. 1 Are you a TV binge watcher? 2 What’s the longest single time you’ve ever spent watching TV? 3 What is the best TV series you've ever seen? TV audiences are becoming more diffi cult to please, so TV channels are producing better dramas more quickly. The best drama series have complex plots and fascinating characters. I just have to watch the next episode. My greatest weakness? I really like dramas that are funny and moving with brilliant acting. But my absolute favourite type of series is fantasy or science fi ction. I love the imaginative costumes and amazing special effects. The series I watch on TV are excellent. I never go to the cinema these days. addictive positive negative REFERENCES Audioscript pp. 180–181 Videoscript p. 194 Using videos in the classroom p. T14 EXTRA ACTIVITIES • Photocopiable resource 13 Quiz show (15 min.) pp. 203, 225 • Extra digital activities: Vocabulary Checkpoint • Students write clues about their favourite TV show. They include information about the type of the show, the main idea, the main characters or the participants and presenters. The rest of the class guess the title. UNIT 3 VIDEOS BBC The Musketeers 11 GRAMMAR ANIMATION Lesson 3.2 12 Lesson 3.5 13 FOCUS VLOG London attractions Lesson 3.5 14 35 34 1 1.48 Do the Quick Culture Quiz. Then listen and check. 2 Read the GRAMMAR FOCUS. Complete the examples using the comparative and superlative adjectives in blue in Exercise 1. 3 Complete the table with the comparative and superlative forms of the adjectives in the box. bad far fat funny high lucky popular simple talented thin SPELLING RULE COMPARATIVE ADJECTIVES SUPERLATIVE ADJECTIVES Add -er / -r higher simpler the highest the simplest Double letter + -er fatter thinner the fattest the thinnest Delete -y, add -ier funnier luckier the funniest the luckiest more + adjective more popular more talented the most popular the most talented Irregular worse further the worst the furthest 4 SPEAKING Complete the questions with the comparative or superlative forms of the adjectives in brackets. Then discuss the questions. 1 What is the worst (bad) song you’ve ever heard? 2 What band is greater (great) than the Beatles? 3 What is the thickest (thick) book you’ve ever read? 4 Where is the nearest (near) theatre to your house? 5 Is it better (good) to watch a concert live or on telly? 6 Where is the most exciting (exciting) nightlife in your city? 7 Who is funnier (funny) – your mother or your father? 5 SPEAKING Complete the statements with as, more, the or than. Then discuss the statements. 1 Music downloads are a bit cheaper than CDs. 2 Jazz is not as popular as rock. 3 American pop music is the best in the world. 4 Live music is far more exciting than recorded music. 5 Lady Gaga is just as talented as Adele. 6 Male actors usually have much more interesting roles than female actors. 7 The violin is the most diffi cult instrument to play. 8 Who is the most talented musician among your friends? 6 SPEAKING Make sentences comparing things now with the same things fi ve years ago. Use the prompts. Then compare your sentences with a partner. cinema tickets pop music mobile phones sharing videos is are a bit much just as not as cheap/ expensive good/bad big/small easy/diffi cult than as fi ve years ago Cinema tickets are a bit more expensive than fi ve years ago. Comparative and superlative adjectives Comparative Superlative Short adjectives long big busy long er (than) big ger (than) 2 busier (than) the long est 1 the biggest the bus iest Long adjectives expensive 3 more expensive (than) the most expensive Irregular adjectives good bad far 4 better (than) worse (than) further (than) the best the worst the furthest • You use (just) as + adjective + as to say things are equal and you use not as + adjective + as to make negative comparisons. Romeo and Juliet isn’t 5 as long as Hamlet. = Hamlet is longer than Romeo and Juliet. • You use a bit or much/far to modify comparisons. GRAMMAR FOCUS True or False? 1 Shakespeare’s play Romeo and Juliet isn’t as long as Hamlet. T 2 Singer Mariah Carey has a better vocal range than Christina Aguilera. T 3 The biggest music festival in the world is the Glastonbury Festival in the UK. F 4 The best-selling fi lm soundtrack of all time is The Bodyguard. T 5 The Palace Museum in Beijing is a bit busier than the Musée du Louvre in Paris. F 6 The Harry Potter fi lms were far more expensive to make than Pirates of the Caribbean. F Grammar page 138 GRAMMAR 6.23.2 QUICK CULTURE QUIZ Comparative and superlative adjectives I can use all forms of comparative and superlative adjectives to make comparisons. 12 1 SPEAKING Discuss the questions. Use the words and phrases in Exercise 1. 1 What kind of art do you like/not like? 2 When was the last time you saw some art? 3 Where did you go and what did you see? Type of artistt painter photographer sculptor Type of art black and white photographs classic oil paintings landscapes modern abstract paintings portraits sculpture street art Where to see it at a museum in an art gallery in public places pasted on walls and buildings 35 4 1.49 Listen to the radio programme again. For questions 1–6, choose the correct answer, A, B or C. 1 Katy West is A a guest artist of the week. B an artist in her studio. C the editor of a photography magazine. 2 Because most of his work is illegal, JR A doesn’t want people to know his name. B doesn’t want people to see his face. C uses his full name. 3 JR prefers to have exhibitions in A the Pompidou Centre in Paris. B public places. C art galleries and museums. 4 In Brazil he took photographs of women because A they have beautiful eyes. B the rest of the world wants to hear their story. C they don’t have a chance to tell their story. 5 He pastes portraits of A famous people on buildings. B unusual people in ordinary places. C ordinary people in surprising places. 6 Which statement describes JR and his work? A He is interested in people and their identity. B He wants to have exhibitions everywhere. C He only likes taking photographs of women. 6 1.50 Complete the table. Then listen and repeat. Mark the stressed syllable for each word. In which cases does the word stress change syllable? Country Nationality Country Nationality 1 Brazil 2 Italy 3 Egypt Brazilian Italian Egyptian 4 Mexico 5 Hungary 6 Poland Mexican Hungarian Polish EXAM FOCUS Multiple choice PRONUNCIATION FOCUS Brazil – the ‘favelas’ (slums) A New York – a wall in Manhattan Paris – the city centre B C 5 SPEAKING Discuss the questions. 1 What photos or pictures do you see every day? 2 What kind of pictures are they and what/who are the subjects? 2 SPEAKING Look at three works of art (A–C) by French street artist JR. Which words in Exercise 1 can you use to describe his work? 3 1.49 Listen to a radio programme about JR and check your ideas in Exercise 2. Number the photos (A–C) in the order in which you hear about them. LISTENING 3.3 WORD STORE 3D Art and artists 7 1.51 Complete WORD STORE 3D with the words in the box. Then listen, check and repeat. Multiple choice I can understand the key points about a radio programme on a familiar topic. 2 3 1 REFERENCES Culture notes p. 172 Audioscript p. 181 WORKBOOK p. 35 NEXT CLASS Ask students to make a list of the types of books they like and do not like to read. They can use it for the discussion in ex. 2 on p. 36. 36 READING 3.4 36 6 SPEAKING Discuss questions 1–6 in Exercise 5. 7 1.54 Match the words in blue in the article with the defi nitions. Then listen, check and repeat. 1 all the most popular or famous fi lm stars, musicians, etc. = A-list 2 a book or fi lm that is very good or successful = blockbuster 3 the place in a theatre, cinema, etc. where tickets are sold = box office 4 images made using computer programs = computer-generated images 5 a particular type of art, writing, music, etc. = genre 6 an advertisement for a new fi lm or television show = trailer 8 Complete the sentences with the words in blue in the article. 1 One of my favourite fi lm genres is romantic comedy. 2 I don’t like Hollywood blockbusters . I prefer small-budget fi lms. 3 I think the best A-list actor is Leonardo DiCaprio. 4 I don’t think amazing special effects with computer-generated images are as important as good acting. 5 I don’t watch fi lm trailers because they show all the best scenes. 6 The last fi lm I saw wasn’t very successful at the box office , but I thought it was good. 9 SPEAKING Change the sentences in Exercise 8 to make them true for you. Then compare your sentences with a partner. WORD STORE 3E Phrasal verbs 10 1.55 Complete WORD STORE 3E with the base forms of the underlined phrasal verbs in the article. Then listen, check and repeat. 4 Read the article about superhero fi lms and choose the best title. 1 It’s a hard life being a superhero 2 Why we love superheroes 3 The psychology of a superhero fan EXAM FOCUS Matching 5 Read the article again. Match questions 1–6 with paragraphs A–E that answer the questions. There is one extra question. 1 How do we know that superhero movies are popular? 2 Why are superhero movies and westerns different? 3 Why are superhero movies so popular? 4 Which superheroes had problems before becoming stronger? 5 What are typical storylines for superhero movies? 6 Which superheroes show that they are weak? SUPERHEROES AND THEIR SUPERPOWERS Hulk 1 1.52 Translate these types of books. Use a dictionary if necessary. Captain America never gets tired. Batman is super intelligent. Hulk is super strong. X-men can mutate (change shape), control the weather or read minds. Wonder Woman can fl y and is super fast. Spiderman can shoot spider webs from his wrists. Iron Man is super strong, can fl y and become invisible. Superman is super strong, can fl y and has X-ray vision. 1 autobiography = 2 biography = 3 classic novel = 4 comic book = 5 crime novel = 6 fairy tale = 7 fantasy novel = 8 historical fi ction = 9 horror fi ction = 10 poem = 11 science fi ction = 12 short story = 13 thriller = 2 SPEAKING Discuss your taste in books. Use the phrases and the words in Exercise 1. • I love … • I’m into … • I quite like … • I’m not into … • I can’t stand … 3 SPEAKING Read the list of comic book and fi lm superheroes and their special superpowers. Discuss the questions. 1 Which superheroes have you read about/seen in fi lms? 2 Which superpower would you most like to have? Matching I can understand the main points in simple descriptive text on a familiar topic. One of the most popular cinema genres of the twenty-fi rst century so far is the superhero movie. Some people say that superhero movies are the new westerns. Both genres have similar themes: the good guys fi ghting the bad guys, protecting the innocent and giving up their life for the good of others. When a new superhero movie comes out, it dominates the box o ce for weeks. The trailer for Captain America: Civil War was one of the most downloaded trailers ever and A-list actors are keen to take on superhero roles. Many superhero fi lms have had Oscar nominations, and fan events like Comic-Con* keep fans excited about the latest blockbusters. C First of all, there’s the adventure, the action and the costumes, the great soundtracks, the special e ects and computer-generated images. They’re fun and entertaining, and we love the escapism. But is that enough? You have to look deeper to fi nd out why people love them. Superheroes have feelings. They cope with human experiences that we can relate to. In other words, they are not so di erent from regular people. Psychologist Mary Tavost has written books about the psychology of superheroes, and she thinks that they inspire their fans because their goals in life are similar to human goals. They want peace, justice and love, just as we do. The lives of superheroes refl ect real life as we know it. D Batman dedicates himself to fi ghting crime after somebody murders his parents in front of him. In real life, people who experience a trauma often decide to help others. But he also shows a very human side because love is his motivation. In The Dark Knight, his love for Rachel makes him weak. As a result, he often makes bad decisions. When Hulk is angry, he causes terrible destruction. He fi nds it di cult to control his angry feelings, and then he feels guilty when he loses control. This is easy to understand ― extreme anger is a very human emotion. E Superheroes cope with problems and fi nd meaning in loss and trauma. When they discover their powers they use them for a good purpose. X-Men are ‘mutants’ ― people reject them because they are di erent and ‘weird’ ― but they use their powers to stand up for the innocent. They inspire us to accept ourselves and be proud of who we are. Before Spiderman had superpowers, his classmates bullied him at school. Later, he uses his abilities to protect people who can’t protect themselves. These superheroes may be larger than life, but we have no problems identifying with their human side. ____________ * Comic-Con – a conference for comic book and fi lm character fans 37 Batman Wonder Woman Iron Man 1.53 5 10 15 20 25 30 35 40 45 50 A B 5 6 4 1 3 EXTRA ACTIVITIES • Photocopiable resource 15 Test yourselves (10 min.) pp. 204, 228 • Students write true/false sentences about the text, e.g. Superheroes have different human experiences than regular people. • Students write five more sentences using the vocabulary in ex. 7, e.g. I like watching film trailers because you can learn if the film is interesting. WORKBOOK pp. 36–37 NEXT CLASS Ask students to do Show What You Know in the WB, p. 38. 37 READING 3.4 36 6 SPEAKING Discuss questions 1–6 in Exercise 5. 7 1.54 Match the words in blue in the article with the defi nitions. Then listen, check and repeat. 1 all the most popular or famous fi lm stars, musicians, etc. = A-list 2 a book or fi lm that is very good or successful = blockbuster 3 the place in a theatre, cinema, etc. where tickets are sold = box office 4 images made using computer programs = computer-generated images 5 a particular type of art, writing, music, etc. = genre 6 an advertisement for a new fi lm or television show = trailer 8 Complete the sentences with the words in blue in the article. 1 One of my favourite fi lm genres is romantic comedy. 2 I don’t like Hollywood blockbusters . I prefer small-budget fi lms. 3 I think the best A-list actor is Leonardo DiCaprio. 4 I don’t think amazing special effects with computer-generated images are as important as good acting. 5 I don’t watch fi lm trailers because they show all the best scenes. 6 The last fi lm I saw wasn’t very successful at the box office , but I thought it was good. 9 SPEAKING Change the sentences in Exercise 8 to make them true for you. Then compare your sentences with a partner. WORD STORE 3E Phrasal verbs 10 1.55 Complete WORD STORE 3E with the base forms of the underlined phrasal verbs in the article. Then listen, check and repeat. 4 Read the article about superhero fi lms and choose the best title. 1 It’s a hard life being a superhero 2 Why we love superheroes 3 The psychology of a superhero fan EXAM FOCUS Matching 5 Read the article again. Match questions 1–6 with paragraphs A–E that answer the questions. There is one extra question. 1 How do we know that superhero movies are popular? 2 Why are superhero movies and westerns different? 3 Why are superhero movies so popular? 4 Which superheroes had problems before becoming stronger? 5 What are typical storylines for superhero movies? 6 Which superheroes show that they are weak? SUPERHEROES AND THEIR SUPERPOWERS Hulk 1 1.52 Translate these types of books. Use a dictionary if necessary. Captain America never gets tired. Batman is super intelligent. Hulk is super strong. X-men can mutate (change shape), control the weather or read minds. Wonder Woman can fl y and is super fast. Spiderman can shoot spider webs from his wrists. Iron Man is super strong, can fl y and become invisible. Superman is super strong, can fl y and has X-ray vision. 1 autobiography = 2 biography = 3 classic novel = 4 comic book = 5 crime novel = 6 fairy tale = 7 fantasy novel = 8 historical fi ction = 9 horror fi ction = 10 poem = 11 science fi ction = 12 short story = 13 thriller = 2 SPEAKING Discuss your taste in books. Use the phrases and the words in Exercise 1. • I love … • I’m into … • I quite like … • I’m not into … • I can’t stand … 3 SPEAKING Read the list of comic book and fi lm superheroes and their special superpowers. Discuss the questions. 1 Which superheroes have you read about/seen in fi lms? 2 Which superpower would you most like to have? Matching I can understand the main points in simple descriptive text on a familiar topic. One of the most popular cinema genres of the twenty-fi rst century so far is the superhero movie. Some people say that superhero movies are the new westerns. Both genres have similar themes: the good guys fi ghting the bad guys, protecting the innocent and giving up their life for the good of others. When a new superhero movie comes out, it dominates the box o ce for weeks. The trailer for Captain America: Civil War was one of the most downloaded trailers ever and A-list actors are keen to take on superhero roles. Many superhero fi lms have had Oscar nominations, and fan events like Comic-Con* keep fans excited about the latest blockbusters. C First of all, there’s the adventure, the action and the costumes, the great soundtracks, the special e ects and computer-generated images. They’re fun and entertaining, and we love the escapism. But is that enough? You have to look deeper to fi nd out why people love them. Superheroes have feelings. They cope with human experiences that we can relate to. In other words, they are not so di erent from regular people. Psychologist Mary Tavost has written books about the psychology of superheroes, and she thinks that they inspire their fans because their goals in life are similar to human goals. They want peace, justice and love, just as we do. The lives of superheroes refl ect real life as we know it. D Batman dedicates himself to fi ghting crime after somebody murders his parents in front of him. In real life, people who experience a trauma often decide to help others. But he also shows a very human side because love is his motivation. In The Dark Knight, his love for Rachel makes him weak. As a result, he often makes bad decisions. When Hulk is angry, he causes terrible destruction. He fi nds it di cult to control his angry feelings, and then he feels guilty when he loses control. This is easy to understand ― extreme anger is a very human emotion. E Superheroes cope with problems and fi nd meaning in loss and trauma. When they discover their powers they use them for a good purpose. X-Men are ‘mutants’ ― people reject them because they are di erent and ‘weird’ ― but they use their powers to stand up for the innocent. They inspire us to accept ourselves and be proud of who we are. Before Spiderman had superpowers, his classmates bullied him at school. Later, he uses his abilities to protect people who can’t protect themselves. These superheroes may be larger than life, but we have no problems identifying with their human side. ____________ * Comic-Con – a conference for comic book and fi lm character fans 37 Batman Wonder Woman Iron Man 1.53 5 10 15 20 25 30 35 40 45 50 A B 5 6 4 1 3 40 40 1 SPEAKING What is the best or worst fi lm you’ve seen? Discuss with a partner. 2 In the fi lm review on the left, Simon talks about the fi lm Blade Runner 2049. Before you read, make a list of the things you think he might include. plot, actors, special effects, ... 3 Read the fi lm review and check your answers in Exercise 2. 4 Read the fi lm review again and answer the questions. In which paragraph does the writer: a give his opinions about the fi lm? 3 b give a summary of his opinions and his recommendation? 4 c give background information? 1 d describe the plot and the main characters? 2 5 Complete the WRITING FOCUS with the phrases in purple in the fi lm review. WRITING FOCUS A fi lm review • Background information: 1Directed by Denis Villeneuve … 2 starring Ryan Gosling and Harrison Ford. The fi lm was nominated for/was awarded the … This action-adventure/romantic comedy/thriller/historical drama/animated feature fi lm ... The fi lm is a 3 sequel of/a remake of/an adaptation of ... It is based on the true story of/the novel ... It is 4 set 30 years later/during the ... The action takes place in the future/in a village/in ... Ryan Gosling/the actor stars as ... • Plot: At fi rst/Then/After that/Later on ... 5 Unfortunately , some of these replicants have become dangerous ... Eventually, the police catch the terrorists. • Main characters: The characters are skilfully played/aren’t very convincing. Harrison Ford (also) gives a great 6 performance as ... • Different aspects of the fi lm: The screenplay 7holds your attention from beginning to end. The special effects are amazing. The plot is fascinating/a bit boring/slow-moving. The photography/soundtrack is amazing. • Summary of opinion and recommendation: For me the word that best 8 describes this movie is ... It’s one of the best (science fi ction) fi lms I’ve ever seen. In my view, it’s suitable for adults and teenagers/kids alike. WRITING 3.7 BLADE RUNNER 2049 1 Directed by Denis Villeneuve and starring Ryan Gosling and Harrison Ford, this action- adventure  lm is the sequel of the 1982 science- ction  lm Blade Runner by Ridley Scott. It is set 30 years after the events of the original  lm. 2 The action takes place in the Los Angeles of the future, a city where there are  ying cars and gigantic adverts in the form of holograms. People use replicants (androids) for work. Unfortunately, some of these replicants have become dangerous to humans. Ryan Gosling stars as K, a replicant who works for the Los Angeles Police Department as a ‘blade runner’. His job is to  nd and kill these dangerous replicants. One day he discovers a secret that could put the future of humans at risk. 3 Ryan Gosling is excellent as K, and Harrison Ford also gives a great performance as the retired blade runner Rick Deckart, who helps K  nd the answers he is looking for. The special eff ects and photography are as stunning as in the original  lm, the soundtrack is superb and the screenplay holds your attention from beginning to end. 4 For me the word that best describes this movie is awesome. It’s one of the best science- ction  lms I’ve ever seen and in my view it’s suitable for adults and teenagers alike. Simon A fi lm review I can write a simple review of a fi lm. 6 Complete the review of the fi lm Pitch Perfect with words and phrases from the WRITING FOCUS. 7 SPEAKING Discuss the questions. 1 Have you seen Blade Runner 2049 or Pitch Perfect? If so, do you agree with the opinions in the reviews? 2 If you haven’t seen these fi lms, would you like to? Why/Why not? 8 Complete the LANGUAGE FOCUS with the underlined adjectives in the reviews in Exercise 3 and Exercise 6. 9 Complete the sentences with the correct adjectives from the LANGUAGE FOCUS. Sometimes more than one answer is possible. 1 The story of that fi lm was really engaging – it held my attention for over two hours non-stop. 2 I love musicals, and I think the soundtrack from The Phantom of the Opera was simply brilliant/superb . 3 We prefer fi lms which are inspiring – which make people get up from the sofa and go change the world. 4 I don’t think the actor playing Jesse was very convincing – he’s in his 30s and he played the role of a teenager. 5 Did you also think that fi lm was amusing ? Everybody in the cinema laughed and I couldn’t understand why. 6 That thriller was really predictable – we knew who the killer was after just fi fteen minutes! 10 SPEAKING Discuss the questions with a partner. 1 Have you ever seen a truly horrible fi lm? 2 What’s the most brilliant fi lm soundtrack you can think of? 3 Have you ever seen a really inspiring fi lm? Why was it inspiring? 4 When you go to the cinema, does the fi lm have to be amusing? LANGUAGE FOCUS Adjectives to describe fi lms, plots, screenplays etc. We use: • 1superb , 2 stunning and 3 brilliant to mean fantastic, wonderful. • engaging to mean something pleasant that makes you interested, curious. • amusing to mean funny. • 4 inspiring to mean something that makes you excited and makes you want to do something important. • convincing to mean something which makes you believe something is true or right. • predictable to mean something not surprising, something you expected to happen. 41 SHOW WHAT YOU‘VE LEARNT 11 Do the writing task. Use the ideas in the WRITING FOCUS and the LANGUAGE FOCUS to help you. Think of a fi lm you've seen recently and write a review for an online teen magazine. Include the following information: • background information on the fi lm • the plot and main characters • your opinion • a summary of your opinion and recommendation. Pitch Perfect is a 2012 musical comedy, 1directed by Jason Moore and 2starring Anna Kendrick and Rebel Wilson. The fi lm is an 3adaptation of a non-fi ction book by Mickey Rapkin. It was 4awarded MTV Movie Awards for Wilson’s performance and for best musical moment. The 5plot focuses on Beca Mitchell, a college student who would like to be a music producer. At university she meets Barden Bellas, an all-girl a capella group, who want Beca to sing with them and help them win the national singing competition. At fi rst Beca doesn’t want to join the group. 6Eventually , she agrees and it all begins … Anna Kendrick gives a superb 7performance as a rather shy but rebellious student, and the rest of the actresses are really convincing playing the Bellas. The 8screenplay is cleverly written and extremely engaging. The plot is a bit predictable but it’s still a pleasure to watch. And, of course, the soundtrack is brilliant! The fi lm was so popular that it has now two 9sequels : Pitch Perfect 2 (2015) and Pitch Prefect 3, which came out in 2017. The word that best 10describes this movie is fun. It is both amusing and very inspiring to those who dream of performing. In my view, it is 11suitable for teenagers and adults alike, and I believe that everyone will fi nd something interesting in the Pitch Perfect series. Film Review: Pitch Perfect A few days ago I saw the latest fi lm directed by … REFERENCES Culture notes pp. 172–173 EXTRA ACTIVITIES • Photocopiable resource 16 A film review (15 min.) pp. 204, 229 • Students work individually and create three more questions they could ask their partner in ex. 10. WORKBOOK pp. 40–41, including Show What You’ve Learnt and Show That You’ve Checked NEXT CLASS Ask students to read ex. 1 on p. 42 and make notes to discuss in class. 41 40 1 SPEAKING What is the best or worst fi lm you’ve seen? Discuss with a partner. 2 In the fi lm review on the left, Simon talks about the fi lm Blade Runner 2049. Before you read, make a list of the things you think he might include. plot, actors, special effects, ... 3 Read the fi lm review and check your answers in Exercise 2. 4 Read the fi lm review again and answer the questions. In which paragraph does the writer: a give his opinions about the fi lm? 3 b give a summary of his opinions and his recommendation? 4 c give background information? 1 d describe the plot and the main characters? 2 5 Complete the WRITING FOCUS with the phrases in purple in the fi lm review. WRITING FOCUS A fi lm review • Background information: 1Directed by Denis Villeneuve … 2 starring Ryan Gosling and Harrison Ford. The fi lm was nominated for/was awarded the … This action-adventure/romantic comedy/thriller/historical drama/animated feature fi lm ... The fi lm is a 3 sequel of/a remake of/an adaptation of ... It is based on the true story of/the novel ... It is 4 set 30 years later/during the ... The action takes place in the future/in a village/in ... Ryan Gosling/the actor stars as ... • Plot: At fi rst/Then/After that/Later on ... 5 Unfortunately , some of these replicants have become dangerous ... Eventually, the police catch the terrorists. • Main characters: The characters are skilfully played/aren’t very convincing. Harrison Ford (also) gives a great 6 performance as ... • Different aspects of the fi lm: The screenplay 7holds your attention from beginning to end. The special effects are amazing. The plot is fascinating/a bit boring/slow-moving. The photography/soundtrack is amazing. • Summary of opinion and recommendation: For me the word that best 8 describes this movie is ... It’s one of the best (science fi ction) fi lms I’ve ever seen. In my view, it’s suitable for adults and teenagers/kids alike. WRITING 3.7 1 Directed by Denis Villeneuve and starring Ryan Gosling and Harrison Ford, this action- adventure  lm is the sequel of the 1982 science- ction  lm Blade Runner by Ridley Scott. It is set 30 years after the events of the original  lm. 2 The action takes place in the Los Angeles of the future, a city where there are  ying cars and gigantic adverts in the form of holograms. People use replicants (androids) for work. Unfortunately, some of these replicants have become dangerous to humans. Ryan Gosling stars as K, a replicant who works for the Los Angeles Police Department as a ‘blade runner’. His job is to  nd and kill these dangerous replicants. One day he discovers a secret that could put the future of humans at risk. 3 Ryan Gosling is excellent as K, and Harrison Ford also gives a great performance as the retired blade runner Rick Deckart, who helps K  nd the answers he is looking for. The special eff ects and photography are as stunning as in the original  lm, the soundtrack is superb and the screenplay holds your attention from beginning to end. 4 For me the word that best describes this movie is awesome. It’s one of the best science- ction  lms I’ve ever seen and in my view it’s suitable for adults and teenagers alike. Simon A fi lm review I can write a simple review of a fi lm. 6 Complete the review of the fi lm Pitch Perfect with words and phrases from the WRITING FOCUS. 7 SPEAKING Discuss the questions. 1 Have you seen Blade Runner 2049 or Pitch Perfect? If so, do you agree with the opinions in the reviews? 2 If you haven’t seen these fi lms, would you like to? Why/Why not? 8 Complete the LANGUAGE FOCUS with the underlined adjectives in the reviews in Exercise 3 and Exercise 6. 9 Complete the sentences with the correct adjectives from the LANGUAGE FOCUS. Sometimes more than one answer is possible. 1 The story of that fi lm was really engaging – it held my attention for over two hours non-stop. 2 I love musicals, and I think the soundtrack from The Phantom of the Opera was simply brilliant/superb . 3 We prefer fi lms which are inspiring – which make people get up from the sofa and go change the world. 4 I don’t think the actor playing Jesse was very convincing – he’s in his 30s and he played the role of a teenager. 5 Did you also think that fi lm was amusing ? Everybody in the cinema laughed and I couldn’t understand why. 6 That thriller was really predictable – we knew who the killer was after just fi fteen minutes! 10 SPEAKING Discuss the questions with a partner. 1 Have you ever seen a truly horrible fi lm? 2 What’s the most brilliant fi lm soundtrack you can think of? 3 Have you ever seen a really inspiring fi lm? Why was it inspiring? 4 When you go to the cinema, does the fi lm have to be amusing? LANGUAGE FOCUS Adjectives to describe fi lms, plots, screenplays etc. We use: • 1superb , 2 stunning and 3 brilliant to mean fantastic, wonderful. • engaging to mean something pleasant that makes you interested, curious. • amusing to mean funny. • 4 inspiring to mean something that makes you excited and makes you want to do something important. • convincing to mean something which makes you believe something is true or right. • predictable to mean something not surprising, something you expected to happen. 41 SHOW WHAT YOU‘VE LEARNT 11 Do the writing task. Use the ideas in the WRITING FOCUS and the LANGUAGE FOCUS to help you. Think of a fi lm you've seen recently and write a review for an online teen magazine. Include the following information: • background information on the fi lm • the plot and main characters • your opinion • a summary of your opinion and recommendation. Pitch Perfect is a 2012 musical comedy, 1directed by Jason Moore and 2starring Anna Kendrick and Rebel Wilson. The fi lm is an 3adaptation of a non-fi ction book by Mickey Rapkin. It was 4awarded MTV Movie Awards for Wilson’s performance and for best musical moment. The 5plot focuses on Beca Mitchell, a college student who would like to be a music producer. At university she meets Barden Bellas, an all-girl a capella group, who want Beca to sing with them and help them win the national singing competition. At fi rst Beca doesn’t want to join the group. 6Eventually , she agrees and it all begins … Anna Kendrick gives a superb 7performance as a rather shy but rebellious student, and the rest of the actresses are really convincing playing the Bellas. The 8screenplay is cleverly written and extremely engaging. The plot is a bit predictable but it’s still a pleasure to watch. And, of course, the soundtrack is brilliant! The fi lm was so popular that it has now two 9sequels : Pitch Perfect 2 (2015) and Pitch Prefect 3, which came out in 2017. The word that best 10describes this movie is fun. It is both amusing and very inspiring to those who dream of performing. In my view, it is 11suitable for teenagers and adults alike, and I believe that everyone will fi nd something interesting in the Pitch Perfect series. Film Review: Pitch Perfect A few days ago I saw the latest fi lm directed by … 42 1 SPEAKING Look at the photos and discuss the questions. 1 Who are the people? 2 Where are they? 3 What are they doing? SPEAKING FOCUS Beginning a description In this photo, I can see …/there is …/there are … This photo shows … Saying where (place) There are … so I think they’re in a street/in an art gallery/ at a concert, etc. Saying where (in the photo) i n the background/in the middle/in the foreground/ on the left/on the right/in front of/behind/next to Speculating He/She looks shy/bored/tired, etc. She’s probably … Perhaps/Maybe/I imagine/I’m sure he’s very proud. Giving your opinion I think … I don’t think … Personally, … In my opinion, … 5 SPEAKING Discuss the questions about Photo C. 1 Who do you think the man sitting on the right is? 2 Describe a time when you saw a street artist. 3 Do you give money to street artists or other street performers? Why?/Why not? 6 SPEAKING Work in pairs. Student A: describe Photo A. Student B: describe Photo B. Use the SPEAKING FOCUS to help you. 7 1.58 Listen to model descriptions of Photos A and B. Then do Exercise 6 again. 8 SPEAKING Follow the instructions below. Student A: Ask Student B the following questions: • What kind of music do you enjoy listening to and who is your favourite band or singer? • Describe a time when you saw live music. Student B: Ask Student A the following questions: • What kind of art do you like and why? • Describe a time when you visited a gallery or museum. 42 4 1.57 Complete the description with words and phrases in the SPEAKING FOCUS. Then listen again and check. 1In this photo I can see a street artist drawing a portrait on the pavement. 2 In the background there are some people watching him. They’re wearing shorts and T-shirts, so 3 I think it’s summer. The street is quite crowded, so perhaps this is a tourist area. The street artist has got dark hair and he’s wearing jeans and a bright green T-shirt. 4 He looks quite young. 5 Next to him is a picture and he’s copying it. 6 In my opinion he’s a very good artist. 7 I imagine he’s going to collect money from the people who are watching him. 8 Personally , I’d give him some money because I think he’s done a good job. 2 Complete sentences 1–3 in as many ways as possible with the adjectives in the box. Some adjectives can be used more than once. bored crowded empty excited famous shy friendly frightened happy irritated miserable nervous noisy proud quiet tired young 1 (describing people) He or she is … 2 (describing feelings) He or she is feeling … 3 (describing places) It is … 3 1.57 Listen to a description and decide which photo it describes. Explain your decision. C – it describes the street artist. A B C SPEAKING 3.8 Describing a photo I can give an extended description of people, places and experiences. 43 3.1 Vocabulary 4.17 acting /ˈæktɪŋ/ addictive /əˈdɪktɪv/ animation /ˌænəˈmeɪʃən/ audiences /ˈɔːdiənsɪz/ binge watcher /ˈbɪndʒ ˌwɒtʃə/ bookworm /ˈbʊkwɜːm/ chapter /ˈtʃæptə/ character /ˈkærəktə/ chat show /ˈtʃæt ˌʃəʊ/ clip /klɪp/ comedy /ˈkɒmədi/ complex /ˈkɒmpleks/ confession /kənˈfeʃən/ cooking programme /ˈkʊkɪŋ ˌprəʊɡræm/ costume /ˈkɒstjʊm/ (crime/TV) drama /(ˈkraɪm/ˌtiː ˈviː) ˌdrɑːmə/ disappointing /ˌdɪsəˈpɔɪntɪŋ/ documentary /ˌdɒkjəˈmentəri/ drama series /ˈdrɑːmə ˌsɪəriːz/ embarrassing /ɪmˈbærəsɪŋ/ ending /ˈendɪŋ/ engaging /ɪnˈɡeɪdʒɪŋ/ entertaining /ˌentəˈteɪnɪŋ/ episode /ˈepəsəʊd/ excellent /ˈeksələnt/ factual /ˈfæktʃuəl/ fantasy /ˈfæntəsi/ fascinating /ˈfæsɪneɪtɪŋ/ game show /ˈɡeɪm ˌʃəʊ/ gripping /ˈɡrɪpɪŋ/ horror /ˈhɒrə/ imaginative /ɪˈmædʒɪnətɪv/ inspiring /ɪnˈspaɪərɪŋ/ light entertainment /ˌlaɪt ˌentəˈteɪnmənt/ live /laɪv/ movie /ˈmuːvi/ moving /ˈmuːvɪŋ/ musical /ˈmjuːzɪkəl/ news bulletin /ˈnjuːz ˌbʊlətɪn/ novel /ˈnɒvəl/ on-demand TV /ɒn dɪˌmɑːnd ˌtiː ˈviː/ period drama /ˈpɪəriəd ˌdrɑːmə/ plot /plɒt/ reality TV /riˌæləti ˌtiːˈviː/ romantic comedy /rəʊˌmæntɪk ˈkɒmədi/ science fi ction /ˌsaɪəns ˈfɪkʃən/ script /skrɪpt/ setting /ˈsetɪŋ/ sitcom /ˈsɪtkɒm/ soap (opera) /ˌsəʊp (ˈɒpərə)/ soundtrack /ˈsaʊndtræk/ special effects /ˌspeʃəl əˈfekts/ talent show /ˈtælənt ˌʃəʊ/ telly /ˈteli/ thriller /ˈθrɪlə/ travel show /ˈtrævəl ʃəʊ/ TV series /ˌtiːˈviː ˌsɪəriːz/ weakness /ˈwiːknəs/ weather forecast /ˈweðə ˌfɔːkɑːst/ 3.2 Grammar 4.18 best-selling /ˌbestˈselɪŋ/ busy /ˈbɪzi/ play /pleɪ/ record /rɪˈkɔːd/ vocal range /ˌvəʊkəl ˈreɪndʒ/ 3.3 Listening 4.19 art gallery /ˈɑːt ˌɡæləri/ at a museum /ət ə mjuːˈziəm/ black and white /ˌblæk ən ˈwaɪt/ classic oil painting /ˌklæsɪk ˈɔɪl ˌpeɪntɪŋ/ colour /ˈkʌlə/ editor /ˈedɪtə/ exhibition /ˌeksəˈbɪʃən/ landscape /ˈlændskeɪp/ modern abstract painting /ˌmɒdn ˈæbstrækt ˌpeɪntɪŋ/ ordinary /ˈɔːdənəri/ painter /ˈpeɪntə/ paste on walls/buildings /ˌpeɪst ɒn ˈwɔːlz/ˈbɪldɪŋz/ photo/photograph /ˈfəʊtəʊ/ˈfəʊtəgrɑːf/ photographer /fəˈtɒɡrəfə/ photography /fəˈtɒɡrəfi/ portrait /ˈpɔːtrət/ public place /ˌpʌblɪk ˈpleɪs/ sculptor /ˈskʌlptə/ sculpture /ˈskʌlptʃə/ slum /slʌm/ street art /ˈstriːt ˌɑːt/ 3.4 Reading 4.20 A-list actors /ˈeɪ lɪst ˌæktəz/ anger /ˈæŋɡə/ autobiography /ˌɔːtəbaɪˈɒɡrəfi/ biography /baɪˈɒɡrəfi/ blockbuster /ˈblɒkˌbʌstə/ box offi ce /ˈbɒks ˌɒfəs/ bully /ˈbʊli/ cause /kɔːz/ classic novel /ˌklæsɪk ˈnɒvəl/ come out /ˌkʌm ˈaʊt/ comic book /ˈkɒmɪk ˌbʊk/ computer-generated images /kəmˌpjuːtə ˌdʒenəreɪtɪd ˈɪmɪdʒɪz/ cope with /ˈkəʊp wɪð/ crime novel /ˈkraɪm ˌnɒvəl/ dedicate yourself to sth /ˈdedəkeɪt jɔːˌself tə ˈsʌmθɪŋ/ destruction /dɪˈstrʌkʃən/ escapism /ɪˈskeɪpɪzəm/ fairy tale /ˈfeəri teɪl/ fantasy novel /ˌfæntəsi ˈnɒvəl/ fi nd out /ˌfaɪnd ˈaʊt/ genre /ˈʒɒnrə/ give something up /ˌɡɪv ˌsʌmθɪŋ ˈʌp/ have X-ray vision /ˌhæv ˈeks reɪ ˌvɪʒən/ historical fi ction /hɪˌstɒrɪkəl ˈfɪkʃən/ horror fi ction /ˈhɒrə ˌfɪkʃən/ innocent /ˈɪnəsənt/ invisible /ɪnˈvɪzɪbəl/ loss /lɒs/ poem /ˈpəʊɪm/ purpose /ˈpɜːpəs/ reject /rɪˈdʒekt/ relate to /rɪˈleɪt ˌtə/ scene /siːn/ science fi ction /ˌsaɪəns ˈfɪkʃən/ short story /ˌʃɔːt ˈstɔːri/ stand up for /ˌstænd ˈʌp fə/ take on (a role) /ˌteɪk ˌɒn ə ˈrəʊl/ thriller /ˈθrɪlə/ trailer /ˈtreɪlə/ weird /wɪəd/ 3.5 Grammar 4.21 gig /ɡɪɡ/ music award /ˈmjuːzɪk əˌwɔːd/ proper /ˈprɒpə/ the charts /ðə ˈtʃɑːts/ 3.6 Use of English 4.22 perform /pəˈfɔːm/ put on (a play) /ˌpʊt ɒn (ə ˈpleɪ)/ softly /ˈsɒftli/ stage /steɪdʒ/ X-rated /ˈeks ˌreɪtəd/ 3.7 Writing 4.23 adaptation of /ˌædæpˈteɪʃən əv/ amusing /əˈmjuːzɪŋ/ brilliant /ˈbrɪljənt/ convincing /kənˈvɪnsɪŋ/ directed by /ˌdaɪˈrektɪd baɪ/ engaging /ɪnˈɡeɪdʒɪŋ/ holds your attention /həʊldz jər əˈtenʃən/ inspiring /ɪnˈspaɪərɪŋ/ masterpiece /ˈmɑːstəpiːs/ performance /pəˈfɔːməns/ predictable /prɪˈdɪktəbəl/ remake of /ˈriːmeɪk əv/ screenplay /ˈskriːnpleɪ/ sequel of /ˈsiːkwəl əv/ starring /ˈstɑːrɪŋ/  stunning /ˈstʌnɪŋ/ suitable for /ˈsuːtəbəl fə/ superb /suːˈpɜːb/ 3.8 Speaking 4.24 in the background /ˌɪn ðə ˈbækɡraʊnd/ in the foreground /ˌɪn ðə ˈfɔːɡraʊnd/ look bored/tired /ˌlʊk ˈbɔːd/ˈtaɪəd/ pavement /ˈpeɪvmənt/ UNIT 3 The arts Word list REFERENCES Audioscript p. 182 Using videos in the classroom p. T14 EXTRA ACTIVITIES Students imagine they are one of the people in the photos. They describe what was happening at the moment the photo was taken. WORKBOOK p. 42 NEXT CLASS Ask students to study the Word list on p. 43. Exercise 2 1 He or she is … famous, friendly, shy, young, bored, excited, frightened, happy, irritated, miserable, nervous, proud, tired. 2 He or she is feeling … bored, excited, frightened, happy, irritated, miserable, nervous. 3 It is … crowded, empty, noisy, quiet. Exercise 1 A A crowd of young people. At a pop concert/ festival. Listening/ dancing to a band. B Three adults and three kids. In an art gallery. Adults looking at the painting and kids looking at their screens. C People in the street and a street artist. In the street. Looking at a drawing on the street. 45 5 Choose the correct answer, A, B or C. 1 X: We didn’t go to the cinema . Y: Why not? A yet B since then C last night 2 X: What a disappointing fi lm! Y: Yes, the plot was . A too funny B too complex C too inspiring 3 X: What do you think about this portrait? Y: The girl looks OK, but the is too dark. A background B centre C foreground 4 X: Adele’s new song is so inspiring. Y: Yes, it’s as her previous hits. A great as B better than C the best of 5 X: Why do the boys in the photo look so miserable? Y: Because the exhibition is for them. A not interesting enough B too exciting C quite entertaining 6 X: What’s soundtrack you’ve ever heard? Y: Probably The Dark Knight. A bad B worse C the worst 6 Read the text and choose the correct answer, A, B or C. 44 VOCABULARY AND GRAMMAR USE OF ENGLISH FOCUS REVIEW 3 If visiting art galleries is 1 for you, in Bratislava, the capital city of Slovakia, you can see attractive art when you walk round the Old Town. Full-sized bronze 2 of people show up suddenly at street corners or on benches. They 3 one of the main tourist attractions in the city. One of the 4 popular is the statue of Ignac Lamar, a cheerful old man wearing elegant clothes and holding a hat in his hand. The legend says that Lamar was 5 poor to visit restaurants or co ee shops, but he always greeted people in the street and kissed ladies’ hands. It’s an 6 idea to take a photo with the statue and have a great souvenir of your visit to Bratislava. HAVE YOU BEEN TO BRATISLAVA? 1 Choose the odd one out in each group. 1 documentary, opera , thriller, game show 2 biography, fantasy novel, landscape , fairy tale 3 plot , gallery, museum, painting 4 band, sitcom , symphony, soundtrack 5 songwriter, photographer, sculptor, character 6 entertaining, fascinating, embarrassing , imaginative 2 Complete the sentences with the correct form of the words in capitals. 1 My favourite artist is Claude Monet. ART 2 Tom Holland played in the musical Billy Elliot when he was 11. MUSIC 3 Don’t take fl ash photographs of paintings in the gallery. PAINT 4 A historical drama is a fi lm about true events and people from the past. HISTORY 5 What’s the most moving fi lm you’ve ever watched? MOVE 6 Almost every actor would like to get an Oscar for acting . ACT 3 Complete the second sentence using the word in capitals so that it has a similar meaning to the fi rst. Do not change the word in capitals. 1 Both TV binge watching and playing video games are addictive. AS TV binge watching is as addictive as playing video games. 2 My father paid €30 for the ticket but I paid only €5. MUCH My father paid much more than me for the ticket. 3 I’ve never seen a fi lm with such amazing special effects. MOST The fi lm had the most amazing special effects I’ve ever seen. 4 The plot in a comedy is not as gripping as the plot in a thriller. THAN The plot in a thriller is more gripping than the plot in a comedy. 5 I think painting a landscape is easier than painting a portrait. DIFFICULT I think painting a portrait is more difficult than painting a landscape. 6 We spent a long time in the museum but only ten minutes in the souvenir shop. FAR We spent a far longer time in the museum than in the souvenir shop. 4 Use the prompts and yet, already or just to write sentences. 1 the new Star Wars episode / not come out 2 Evelyn / see / the exhibition at the Tate Modern 3 Lottie / call / you 4 Howard / take on / the role / in the new sitcom? 5 Jeff / fi nish / download / the soundtrack 6 We / not buy / the tickets for the concert in Edinburgh 1 A too expensive B not expensive enough C more expensive 2 A sculptors B sculptures C portraits 3 A have become B became C used to become 4 A enough B more C most 5 A than B too C enough 6 A excellent B addictive C imaginative 7 Match the headings (A–F) with the paragraphs (1–4). There are two extra headings. A Dealing with clients B A modest artist in the background C Art is not for sale D Two defi nitions E A photographer’s perspective F A famous person in the foreground 8 Look at the photo and choose the most suitable words from the box to describe it. Then describe the photo. ambitious ballet room dancer easy mirror music professional purple singer stretch teenage girl theatre trainers 9 In pairs, answer the questions. Which question refers directly to the photo in Exercise 8? 1 Is the activity easy for the girl to do? Why?/Why not? 2 What artistic skills would you most like to learn? Why? 3 Tell us about an artistic competition you watched or took part in. 45 READING SPEAKING 1 D Are photographers artists or only craftspeople? What is the difference? A craftsperson creates useful objects by hand and then sells them. An artist creates things just to express emotions, entertain or tell a story. But is it really so simple? 2 F Let’s take Annie Leibovitz, for example, who is now the most famous portrait photographer in the world. She has photographed well-known actors, singers, Olympic champions and designers. Her photographs always tell an emotional story and are true pieces of art. But she also earns money on them. 3 B The backgrounds for her portraits are created by another person, Sarah Oliphant. Her works include huge landscapes, abstract paintings or small objects. She says she is a craftsperson, not an artist, because everything she makes is useful to other people and they pay her for it. But people can see her work as art too. 4 E So what is the answer? I am a photographer and I know that people who work in the photography business are almost always craftspeople. They produce images for money on their clients’ orders. But sometimes they use their talent, tools and skills to create something personal. And then they become artists. What do you think? Art or craftsmanship? 10 Read the writing task and write the review. WRITING You have decided to take part in the Film Fan online writing competition. Write a review of a fi lm you have seen recently. Include the following information: • background information about the fi lm (e.g. the director, cast) • the plot and the characters • your opinion about the fi lm • your recommendations. PROJECT • How to teach with projects p. T19 • Work in pairs. Do some research about your favourite artist. Prepare a presentation about his or her work and then present it to your class. 46 THE NARROWEST HOUSE IN THE WORLD! 4 46 Describing houses • inside a house • make or do I can use language related to rooms, homes, buildings and their parts. VOCABULARY 4.1 Home sweet home Home is where the heart is. A proverb SHOW WHAT YOU KNOW Think about your house and complete the task in fi ve minutes. • List all the different rooms in your house. • List at least six items you can fi nd in each room – furniture, decoration, objects, etc. 2 Compare your lists with a partner. What is your total number of different words for rooms and items in rooms? Rendering of the Keret House design, a cross-section, copyright Polish Modern Art Foundation Etgar Keret in Keret House, photo by Bartek Warzecha, copyright Polish Modern Art Foundation Keret House seen from Żelazna Street, photo by Tycjan Gniew Podskarbiński, copyright Polish Modern Art Foundation CAVE HOUSES 15 Watch the BBC video. For the worksheet, go to page 122. 1 2 3 1 47 WORD STORE 4A Describing houses 5 2.2 Complete WORD STORE 4A with the words and phrases in the box. Then listen, check and repeat. a block of fl ats brick concrete cosy glass the ground fl oor historic in the city centre metal modern open-plan spacious upstairs 6 Replace the underlined phrases with words or phrases with a similar meaning in WORD STORE 4A. Which sentences are true for you? I know someone who lives in a … 1 detached house with only one fl oor. a bungalow 2 house which is joined to a neighbour’s house. a semi-detached house 3 house on the edge of the city. in the suburbs 4 small, traditional house in a village. a cottage 5 modern house in an area with other similar houses. on a housing estate 6 fl at that is very warm and comfortable. cosy 7 large fl at that is without many interior walls. spacious open-plan 8 fl at at the top of a building in the middle of the city. on the top floor in the city centre 7 SPEAKING Describe a fl at or house that you know to your partner. WORD STORE 4B Inside a house 8 2.3 Translate the words in WORD STORE 4B. Which of the items can you see in Keret House? Listen and repeat. 9 2.4 We asked three people: ‘Would you like to live in Keret House?’ Listen and complete the table. Answer Reasons Speaker 1 Yes / No / Maybe not practical, no space, only two people fit in the kitchen, no dishwasher Speaker 2 Yes / No / Maybe family make too much noise, possible to get away and have a peaceful life Speaker 3 Yes / No / Maybe yes for one or two nights, but space too small, prefers the country WORD STORE 4C make or do 10 2.5 Complete WORD STORE 4C with the nouns in the box. Then listen, check and repeat. the washing dinner the ironing the gardening the washing-up a mess a noise the shopping 11 SPEAKING Complete the questions with the correct form of make or do. Then ask and answer the questions. 1 Did you make your bed this morning? 2 Do your neighbours ever make a noise? 3 Do you like doing the washing-up? 4 Who does the cooking in your house? 5 Have you ever made dinner for somebody? 6 Where does your family usually do the shopping? Go to WORD STORE 4 page 9 3 2.1 Listen and answer the questions. 1 Where is Keret House? In Warsaw (Poland) 2 What does Etgar Keret think of the house? That it’s small but complete. 3 How wide is Keret House? 92–152 cm 4 How many fl oors are there? two 5 How many people can live in it? only one 4 SPEAKING Discuss whether or not you would like to live in the Keret house. Give reasons for your answers. 2 3 REFERENCES Culture notes p. 173 Audioscript p. 182 Videoscript pp. 194–195 Using videos in the classroom p. T14 EXTRA ACTIVITIES • Photocopiable resource 18 Ms Do and Mr Make (10 min.) pp. 204, 232 • Photocopiable resource 19 Test yourselves (10 min.) pp. 205, 233 • Extra digital activities: Vocabulary Checkpoint • Students write four sentences about a typical day or weekend using the collocations with home from ex. 6 in the WB, p. 47. UNIT 4 VIDEOS BBC Cave houses 15 GRAMMAR ANIMATION Lesson 4.2 16 Lesson 4.5 18 FOCUS VLOG Where people live Lesson 4.2 17 ROLE-PLAY Lesson 4.8 19 47 THE NARROWEST HOUSE IN THE WORLD! 4 46 Describing houses • inside a house • make or do I can use language related to rooms, homes, buildings and their parts. VOCABULARY 4.1 Home sweet home Home is where the heart is. A proverb SHOW WHAT YOU KNOW 1 Think about your house and complete the task in fi ve minutes. • List all the different rooms in your house. • List at least six items you can fi nd in each room – furniture, decoration, objects, etc. 2 Compare your lists with a partner. What is your total number of different words for rooms and items in rooms? Rendering of the Keret House design, a cross-section, copyright Polish Modern Art Foundation Etgar Keret in Keret House, photo by Bartek Warzecha, copyright Polish Modern Art Foundation Keret House seen from Żelazna Street, photo by Tycjan Gniew Podskarbiński, copyright Polish Modern Art Foundation CAVE HOUSES 15 Watch the BBC video. For the worksheet, go to page 122. 1 2 3 1 47 WORD STORE 4A Describing houses 5 2.2 Complete WORD STORE 4A with the words and phrases in the box. Then listen, check and repeat. a block of fl ats brick concrete cosy glass the ground fl oor historic in the city centre metal modern open-plan spacious upstairs 6 Replace the underlined phrases with words or phrases with a similar meaning in WORD STORE 4A. Which sentences are true for you? I know someone who lives in a … 1 detached house with only one fl oor. a bungalow 2 house which is joined to a neighbour’s house. a semi-detached house 3 house on the edge of the city. in the suburbs 4 small, traditional house in a village. a cottage 5 modern house in an area with other similar houses. on a housing estate 6 fl at that is very warm and comfortable. cosy 7 large fl at that is without many interior walls. spacious open-plan 8 fl at at the top of a building in the middle of the city. on the top floor in the city centre 7 SPEAKING Describe a fl at or house that you know to your partner. WORD STORE 4B Inside a house 8 2.3 Translate the words in WORD STORE 4B. Which of the items can you see in Keret House? Listen and repeat. 9 2.4 We asked three people: ‘Would you like to live in Keret House?’ Listen and complete the table. Answer Reasons Speaker 1 Yes / No / Maybe not practical, no space, only two people fit in the kitchen, no dishwasher Speaker 2 Yes / No / Maybe family make too much noise, possible to get away and have a peaceful life Speaker 3 Yes / No / Maybe yes for one or two nights, but space too small, prefers the country WORD STORE 4C make or do 10 2.5 Complete WORD STORE 4C with the nouns in the box. Then listen, check and repeat. the washing dinner the ironing the gardening the washing-up a mess a noise the shopping 11 SPEAKING Complete the questions with the correct form of make or do. Then ask and answer the questions. 1 Did you make your bed this morning? 2 Do your neighbours ever make a noise? 3 Do you like doing the washing-up? 4 Who does the cooking in your house? 5 Have you ever made dinner for somebody? 6 Where does your family usually do the shopping? Go to WORD STORE 4 page 9 3 2.1 Listen and answer the questions. 1 Where is Keret House? In Warsaw (Poland) 2 What does Etgar Keret think of the house? That it’s small but complete. 3 How wide is Keret House? 92–152 cm 4 How many fl oors are there? two 5 How many people can live in it? only one 4 SPEAKING Discuss whether or not you would like to live in the Keret house. Give reasons for your answers. 2 3 WORKBOOK pp. 46–47, including Show What You’ve Learnt NEXT CLASS • Ask students to prepare for a 10–20-minute Vocabulary Quiz: Assessment Package, Unit 4.1, Vocabulary. • Ask students to do Show What You Know in the WB, p. 48. VIDEO 15 50 READING 4.4 50 1 SPEAKING Look at the photos and discuss the questions. 1 What are the advantages of living in each place? 2 What are the disadvantages? 3 Would you like to live there? Why/Why not? I suppose one advantage of living in the trees is that you would have fantastic views … 2 2.12 Which words in the box describing landscape features can you see in the photos? Use your dictionary if necessary. Then listen and repeat. a cave ✓ a crater ✓ an island ✓ a rainforest ✓ rocks ✓ ruins ✓ stilts ✓ a treehouse ✓ a turquoise ocean ✓ a volcano ✓ 3 Read the text and answer the questions. 1 Why do the Korowai Tribe build their houses in trees? 2 Why do people in Coober Pedy prefer living underground? 3 Why do people on Aogashima want to live in a volcano? 4 Why do the Bajau people feel uncomfortable on land? 5 Why have most people recently moved from Petra to a nearby village? EXAM FOCUS Gapped text 4 Read the text again. Complete gaps 1–5 with sentences A–F. There is one extra sentence. A Alternatively, you can take a helicopter and it only takes two hours. B This means that they have better access to water, electricity and Wi-Fi. C In fact, income from tourism is helping to keep their traditions alive. D It has to be strong because sometimes a family of twelve people live there. E However, if you look closer, you can see chimneys on the surface of the dry landscape. F Also, they start hunting when they’re just eight years old. People who don’t live in traditional houses 2.13 1 Living in trees The Korowai Tribe of Papua New Guinea are strong and good at climbing. They have to be! They live in treehouses, sometimes forty- fi ve metres above the ground. The dense rainforest is hot and humid; there are insects and dangerous animals. Treehouses protect the tribe from these dangers on the ground. They use material from the forest to build the houses. They cut o the top of a tree and build the fl oor fi rst. 1 D They use a ladder to get up and down. Imagine the breathtaking views from one of these treehouses! 5 Gapped text I can understand the main points in a simple descriptive text on a familiar topic. 51 5 Match ‘clues’ 1–3 with their function a–c in a text. 1 she, he, it, her, him, one, this, that, here, there 2 But, However, Alternatively, Instead 3 Also, In addition, For example, In fact a they introduce additional information 3 b they introduce contrasting information 2 c they refer back to something in the text 1 6 Underline examples of ‘clues’ in sentences A–F in Exercise 4. Do they ‘add’, ‘contrast’ or ‘refer’? 7 2.14 Complete the phrases with the words in blue in the text. Then listen, check and repeat. 1 attract visitors 2 breathtaking views 3 historic monuments 4 hot and humid 5 mining town 6 trading centre 7 traffi c jams 8 Complete the questions with the words in Exercise 7. 1 Are there any historic monuments in your city? 2 Is your city a busy trading centre? 3 Which parts of your country attract a lot of visitors? 4 Where can you see breathtaking views ? 5 Does it ever get hot and humid in your country? 6 Are there any mining towns in your country? 7 Where in your city are the worst traffic jams? 9 SPEAKING Ask and answer the questions in Exercise 8. WORD STORE 4E Collocations 10 2.15 Complete WORD STORE 4E with the words in the box. Then listen, check and repeat. Write an example sentence for each collocation. 2 Living underground In the desert of Southeast Australia, 500 miles away from the nearest city, is a mining town called Coober Pedy. On the sandy surface, there isn’t much to see. 2 E Almost all of the 3,500 residents live underground and work in the opal mines. To escape from scorching temperatures, they have created an impressive underground world where you’ll fi nd everything from a bookstore to a church, and even a hotel. 3 Living in a volcano Aogashima is a Japanese island in the Philippine Sea. Over 230 years ago, a volcanic eruption killed half of its population. Now about 200 people live in the old volcanic crater. They try not to worry too much about another eruption. They love living on the island – there are no tra c jams or crowds of people. Fishing, hiking, camping and swimming are popular activities. Aogashima’s natural hot springs and lush vegetation attract a lot of visitors, but the island is not so easy to reach. You can take a fourteen-hour boat trip from Tokyo. 3 A 4 Living on the sea The Bajau /ˈbɑːdʒaʊ/ people of Borneo in Southeast Asia, also called sea gypsies, live on boats or houses on stilts in the turquoise Pacifi c Ocean. When they go on land, they feel ‘landsick’. Bajau children don't go to school on land. But from an early age they learn to swim and dive. 4 F The best Bajau divers can dive 20 metres to the bottom of the ocean to search for fi sh. Young Bajau children spend so much time in the ocean that their eyes develop excellent underwater vision. 5 Living in caves The ancient city of Petra is a popular tourist destination. It is located in the rose-coloured mountains of south-western Jordan and was once a busy trading centre. Then, its residents abandoned the city and for thousands of years only the Bedouin, a nomadic tribe, lived in caves among the spectacular historic ruins. However, the government has recently decided to move them to a nearby village to protect Petra. But the Bedouins’ way of life has not changed much. 5 C Some of them work in Petra, selling souvenirs or transporting tourists on horses, camels and donkeys around the historic monuments. 10 15 20 25 30 35 40 45 50 55 60 EXTRA ACTIVITIES • Students write questions about the texts, e.g. How many people live in Coober Pedy? How many people live on Aogashima? Which country is Petra located in? Collect the questions and then divide students into teams. Give them a few minutes to look at the texts again, then use the questions for a class quiz. • Students write sentences using the key vocabulary in the lesson. WORKBOOK pp. 50–51 NEXT CLASS Ask students to do Show What You Know in the WB, p. 52. Exercise 3 1 Because there are dangers on the ground. 2 Because it’s very hot outside. 3 Because there are no traffic jams and there are great activities. 4 Because they live most of the time on the sea. 5 Because the government wanted to protect Petra. 51 READING 4.4 50 1 SPEAKING Look at the photos and discuss the questions. 1 What are the advantages of living in each place? 2 What are the disadvantages? 3 Would you like to live there? Why/Why not? I suppose one advantage of living in the trees is that you would have fantastic views … 2 2.12 Which words in the box describing landscape features can you see in the photos? Use your dictionary if necessary. Then listen and repeat. a cave ✓ a crater ✓ an island ✓ a rainforest ✓ rocks ✓ ruins ✓ stilts ✓ a treehouse ✓ a turquoise ocean ✓ a volcano ✓ 3 Read the text and answer the questions. 1 Why do the Korowai Tribe build their houses in trees? 2 Why do people in Coober Pedy prefer living underground? 3 Why do people on Aogashima want to live in a volcano? 4 Why do the Bajau people feel uncomfortable on land? 5 Why have most people recently moved from Petra to a nearby village? EXAM FOCUS Gapped text 4 Read the text again. Complete gaps 1–5 with sentences A–F. There is one extra sentence. A Alternatively, you can take a helicopter and it only takes two hours. B This means that they have better access to water, electricity and Wi-Fi. C In fact, income from tourism is helping to keep their traditions alive. D It has to be strong because sometimes a family of twelve people live there. E However, if you look closer, you can see chimneys on the surface of the dry landscape. F Also, they start hunting when they’re just eight years old. People who don’t live in traditional houses 2.13 1 Living in trees The Korowai Tribe of Papua New Guinea are strong and good at climbing. They have to be! They live in treehouses, sometimes forty- fi ve metres above the ground. The dense rainforest is hot and humid; there are insects and dangerous animals. Treehouses protect the tribe from these dangers on the ground. They use material from the forest to build the houses. They cut o the top of a tree and build the fl oor fi rst. 1 D They use a ladder to get up and down. Imagine the breathtaking views from one of these treehouses! 5 Gapped text I can understand the main points in a simple descriptive text on a familiar topic. 51 5 Match ‘clues’ 1–3 with their function a–c in a text. 1 she, he, it, her, him, one, this, that, here, there 2 But, However, Alternatively, Instead 3 Also, In addition, For example, In fact a they introduce additional information 3 b they introduce contrasting information 2 c they refer back to something in the text 1 6 Underline examples of ‘clues’ in sentences A–F in Exercise 4. Do they ‘add’, ‘contrast’ or ‘refer’? 7 2.14 Complete the phrases with the words in blue in the text. Then listen, check and repeat. 1 attract visitors 2 breathtaking views 3 historic monuments 4 hot and humid 5 mining town 6 trading centre 7 traffi c jams 8 Complete the questions with the words in Exercise 7. 1 Are there any historic monuments in your city? 2 Is your city a busy trading centre? 3 Which parts of your country attract a lot of visitors? 4 Where can you see breathtaking views ? 5 Does it ever get hot and humid in your country? 6 Are there any mining towns in your country? 7 Where in your city are the worst traffic jams? 9 SPEAKING Ask and answer the questions in Exercise 8. WORD STORE 4E Collocations 10 2.15 Complete WORD STORE 4E with the words in the box. Then listen, check and repeat. Write an example sentence for each collocation. 2 Living underground In the desert of Southeast Australia, 500 miles away from the nearest city, is a mining town called Coober Pedy. On the sandy surface, there isn’t much to see. 2 E Almost all of the 3,500 residents live underground and work in the opal mines. To escape from scorching temperatures, they have created an impressive underground world where you’ll fi nd everything from a bookstore to a church, and even a hotel. 3 Living in a volcano Aogashima is a Japanese island in the Philippine Sea. Over 230 years ago, a volcanic eruption killed half of its population. Now about 200 people live in the old volcanic crater. They try not to worry too much about another eruption. They love living on the island – there are no tra c jams or crowds of people. Fishing, hiking, camping and swimming are popular activities. Aogashima’s natural hot springs and lush vegetation attract a lot of visitors, but the island is not so easy to reach. You can take a fourteen-hour boat trip from Tokyo. 3 A 4 Living on the sea The Bajau /ˈbɑːdʒaʊ/ people of Borneo in Southeast Asia, also called sea gypsies, live on boats or houses on stilts in the turquoise Pacifi c Ocean. When they go on land, they feel ‘landsick’. Bajau children don't go to school on land. But from an early age they learn to swim and dive. 4 F The best Bajau divers can dive 20 metres to the bottom of the ocean to search for fi sh. Young Bajau children spend so much time in the ocean that their eyes develop excellent underwater vision. 5 Living in caves The ancient city of Petra is a popular tourist destination. It is located in the rose-coloured mountains of south-western Jordan and was once a busy trading centre. Then, its residents abandoned the city and for thousands of years only the Bedouin, a nomadic tribe, lived in caves among the spectacular historic ruins. However, the government has recently decided to move them to a nearby village to protect Petra. But the Bedouins’ way of life has not changed much. 5 C Some of them work in Petra, selling souvenirs or transporting tourists on horses, camels and donkeys around the historic monuments. 10 15 20 25 30 35 40 45 50 55 60 Exercise 6 A Alternatively – contrast B they – refer C In fact – add D It – refer E However – contrast F Also – add 52 1 SPEAKING What makes a good house party? Add your own ideas to the ones below and put them in order of importance. Then compare your ideas with a partner. decoration food and drink furniture lighting music people theme 2 2.16 Read and listen to the dialogue. Then answer the questions. 1 Why is Tony having a party? 2 Where and when is he having it? 3 How is Luisa going to help? Tony: I’m having a birthday party on the 25th. Can you come? Luisa: That’s next Saturday, right? Yes, that sounds great. Are you having it at home? Tony: No, our apartment isn’t big enough. I’m using my aunt and uncle’s house. They’re really nice – they say it’s fi ne. Luisa: That’s kind of them – do they know how many friends you’ve got? Tony: Not yet. I’m going to tell them later. We’ll probably use the basement. It’s huge. Luisa: A basement? Are you going to decorate it? Tony: I suppose so. I’m not very good at that sort of thing. Luisa: Don’t worry, I’ll help you. What are you doing later? Tony: I’m going to text everybody with the invitation now, but after that I’m free. 3 Read the GRAMMAR FOCUS. Complete the examples using the future forms in blue in Exercise 2. Then underline more examples of each future form in the text. Future forms: Present Continuous, be going to and will • You use the Present Continuous for future arrangements. You often mention a time, a date or a place. I 1 ’m having a birthday party on the 25th. • You use be going to for future intentions. You have already decided to do something and you tell people about it. I 2 ’m going to tell them later. • You use will for spontaneous decisions. You often use expressions like: I think I’ll …, I’ll probably … , Don’t worry, I’ll … Don’t worry, I 3 ’ll help you. GRAMMAR FOCUS 4 2.17 Choose the most appropriate future form. Then listen and check. Tony: Two of my friends 1 are helping / will help me prepare the room on Saturday afternoon. We 2 ’re going to hang / ’ll hang sheets on the walls and the ceiling. Then we 3 ’re going to put / ’re putting coloured lights everywhere. We 4’ll have / ’re having a band and a DJ from eight to midnight. I’ve already booked them. Aunt: Okay, I think I 5 ’ll warn / ’m going to warn the neighbours! Tony: We’ve decided to have a fancy dress theme – everybody 6will come / is coming as their favourite fi lm character. Uncle: Oh good, I think I 7 ’ll come / ‘m going to come as Captain Jack Sparrow! Aunt: No, we 8’ll go out / ’re going out to the theatre, remember? I told you yesterday. Uncle: I know, I was joking. Now, what are you 9eating / going to eat ? Tony: That’s all arranged. Mum 10will make / is making some pizzas. Aunt: And what about the cleaning the next day? Tony: Oh, erm … Don’t worry, I 11 ’ll do / ’m doing that with my friend Luisa. She won’t mind! 5 Complete the email with appropriate future forms in gaps 1–6 and your own ideas in gaps a–c. 6 SPEAKING You are responsible for organising an end-of-term party for your school year. Discuss with a partner. Follow the instructions. 1 Make some decisions about location, food and drink, music, decoration, theme, etc. 2 Write an email to the class to explain your ideas. Use all three future forms. As a class, decide whose party ideas are best. Hi Amy You know I 1'm moving (move) house next week. Well, I’ve decided that I 2 ’m going to have (have) a house-warming party in the new house. The theme is Superheroes, so I 3 ’m going to dress up (dress up) as a . You know my mum’s a fantastic cook so she 4 ‘s making (make) b . I think everybody 5 ‘ll like (like) that. I’m not sure about the music. I think I 6 ‘ll get (get) a DJ and ask him to play lots of c . Grammar page 142 52 GRAMMAR 4.5 Future forms: Present Continuous, be going to and will I can talk about the future using the Present Continuous, going to and will. 18 53 1 SPEAKING Look at the photos. What are the advantages and disadvantages of each place? Where would you like to spend the weekend? Discuss with a partner. 2 2.18 Listen to Robbie trying to decide which place to go to. How many of your ideas in Exercise 1 does he mention? What does he decide to do and why? He decides to go to his grandparents’ farm in the country because he wants to get to know a local girl better. 3 2.18 Listen again and choose the correct option. 1 She doesn’t speak French very well / very well French. 2 I speak more well / better than she does. 3 I stay up late / lately. 4 That sounds extreme / extremely boring. 5 Everybody goes to bed really early / real early. 6 Time goes unbelievably slowly / unbelievably slow in the country. 4 Read the LANGUAGE FOCUS. Form appropriate adverbs from the adjectives in bold in sentences 1–6 below. Then put the words in the correct order to make sentences. LANGUAGE FOCUS Adverbs • You use adverbs to modify verbs, adjectives and other adverbs. • You form adverbs by adding -ly, -y, -ily to adjectives: slow ➞ slowly, unbelievable ➞ unbelievably, lucky ➞ luckily. Note: Some adverbs and adjectives have the same spelling: hard, fast, late, early. He is a fast runner./He runs fast. • You never put an adverb between a verb and its object. VERB OBJECT He speaks English well. NOT He speaks well English. • Use adverbs of degree to modify adjectives and adverbs. WEAKER STRONGER a little/a bit/slightly quite/rather/pretty really/extremely/completely She’s a little shy. My French is Everybody goes to bed pretty bad. really early. • You form comparative adverbs with more: Alice speaks more clearly than John. Note: Some comparative adverbs are irregular: well ➞ better, badly ➞ worse, hard ➞ harder. 5 Change the sentences in Exercise 4 to make them true for you. 6 USE OF ENGLISH Complete the second sentence with option A, B or C so that it has a similar meaning to the fi rst. 1 My house is not very far from the school. My house is near the school. A very B quite C completely 2 My cousin really hates meeting people. My cousin is shy. A extremely B a little C slightly 3 I don’t get up early during the holidays. I get up during the holidays. A late B lately C more late 4 I don’t sing as well as my best friend. My best friend sings than me. A well B good C better 5 I have to make more effort in English. I have to work in English. A hardly B more harder C harder 7 SPEAKING Make the sentences true for you. Then compare your sentences with a partner. 1 The countryside near my house is … [adverb] + [adjective] The countryside near my house is extremely beautiful. 2 The streets in my neighbourhood are … [adverb] + [adjective] 3 The capital city is … [adverb] + [adjective] 4 My school is … [adverb] + [adjective] 5 I usually get to school … [comparative adverb] … my schoolmates 6 I speak English … [adverb] + [adverb] 1 go to bed / I / at the weekend / real late 2 eat / I / quite healthy 3 I / my money / wise / spend 4 extreme easy / new words / learn / I 5 pretty fast / drives / My father / his car 6 understand / My parents / I do / English / than / good Use of English page 143 USE OF ENGLISH 4.6 Adverbs I can form adverbs and qualify them with really/quite/very. REFERENCES Audioscript p. 183 Using videos in the classroom p. T14 EXTRA ACTIVITIES • Grammar animation • Photocopiable resource 21 Party checklist (15 min.) pp. 205, 235 • Extra digital activities: Grammar Checkpoint • Prepare six sentences with will and going to – four correct and two with mistakes. Write them on the board. Students discuss the sentences and correct the mistakes. WORKBOOK p. 52, including Show What You’ve Learnt NEXT CLASS Ask students to prepare for a 10–20-minute Grammar Quiz: Assessment Package, Unit 4.5, Grammar. VIDEO 18 Exercise 2 1 Tony is having a party because it’s his birthday. 2 He’s having it next Saturday at his aunt and uncle’s house. 3 Luisa is going to help with the decoration. 55 54 1 In pairs, list as many British cities as you can think of in sixty seconds. 2 Read a blog about Bath. Which topics does the blogger mention? a Art and culture d General information b Food and drink e Shopping c Entertainment and nightlife f Tourist highlights 3 SPEAKING Would you like to visit Bath? Why?/ Why not? Discuss with a partner. 13 January Last weekend, I visited my cousin in Bath, Somerset, in the southwest of England. Bath is a popular tourist destination and is famous for its historic sites. Today’s blog entry is about my visit. I met my cousin on Saturday morning and we walked around the city. Bath is a lovely place. The centre is small, so most people tend to visit it on foot. It was very busy, but we saw some really beautiful architecture. For visitors, a walk along the river is a must. We stopped for lunch in a traditional tearoom. One of the local specialities is the Sally Lunn Bun. It was delicious! After lunch, we went shopping. Bath has a wide selection of shops. According to fashion magazines, Bath is ‘Britain’s best fashion secret’. I bought a cool T-shirt, some sunglasses and a hat. In the evening, we went to the Roman Baths. It is the most popular attraction in the city. If you’re tired after a long day, I would defi nitely recommend relaxing in the thermal waters of Bath Spa. I thought it was wonderful! Comments (8) WRITING 4.7 A blog entry I can write a description of a recent trip. 4 2.19 Match the words and phrases in purple in the blog with the defi nitions below. Then listen, check and repeat. 1 an interesting thing to see or do = attraction 2 choice or range = selection 3 food that you can only fi nd here = local specialities 4 places that were important in the past = historic sites 5 something you should defi nitely see or do = a must 5 Read the WRITING FOCUS. Complete the examples with the underlined words in the blog in Exercise 2. WRITING FOCUS LANGUAGE FOCUS A blog entry 1 Say when and/or why you visited Last week/weekend/month, etc. I went to …/I visited my cousin/friend/aunt in … 2 Introduce the place … is a small/large city in … … is a popular tourist destination. … is famous for its … 3 Give impressions or opinions It is a busy/interesting/1lovely place. Most people seem to/2 tend to … According to … I thought it was great/3 wonderful /a bit boring. It (the food) was 4 delicious ! 4 Make recommendations I would (defi nitely) 5 recommend (doing something). For visitors, … is a must. Punctuation – commas • Put a comma between the names of cities and states or countries: 1Bath, Somerset • Use commas to separate three or more nouns in a list – 2 a cool T-shirt, some sunglasses and a hat • Use commas to separate clauses in a sentence when they are joined by but or so: 3 The centre is small, so most people …, It was very busy, but … • Use a comma to separate an if-clause from the main clause when the if-clause is the fi rst one in a sentence: 4 If you’re tired after a long day, I would … • Use a comma after time expressions at the beginning of a sentence: 5 Last weekend, I visited …, In the evening, we went … 55 6 SPEAKING Complete these sentences to describe your own town or region. Then compare your answers with a partner. 1 is famous for . 2 For visitors, is a must. 3 is probably the most popular attraction. 4 One of the local specialities is . 5 I would recommend . 7 Read the LANGUAGE FOCUS. Complete with examples of comma use in the blog. 8 Add commas to the text about the Lake District. A few months ago, I visited … SHOW WHAT YOU‘VE LEARNT 9 Do the writing task. Use the ideas in the WRITING FOCUS and the LANGUAGE FOCUS to help you. Write a blog entry in which you describe your impressions after visiting a well-known tourist destination. Include the following information: • introduce the place and write when you were there • write what you did there and what you saw • present your impressions and your opinion about this place • give some advice to the readers. The Lake District The Lake District, Cumbria is the UK’s most popular national park. Every year, 15 million people visit the area. The landscape is wonderful – there are lakes, mountains, beaches and breathtaking views. The Lake District is the wettest place in England, but the dramatic skies are part of the attraction. Lake Windermere is eleven miles long and is a must for all visitors. If you enjoy walking, hiking, climbing or water sports, the Lake District is an ideal place for a holiday. 56 1 SPEAKING Imagine you are visiting London. Discuss which of these activities you would like to do. Give reasons for your answers. SPEAKING FOCUS Making suggestions Do you fancy (going) …? ✓ Let’s (go) … ✓ How about (going) …? ✓ We could (go) … ✓ (I think) we should (go) … ✓ What about (going) …? ✓ Why don’t we (go) …? ✓ 56 2 2.20 Listen to Marcus and Ann. What do they decide to do? Which activities do they reject and why? 3 2.20 Listen again and tick the expressions you hear. 19 Watch the video and practise. Then role-play your dialogue. ROLE-PLAY Making suggestions 4 2.21 Complete each expression in the dialogue with an appropriate word from the SPEAKING FOCUS. Then listen and check. A: Do you fancy 1 going to the cinema tonight? B: That’s a good 2 idea ! What do you want to see? A: The new fi lm with Jennifer Aniston. B: Oh no, I’m not 3 keen on romantic comedy. I’d 4 rather see an action fi lm. A: Okay, let’s see the new James Bond 5 instead . B: Great. How 6 about having a burger before we go? A: Why 7 not ! We 8 could try that new burger bar in town. 5 SPEAKING You are planning a day out in Edinburgh. Look at the tourist information. Follow the instructions below to prepare a dialogue. Use the SPEAKING FOCUS to help you. A: Suggest an activity for the morning. B: Agree and suggest something for the afternoon. A: Disagree and suggest something different for the afternoon. B: Disagree and suggest something else for the afternoon. A: Agree and suggest something for the evening. B: Agree. Agreeing with suggestions (That’s a) good/great idea! ✓ (That) sounds good/great! ✓ Why not! Disagreeing with suggestions (I‘m sorry) I’m not keen on … I don’t really like … ✓ I’d rather (go) … ✓ I’m not sure about that. ✓ Let’s (go) … instead. ✓ National Museum of Scotland 10 a.m.–5 p.m. Botanic Gardens 10 a.m.–6 p.m. Climb a hill to get great views of the city 2 hours to climb up Visit Edinburgh Castle 9.30 a.m.–5 p.m. Comedy at ‘Comedy Club’ 8.30 p.m.–midnight Ghost tour ‘Dark secrets of old Edinburgh’ 3 p.m. Learn to do Scottish dancing 7 p.m.–midnight Eat seafood in waterfront restaurants 7 p.m.–midnight 6 SPEAKING Practise your dialogue. Then act it out to the class. SIX OF THE BEST THINGS TO DO IN LONDON London by speedboat 7 days a week, all year Suitable for all ages! £35 for 50 minutes Shopping Oxford Street shops: 8.30 a.m.–9 p.m., Sun 11.30 a.m.–6 p.m. Camden Market: Clothes, music, souvenirs. 10 a.m.–6 p.m. daily The London Eye Get the best view of London. 10 a.m.–9 p.m. every day Adult: £19, 15 and under: £10 The London Dungeon Prepare to be scared! Tours from £20 10 a.m.–4 p.m. on Mon, Tue, Wed, Fri, 10 a.m.–5 p.m. on Sun, 10 a.m.–6 p.m. on Sat, 11 a.m.–4 p.m. on Thur Madame Tussauds Come and see the Royal Family! 9 a.m.–6 p.m. daily Adult: £30 – save 50% when you book online Shakespeare’s Globe Theatre Experience Romeo and Juliet in Shakespeare’s own theatre! Tickets: £20–£45 Standing tickets from £5 only SPEAKING 4.8 Making suggestions I can make suggestions and respond to them politely. 19 57 4.1 Vocabulary 4.25 accommodation /əˌkɒməˈdeɪʃən/ basement /ˈbeɪsmənt/ bedside table /ˌbedsaɪd ˈteɪbəl/ block of fl ats /ˌblɒk əv ˈflæts/ bookcase /ˈbʊk-keɪs/ brick /brɪk/ bungalow /ˈbʌŋɡələʊ/ carpet /ˈkɑːpət/ chest of drawers /ˌtʃest əv ˈdrɔːz/ comfortable /ˈkʌmftəbəl/ concrete /ˈkɒŋkriːt/ cooker /ˈkʊkə/ cosy /ˈkəʊzi/ cottage /ˈkɒtɪdʒ/ cupboard /ˈkʌbəd/ desk /desk/ detached house /dɪˌtætʃt ˈhaʊs/ do the cooking /ˌduː ðə ˈkʊkɪŋ/ do the gardening /ˌduː ðə ˈɡɑːdnɪŋ/ do the housework /ˌdu ðə ˈhaʊswɜːk/ do the ironing /ˌduː ði ˈaɪənɪŋ/ do the shopping /ˌduː ðə ˈʃɒpɪŋ/ do the washing /ˌduː ðə ˈwɒʃɪŋ/ do the washing-up /ˌduː ðə ˌwɒʃɪŋ ˈʌp/ do your homework /ˌduː jɔː ˈhəʊmwɜːk/ downstairs /ˌdaʊnˈsteəz/ fridge /frɪdʒ/ front door /ˌfrʌnt ˈdɔː/ glass /ɡlɑːs/ in a village /ˌɪn ə ˈvɪlɪdʒ/ in the city centre /ˌɪn ðə ˌsɪti ˈsentə/ in the countryside /ˌɪn ðə ˈkʌntrisaɪd/ in the suburbs /ˌɪn ðə ˈsʌbɜːbz/ interior wall /ɪnˌtɪəriə ˈwɔːl/ kitchen sink /ˌkɪtʃən ˈsɪŋk/ ladder /ˈlædə/ make a complaint /ˌmeɪk ə kəmˈpleɪnt/ make a decision /ˌmeɪk ə dɪˈsɪʒən/ make a mess /ˌmeɪk ə ˈmes/ make a noise /ˌmeɪk ə ˈnɔɪz/ make dinner /ˌmeɪk ˈdɪnə/ make your bed /ˌmeɪk jɔː ˈbed/ metal /ˈmetl/ modern /ˈmɒdn/ narrow /ˈnærəʊ/ natural light /ˌnætʃərəl ˈlaɪt/ near the sea /ˌnɪə ðə ˈsiː/ neighbour /ˈneɪbə/ on a housing estate /ˌɒn ə ˈhaʊzɪŋ ɪˌsteɪt/ on the edge of the city /ˌɒn ði ˈedʒ əv ðə ˈsɪti/ on the fi rst fl oor /ɒn ðə ˌfɜːst ˈflɔː/ on the ground fl oor /ɒn ðə ˌɡraʊnd ˈflɔː/ on the second fl oor /ɒn ðə ˌsekənd ˈflɔː/ on the top fl oor /ɒn ðə ˌtɒp ˈflɔː/ open-plan /ˌəʊpən ˈplæn/ radiator /ˈreɪdieɪtə/ semi-detached house /ˌsemidɪˌtætʃt ˈhaʊs/ shelf /ʃelf/ spacious /ˈspeɪʃəs/ stairs /steəz/ stone /stəʊn/ terraced house /ˌterəst ˈhaʊs/ traditional /trəˈdɪʃənəl/ upstairs /ˌʌpˈsteəz/ wardrobe /ˈwɔːdrəʊb/ wide /waɪd/ wood /wʊd/ wooden fl oor /ˌwʊdn ˈflɔː/ 4.2 Grammar 4.26 community /kəˈmjuːnəti/ couch /kaʊtʃ/ feel at home /ˌfiːl ət ˈhəʊm/ feel homesick /ˌfiːl ˈhəʊmˌsɪk/ free /friː/ host /həʊst/ houseboat /ˈhaʊsbəʊt/ luxury /ˈlʌkʃəri/ member /ˈmembə/ neighbourhood /ˈneɪbəhʊd/ studio apartment /ˈstjuːdiəʊ əˌpɑːtmənt/ 4.3 Listening 4.27 come round /ˌkʌm ˈraʊnd/ get away from /ˌɡet əˌweɪ ˈfrəm/ keep sb out /ˌkiːp ˈsʌmbɒdi ˈaʊt/ lamp /læmp/ let sb in /ˌlet ˌsʌmbɒdi ˈɪn/ shell /ʃel/ show sb around /ˌʃəʊ ˈsʌmbɒdi əˈraʊnd/ souvenir /ˌsuːvəˈnɪə/ stay in /ˌsteɪ ˈɪn/ 4.4 Reading 4.28 abandon /əˈbændən/ ancient /ˈeɪnʃənt/ attract /əˈtrækt/ breathtaking view /ˌbreθteɪkɪŋ ˈvjuː/ busy /ˈbɪzi/ camel /ˈkæməl/ cave /keɪv/ crater /ˈkreɪtə/ dense /dens/ desert /ˈdezət/ develop underwater vision /dɪˈveləp ˌʌndəˈwɔːtə ˈvɪʒən/ dry /draɪ/ electricity /ɪˌlekˈtrɪsəti/ historic monument /hɪˌstɒrɪk ˈmɒnjəmənt/ hot springs /ˌhɒt ˈsprɪŋz/ humid /ˈhjuːmɪd/ impressive /ɪmˈpresɪv/ island /ˈaɪlənd/ landscape /ˈlændskeɪp/ lush /lʌʃ/ mining /ˈmaɪnɪŋ/ mountain /ˈmaʊntən/ move (house) /ˌmuːv (ˈhaʊs)/ nomadic tribe /nəʊˌmædɪk ˈtraɪb/ population /ˌpɒpjəˈleɪʃən/ rainforest /ˈreɪnfɒrəst/ rock /rɒk/ ruins /ˈruːɪnz/ scorching /ˈskɔːtʃɪŋ/ stilt /stɪlt/ tourist destination /ˈtʊərɪst destəˌneɪʃən/ trading centre /ˈtreɪdɪŋ ˌsentə/ traffi c jam /ˈtræfɪk ˌdʒæm/ treehouse /ˈtriː haʊs/ turquoise ocean /ˌtɜːkwɔɪz ˈəʊʃən/ vegetation /ˌvedʒɪˈteɪʃən/ volcanic /vɒlˈkænɪk/ volcano /vɒlˈkeɪnəʊ/ 4.5 Grammar 4.29 ceiling /ˈsiːlɪŋ/ house-warming party /ˈhaʊswɔːmɪŋ ˌpɑːti/ sheet /ʃiːt/ warn /wɔːn/ dress up as /ˌdres ˈʌp əz/ 4.6 Use of English 4.30 a little/a bit/slightly /ə ˈlɪtl/ə ˈbɪt/ˈslaɪtli/ badly /ˈbædli/ completely /kəmˈpliːtli/ extremely /ɪkˈstriːmli/ luckily /ˈlʌkɪli/ quite/rather/pretty /kwaɪt/ˈrɑːðə/ˈprɪti/ really /ˈrɪəli/ stay up /ˌsteɪ ˈʌp/ unbelievably /ˌʌnbəˈliːvəbli/ well /wel/ 4.7 Writing 4.31 a must /ə ˈmʌst/ according to /əˈkɔːdɪŋ tə/ architecture /ˈɑːkətektʃə/ attraction /əˈtrækʃən/ be famous for /bi ˈfeɪməs fə/ delicious /dɪˈlɪʃəs/ entertainment /ˌentəˈteɪnmənt/ historic site /hɪˌstɒrɪk ˈsaɪt/ local speciality /ˌləʊkəl ˌspeʃiˈæləti/ lovely /ˈlʌvli/ nightlife /ˈnaɪtlaɪf/ on foot /ˌɒn ˈfʊt/ recommend /ˌrekəˈmend/ selection of /səˈlekʃən əv/ tend to /ˈtend tə/ tourist highlight /ˌtʊərɪst ˈhaɪlaɪt/ wonderful /ˈwʌndəfəl/ 4.8 Speaking 4.32 adult /ˈædʌlt/ castle /ˈkɑːsəl/ daily /ˈdeɪli/ hill /hɪl/ river /ˈrɪvə/ royal family /ˌrɔɪəl ˈfæməli/ suitable /ˈsuːtəbəl/ waterfront restaurant /ˌwɔːtəfrʌnt ˈrestərɒnt/ UNIT 4 Home sweet home Word list REFERENCES Culture notes p. 173 Audioscript p. 184 Using videos in the classroom p. T14 EXTRA ACTIVITIES In pairs, students suggest things to do at the weekend and their partner agrees or disagrees. They make a list of things they have agreed to do. WORKBOOK p. 56 NEXT CLASS Ask students to study the Word list on p. 57. VIDEO 19 Exercise 2 Decided to go to: Madame Tussauds London Eye Camden Market Globe Theatre Reject: London Dungeon – too scary Speedboat – too expensive Oxford Street – not as much fun as Camden Market 57 1 SPEAKING Imagine you are visiting London. Discuss which of these activities you would like to do. Give reasons for your answers. SPEAKING FOCUS Making suggestions Do you fancy (going) …? ✓ Let’s (go) … ✓ How about (going) …? ✓ We could (go) … ✓ (I think) we should (go) … ✓ What about (going) …? ✓ Why don’t we (go) …? ✓ 56 2 2.20 Listen to Marcus and Ann. What do they decide to do? Which activities do they reject and why? 3 2.20 Listen again and tick the expressions you hear. 19 Watch the video and practise. Then role-play your dialogue. ROLE-PLAY Making suggestions 4 2.21 Complete each expression in the dialogue with an appropriate word from the SPEAKING FOCUS. Then listen and check. A: Do you fancy 1 going to the cinema tonight? B: That’s a good 2 idea ! What do you want to see? A: The new fi lm with Jennifer Aniston. B: Oh no, I’m not 3 keen on romantic comedy. I’d 4 rather see an action fi lm. A: Okay, let’s see the new James Bond 5 instead . B: Great. How 6 about having a burger before we go? A: Why 7 not ! We 8 could try that new burger bar in town. 5 SPEAKING You are planning a day out in Edinburgh. Look at the tourist information. Follow the instructions below to prepare a dialogue. Use the SPEAKING FOCUS to help you. A: Suggest an activity for the morning. B: Agree and suggest something for the afternoon. A: Disagree and suggest something different for the afternoon. B: Disagree and suggest something else for the afternoon. A: Agree and suggest something for the evening. B: Agree. Agreeing with suggestions (That’s a) good/great idea! ✓ (That) sounds good/great! ✓ Why not! Disagreeing with suggestions (I‘m sorry) I’m not keen on … I don’t really like … ✓ I’d rather (go) … ✓ I’m not sure about that. ✓ Let’s (go) … instead. ✓ National Museum of Scotland 10 a.m.–5 p.m. Botanic Gardens 10 a.m.–6 p.m. Climb a hill to get great views of the city 2 hours to climb up Visit Edinburgh Castle 9.30 a.m.–5 p.m. Comedy at ‘Comedy Club’ 8.30 p.m.–midnight Ghost tour ‘Dark secrets of old Edinburgh’ 3 p.m. Learn to do Scottish dancing 7 p.m.–midnight Eat seafood in waterfront restaurants 7 p.m.–midnight 6 SPEAKING Practise your dialogue. Then act it out to the class. SIX OF THE BEST THINGS TO DO IN LONDON London by speedboat 7 days a week, all year Suitable for all ages! £35 for 50 minutes Shopping Oxford Street shops: 8.30 a.m.–9 p.m., Sun 11.30 a.m.–6 p.m. Camden Market: Clothes, music, souvenirs. 10 a.m.–6 p.m. daily The London Eye Get the best view of London. 10 a.m.–9 p.m. every day Adult: £19, 15 and under: £10 The London Dungeon Prepare to be scared! Tours from £20 10 a.m.–4 p.m. on Mon, Tue, Wed, Fri, 10 a.m.–5 p.m. on Sun, 10 a.m.–6 p.m. on Sat, 11 a.m.–4 p.m. on Thur Madame Tussauds Come and see the Royal Family! 9 a.m.–6 p.m. daily Adult: £30 – save 50% when you book online Shakespeare’s Globe Theatre Experience Romeo and Juliet in Shakespeare’s own theatre! Tickets: £20–£45 Standing tickets from £5 only SPEAKING 4.8 Making suggestions I can make suggestions and respond to them politely. 19 57 4.1 Vocabulary 4.25 accommodation /əˌkɒməˈdeɪʃən/ basement /ˈbeɪsmənt/ bedside table /ˌbedsaɪd ˈteɪbəl/ block of fl ats /ˌblɒk əv ˈflæts/ bookcase /ˈbʊk-keɪs/ brick /brɪk/ bungalow /ˈbʌŋɡələʊ/ carpet /ˈkɑːpət/ chest of drawers /ˌtʃest əv ˈdrɔːz/ comfortable /ˈkʌmftəbəl/ concrete /ˈkɒŋkriːt/ cooker /ˈkʊkə/ cosy /ˈkəʊzi/ cottage /ˈkɒtɪdʒ/ cupboard /ˈkʌbəd/ desk /desk/ detached house /dɪˌtætʃt ˈhaʊs/ do the cooking /ˌduː ðə ˈkʊkɪŋ/ do the gardening /ˌduː ðə ˈɡɑːdnɪŋ/ do the housework /ˌdu ðə ˈhaʊswɜːk/ do the ironing /ˌduː ði ˈaɪənɪŋ/ do the shopping /ˌduː ðə ˈʃɒpɪŋ/ do the washing /ˌduː ðə ˈwɒʃɪŋ/ do the washing-up /ˌduː ðə ˌwɒʃɪŋ ˈʌp/ do your homework /ˌduː jɔː ˈhəʊmwɜːk/ downstairs /ˌdaʊnˈsteəz/ fridge /frɪdʒ/ front door /ˌfrʌnt ˈdɔː/ glass /ɡlɑːs/ in a village /ˌɪn ə ˈvɪlɪdʒ/ in the city centre /ˌɪn ðə ˌsɪti ˈsentə/ in the countryside /ˌɪn ðə ˈkʌntrisaɪd/ in the suburbs /ˌɪn ðə ˈsʌbɜːbz/ interior wall /ɪnˌtɪəriə ˈwɔːl/ kitchen sink /ˌkɪtʃən ˈsɪŋk/ ladder /ˈlædə/ make a complaint /ˌmeɪk ə kəmˈpleɪnt/ make a decision /ˌmeɪk ə dɪˈsɪʒən/ make a mess /ˌmeɪk ə ˈmes/ make a noise /ˌmeɪk ə ˈnɔɪz/ make dinner /ˌmeɪk ˈdɪnə/ make your bed /ˌmeɪk jɔː ˈbed/ metal /ˈmetl/ modern /ˈmɒdn/ narrow /ˈnærəʊ/ natural light /ˌnætʃərəl ˈlaɪt/ near the sea /ˌnɪə ðə ˈsiː/ neighbour /ˈneɪbə/ on a housing estate /ˌɒn ə ˈhaʊzɪŋ ɪˌsteɪt/ on the edge of the city /ˌɒn ði ˈedʒ əv ðə ˈsɪti/ on the fi rst fl oor /ɒn ðə ˌfɜːst ˈflɔː/ on the ground fl oor /ɒn ðə ˌɡraʊnd ˈflɔː/ on the second fl oor /ɒn ðə ˌsekənd ˈflɔː/ on the top fl oor /ɒn ðə ˌtɒp ˈflɔː/ open-plan /ˌəʊpən ˈplæn/ radiator /ˈreɪdieɪtə/ semi-detached house /ˌsemidɪˌtætʃt ˈhaʊs/ shelf /ʃelf/ spacious /ˈspeɪʃəs/ stairs /steəz/ stone /stəʊn/ terraced house /ˌterəst ˈhaʊs/ traditional /trəˈdɪʃənəl/ upstairs /ˌʌpˈsteəz/ wardrobe /ˈwɔːdrəʊb/ wide /waɪd/ wood /wʊd/ wooden fl oor /ˌwʊdn ˈflɔː/ 4.2 Grammar 4.26 community /kəˈmjuːnəti/ couch /kaʊtʃ/ feel at home /ˌfiːl ət ˈhəʊm/ feel homesick /ˌfiːl ˈhəʊmˌsɪk/ free /friː/ host /həʊst/ houseboat /ˈhaʊsbəʊt/ luxury /ˈlʌkʃəri/ member /ˈmembə/ neighbourhood /ˈneɪbəhʊd/ studio apartment /ˈstjuːdiəʊ əˌpɑːtmənt/ 4.3 Listening 4.27 come round /ˌkʌm ˈraʊnd/ get away from /ˌɡet əˌweɪ ˈfrəm/ keep sb out /ˌkiːp ˈsʌmbɒdi ˈaʊt/ lamp /læmp/ let sb in /ˌlet ˌsʌmbɒdi ˈɪn/ shell /ʃel/ show sb around /ˌʃəʊ ˈsʌmbɒdi əˈraʊnd/ souvenir /ˌsuːvəˈnɪə/ stay in /ˌsteɪ ˈɪn/ 4.4 Reading 4.28 abandon /əˈbændən/ ancient /ˈeɪnʃənt/ attract /əˈtrækt/ breathtaking view /ˌbreθteɪkɪŋ ˈvjuː/ busy /ˈbɪzi/ camel /ˈkæməl/ cave /keɪv/ crater /ˈkreɪtə/ dense /dens/ desert /ˈdezət/ develop underwater vision /dɪˈveləp ˌʌndəˈwɔːtə ˈvɪʒən/ dry /draɪ/ electricity /ɪˌlekˈtrɪsəti/ historic monument /hɪˌstɒrɪk ˈmɒnjəmənt/ hot springs /ˌhɒt ˈsprɪŋz/ humid /ˈhjuːmɪd/ impressive /ɪmˈpresɪv/ island /ˈaɪlənd/ landscape /ˈlændskeɪp/ lush /lʌʃ/ mining /ˈmaɪnɪŋ/ mountain /ˈmaʊntən/ move (house) /ˌmuːv (ˈhaʊs)/ nomadic tribe /nəʊˌmædɪk ˈtraɪb/ population /ˌpɒpjəˈleɪʃən/ rainforest /ˈreɪnfɒrəst/ rock /rɒk/ ruins /ˈruːɪnz/ scorching /ˈskɔːtʃɪŋ/ stilt /stɪlt/ tourist destination /ˈtʊərɪst destəˌneɪʃən/ trading centre /ˈtreɪdɪŋ ˌsentə/ traffi c jam /ˈtræfɪk ˌdʒæm/ treehouse /ˈtriː haʊs/ turquoise ocean /ˌtɜːkwɔɪz ˈəʊʃən/ vegetation /ˌvedʒɪˈteɪʃən/ volcanic /vɒlˈkænɪk/ volcano /vɒlˈkeɪnəʊ/ 4.5 Grammar 4.29 ceiling /ˈsiːlɪŋ/ house-warming party /ˈhaʊswɔːmɪŋ ˌpɑːti/ sheet /ʃiːt/ warn /wɔːn/ dress up as /ˌdres ˈʌp əz/ 4.6 Use of English 4.30 a little/a bit/slightly /ə ˈlɪtl/ə ˈbɪt/ˈslaɪtli/ badly /ˈbædli/ completely /kəmˈpliːtli/ extremely /ɪkˈstriːmli/ luckily /ˈlʌkɪli/ quite/rather/pretty /kwaɪt/ˈrɑːðə/ˈprɪti/ really /ˈrɪəli/ stay up /ˌsteɪ ˈʌp/ unbelievably /ˌʌnbəˈliːvəbli/ well /wel/ 4.7 Writing 4.31 a must /ə ˈmʌst/ according to /əˈkɔːdɪŋ tə/ architecture /ˈɑːkətektʃə/ attraction /əˈtrækʃən/ be famous for /bi ˈfeɪməs fə/ delicious /dɪˈlɪʃəs/ entertainment /ˌentəˈteɪnmənt/ historic site /hɪˌstɒrɪk ˈsaɪt/ local speciality /ˌləʊkəl ˌspeʃiˈæləti/ lovely /ˈlʌvli/ nightlife /ˈnaɪtlaɪf/ on foot /ˌɒn ˈfʊt/ recommend /ˌrekəˈmend/ selection of /səˈlekʃən əv/ tend to /ˈtend tə/ tourist highlight /ˌtʊərɪst ˈhaɪlaɪt/ wonderful /ˈwʌndəfəl/ 4.8 Speaking 4.32 adult /ˈædʌlt/ castle /ˈkɑːsəl/ daily /ˈdeɪli/ hill /hɪl/ river /ˈrɪvə/ royal family /ˌrɔɪəl ˈfæməli/ suitable /ˈsuːtəbəl/ waterfront restaurant /ˌwɔːtəfrʌnt ˈrestərɒnt/ UNIT 4 Home sweet home Word list WORD LIST ACTIVITIES • Divide students into teams and play True or False? Ask teams in turn true/false questions about the vocabulary on the Word List, e.g. A basement is at the top of a house. True or false? (F) You can use the word ‘cosy’ to describe a house. True or false? (T) You use the verb ‘do’ with the phrase ‘a complaint’. True or false? (F), etc. The team with the most points wins. Students can also play in groups once they understand the game. • Students work in pairs. They write anagrams for their partner, e.g. WUNBGAOL (bungalow), ASNTEMEB (basement), OGHINUS SATEET (housing estate). They can tell their partner the word topic to help them. 60 5 60 SHOW WHAT YOU KNOW 1 SPEAKING Look at the words and discuss your favourite/least favourite place in school. Where do you spend most time? canteen/cafeteria classroom corridor gym library playground reception school hall school offi ce science lab sports fi eld staff room 2 Look at the photos and read three descriptions of different school systems. Decide which text describes a school in Brazil, Finland and Japan. For the answers, go to page 157. VOCABULARY 5.1 Time to learn Tell me and I forget, teach me and I remember, involve me and I learn. Benjamin Franklin 2 English is my favourite subject, but I can’t keep up with all the homework! We have to learn lists of vocabulary by heart. At elementary school, the timetable includes earthquake practice. If there’s an earthquake when children are outside, they have to line up in the playground. At the end of the day, we have to clean our classroom. Most of my classmates will go to university. In my country, 50 percent of the population are university graduates. In Japan 1 Our school is quite informal – we can call our teachers by their fi rst names. We don’t move up to secondary school when we’re 11 because we attend the same comprehensive school from 7 to 16. All our classes are mixed ability. The curriculum includes academic subjects but also Art, Music and PE, with only about 30 minutes of homework every day. We’re lucky – we don’t have to pay tuition fees to do a degree at university. In Finland School systems SOUTH KOREAN SCHOOLS 20 Watch the BBC video. For the worksheet, go to page 124. Places in school • education • phrasal verbs • collocations I can use language related to school life and equipment. 61 3 Compare the descriptions with your own school system. Find a piece of information for each line in the table. This is true for me/my school In our school system we also have two terms. This isn’t true for me/my school I like this I don’t like this This is interesting, strange or unusual 4 2.23 Listen to a UK school head teacher. What did she change in her school and why? 5 2.23 Listen again. Which three problems were the result of sleepiness? 1 Students dropped subjects. 2 Students thought that teachers set too much homework. 3 Students didn’t hand in their homework on time. 4 Students skipped lessons. ✓ 5 Students couldn’t pay attention in class. ✓ 6 Students made lots of mistakes. ✓ 6 SPEAKING Prepare a timetable for a ‘perfect school day’. Compare it with your classmates. Who has the best day? WORD STORE 5A Education 7 2.24 Complete WORD STORE 5A by matching the correct form of the words or phrases in red in the text with their defi nitions. Then listen, check and repeat. 8 Complete the sentences with words or phrases in WORD STORE 5A. Which sentences are true for you? In my school … 1 it’s compulsory to wear a school uniform. 2 the school year starts in September and is divided into three terms . 3 students at the same level learn together. There are no mixed ability classes. 4 we focus on academic subjects . Personally, I prefer subjects like Drama and PE. 5 our English teacher gives us long lists of vocabulary to learn by heart . 6 the History curriculum only covers the twentieth century. 7 the timetable includes a break in the morning and a long break for lunch. 8 I get on really well with all my classmates . WORD STORE 5B Phrasal verbs 9 2.25 Complete WORD STORE 5B with the base form of the underlined phrasal verbs in the text and in Exercise 5. Then listen, check and repeat. 10 Complete the sentences with the correct particle and your own ideas. Then compare your sentences with a partner. 1 We break up for summer on [date] . 2 The last piece of homework I handed in was [subject] . 3 It’s hard to keep up with all the homework in [subject] . 4 Next year I’ll move up to [year/school] . 5 If you want to get into university, you have to pass [name/type of exam] . 6 The thing I fi nd most diffi cult to cope with at school is [your idea] . WORD STORE 5C Collocations 11 2.26 Complete WORD STORE 5C with the base form of the highlighted words in the text and in Exercise 5. Then listen, check and repeat. 12 SPEAKING Complete the statements with the correct verb. Sometimes more than one answer is possible. Discuss whether you agree or disagree with the statements. 1 Parents should pay a fi ne if their children skip/miss lessons. 2 It’s impossible to pay attention in class straight after lunch. 3 You shouldn’t have to pay university tuition fees. All education should be free. 4 English teachers don’t set enough homework. We want more! 5 You have to go to university and do/get a degree if you want a good job. 6 Students should be able to drop a subject if they are not interested in it. Go to WORD STORE 5 page 11 3 School is compulsory between the ages of 6 and 14. Our school terms are from February to June and August to December. We break up in December for our summer holiday. I set off for school very early because my lessons start at 7 a.m. and fi nish at 12. My school’s open all day to cope with the high numbers of students. There are three sessions, from 7 to 12, 12 to 5 and 5 to 10 o’clock in the evening. In the afternoon I do after-school activities like football or music. When I fi nish high school, I’ll take an entrance exam to get into university. In Brazil REFERENCES Audioscript pp. 184–185 Videoscript p. 195 Using videos in the classroom p. T14 EXTRA ACTIVITIES • Photocopiable resource 24 Mind your step! (15 min.) pp. 206, 239 • Photocopiable resource 25 Test yourselves (10 min.) pp. 206, 240 • Extra digital activities: Vocabulary Checkpoint • Students choose five new words from this lesson that they want to remember and write sentences about their lives. UNIT 5 VIDEOS BBC South Korean schools 20 GRAMMAR ANIMATION Lesson 5.2 21 Lesson 5.5 22 FOCUS VLOG About education Lesson 5.5 23 ROLE-PLAY Lesson 5.8 24 61 5 60 SHOW WHAT YOU KNOW 1 SPEAKING Look at the words and discuss your favourite/least favourite place in school. Where do you spend most time? canteen/cafeteria classroom corridor gym library playground reception school hall school offi ce science lab sports fi eld staff room 2 Look at the photos and read three descriptions of different school systems. Decide which text describes a school in Brazil, Finland and Japan. For the answers, go to page 157. VOCABULARY 5.1 Time to learn Tell me and I forget, teach me and I remember, involve me and I learn. Benjamin Franklin 2 English is my favourite subject, but I can’t keep up with all the homework! We have to learn lists of vocabulary by heart. At elementary school, the timetable includes earthquake practice. If there’s an earthquake when children are outside, they have to line up in the playground. At the end of the day, we have to clean our classroom. Most of my classmates will go to university. In my country, 50 percent of the population are university graduates. In Japan 1 Our school is quite informal – we can call our teachers by their fi rst names. We don’t move up to secondary school when we’re 11 because we attend the same comprehensive school from 7 to 16. All our classes are mixed ability. The curriculum includes academic subjects but also Art, Music and PE, with only about 30 minutes of homework every day. We’re lucky – we don’t have to pay tuition fees to do a degree at university. In Finland School systems SOUTH KOREAN SCHOOLS 20 Watch the BBC video. For the worksheet, go to page 124. Places in school • education • phrasal verbs • collocations I can use language related to school life and equipment. 61 3 Compare the descriptions with your own school system. Find a piece of information for each line in the table. This is true for me/my school In our school system we also have two terms. This isn’t true for me/my school I like this I don’t like this This is interesting, strange or unusual 4 2.23 Listen to a UK school head teacher. What did she change in her school and why? 5 2.23 Listen again. Which three problems were the result of sleepiness? 1 Students dropped subjects. 2 Students thought that teachers set too much homework. 3 Students didn’t hand in their homework on time. 4 Students skipped lessons. ✓ 5 Students couldn’t pay attention in class. ✓ 6 Students made lots of mistakes. ✓ 6 SPEAKING Prepare a timetable for a ‘perfect school day’. Compare it with your classmates. Who has the best day? WORD STORE 5A Education 7 2.24 Complete WORD STORE 5A by matching the correct form of the words or phrases in red in the text with their defi nitions. Then listen, check and repeat. 8 Complete the sentences with words or phrases in WORD STORE 5A. Which sentences are true for you? In my school … 1 it’s compulsory to wear a school uniform. 2 the school year starts in September and is divided into three terms . 3 students at the same level learn together. There are no mixed ability classes. 4 we focus on academic subjects . Personally, I prefer subjects like Drama and PE. 5 our English teacher gives us long lists of vocabulary to learn by heart . 6 the History curriculum only covers the twentieth century. 7 the timetable includes a break in the morning and a long break for lunch. 8 I get on really well with all my classmates . WORD STORE 5B Phrasal verbs 9 2.25 Complete WORD STORE 5B with the base form of the underlined phrasal verbs in the text and in Exercise 5. Then listen, check and repeat. 10 Complete the sentences with the correct particle and your own ideas. Then compare your sentences with a partner. 1 We break up for summer on [date] . 2 The last piece of homework I handed in was [subject] . 3 It’s hard to keep up with all the homework in [subject] . 4 Next year I’ll move up to [year/school] . 5 If you want to get into university, you have to pass [name/type of exam] . 6 The thing I fi nd most diffi cult to cope with at school is [your idea] . WORD STORE 5C Collocations 11 2.26 Complete WORD STORE 5C with the base form of the highlighted words in the text and in Exercise 5. Then listen, check and repeat. 12 SPEAKING Complete the statements with the correct verb. Sometimes more than one answer is possible. Discuss whether you agree or disagree with the statements. 1 Parents should pay a fi ne if their children skip/miss lessons. 2 It’s impossible to pay attention in class straight after lunch. 3 You shouldn’t have to pay university tuition fees. All education should be free. 4 English teachers don’t set enough homework. We want more! 5 You have to go to university and do/get a degree if you want a good job. 6 Students should be able to drop a subject if they are not interested in it. Go to WORD STORE 5 page 11 3 School is compulsory between the ages of 6 and 14. Our school terms are from February to June and August to December. We break up in December for our summer holiday. I set off for school very early because my lessons start at 7 a.m. and fi nish at 12. My school’s open all day to cope with the high numbers of students. There are three sessions, from 7 to 12, 12 to 5 and 5 to 10 o’clock in the evening. In the afternoon I do after-school activities like football or music. When I fi nish high school, I’ll take an entrance exam to get into university. In Brazil WORKBOOK pp. 60–61, including Show What You’ve Learnt NEXT CLASS • Ask students to prepare for a 10–20-minute Vocabulary Quiz: Assessment Package, Unit 5.1, Vocabulary. • Ask students to do Show What You Know in the WB, p. 62. VIDEO 20 Exercise 4 The head teacher changed the timetable to start later to fit in with teenagers’ body clocks to help them get enough sleep. 62 GRAMMAR 6.25.2 1 SPEAKING Read UK TODAY. What is a gap year? Discuss whether you think it's a good thing to do. Give reasons for your answers. 5 2.28 What other reasons might Ricky have for going to South America? Listen and check your ideas. To learn languages/see a girl. 6 2.28 Complete the sentences with the correct form of the verbs in brackets. Then listen again and check. 1 He thinks if I go (go) travelling, I won’t go (not go) to university when I come back. 2 If I tell (tell) them the truth, they defi nitely won’t let (not let) me go. 3 You won’t learn (not learn) any Spanish if you visit (visit) her! 4 If my dad doesn’t agree (not agree), I won’t be able (not able) to go. 5 If your mum thinks (think) it’s a good idea, she ‘ll convince (convince) your dad. 7 SPEAKING Work in groups of three. Look at the prompts and practise the conversation as in the example. A (student’s wish) B (positive parent) C (negative parent) 1 live abroad 2 join a band 3 part-time job new culture have a lot of fun earn money miss friends not do schoolwork get up early A: I want to live abroad. B: Great! If you live abroad, you’ll learn about a new culture. C: Oh dear. If you live abroad, you’ll miss all your friends. First Conditional • You use the First Conditional to predict the future result of an action. action ➞ future result if + Present Simple will/won’t + verb If he 1 goes to South America next year, he 2 ‘ll go to university the year after. If he doesn’t go to university, he won’t get a decent job. • You can put the if-clause after the main clause. He’ll waste a year if he goes travelling. GRAMMAR FOCUS 2 2.27 Look at the photo of Ricky’s parents and read the sentences. Who do you think is in favour of Ricky doing a gap year and who is against? Listen and check. Dad is against, mum is in favour. 3 Read the GRAMMAR FOCUS. Complete the examples using the First Conditional forms in blue in Exercise 2. 62 4 2.27 Match the halves of the sentences from the conversation. Then listen again and check. 1 If Ricky doesn’t go to university this year, b 2 He’ll get a lot out of it e 3 He’ll do bungee jumps and get a tattoo a 4 If he goes away on his own, c 5 If he doesn’t do anything on his own, d a if he does a gap year. b he’ll never go. c he’ll get into trouble. d he’ll never be independent. e if he goes to South America. UK TODAY Did you know that about 10 percent of students in the UK do a gap year between leaving school and going to university? What do they do? • travel abroad • go backpacking • do voluntary work Where do they go? • Africa • Southeast Asia • Australia and New Zealand • South America How much does it cost? U sually about £4,000 Grammar page 144 If he goes to South America next year, he’ll go to university the year after. He’ll waste a year if he goes travelling. First Conditional I can use the First Conditional to predict possible results of actions or situations. 21 LISTENING 5.3 1 SPEAKING Read the tips for dealing with exam stress. Which tips do you usually follow? Can you add any more tips? Discuss with a partner. 63 4 2.29 Listen to the conversation again. Are statements 1–6 true (T) or false (F)? 1 Tom doesn’t usually get good grades at school. F 2 Grace thinks Tom will get sick if he doesn’t relax. T 3 Grace thinks Tom should spend less time on his own. T 4 Grace doesn’t get stressed about exams. F 5 Grace tells Tom to go out and have a good time. T 6 Tom will say it’s Grace’s fault if he fails his exams. T EXAM FOCUS True/False 5 Do you have to take an entrance exam to get into university in your country? Read the information about British universities. Is the missing word a noun or a number? 6 2.30 Listen and complete the information sheet in Exercise 5. 7 In groups, write an information sheet which explains how to get a place at university in your country. 8 2.31 Listen and choose the number you hear. Then listen again and repeat. 1 15.1 50.1 4 18.18 80.18 2 170 117 5 14,440 40,414 3 13,990 30,919 6 660,000 616,000 9 Write six similar numbers. Take it in turns to dictate them to your partner. Check your answers. WORD STORE 5D get 10 2.32 Complete WORD STORE 5D. Put the collocations and phrasal verbs with get under the correct heading. Then listen, check and repeat. PRONUNCIATION FOCUS 2 2.29 Listen to Grace and Tom talking about exams. Tick the tips in Exercise 1 that Grace mentions. 3 Read statements 1–6 in Exercise 4. Match the underlined words and phrases with the words and phrases in the box. alone blame Grace 6 enjoy himself 5 marks 1 nervous 4 take it easy 2 3 How to get a place at University in Britain Notes: A levels = Advanced level exams. Students usually do A levels at eighteen. Get rid of exam stress ✓ Create a revision schedule – and follow it! Don’t get exhausted – get plenty of sleep. ✓ Study in a group from time to time. ✓ Be positive – imagine yourself passing the exam. ✓ Take regular breaks – do things you enjoy. Remember, it’s only an exam. You won’t die if you fail! 1 Apply for a place at university when you’re in your last year of secondary school: Year Thirteen . number 2 You can apply to five universities. number 3 To get into university, you have to get good grades in three or four A levels. noun 4 To get into Oxford or Cambridge University, you have to take an entrance exam . noun 5 Last year 600,000 students applied for 400,000 university places. number 6 You have to pay university tuition fees up to £ 9,000 a year. number True/False I can understand the main points of a narrative conversation about a familiar topic. REFERENCES Culture notes p. 174 Audioscript p. 185 Using videos in the classroom p. T14 EXTRA ACTIVITIES • Grammar animation • Photocopiable resource 26 An optimistic scenario (10 min.) pp. 206, 241 • Extra digital activities: Grammar Checkpoint WORKBOOK p. 62, including Show What You’ve Learnt NEXT CLASS • Ask students to prepare for a 10–20-minute Grammar Quiz: Assessment Package, Unit 5.2, Grammar. • Ask students to write two tips for studying for exams. Use their ideas to discuss the tips in ex. 1 on p. 63. VIDEO 21 65 Different, not less 1 SPEAKING Look at the photos and the title of the article. Discuss the questions. 1 What do you know about the people? What are they famous for? 2 What do you think the text is about? 3 Which of the words and phrases in the box do you expect to see in the text? ability animals autism dyslexia food hard work help learning disorders money strong successful support EXAM FOCUS Matching 3 Read the text again. Match questions 1–6 with the people described in the text. Write MP, TG, KK or RB. 1 Which person’s teacher changed his/her life in a positive way? TG 2 Who is able to concentrate on his/her strengths because of his/her learning disorder? RB 3 Who became better at something when learning about his/her favourite subject? MP 4 Who changed in a positive way thanks to getting over his/her learning diffi culties? KK 5 Who did something to help others understand a learning disorder? TG 6 Which person got over his/her diffi culties to have a job of his/her dreams? KK 2 Read the text and check your ideas in Exercise 1. Words not in the text are ‘food’ and ‘money’. Many people have learning disorders. They suffer in school: other children bully them or make fun of them and call them ‘slow’. However, people can get over their learning disorders and have successful careers with the help and support of family, teachers and doctors, as these examples prove. At school, Michael Phelps could not sit still and found it diffi cult to concentrate. His teachers said he couldn’t focus on anything. But then he found his passion for sport. His mother encouraged him and helped him to develop his swimming ability. His reading improved when he read books about sport. And his Maths improved when the problems refl ected his interests, for example, ‘How long will it take to swim 500 metres if you swim three metres per second?’ Through hard work and never missing a day’s practice, Michael became an Olympic champion, winning twenty-eight medals, twenty-three of them gold. 5 10 15 2.33 64 READING 5.4 Matching I can scan a short text to locate specifi c information. 65 4 2.34 Look at the words in blue in the text and note how the phrases in italics can help you understand their meaning. Match the words with the defi nitions. Then listen, check and repeat. 1 try to hurt or frighten someone who is weaker = bully 2 a very experienced person who helps a less experienced person = mentor 3 think very carefully about something you are doing = concentrate 4 someone who has special knowledge of a subject = expert 5 to give someone the confi dence to do something = encourage 6 try very hard to achieve something that is diffi cult = struggle with 7 not liked by other people in a way that is unfair = misunderstood 8 someone who imagines words as pictures = a visual thinker 5 Complete the gaps with words in Exercise 4. Then complete the sentences with your own ideas. 1 I fi nd it diffi cult to concentrate when … 2 The best way of dealing with someone who bullies you is … 3 The school subject I struggle with most is … 4 A good way to encourage students to work harder is … 5 A person I know who I’d like as a mentor is … 6 I’d like to become an expert on … I fi nd it diffi cult to concentrate when somebody has the TV on too loud … 6 SPEAKING Compare your sentences in Exercise 5 with a partner. How similar or different are you? WORD STORE 5E of and for 7 2.35 Complete WORD STORE 5E with of or for. Use the underlined words in the text. Then listen, check and repeat. In the world of autism, Dr Temple Grandin is an important voice. Autistic herself, she is an expert on how to teach people with autism, and she has written six books about the condition. She describes herself as a visual thinker and says that her mind is like Google Images. School was diffi cult for her because she didn’t think in the same way as other children. But one summer, she worked on a farm and discovered that she ‘understood animals’. At school, her science teacher became her mentor. With his help and support, Grandin became interested in animal science. She later became a professor of animal science at Colorado State University. Keira Knightley found out she had dyslexia at the age of six and she remembers other children calling her stupid. She believes that her problems with reading and writing made her strong. Knightley struggled with reading and writing, but she dreamt of being an actress, so she had to read scripts. She had to work harder than other children to improve her literacy, but she fi nished school with top grades. Richard Branson is one of the most successful entrepreneurs in the world. He says that because of his dyslexia, he has learnt to keep things simple, ignore diffi culties and focus on what he is good at. However, he grew up at a time when dyslexia was misunderstood – his teachers made the mistake of thinking that he was lazy or ‘not very clever’. His head teacher at secondary school told him: ‘I predict that you will either go to prison or become a millionaire.’ He was right. So don’t worry if you are different – you never know where your differences could lead you. 20 25 30 35 40 45 50 70 60 65 55 WORKBOOK pp. 64–65 NEXT CLASS Ask students to do Show What You Know in the WB, p. 66. 66 66 1 SPEAKING Read an extract from The British Students’ Manifesto. How is this school similar or different to your school? Discuss with a partner. Defi ning relative clauses • You use 1 who or that for people. • You use 2 which or that for things. • You use 3 where to refer to a place. The relative pronoun usually comes immediately after the person, thing or place it refers to. You can leave out that, which or who when it comes before a noun or a pronoun. GRAMMAR FOCUS 4 Complete these defi nitions of words from the Manifesto with an appropriate relative pronoun. 1 An uncluttered classroom is a classroom which/that is tidy with no unnecessary things in it. 2 A beanbag is a large cushion which/that forms a comfortable shape when you sit on it. 3 A person that/who scrapes their knees may get small cuts. 4 Chill out is an informal expression that/which means ‘to relax’. 5 Blinds are like curtains which/that you use to keep out the light. ✓ 6 A swipe card is a plastic card that/which works like a key and lets you in or out. 7 A rigid timetable is a timetable that/which you can’t change. ✓ 8 A relevant school is a school where lessons are directly connected with real life. 5 Tick the sentences in Exercise 4 where you can leave out the relative pronoun. 6 SPEAKING Work in groups. Prepare a manifesto about your ideas for a perfect school. Think about: 1 classrooms and study areas 4 school uniforms 2 gardens and sports grounds 5 canteen. 3 equipment and technology 7 SPEAKING Present your manifesto to the rest of the class. 2 Read the GRAMMAR FOCUS. Complete the rules using the relative pronouns in blue in Exercise 1. 3 Read The British Students’ Manifesto. Underline the nouns that relative pronouns 1–10 refer to. Choose the correct relative pronoun. 23 Watch the Focus Vlog. For the worksheet, go to page 125. FOCUS VLOG About education A safe school with swipe cards for the school gate, anti-bully alarms,  rst aid classes, and someone 6where / that we can talk to about our problems. A  exible school without rigid timetables or exams, without compulsory homework, 7 where / who we can follow our own interests and spend more time on the subjects 8who / which we enjoy. A relevant school 9who / where we learn through experience, experiments and exploration, with  eld trips to historic sites and other places of interest. A school that is for everybody with students 10which / who come from all backgrounds and abilities, a place where we don't compete against each other, but just do our best. The British Students’ Manifesto was the result of a nationwide survey of over 15,000 students in England and Wales. The school that we’d like is: A school which is for everybody, with boys and girls who come from all backgrounds and abilities, a place where we don’t compete against each other, but just do our best. Grammar page 145 This is what we say. The school that we’d like is: A beautiful school 1 where / that the classrooms are uncluttered and the walls are brightly coloured. A comfortable school with sofas and beanbags, cushions on the  oors, tables 2who / that don’t scrape our knees, and quiet rooms 3 where / which we can chill out. A light school with huge windows 4 that / where let the sunshine in, but blinds 5who / which keep out the sun when we want to watch something on a screen. GRAMMAR 5.5 The British Students’ Manifesto We, the school pupils of Britain, have a voice. Defi ning relative clauses I can use who/that/which in basic defi ning relative clauses. 22 23 1 SPEAKING Look at the list of team sports. Discuss the questions. 1 Which of these sports do you play/have you played? 2 What other sports do you play/have you played? 3 How much time a week do you spend doing sport? LANGUAGE FOCUS Future time and conditional clauses • When you are talking about the future, you use the present tense after the conjunctions if, when, as soon as, unless (=if not), before and after. After you get your own place, you’ll need money to live. You won’t pass your exams unless you do some work. • The clause with the conjunction can come before or after the main clause. When it comes before, you need a comma to separate the two clauses. 5 Read the LANGUAGE FOCUS and choose the most appropriate conjunction in sentences 1–5 below. 2 2.36 Listen to Isabel and Monica discussing their hockey team and answer the questions. 1 How much of her free time does Isabel spend playing hockey? All her free time, three times a week and every weekend. 2 How does she feel about it? She’s bored with it. 3 What does she agree to do? To talk to the team and Miss Temple before she decides to resign. 3 SPEAKING Do you know anyone who spends all their free time training for something? Tell your partner. 4 2.36 Complete the sentences from the conversation with the correct form of the verbs in brackets. Then listen again and check. 1 If you leave (leave) the team, we won’t win (not win) our next match. 2 I won’t have (not have) time to do anything else unless I give up (give up) hockey. 3 As soon as I get (get) home tonight, I ‘ll change (change) into my hockey kit. 4 I ‘ll call (call) her when I have (have) a minute. 5 Before I decide (decide), I ‘ll discuss (discuss) it with the rest of the team. 1 When / If school fi nishes today, I’ll probably go straight home. 2 As soon as / Unless I get home, I’ll change into my football kit. 3 I won’t get into the school team if / unless I train hard. 4 Before / If I fi nish training, I’ll do some shooting practice. 5 After / Before I fi nish training, I’ll have a shower. 6 USE OF ENGLISH Complete the second sentence with the appropriate conjunction so that it has a similar meaning to the fi rst. 1 Start revising now or you’ll fail your exams. You won’t pass your exams unless you start revising now. 2 Learn your vocabulary. At home I’ll test you. I’ll test you on your vocabulary when we get home. 3 First I’ll pass my exams. Two weeks later I’ll go on holiday. I’m going to go on holiday after I pass my exams. 4 The moment I get my exam result, I’ll apply to university. I’ll apply to university as soon as I get my exam results. 5 First he wants to have a break for a year, and then he plans to go to university. He thinks he’ll do a gap year before he goes to university. 7 SPEAKING Complete the sentences with your own ideas. Then compare your sentences with a partner. 1 When this term ends, … When this term ends, I’ll be very happy! 2 I’ll stop studying English as soon as … 3 If I fail any of my end-of-school exams, … 4 Unless I keep up with my schoolwork, … 5 My parents will go mad unless … Football Rugby Cricket Netball Hockey Basketball Use of English page 146 67 USE OF ENGLISH 5.6 Future time and conditional clauses I can use conjunctions in the Present Simple with future reference. REFERENCES Culture notes p. 174 Videoscript pp. 195–196 Using videos in the classroom p. T14 EXTRA ACTIVITIES • Grammar animation • Photocopiable resource 27 Test yourselves (10 min.) pp. 206, 242 • Extra digital activities: Grammar Checkpoint WORKBOOK p. 66, including Show What You’ve Learnt NEXT CLASS Ask students to prepare for a 10–20-minute Grammar Quiz: Assessment Package, Unit 5.5, Grammar. VIDEO 22 23 67 66 1 SPEAKING Read an extract from The British Students’ Manifesto. How is this school similar or different to your school? Discuss with a partner. Defi ning relative clauses • You use 1 who or that for people. • You use 2 which or that for things. • You use 3 where to refer to a place. The relative pronoun usually comes immediately after the person, thing or place it refers to. You can leave out that, which or who when it comes before a noun or a pronoun. GRAMMAR FOCUS 4 Complete these defi nitions of words from the Manifesto with an appropriate relative pronoun. 1 An uncluttered classroom is a classroom which/that is tidy with no unnecessary things in it. 2 A beanbag is a large cushion which/that forms a comfortable shape when you sit on it. 3 A person that/who scrapes their knees may get small cuts. 4 Chill out is an informal expression that/which means ‘to relax’. 5 Blinds are like curtains which/that you use to keep out the light. ✓ 6 A swipe card is a plastic card that/which works like a key and lets you in or out. 7 A rigid timetable is a timetable that/which you can’t change. ✓ 8 A relevant school is a school where lessons are directly connected with real life. 5 Tick the sentences in Exercise 4 where you can leave out the relative pronoun. 6 SPEAKING Work in groups. Prepare a manifesto about your ideas for a perfect school. Think about: 1 classrooms and study areas 4 school uniforms 2 gardens and sports grounds 5 canteen. 3 equipment and technology 7 SPEAKING Present your manifesto to the rest of the class. 2 Read the GRAMMAR FOCUS. Complete the rules using the relative pronouns in blue in Exercise 1. 3 Read The British Students’ Manifesto. Underline the nouns that relative pronouns 1–10 refer to. Choose the correct relative pronoun. 23 Watch the Focus Vlog. For the worksheet, go to page 125. FOCUS VLOG About education A safe school with swipe cards for the school gate, anti-bully alarms,  rst aid classes, and someone 6where / that we can talk to about our problems. A  exible school without rigid timetables or exams, without compulsory homework, 7 where / who we can follow our own interests and spend more time on the subjects 8who / which we enjoy. A relevant school 9who / where we learn through experience, experiments and exploration, with  eld trips to historic sites and other places of interest. A school that is for everybody with students 10which / who come from all backgrounds and abilities, a place where we don't compete against each other, but just do our best. The British Students’ Manifesto was the result of a nationwide survey of over 15,000 students in England and Wales. The school that we’d like is: A school which is for everybody, with boys and girls who come from all backgrounds and abilities, a place where we don’t compete against each other, but just do our best. Grammar page 145 This is what we say. The school that we’d like is: A beautiful school 1 where / that the classrooms are uncluttered and the walls are brightly coloured. A comfortable school with sofas and beanbags, cushions on the  oors, tables 2who / that don’t scrape our knees, and quiet rooms 3 where / which we can chill out. A light school with huge windows 4 that / where let the sunshine in, but blinds 5who / which keep out the sun when we want to watch something on a screen. GRAMMAR 5.5 The British Students’ Manifesto We, the school pupils of Britain, have a voice. Defi ning relative clauses I can use who/that/which in basic defi ning relative clauses. 22 23 1 SPEAKING Look at the list of team sports. Discuss the questions. 1 Which of these sports do you play/have you played? 2 What other sports do you play/have you played? 3 How much time a week do you spend doing sport? LANGUAGE FOCUS Future time and conditional clauses • When you are talking about the future, you use the present tense after the conjunctions if, when, as soon as, unless (=if not), before and after. After you get your own place, you’ll need money to live. You won’t pass your exams unless you do some work. • The clause with the conjunction can come before or after the main clause. When it comes before, you need a comma to separate the two clauses. 5 Read the LANGUAGE FOCUS and choose the most appropriate conjunction in sentences 1–5 below. 2 2.36 Listen to Isabel and Monica discussing their hockey team and answer the questions. 1 How much of her free time does Isabel spend playing hockey? All her free time, three times a week and every weekend. 2 How does she feel about it? She’s bored with it. 3 What does she agree to do? To talk to the team and Miss Temple before she decides to resign. 3 SPEAKING Do you know anyone who spends all their free time training for something? Tell your partner. 4 2.36 Complete the sentences from the conversation with the correct form of the verbs in brackets. Then listen again and check. 1 If you leave (leave) the team, we won’t win (not win) our next match. 2 I won’t have (not have) time to do anything else unless I give up (give up) hockey. 3 As soon as I get (get) home tonight, I ‘ll change (change) into my hockey kit. 4 I ‘ll call (call) her when I have (have) a minute. 5 Before I decide (decide), I ‘ll discuss (discuss) it with the rest of the team. 1 When / If school fi nishes today, I’ll probably go straight home. 2 As soon as / Unless I get home, I’ll change into my football kit. 3 I won’t get into the school team if / unless I train hard. 4 Before / If I fi nish training, I’ll do some shooting practice. 5 After / Before I fi nish training, I’ll have a shower. 6 USE OF ENGLISH Complete the second sentence with the appropriate conjunction so that it has a similar meaning to the fi rst. 1 Start revising now or you’ll fail your exams. You won’t pass your exams unless you start revising now. 2 Learn your vocabulary. At home I’ll test you. I’ll test you on your vocabulary when we get home. 3 First I’ll pass my exams. Two weeks later I’ll go on holiday. I’m going to go on holiday after I pass my exams. 4 The moment I get my exam result, I’ll apply to university. I’ll apply to university as soon as I get my exam results. 5 First he wants to have a break for a year, and then he plans to go to university. He thinks he’ll do a gap year before he goes to university. 7 SPEAKING Complete the sentences with your own ideas. Then compare your sentences with a partner. 1 When this term ends, … When this term ends, I’ll be very happy! 2 I’ll stop studying English as soon as … 3 If I fail any of my end-of-school exams, … 4 Unless I keep up with my schoolwork, … 5 My parents will go mad unless … Football Rugby Cricket Netball Hockey Basketball Use of English page 146 67 USE OF ENGLISH 5.6 Future time and conditional clauses I can use conjunctions in the Present Simple with future reference. REFERENCES Audioscript p. 186 EXTRA ACTIVITIES In pairs, students prepare five sentences in their own language about the future. Then they exchange sentences with another pair and translate them into English using the conjunctions in ex. 5. WORKBOOK p. 67 NEXT CLASS • Ask students to prepare for a 10–20-minute Use of English Quiz: Assessment Package, Unit 5.6, Use of English. 70 1 SPEAKING Why do some students choose to leave school early and not go to university? Discuss with a partner. 2 2.37 Listen to a dialogue between Tom and Susie. Look at the statements. Do Tom and Susie agree (A) or disagree (D)? Tom Susie 1 Robert should leave school if he wants to be an actor. A D 2 He doesn’t need to do A levels. A D 3 He might need to get a proper job. D A 4 Robert’s good-looking and talented. A A 5 He should do his A levels fi rst. D A 3 2.37 Listen again and number the expressions in the order you hear them. SPEAKING FOCUS Giving an opinion I think he … 10 I don’t think it’s … 1 Personally, I think ... 3 I really believe ... 12 In my opinion, ... 13 If you ask me, … 8 70 4 Choose the correct option. 1 A: What do you think about single-sex schools? B: I don’t think / Personally, I think they’re a good idea. It isn’t normal to separate boys and girls. 2 A: If you ask me, I think we get too much homework. B: I’m not so sure. / I couldn’t agree more . I never have time to do sport or relax in the evenings. 3 A: I don’t think my pronunciation is very good. B: I really believe it, / I see what you mean, but if you practise, I’m sure you’ll improve. 4 A: I think the food in the school canteen is too expensive. B: Oh come on! That’s nonsense. / That’s a good point. If you go to a restaurant in town, you’ll pay much more. 5 A: In my opinion, it’s a waste of time going to university – I want to get a job and earn some money. B: I totally disagree. / I couldn’t agree more. If you go to university, you’ll get a much better job. 5 SPEAKING Discuss the subjects in the box. leaving school at sixteen having extra lessons after school learning by heart playing sport at school wearing a uniform doing a gap year skipping lessons A: Ask what your partner thinks. B: Give your opinion. A: Agree or disagree and say why. 6 SPEAKING Your school has received a donation of €5,000. Photos 1, 2 and 3 show three possible ways your school could spend the money. Follow the instructions below and present your choice to the class. Use the SPEAKING FOCUS to help you. Agreeing I couldn’t agree more. 6 That’s a good point. 9 Disagreeing politely I see what you mean, but … 2 That’s true, but … 5 I’m not so sure. 7 Disagreeing I totally disagree! 11 Oh come on! That’s nonsense. 4 24 Watch the video and practise. Then role-play your dialogue. ROLE-PLAY Giving an opinion 1 Choose the option which, in your opinion, is the best for the school. 2 Support your choice with some reasons. 3 Explain why you have rejected the other options. I think the school should spend the money on computers because … I don’t think the school should choose option ... because ... 1 2 3 SPEAKING 5.8 Giving an opinion • agreeing and disagreeing I can express belief, opinion, agreement and disagreement politely. 24 71 5.1 Vocabulary 4.33 ability /əˈbɪləti/ academic subject /ˌækəˌdemɪk ˈsʌbdʒɪkt/ after-school activity /ˌɑːftə ˌskuːl ækˈtɪvəti/ attend/go to school /əˌtend/ˌgəʊ tə ˈskuːl/ break up /ˌbreɪk ˈʌp/ classmate /ˈklɑːsmeɪt/ compulsory /kəmˈpʌlsəri/ cope with /ˌkəʊp ˈwɪð/ curriculum /kəˈrɪkjʊləm/ do a degree /ˌduː ə dɪˈɡriː/ do/take an exam /ˌduː/ˌteɪk ən ɪɡˈzæm/ drop a subject /ˌdrɒp ə ˈsʌbdʒɪkt/ elementary school /ˌeləˈmentəri skuːl/ entrance exam /ˈentrəns ɪɡˌzæm/ fail an exam /ˌfeɪl ən ɪɡˈzæm/ fi nish school /ˌfɪnɪʃ ˈskuːl/ get a degree /ˌɡet ə dɪˈɡriː/ get into university /ˌɡet ˌɪntə ˌjuːnəˈvɜːsəti/ get on well with /ˌɡet ɒn ˈwel wɪð/ hand in homework /ˌhænd ˌɪn ˈhəʊmwɜːk/ have a degree /ˌhæv ə dɪˈɡriː/ keep up with /ˌkiːp ˈʌp wɪð/ learn by heart, memorise /ˌlɜːn baɪ ˈhɑːt/ˈmeməraɪz/ learn from mistakes /ˌlɜːn frəm mɪˈsteɪks/ leave school /ˌliːv ˈskuːl/ line up /ˌlaɪn ˈʌp/ make mistakes /ˌmeɪk mɪˈsteɪks/ mark homework /ˌmɑːk ˈhəʊmwɜːk/ miss/skip lessons /ˌmɪs/ˌskɪp ˈlesənz/ mixed-ability class /ˌmɪkst əˌbɪləti ˈklɑːs/ move up /ˌmuːv ˈʌp/ Music /ˈmjuːzɪk/ pass an exam /ˌpɑːs ən ɪɡˈzæm/ pay attention /ˌpeɪ əˈtenʃən/ PE /ˌpiː ˈiː/ playground /ˈpleɪɡraʊnd/ revise for an exam /rɪˌvaɪz fər ən ɪɡˈzæm/ school uniform /ˌskuːl ˈjuːnəfɔːm/ secondary school /ˈsekəndəri skuːl/ set homework /ˌset ˈhəʊmwɜːk/ start school /ˌstɑːt ˈskuːl/ take a subject /ˌteɪk ə ˈsʌbdʒɪkt/ term /tɜːm/ timetable /ˈtaɪmˌteɪbəl/ tuition fee /tjuˈɪʃən fiː/ university graduate /ˌjuːnəˈvɜːsəti ˈɡrædʒuət/ 5.2 Grammar 4.34 be in favour of /ˌbi ɪn ˈfeɪvər əv/ decent job /ˌdiːsənt ˈdʒɒb/ do a bungee jump /ˌdu ə ˈbʌndʒi ˌdʒʌmp/ gap year /ˈɡæp jɪə/ go away /ˌɡəʊ əˈweɪ/ go backpacking /ˌɡəʊ ˈbækˌpækɪŋ/ go/live abroad /ˌɡəʊ/ˌlɪv əˈbrɔːd/ join a band /ˌdʒɔɪn ə ˈbænd/ part-time job /ˌpɑːt taɪm ˈdʒɒb/ schoolwork /ˈskuːlwɜːk/ waste /weɪst/ 5.3 Listening 4.35 A levels /ˈeɪ ˌlevəlz/ apply for (a place) /əˌplaɪ fər ə ˈpleɪs/ be positive /ˌbi ˈpɒzətɪv/ fi eld trip /ˈfiːld trɪp/ get a job /ˌɡet ə ˈdʒɒb/ get a lot out of sth /ˌɡet ə ˈlɒt aʊt əv ˌsʌmθɪŋ/ get a place at university /ˌɡet ə ˌpleɪs ət ˌjuːnəˈvɜːsəti/ get a tattoo /ˌɡet ə təˈtuː/ get exhausted /ˌɡet ɪɡˈzɔːstɪd/ get good grades /ˌɡet ɡʊd ˈɡreɪdz/ get ill /ˌɡet ˈɪl/ get into trouble /ˌɡet ˌɪntə ˈtrʌbəl/ get nervous /ˌɡet ˈnɜːvəs/ get rid of sth /ˌɡet ˈrɪd əv ˌsʌmθɪŋ/ get stressed about sth /ˌɡet ˈstrest əˌbaʊt ˌsʌmθɪŋ/ grade/mark /ɡreɪd/mɑːk/ have a good time /ˌhæv ə ɡʊd ˈtaɪm/ on your own /ˌɒn jɔːr ˈəʊn/ revision /rɪˈvɪʒən/ schedule /ˈʃedjuːl/ take a break /ˌteɪk ə ˈbreɪk/ take it easy /ˌteɪk ɪt ˈiːzi/ your fault /ˌjɔː ˈfɔːlt/ 5.4 Reading 4.36 ability /əˈbɪləti/ be an expert on /ˌbi ən ˈekspɜːt ɒn/ be/become a professor of /bi/bɪˈkʌm ə prəˈfesər əv/ bully /ˈbʊli/ concentrate /ˈkɒnsəntreɪt/ condition /kənˈdɪʃən/ dream of /ˈdriːm əv/ encourage /ɪnˈkʌrɪdʒ/ get over a diffi culty with the support of /ˌget ˌəʊvə əˈdɪfɪkəlti wɪθ ðə səˈpɔːt əv/ have/fi nd a passion for /ˌhæv/ˌfaɪnd ə ˈpæʃən fə/ help sb to do sth /ˌhelp ˌsʌmbɒdi tə ˈduː ˌsʌmθɪŋ/ ignore /ɪɡˈnɔː/ learning disorders /ˈlɜːnɪŋ ˌdɪsˈɔːdəz/ make fun of /ˌmeɪk ˈfʌn əv/ make the mistake of doing sth /ˌmeɪk ðə mɪˌsteɪk əv ˈduːɪŋ ˌsʌmθɪŋ/ mentor /ˈmentɔː/ misunderstand /ˌmɪsʌndəˈstænd/ struggle with /ˈstrʌɡəl wɪð/ visual thinker /ˌvɪʒuəl ˈθɪŋkə/ 5.5 Grammar 4.37 background /ˈbækɡraʊnd/ beanbag /ˈbiːnbæɡ/ blinds /blaɪndz/ bright /braɪt/ chill out /ˌtʃɪl ˈaʊt/ compete against /kəmˈpiːt əˌɡenst/ cushion /ˈkʊʃən/ fi rst aid /ˌfɜːst ˈeɪd/ fl exible /ˈfleksəbəl/ follow your own interests /ˌfɒləʊ jɔːr əʊnˈɪntrəsts/ manifesto /ˌmænɪˈfestəʊ/ nationwide /ˌneɪʃənˈwaɪd/ relevant /ˈreləvənt/ rigid /ˈrɪdʒəd/ school gate /ˌskuːl ˈɡeɪt/ scrape /skreɪp/ swipe card /ˈswaɪp kɑːd/ uncluttered /ˌʌnˈklʌtəd/ 5.6 Use of English 4.38 cricket /ˈkrɪkɪt/ give up /ˌɡɪv ˈʌp/ hockey /ˈhɒki/ kit /kɪt/ netball /ˈnetbɔːl/ rugby /ˈrʌɡbi/ 5.7 Writing 4.39 application form /ˌæplɪˈkeɪʃən fɔːm/ arrange /əˈreɪndʒ/ availability /əˌveɪləˈbɪləti/ do a course /ˌduː ə ˈkɔːs/ enquire about /ɪnˈkwaɪər əˈbaʊt/ grateful /ˈɡreɪtfəl/ provide /prəˈvaɪd/ register (v) /ˈredʒəstə/ staff /stɑːf/ 5.8 Speaking 4.40 donation /dəʊˈneɪʃən/ single-sex school /ˌsɪŋɡəl seks ˈskuːl/ waste of time /ˌweɪst əv ˈtaɪm/ UNIT 5 Time to learn Word list REFERENCES Audioscript p. 186 Using videos in the classroom p. T14 EXTRA ACTIVITIES Students write short dialogues about the following things, asking about opinions, giving opinions and agreeing/ disagreeing: studying at university, using computers instead of books, studying music, not doing exams. WORKBOOK p. 70 NEXT CLASS Ask students to study the Word list on p. 71. VIDEO 24 71 1 SPEAKING Why do some students choose to leave school early and not go to university? Discuss with a partner. 2 2.37 Listen to a dialogue between Tom and Susie. Look at the statements. Do Tom and Susie agree (A) or disagree (D)? Tom Susie 1 Robert should leave school if he wants to be an actor. A D 2 He doesn’t need to do A levels. A D 3 He might need to get a proper job. D A 4 Robert’s good-looking and talented. A A 5 He should do his A levels fi rst. D A 3 2.37 Listen again and number the expressions in the order you hear them. SPEAKING FOCUS Giving an opinion I think he … 10 I don’t think it’s … 1 Personally, I think ... 3 I really believe ... 12 In my opinion, ... 13 If you ask me, … 8 70 4 Choose the correct option. 1 A: What do you think about single-sex schools? B: I don’t think / Personally, I think they’re a good idea. It isn’t normal to separate boys and girls. 2 A: If you ask me, I think we get too much homework. B: I’m not so sure. / I couldn’t agree more . I never have time to do sport or relax in the evenings. 3 A: I don’t think my pronunciation is very good. B: I really believe it, / I see what you mean, but if you practise, I’m sure you’ll improve. 4 A: I think the food in the school canteen is too expensive. B: Oh come on! That’s nonsense. / That’s a good point. If you go to a restaurant in town, you’ll pay much more. 5 A: In my opinion, it’s a waste of time going to university – I want to get a job and earn some money. B: I totally disagree. / I couldn’t agree more. If you go to university, you’ll get a much better job. 5 SPEAKING Discuss the subjects in the box. leaving school at sixteen having extra lessons after school learning by heart playing sport at school wearing a uniform doing a gap year skipping lessons A: Ask what your partner thinks. B: Give your opinion. A: Agree or disagree and say why. 6 SPEAKING Your school has received a donation of €5,000. Photos 1, 2 and 3 show three possible ways your school could spend the money. Follow the instructions below and present your choice to the class. Use the SPEAKING FOCUS to help you. Agreeing I couldn’t agree more. 6 That’s a good point. 9 Disagreeing politely I see what you mean, but … 2 That’s true, but … 5 I’m not so sure. 7 Disagreeing I totally disagree! 11 Oh come on! That’s nonsense. 4 24 Watch the video and practise. Then role-play your dialogue. ROLE-PLAY Giving an opinion 1 Choose the option which, in your opinion, is the best for the school. 2 Support your choice with some reasons. 3 Explain why you have rejected the other options. I think the school should spend the money on computers because … I don’t think the school should choose option ... because ... 1 2 3 SPEAKING 5.8 Giving an opinion • agreeing and disagreeing I can express belief, opinion, agreement and disagreement politely. 24 71 5.1 Vocabulary 4.33 ability /əˈbɪləti/ academic subject /ˌækəˌdemɪk ˈsʌbdʒɪkt/ after-school activity /ˌɑːftə ˌskuːl ækˈtɪvəti/ attend/go to school /əˌtend/ˌgəʊ tə ˈskuːl/ break up /ˌbreɪk ˈʌp/ classmate /ˈklɑːsmeɪt/ compulsory /kəmˈpʌlsəri/ cope with /ˌkəʊp ˈwɪð/ curriculum /kəˈrɪkjʊləm/ do a degree /ˌduː ə dɪˈɡriː/ do/take an exam /ˌduː/ˌteɪk ən ɪɡˈzæm/ drop a subject /ˌdrɒp ə ˈsʌbdʒɪkt/ elementary school /ˌeləˈmentəri skuːl/ entrance exam /ˈentrəns ɪɡˌzæm/ fail an exam /ˌfeɪl ən ɪɡˈzæm/ fi nish school /ˌfɪnɪʃ ˈskuːl/ get a degree /ˌɡet ə dɪˈɡriː/ get into university /ˌɡet ˌɪntə ˌjuːnəˈvɜːsəti/ get on well with /ˌɡet ɒn ˈwel wɪð/ hand in homework /ˌhænd ˌɪn ˈhəʊmwɜːk/ have a degree /ˌhæv ə dɪˈɡriː/ keep up with /ˌkiːp ˈʌp wɪð/ learn by heart, memorise /ˌlɜːn baɪ ˈhɑːt/ˈmeməraɪz/ learn from mistakes /ˌlɜːn frəm mɪˈsteɪks/ leave school /ˌliːv ˈskuːl/ line up /ˌlaɪn ˈʌp/ make mistakes /ˌmeɪk mɪˈsteɪks/ mark homework /ˌmɑːk ˈhəʊmwɜːk/ miss/skip lessons /ˌmɪs/ˌskɪp ˈlesənz/ mixed-ability class /ˌmɪkst əˌbɪləti ˈklɑːs/ move up /ˌmuːv ˈʌp/ Music /ˈmjuːzɪk/ pass an exam /ˌpɑːs ən ɪɡˈzæm/ pay attention /ˌpeɪ əˈtenʃən/ PE /ˌpiː ˈiː/ playground /ˈpleɪɡraʊnd/ revise for an exam /rɪˌvaɪz fər ən ɪɡˈzæm/ school uniform /ˌskuːl ˈjuːnəfɔːm/ secondary school /ˈsekəndəri skuːl/ set homework /ˌset ˈhəʊmwɜːk/ start school /ˌstɑːt ˈskuːl/ take a subject /ˌteɪk ə ˈsʌbdʒɪkt/ term /tɜːm/ timetable /ˈtaɪmˌteɪbəl/ tuition fee /tjuˈɪʃən fiː/ university graduate /ˌjuːnəˈvɜːsəti ˈɡrædʒuət/ 5.2 Grammar 4.34 be in favour of /ˌbi ɪn ˈfeɪvər əv/ decent job /ˌdiːsənt ˈdʒɒb/ do a bungee jump /ˌdu ə ˈbʌndʒi ˌdʒʌmp/ gap year /ˈɡæp jɪə/ go away /ˌɡəʊ əˈweɪ/ go backpacking /ˌɡəʊ ˈbækˌpækɪŋ/ go/live abroad /ˌɡəʊ/ˌlɪv əˈbrɔːd/ join a band /ˌdʒɔɪn ə ˈbænd/ part-time job /ˌpɑːt taɪm ˈdʒɒb/ schoolwork /ˈskuːlwɜːk/ waste /weɪst/ 5.3 Listening 4.35 A levels /ˈeɪ ˌlevəlz/ apply for (a place) /əˌplaɪ fər ə ˈpleɪs/ be positive /ˌbi ˈpɒzətɪv/ fi eld trip /ˈfiːld trɪp/ get a job /ˌɡet ə ˈdʒɒb/ get a lot out of sth /ˌɡet ə ˈlɒt aʊt əv ˌsʌmθɪŋ/ get a place at university /ˌɡet ə ˌpleɪs ət ˌjuːnəˈvɜːsəti/ get a tattoo /ˌɡet ə təˈtuː/ get exhausted /ˌɡet ɪɡˈzɔːstɪd/ get good grades /ˌɡet ɡʊd ˈɡreɪdz/ get ill /ˌɡet ˈɪl/ get into trouble /ˌɡet ˌɪntə ˈtrʌbəl/ get nervous /ˌɡet ˈnɜːvəs/ get rid of sth /ˌɡet ˈrɪd əv ˌsʌmθɪŋ/ get stressed about sth /ˌɡet ˈstrest əˌbaʊt ˌsʌmθɪŋ/ grade/mark /ɡreɪd/mɑːk/ have a good time /ˌhæv ə ɡʊd ˈtaɪm/ on your own /ˌɒn jɔːr ˈəʊn/ revision /rɪˈvɪʒən/ schedule /ˈʃedjuːl/ take a break /ˌteɪk ə ˈbreɪk/ take it easy /ˌteɪk ɪt ˈiːzi/ your fault /ˌjɔː ˈfɔːlt/ 5.4 Reading 4.36 ability /əˈbɪləti/ be an expert on /ˌbi ən ˈekspɜːt ɒn/ be/become a professor of /bi/bɪˈkʌm ə prəˈfesər əv/ bully /ˈbʊli/ concentrate /ˈkɒnsəntreɪt/ condition /kənˈdɪʃən/ dream of /ˈdriːm əv/ encourage /ɪnˈkʌrɪdʒ/ get over a diffi culty with the support of /ˌget ˌəʊvə əˈdɪfɪkəlti wɪθ ðə səˈpɔːt əv/ have/fi nd a passion for /ˌhæv/ˌfaɪnd ə ˈpæʃən fə/ help sb to do sth /ˌhelp ˌsʌmbɒdi tə ˈduː ˌsʌmθɪŋ/ ignore /ɪɡˈnɔː/ learning disorders /ˈlɜːnɪŋ ˌdɪsˈɔːdəz/ make fun of /ˌmeɪk ˈfʌn əv/ make the mistake of doing sth /ˌmeɪk ðə mɪˌsteɪk əv ˈduːɪŋ ˌsʌmθɪŋ/ mentor /ˈmentɔː/ misunderstand /ˌmɪsʌndəˈstænd/ struggle with /ˈstrʌɡəl wɪð/ visual thinker /ˌvɪʒuəl ˈθɪŋkə/ 5.5 Grammar 4.37 background /ˈbækɡraʊnd/ beanbag /ˈbiːnbæɡ/ blinds /blaɪndz/ bright /braɪt/ chill out /ˌtʃɪl ˈaʊt/ compete against /kəmˈpiːt əˌɡenst/ cushion /ˈkʊʃən/ fi rst aid /ˌfɜːst ˈeɪd/ fl exible /ˈfleksəbəl/ follow your own interests /ˌfɒləʊ jɔːr əʊnˈɪntrəsts/ manifesto /ˌmænɪˈfestəʊ/ nationwide /ˌneɪʃənˈwaɪd/ relevant /ˈreləvənt/ rigid /ˈrɪdʒəd/ school gate /ˌskuːl ˈɡeɪt/ scrape /skreɪp/ swipe card /ˈswaɪp kɑːd/ uncluttered /ˌʌnˈklʌtəd/ 5.6 Use of English 4.38 cricket /ˈkrɪkɪt/ give up /ˌɡɪv ˈʌp/ hockey /ˈhɒki/ kit /kɪt/ netball /ˈnetbɔːl/ rugby /ˈrʌɡbi/ 5.7 Writing 4.39 application form /ˌæplɪˈkeɪʃən fɔːm/ arrange /əˈreɪndʒ/ availability /əˌveɪləˈbɪləti/ do a course /ˌduː ə ˈkɔːs/ enquire about /ɪnˈkwaɪər əˈbaʊt/ grateful /ˈɡreɪtfəl/ provide /prəˈvaɪd/ register (v) /ˈredʒəstə/ staff /stɑːf/ 5.8 Speaking 4.40 donation /dəʊˈneɪʃən/ single-sex school /ˌsɪŋɡəl seks ˈskuːl/ waste of time /ˌweɪst əv ˈtaɪm/ UNIT 5 Time to learn Word list WORD LIST ACTIVITIES • Students choose 5–10 words that they want to remember and write example sentences. • Divide students into teams. Choose e.g. ten words from the list. One member of each team comes to you and you give them the first word you have chosen – they have to return to their teams and give clues to the rest of their team to guess the word. They can give definitions or draw clues, but cannot say the word until their team members guess. As soon as the team guesses, another team member comes to you for the second word. The first team to finish all ten words correctly wins. 72 72 VOCABULARY AND GRAMMAR USE OF ENGLISH FOCUS REVIEW 5 5 Choose the answer, A, B or C, which has the same meaning as the underlined phrase in each sentence. 1 The head teacher will close the canteen unless the chef changes the menu. A after the chef changes B if the chef doesn’t change C before the chef changes 2 If you ask me, I think our school doesn’t spend enough money on computers. A That’s true, but B In my opinion C I agree that 3 I have to learn these maths rules by heart for tomorrow. A memorise B explain C hand in 4 We will wear school uniforms when they become compulsory. A before they become B unless they become C as soon as they become 5 It’s a single-sex school for ambitious boys that offers the best learning conditions. A which B where C who 6 X: I think that going to school every day is boring. Y:That’s true, but not all schools are the same. A I see what you mean B That’s complete nonsense C I couldn’t agree more 6 Read the text and choose the correct answer, A, B or C. 1 Choose the correct option. 1 It is now harder for new college classmates / experts / graduates to fi nd a good job than in the past. 2 I have to attend PE classes because PE is a(n) academic / after-school / compulsory subject. 3 You’ll learn more if you pay attention / tuition fees / the bills in classes. 4 Josh skipped / dropped / took the Science class again. Is he going to get into trouble? 5 If they change the curriculum / timetable / academic subjects, we’ll start lessons at 8.00 every day. 6 My father used to bully / encourage / struggle with Maths and Physics at school, but now he is an engineer. 2 Complete the text with words which mean the same as the expressions in brackets. The fi rst letters are given. The second 1term (one part of an academic year) was much worse for Barrett than the fi rst one. He got a lot of poor 2grades (marks) and he 3failed (didn’t pass) three tests. He says he got exhausted by all the 4schoolwork (the work that a student does at school or at home), but the truth is that he didn’t concentrate enough on learning and 5skipped (didn’t attend) the classes he wasn’t keen on. If he wants to be successful in the fi nal exams, he has to start 6revising (preparing for exams) now. 1 A while B before C unless 2 A of B on C at 3 A who B which C where 4 A give B gives C will give 5 A take off B leave C go 6 A what can B what should C what I do I do I should do Should I take a gap year? I’ll have to make an important decision 1 the academic year ends. My parents want me to continue my studies at university, but I’d rather do something more adventurous. I like the idea 2 a gap year. I want to study Spanish in the future, but I’d like to practise the language fi rst, so I’m thinking of going to South America and working with children 3 can’t read or write. I’m tired of a rigid timetable and all the schoolwork. I feel that a gap year 4 me some freedom. My parents know that most of my classmates are going to go to university when they 5 school. If they accept my decision, I’ll go abroad for ten months. Could you tell me 6 to convince them? 3 Complete the First Conditional sentences with the correct form of the verbs in brackets. 1 If I take (take) a gap year, I will get (get) a lot of experience. 2 If Stella doesn’t hurry (not hurry), we will miss (miss) the fi rst lesson. 3 Will your parents get (your parents/get) angry if you don’t get (not get) into university? 4 He won’t pass (not pass) his exams if he doesn’t take (not take) extra lessons. 5 I won’t help (not/help) you with Maths if you don’t help (not/help) me with English. 4 Choose the correct answer, A, B or C. 1 Any student hasn’t fi nished their homework, please see me after the lesson. A who B which C where 2 This is the canteen we eat our lunch. A that B which C where 3 Students only revise the night before an exam don’t usually get good grades. A who B which C where 4 It was a gap year seemed to last forever. A who B that C where 5 There are lots of schools in the world don’t have water or electricity. A who B which C where 6 Oxford was the university she did her degree. A who B that C where 73 READING 7 Match the headings (A–F) with the paragraphs (1–4). There are two extra headings. 11 Read the task and write the email. During holiday you’d like to take part in a two-week-long photography course in the UK, which every year is very popular among photography students. Write an email to the organisers. Include the following information: • introduce yourself and write what course you’re interested in • describe your photography experience • ask to be sent information about the signing-in process and payment • ask what types of accommodation are available and how much they cost. A Growing numbers of teachers and students B Trying to solve the literacy problem C Teaching in the slums around India D Modern classrooms and new subjects E Keeping children safe and healthy F Teaching in strange places 8 Read the text again. Complete the gaps in the email to Matthew with the correct information. Don’t write more than three words in each gap. A school on every doorstep 1 B In India there are 1.4 million children aged 6–11 who do not attend any school. That is why in 1988, two passionate teachers, Ranjani Paranjpe and Bina Lashkari, started a non-formal education project, Door Step School, for fi fty children in a small slum in Mumbai. A year later the project became an o cial educational programme aiming to teach children to at least read and write. 2 F At the beginning, the teachers walked from door to door looking for children who did not go to school, speaking to parents and asking them to send the children to their school. They arranged classrooms everywhere: in marketplaces, on pavements, at railway stations and even in a bus. 3 A The idea spread very quickly to neighbouring communities. More and more teachers as well as volunteers decided to join the programme. Now, the Door Step School has a team of 1,000 teachers and volunteers across eight districts in India and deals with more than 70,000 students every year. 4 D Since 1988, the teaching conditions in the Door Step School have changed a lot. Now, buses called School on Wheels serve as libraries and mobile classrooms with computers, TVs and DVD players. Apart from learning basic skills such as reading, writing and arithmetic, children also have lessons on hygiene or health and safety. WRITING SPEAKING 9 Do the task in pairs. You are studying in a secondary school in England for six months. You are taking part in a survey about the most effective methods of learning Science subjects, such as Physics. • Choose the photo which, in your opinion, shows the most effective method. Explain why. • Explain why you rejected the other option. 10 Ask and answer the questions. 1 Some people say that Science should be the most important subject at school. Do you agree? Why?/ Why not? 2 What are the advantages of using computers for learning? A B From: Emma Clark To: Matthew Jones Subject: interesting article! Hi Matthew, I’ve just read a very interesting article. It’s about the Door Step School – an educational initiative in India, which in 1989 became 1 an official programme . The idea came from 2 two (passionate) teachers who wanted children from a small slum in Mumbai to learn how to read and write. It started with only fi  y children but now the numbers of teachers, 3 volunteers and students involved in the project are much higher. Children also study new subjects and the teaching conditions are 4 very different from/much better than those in 1988. Really interesting! I can send you a link if you like. Love, Emma EXTRA ACTIVITIES • Photocopiable resources 48–49 Multiple-choice cloze (20 min.) pp. 210–211, 266–267 • Photocopiable resources 54–55 Sentence transformation (15 min.) pp. 211, 272–273 • Use of English 3, WORD STORE booklet, p. 10 • Photocopiable resource 29 Learning and teaching (speaking; 15 min.) pp. 206-207, 244 • Extra digital activities: Reading and Use of English NEXT CLASS • Ask students to do Self-check 5.10, WB pp. 72–73, as homework. • Ask students to prepare for Unit Test 5: Assessment Package, Unit 5. 75 6 Jobs • collocations • describing jobs • phrasal verbs I can use language related to job descriptions and types of work. VOCABULARY 6.1 74 SHOW WHAT YOU KNOW 1 Complete the names of jobs below with suffi xes -er, -or, -ian, -ist or -ant. Then add three more jobs. build accountant doctor electrician fl ight attendant hairdresser shop assistant swimming instructor receptionist scientist politician plumber 2 SPEAKING Complete the table with the jobs in Exercise 1. Then compare your ideas with a partner. Jobs I would be good at Jobs I might or might not be good at Jobs I would not be good at er Just the job Choose a job you love, and you will never have to work a day in your life. Confucius WINDOW CLEANING 25 Watch the BBC video. For the worksheet, go to page 126. We interviewed four people who run very successful companies. We wanted to fi nd out about the jobs they did before they became their own bosses and we asked them about their worst work experiences. EVA • applied for a job during her school holidays • was badly paid • worked long hours • didn’t enjoy dealing with customers • almost got the sack for offering a customer a bigger size MARCUS • had a part-time job • was responsible for washing the machines • didn’t fi nd the job challenging • put up with a horrible smell 1 2 What’s your worst work experience? 3 Read about four people’s worst work experiences. Match jobs A–D with people 1–4. A A postman/postwoman 4 B A shop assistant 1 C A cleaner in a factory 2 D A warehouse assistant 3 4 3.1 Listen and check your ideas in Exercise 3. Who do you think had the worst work experience? 5 3.1 Answer the questions. Then listen again and check your answers. 1 Who is self-employed now and rarely has a day off? Chris 2 Who is always nice to people who bring the post? Amy 3 Who was motivated to pass some exams and get a better job? Marcus 4 Who left a summer job because he/she got fi red? Eva 6 SPEAKING Discuss whether you would like to be your own boss. Give reasons for your answers. 75 WORD STORE 6A Collocations 7 3.2 Complete WORD STORE 6A with the words and phrases in red in the text and in Exercise 5. Then listen, check and repeat. 8 Complete the statements with an appropriate verb in WORD STORE 6A. Sometimes more than one answer is possible. 1 You can be self-employed. 2 You generally work outdoors. 3 You usually do/work long hours. 4 You sometimes have to do/work night shifts. 5 You are responsible for lots of workers. 6 You need a university degree to apply for this job. 9 SPEAKING Discuss which statements in Exercise 8 could describe the jobs in Exercise 1. Well, a lot of builders are self-employed. They generally work outdoors. They start work early, but I don’t think they do particularly long hours … WORD STORE 6B Describing jobs 10 3.3 Complete WORD STORE 6B with the underlined adjectives in the text. Then listen, check and repeat. 11 SPEAKING Decide where to put the adjectives in WORD STORE 6B on the line according to how positive or negative you think they are in a job. WORD STORE 6C Phrasal verbs 12 3.4 Complete WORD STORE 6C with the base form of the highlighted phrasal verbs in the text. Then listen, check and repeat. 13 SPEAKING Choose the correct particle. Then fi nish the sentences and compare your ideas with a partner. In my ideal job … 1 I turn off / up for work at … 2 My employer only takes on / up people who … 3 I’m not prepared to put out / up with … 4 If I come up / into with a good idea, my boss … 5 Nothing puts me down / off my work except … Go to WORD STORE 6 page 13 AMY • had to get up very early • couldn’t turn up for work one minute late • worked outdoors • had to answer diffi cult questions and found it really stressful 4 3 CHRIS • worked night shifts • found the job boring and repetitive • had to stand for hours • had two managers who came up with different tasks at the same time demanding challenging positive creative, rewarding negative repetitive, stressful, tiring WORKBOOK pp. 74–75, including Show What You’ve Learnt NEXT CLASS • Ask students to prepare for a 10–20-minute Vocabulary Quiz: Assessment Package, Unit 6.1, Vocabulary. • Ask students to do Show What You Know in the WB, p. 67. VIDEO 25 76 1 SPEAKING How can students earn money in your country? Make a list of part-time jobs. Which jobs would you like/not like to do? Why? Discuss with a partner. 2 Look at the questionnaire. Choose the answer that is best for you and fi nd out what your ideal part-time job is. 4 Complete the statements with the correct Second Conditional form of the verbs in brackets. 1 If everybody went (go) to university, nobody would want (want) to do manual jobs. 2 There wouldn’t be (not be) so much traffi c if more people worked (work) from home. 3 Family relationships would improve (improve) if parents took (take) more time off work. 4 If people retired (retire) at fi fty, there would be (be) more jobs for young people. 5 The world would be (be) a better place if everybody had (have) a job. 5 SPEAKING Discuss whether you agree with the statements in Exercise 4. 6 Rewrite these real situations as imaginary situations. Begin each sentence with If. Second Conditional • You use the Second Conditional to talk about the present or future result of an imaginary situation. imaginary situation ➞ result if + Past Simple would/wouldn’t + verb If I 1 had a day off tomorrow, I 2 would spend the day with a friend. (but I don’t have a day off tomorrow so I won’t spend the day with a friend) If I was super rich, I’d live in a big house. Note: • ’d = would • If I/he/she/it were … is more formal than If I/he/she/it was … If he were rich, he wouldn’t work. If I were you, I’d get a summer job. GRAMMAR FOCUS 3 Read the GRAMMAR FOCUS. Complete the examples using the Second Conditional forms in blue in Exercise 2. 27 Watch the Focus Vlog. For the worksheet, go to page 127. FOCUS VLOG About dream jobs 76 If I had a part-time job, I’d earn money. 1 I don’t have a part-time job, so I don’t earn money. 2 I don’t earn money, so I don’t go out. 3 I don’t go out, so I don’t meet new people. 4 I don’t meet new people, so my life is boring. 5 My life is boring, so I’m not happy. 6 I’m not happy, so I need a part-time job. 7 Complete the sentences with the correct form of the verbs in brackets and your own ideas. 1 If I wanted (want) advice about getting a job, I’d ask my uncle. 2 If I needed (need) to borrow some money, I . 3 If I could (can) work anywhere in the world, I . 4 If I didn’t have (not have) a phone, I . 5 If I were/was (be) an animal, I . 6 If I didn’t have to (not have to) study, I . 8 SPEAKING Write questions about the imaginary situations in Exercise 7. Then ask and answer the questions as in the example. A: If you wanted advice about getting a job, who would you ask? B: I’d ask … Your ideal part-time job What your score means Mainly As = Your ideal part-time job is outside, possibly something connected with sport, e.g. a lifeguard or a skiing instructor. Mainly Bs = You would be good at caring for people, e.g. a babysitter or a carer for elderly people. Mainly Cs = Your ideal part-time job is in retail, e.g. a shop assistant or a beautician. Grammar page 147 GRAMMAR 6.2.2 1 If I had a day o tomorrow, I’d spend the day with a friend. We’d … A go swimming. B watch fi lms at home. C go shopping. 2 If I won the lottery, I’d give some money to a charity. I’d choose … A Free Sport for Everyone. B Save the Children. C Love Eco Fashion. 3 If I had to describe myself in six words, it would be easy. I’d say … A I love walking by the sea. B I want to help other people. C I like spending time in shops. 4 If I needed money, I’d get a part-time job … A in a sports centre. B at home. C in a shop. 5 If I was super rich, I’d live in a big house … A near a beach. B with all my family. C in the city centre. Second Conditional I can use the Second Conditional to describe hypothetical results of a current action. 26 27 1 SPEAKING Look at the photos. What kind of person do you have to be to do these jobs? Tell your partner. Use the adjectives below or your own ideas. ambitious brave caring clever energetic practical responsible sensible serious kind 77 2 3.5 Listen to three recordings. Choose the correct photo, A, B or C. 1 What is the woman’s job? A 2 Why did the girl’s dad get a new job? B 3 What do you need to do the woman’s job well? C EXAM FOCUS Multiple choice 5 SPEAKING Discuss whether you would like to be an airline pilot. Use the collocations in Exercise 4 to help you. I don't think I'd like to be an airline pilot. I'd have to spend a lot of time away from home and … 6 3.8 Listen and repeat the words. Mark the stress. 1 journalist receptionist specialist 2 beautician electrician musician 3 carpenter instructor interpreter 4 engineer photographer secretary 7 Choose the word in each group that has one more syllable than the other words. WORD STORE 6D Jobs 8 3.9 Complete WORD STORE 6D with the words in the box to make job names. Then listen, check and repeat. PRONUNCIATION FOCUS 3 3.6 Listen to a dialogue between Sophie and her aunt Mary. Are statements 1–5 true (T) or false (F)? 1 Aunt Mary doesn’t want Sophie to become an airline pilot. F 2 Sophie hasn’t been to university yet. T 3 Aunt Mary doesn’t enjoy her job and wants to change. F 4 Aunt Mary is already a captain. F 5 Aunt Mary doesn’t think it’s an easy career for women with children. T 4 3.7 Complete the collocations with the words in the box. Then listen, check and repeat. degree eyesight home off people training Airline pilots must … 1 do long and expensive training . 2 have a university degree . 3 get on well with people . 4 have excellent eyesight . 5 spend a lot of time away from home . Airline pilots can’t … 6 choose when they take time off . LISTENING 6.3 A A A B C B B C C Multiple choice I can understand the main points of a conversation about a familiar topic. REFERENCES Videoscript p. 196 Using videos in the classroom p. T14 EXTRA ACTIVITIES • Grammar animation • Photocopiable resource 32 Imagine (15 min.) pp. 207, 247 • Extra digital activities: Grammar Checkpoint • Dictate the first part of two or three Second Conditional sentences for students to complete in as many different ways as possible. WORKBOOK p. 76, including Show What You’ve Learnt NEXT CLASS Ask students to prepare for a 10–20-minute Grammar Quiz: Assessment Package, Unit 6.2, Grammar. VIDEO 26 27 Exercise 6 1 If I had a part-time job, I’d earn money. 2 If I earned money, I’d go out. 3 If I went out, I’d meet new people. 4 If I met new people, my life wouldn’t be boring. 5 If my life wasn’t/weren’t boring, I’d be happy. 6 If I was/were happy, I wouldn’t need a part-time job. 77 1 SPEAKING How can students earn money in your country? Make a list of part-time jobs. Which jobs would you like/not like to do? Why? Discuss with a partner. 2 Look at the questionnaire. Choose the answer that is best for you and fi nd out what your ideal part-time job is. 4 Complete the statements with the correct Second Conditional form of the verbs in brackets. 1 If everybody went (go) to university, nobody would want (want) to do manual jobs. 2 There wouldn’t be (not be) so much traffi c if more people worked (work) from home. 3 Family relationships would improve (improve) if parents took (take) more time off work. 4 If people retired (retire) at fi fty, there would be (be) more jobs for young people. 5 The world would be (be) a better place if everybody had (have) a job. 5 SPEAKING Discuss whether you agree with the statements in Exercise 4. 6 Rewrite these real situations as imaginary situations. Begin each sentence with If. Second Conditional • You use the Second Conditional to talk about the present or future result of an imaginary situation. imaginary situation ➞ result if + Past Simple would/wouldn’t + verb If I 1 had a day off tomorrow, I 2 would spend the day with a friend. (but I don’t have a day off tomorrow so I won’t spend the day with a friend) If I was super rich, I’d live in a big house. Note: • ’d = would • If I/he/she/it were … is more formal than If I/he/she/it was … If he were rich, he wouldn’t work. If I were you, I’d get a summer job. GRAMMAR FOCUS 3 Read the GRAMMAR FOCUS. Complete the examples using the Second Conditional forms in blue in Exercise 2. 27 Watch the Focus Vlog. For the worksheet, go to page 127. FOCUS VLOG About dream jobs 76 If I had a part-time job, I’d earn money. 1 I don’t have a part-time job, so I don’t earn money. 2 I don’t earn money, so I don’t go out. 3 I don’t go out, so I don’t meet new people. 4 I don’t meet new people, so my life is boring. 5 My life is boring, so I’m not happy. 6 I’m not happy, so I need a part-time job. 7 Complete the sentences with the correct form of the verbs in brackets and your own ideas. 1 If I wanted (want) advice about getting a job, I’d ask my uncle. 2 If I needed (need) to borrow some money, I . 3 If I could (can) work anywhere in the world, I . 4 If I didn’t have (not have) a phone, I . 5 If I were/was (be) an animal, I . 6 If I didn’t have to (not have to) study, I . 8 SPEAKING Write questions about the imaginary situations in Exercise 7. Then ask and answer the questions as in the example. A: If you wanted advice about getting a job, who would you ask? B: I’d ask … Your ideal part-time job What your score means Mainly As = Your ideal part-time job is outside, possibly something connected with sport, e.g. a lifeguard or a skiing instructor. Mainly Bs = You would be good at caring for people, e.g. a babysitter or a carer for elderly people. Mainly Cs = Your ideal part-time job is in retail, e.g. a shop assistant or a beautician. Grammar page 147 GRAMMAR 6.2.2 1 If I had a day o tomorrow, I’d spend the day with a friend. We’d … A go swimming. B watch fi lms at home. C go shopping. 2 If I won the lottery, I’d give some money to a charity. I’d choose … A Free Sport for Everyone. B Save the Children. C Love Eco Fashion. 3 If I had to describe myself in six words, it would be easy. I’d say … A I love walking by the sea. B I want to help other people. C I like spending time in shops. 4 If I needed money, I’d get a part-time job … A in a sports centre. B at home. C in a shop. 5 If I was super rich, I’d live in a big house … A near a beach. B with all my family. C in the city centre. Second Conditional I can use the Second Conditional to describe hypothetical results of a current action. 26 27 1 SPEAKING Look at the photos. What kind of person do you have to be to do these jobs? Tell your partner. Use the adjectives below or your own ideas. ambitious brave caring clever energetic practical responsible sensible serious kind 77 2 3.5 Listen to three recordings. Choose the correct photo, A, B or C. 1 What is the woman’s job? A 2 Why did the girl’s dad get a new job? B 3 What do you need to do the woman’s job well? C EXAM FOCUS Multiple choice 5 SPEAKING Discuss whether you would like to be an airline pilot. Use the collocations in Exercise 4 to help you. I don't think I'd like to be an airline pilot. I'd have to spend a lot of time away from home and … 6 3.8 Listen and repeat the words. Mark the stress. 1 journalist receptionist specialist 2 beautician electrician musician 3 carpenter instructor interpreter 4 engineer photographer secretary 7 Choose the word in each group that has one more syllable than the other words. WORD STORE 6D Jobs 8 3.9 Complete WORD STORE 6D with the words in the box to make job names. Then listen, check and repeat. PRONUNCIATION FOCUS 3 3.6 Listen to a dialogue between Sophie and her aunt Mary. Are statements 1–5 true (T) or false (F)? 1 Aunt Mary doesn’t want Sophie to become an airline pilot. F 2 Sophie hasn’t been to university yet. T 3 Aunt Mary doesn’t enjoy her job and wants to change. F 4 Aunt Mary is already a captain. F 5 Aunt Mary doesn’t think it’s an easy career for women with children. T 4 3.7 Complete the collocations with the words in the box. Then listen, check and repeat. degree eyesight home off people training Airline pilots must … 1 do long and expensive training . 2 have a university degree . 3 get on well with people . 4 have excellent eyesight . 5 spend a lot of time away from home . Airline pilots can’t … 6 choose when they take time off . LISTENING 6.3 A A A B C B B C C Multiple choice I can understand the main points of a conversation about a familiar topic. REFERENCES Audioscript pp. 187–188 EXTRA ACTIVITIES Students discuss the necessary skills, the training programme, the benefits and the disadvantages for the other jobs in the photos. Then they role-play an interview for one of the jobs. WORKBOOK p. 77 80 80 Modal verbs for obligation and permission You use must, need to, have to and can to talk about obligation and permission. Necessary Not necessary Permitted Not permitted • have to/ has to • need to/ 1 needs to • must • don’t have to/ 2 doesn’t have to • don’t need to/ doesn’t need to/ needn’t 3 can • can’t • 4 mustn’t Note: You usually use have to (NOT must) and can’t (NOT mustn’t) to talk about rules or arrangements: I have to work very long hours. (NOT must) but I must remember to shave. (NOT have to) GRAMMAR FOCUS 4 Read the GRAMMAR FOCUS. Complete the table using the correct affi rmative or negative modal in blue in the text. 5 Complete the sentences with mustn’t or needn’t. 1 a You needn’t rush – you’ve got plenty of time. b You mustn’t rush – it’s important to be 100 percent accurate. 2 a You needn’t go – you can stay if you want. b You mustn’t go – we haven’t fi nished yet. 3 a You mustn’t tell her – it’s a secret between you and me. b You needn’t tell her – she already knows everything. 4 a You needn’t eat that – you can leave it if you want. b You mustn’t eat that – it’s really bad for you. 6 Use have to or can with you to complete these questions. Then answer the questions. 1 Do you have to wear a uniform? 2 Can you call your teachers by their fi rst name? 3 Can you use your mobile phones in class? 4 Do you have to take end-of-term tests in each subject? 5 Do you have to change classrooms for each lesson? 6 Can you leave school before you are eighteen? 7 Write a sentence with has to and a sentence with doesn’t have to for each job. Use the phrases in the box or your own ideas. be fi t be good at maths have a degree have a driving licence have good eyesight speak English wear a uniform work at the weekend 1 A police offi cer . 2 A secondary school teacher . 3 A bus driver . 4 An airline pilot . 5 An accountant . 6 A tourist guide . 1 A police offi cer has to wear a uniform. A police offi cer doesn’t have to be good at maths. 8 SPEAKING Think of three people you know with different jobs and write similar sentences to those in Exercise 7. Tell your partner about each person. 1 SPEAKING What is the meaning of the saying? What kind of jobs do you think it describes? Discuss with a partner. 2 3.13 Listen to three people talking about their jobs. Choose the correct option. 1 Jonnie is in the food industry / IT . 2 Erica works for a fashion magazine / a clothes shop. 3 Sam works in an offi ce / from home . 3 3.13 Choose the correct option to describe some of the working conditions of Jonnie, Erica and Sam. Then listen again and check. You don’t have to be to work here … BUT IT HELPS! • He 1has to / doesn’t have to wear the company T-shirt. • He 2can / can’t eat at his desk. • He 3must / mustn’t take his laptop into the canteen. • She 4 has to / doesn’t have to work very long hours. • She 5needs to / doesn’t need to wear designer clothes or a suit. • He 6 needs to / doesn’t need to get up early. • He 7 can / can’t go for a run when he wants a break. • He 8 must / mustn’t remember to have a shave before his conference call tonight. 1 Jonnie 2 Erica 3 Sam Grammar page 148 Modal verbs for obligation and permission I can express obligation, necessity and absence of obligation. GRAMMAR 6.5 28 81 1 SPEAKING Read UK TODAY. Discuss the questions. 1 What is work experience and why is it useful? 2 If you could do work experience, what would you do and why? LANGUAGE FOCUS Adjectives ending in -ed and -ing • You form pairs of -ed and -ing adjectives from verbs: confuse ➞ I was confused. The situation was confusing. • -ed adjectives describe how people feel. I’m excited about my future. I was tired all the time. • -ing adjectives describe the thing (or person) that causes the feeling. Did you do interesting jobs? He was very encouraging. Note: Some -ed adjectives do not have -ing equivalents. e.g. ashamed, delighted, relieved 3 Read the LANGUAGE FOCUS. Complete the adjectives with -ed or -ing in comments 1–7 in the conversation. 2 3.14 Listen to Sharon and Adam talking to their teacher about their work experience. Then complete the table. 1 I’m relieved . 2 I had a really rewarding time. 3 That’s amazing ! 4 I was really embarrassed because everyone else was in jeans. 5 It was very confusing . 6 I was bored most of the time. 7 It sounds like you had a very satisfying experience. 4 3.14 Listen again and check your answers in Exercise 3. 5 USE OF ENGLISH Choose the correct sentence, A, B or C to complete the dialogue. 1 X: Why are you going to bed so early? Y: A Because it’s very tiring. B Because I’m very tiring. C Because I’ve had a very tiring day. 2 X: She always turns up late when we meet. Y: A I know, it’s so annoying! B Really? I’m so relieved! C Oh no, I feel so ashamed! 3 X: Did your mum like her birthday present? Y: A She was encouraging. B She was delighted. C She was amazing. 4 X: I can’t stand this wet weather. Y: A Yes, it’s really depressing. B Yes, it’s really depressed. C Yes, I’m really depressing. 6 SPEAKING Make questions using beginnings 1 or 2 and an appropriate adjective in the box or your own ideas. Then ask and answer the questions as in the example. bored/boring disgusted/disgusting exhausted/exhausting inspired/inspiring moved/moving shocked/shocking 1 When was the last time you were …? 2 When was the last time you thought that something (someone) was …? A: When was the last time you were exhausted? B: I think it was after PE yesterday. We did cross-country and I hate running! Who … Sharon Adam 1 had a disappointing time? ✓ 2 is excited about his/her future career? ✓ 3 was embarrassed because he/she turned up for work in the wrong clothes? ✓ 4 got encouraging feedback when he/she fi nished something? ✓ 5 thinks you learn things if the work is challenging? ✓ UK TODAY Did you know that nearly all 15- or 16-year-old students in the UK do work experience before they leave school? What is work experience? • 1–3 weeks o school working full time for a local employer. What are the benefi ts of work experience? • It teaches useful work skills. • It makes you think about possible careers. • It develops self-confi dence and communication skills. Use of English page 149 USE OF ENGLISH 6.6 Adjectives ending in -ed and -ing I can form adjectives from verbs and nouns with -ed and -ing. REFERENCES Audioscript p. 188 Using videos in the classroom p. T14 EXTRA ACTIVITIES • Grammar animation • Photocopiable resource 33 Test yourselves (10 min.) pp. 207, 248 • Extra digital activities: Grammar Checkpoint • Students write one or two sentences for each modal verb about their life, e.g. At home, I don’t have to do the shopping. I have to tidy my room every week. WORKBOOK p. 80, including Show What You’ve Learnt NEXT CLASS Ask students to prepare for a 10–20-minute Grammar Quiz: Assessment Package, Unit 6.5, Grammar. VIDEO 28 81 80 Modal verbs for obligation and permission You use must, need to, have to and can to talk about obligation and permission. Necessary Not necessary Permitted Not permitted • have to/ has to • need to/ 1 needs to • must • don’t have to/ 2 doesn’t have to • don’t need to/ doesn’t need to/ needn’t 3 can • can’t • 4 mustn’t Note: You usually use have to (NOT must) and can’t (NOT mustn’t) to talk about rules or arrangements: I have to work very long hours. (NOT must) but I must remember to shave. (NOT have to) GRAMMAR FOCUS 4 Read the GRAMMAR FOCUS. Complete the table using the correct affi rmative or negative modal in blue in the text. 5 Complete the sentences with mustn’t or needn’t. 1 a You needn’t rush – you’ve got plenty of time. b You mustn’t rush – it’s important to be 100 percent accurate. 2 a You needn’t go – you can stay if you want. b You mustn’t go – we haven’t fi nished yet. 3 a You mustn’t tell her – it’s a secret between you and me. b You needn’t tell her – she already knows everything. 4 a You needn’t eat that – you can leave it if you want. b You mustn’t eat that – it’s really bad for you. 6 Use have to or can with you to complete these questions. Then answer the questions. 1 Do you have to wear a uniform? 2 Can you call your teachers by their fi rst name? 3 Can you use your mobile phones in class? 4 Do you have to take end-of-term tests in each subject? 5 Do you have to change classrooms for each lesson? 6 Can you leave school before you are eighteen? 7 Write a sentence with has to and a sentence with doesn’t have to for each job. Use the phrases in the box or your own ideas. be fi t be good at maths have a degree have a driving licence have good eyesight speak English wear a uniform work at the weekend 1 A police offi cer . 2 A secondary school teacher . 3 A bus driver . 4 An airline pilot . 5 An accountant . 6 A tourist guide . 1 A police offi cer has to wear a uniform. A police offi cer doesn’t have to be good at maths. 8 SPEAKING Think of three people you know with different jobs and write similar sentences to those in Exercise 7. Tell your partner about each person. 1 SPEAKING What is the meaning of the saying? What kind of jobs do you think it describes? Discuss with a partner. 2 3.13 Listen to three people talking about their jobs. Choose the correct option. 1 Jonnie is in the food industry / IT . 2 Erica works for a fashion magazine / a clothes shop. 3 Sam works in an offi ce / from home . 3 3.13 Choose the correct option to describe some of the working conditions of Jonnie, Erica and Sam. Then listen again and check. You don’t have to be to work here … BUT IT HELPS! • He 1has to / doesn’t have to wear the company T-shirt. • He 2can / can’t eat at his desk. • He 3must / mustn’t take his laptop into the canteen. • She 4 has to / doesn’t have to work very long hours. • She 5needs to / doesn’t need to wear designer clothes or a suit. • He 6 needs to / doesn’t need to get up early. • He 7 can / can’t go for a run when he wants a break. • He 8 must / mustn’t remember to have a shave before his conference call tonight. 1 Jonnie 2 Erica 3 Sam Grammar page 148 Modal verbs for obligation and permission I can express obligation, necessity and absence of obligation. GRAMMAR 6.5 28 81 1 SPEAKING Read UK TODAY. Discuss the questions. 1 What is work experience and why is it useful? 2 If you could do work experience, what would you do and why? LANGUAGE FOCUS Adjectives ending in -ed and -ing • You form pairs of -ed and -ing adjectives from verbs: confuse ➞ I was confused. The situation was confusing. • -ed adjectives describe how people feel. I’m excited about my future. I was tired all the time. • -ing adjectives describe the thing (or person) that causes the feeling. Did you do interesting jobs? He was very encouraging. Note: Some -ed adjectives do not have -ing equivalents. e.g. ashamed, delighted, relieved 3 Read the LANGUAGE FOCUS. Complete the adjectives with -ed or -ing in comments 1–7 in the conversation. 2 3.14 Listen to Sharon and Adam talking to their teacher about their work experience. Then complete the table. 1 I’m relieved . 2 I had a really rewarding time. 3 That’s amazing ! 4 I was really embarrassed because everyone else was in jeans. 5 It was very confusing . 6 I was bored most of the time. 7 It sounds like you had a very satisfying experience. 4 3.14 Listen again and check your answers in Exercise 3. 5 USE OF ENGLISH Choose the correct sentence, A, B or C to complete the dialogue. 1 X: Why are you going to bed so early? Y: A Because it’s very tiring. B Because I’m very tiring. C Because I’ve had a very tiring day. 2 X: She always turns up late when we meet. Y: A I know, it’s so annoying! B Really? I’m so relieved! C Oh no, I feel so ashamed! 3 X: Did your mum like her birthday present? Y: A She was encouraging. B She was delighted. C She was amazing. 4 X: I can’t stand this wet weather. Y: A Yes, it’s really depressing. B Yes, it’s really depressed. C Yes, I’m really depressing. 6 SPEAKING Make questions using beginnings 1 or 2 and an appropriate adjective in the box or your own ideas. Then ask and answer the questions as in the example. bored/boring disgusted/disgusting exhausted/exhausting inspired/inspiring moved/moving shocked/shocking 1 When was the last time you were …? 2 When was the last time you thought that something (someone) was …? A: When was the last time you were exhausted? B: I think it was after PE yesterday. We did cross-country and I hate running! Who … Sharon Adam 1 had a disappointing time? ✓ 2 is excited about his/her future career? ✓ 3 was embarrassed because he/she turned up for work in the wrong clothes? ✓ 4 got encouraging feedback when he/she fi nished something? ✓ 5 thinks you learn things if the work is challenging? ✓ UK TODAY Did you know that nearly all 15- or 16-year-old students in the UK do work experience before they leave school? What is work experience? • 1–3 weeks o school working full time for a local employer. What are the benefi ts of work experience? • It teaches useful work skills. • It makes you think about possible careers. • It develops self-confi dence and communication skills. Use of English page 149 USE OF ENGLISH 6.6 Adjectives ending in -ed and -ing I can form adjectives from verbs and nouns with -ed and -ing. REFERENCES Audioscript p. 188 EXTRA ACTIVITIES Students close their books and notebooks. Divide them into two or three teams. On the board write six pairs of adjectives ending in -ed and -ing, e.g. confused/confusing, bored/ boring. Indicate an adjective and the first team to say a correct sentence with it scores a point. The team with the most points wins. WORKBOOK p. 81 NEXT CLASS • Ask students to find adverts for summer jobs in English and bring them to class. • Ask students to prepare for a 10–20-minute Use of English Quiz: Assessment Package, Unit 6.6, Use of English. 82 82 1 Read the job advert and answer the questions. 1 What kind of job is it advertising? An office helper 2 Is it a permanent job? No 3 Is it a well-paid job? 4 How old do you have to be to apply? 16 5 What characteristics should the candidate have? Reliable, hard-working, friendly and willing to learn. 6 What are the working hours? Flexible 2 Imagine you want to apply for the job. Tick fi ve pieces of information you should include in your application letter. Say where you saw the advert. ✓ Say what you are doing now. ✓ Say how you intend to spend your salary. Give reasons why you are interested in the job. ✓ Mention any relevant work experience. ✓ Say why you liked or didn’t like previous jobs. Say when you are available for interview. ✓ Warn them not to call you at certain times. WRITING FOCUS A job application 1 Say where you saw the advert I am writing in connection with your advertisement in …/ With 1reference to your advertisement in … 2 Say why you are writing I am writing to express my interest in the position of …/ I would like to 2 apply for the position of … 3 Say what you are doing now Currently, I am …/At 3 the moment , I am … 4 Give reasons why you are interested in the job I found your advertisement very interesting because …/ I am 4 particularly interested in your company because … 5 Mention your CV and any relevant work experience I have some experience of …/I worked for … as …/ I 5 attach my CV for your information. 6 Give reasons why you are a suitable candidate for the job I would be a suitable candidate for the job because …/ 6 For these reasons , I feel I would be a suitable candidate for the job you are advertising. 7 Say when you are available for interview I can be available for interview 7 at any time . Dear Sir or Madam, With reference to your advertisement in yesterday’s Devonshire Times, I would like to apply for the position of o ce helper. At the moment, I am in my fi nal year at school, and I will be available to start work from 1st June. I really need this job because I want to earn some money to go on holiday. I am particularly interested in your company because I hope to study architecture at university. I attach my CV for your information. As you will see, I worked on a building site last summer. It was a bit hard, but I got a really good suntan. I do not have much experience of o ce work, but I am a fast learner. I have good communication skills and I enjoy working as part of a team. For these reasons, I feel I would be a suitable candidate for the job you are advertising. I can be available for interview at any time. I have listed my contact details on my CV. Please don’t call me before ten o’clock in the morning. I look forward to hearing from you. Yours faithfully, Richard Dawson 4 Read the WRITING FOCUS. Complete the examples with the phrases in purple in the letter in Exercise 3. 3 Read the letter of application. Check your ideas in Exercise 2. Cross out the three sentences that are NOT appropriate. ARE YOU LOOKING FOR A SUMMER JOB? JOHNSON’S BUILDERS REQUIRES an offi ce helper – €10 per hour ARE YOU 16 or over? • reliable and hard-working? friendly and willing to learn? WE OFFER excellent conditions • fl exible hours a chance to learn offi ce skills NO PREVIOUS EXPERIENCE NECESSARY! WRITING 6.7 A job application I can write a basic letter of application. LANGUAGE FOCUS Formal language in a job application letter Formal Informal 1I possess I’ve got 2 a suitable candidate the right person 3 available free 4 I have experience of working in I’ve worked on 5 many opportunities plenty of chances 6 I obtained I got 7 At present At the moment 8 I’m confident I’m sure 9 succeed do well 10 requires needs 7 Read the LANGUAGE FOCUS. Complete the examples with the underlined phrases in Exercise 6. 8 Make the sentences more formal. Then tick the ones that you could truthfully include in a letter of application. 1 I got obtained top marks in my English exams at the end of last term. ✓ 2 I hope to have plenty of chances many opportunities to travel in my future career. 3 At the moment present I’m doing part- time work in a restaurant. ✓ 4 I believe that I am the right person a suitable candidate for a job in sales and marketing. ✓ 5 I’m sure confident that I’ve got possess good communication skills and can work well in a team. ✓ 1 At present I’m taking swimming lessons. I take my level 1 test in July. I’m confi dent that I’ll succeed. W 2 I believe I possess the right skills for the job because I worked on Wild West Summer Camps last year. R 3 My spoken English requires some improvement, but I can sing English pop songs. W 4 I have experience of working in summer camps, and I’ve had many opportunities to practise putting up tents. R 5 I think I’m a suitable candidate for the job. I’m available for work from 15th August, after my summer holiday. W 6 While I was working as a swimming instructor last summer, I obtained a certifi cate in fi rst aid. R Dear Sir or Madam, I am a sixteen-year-old Ukrainian student and I am writing … SHOW WHAT YOU‘VE LEARNT 9 Do the writing task. Use the ideas in the WRITING FOCUS and the LANGUAGE FOCUS to help you. You’ve read the advertisement from Exercise 6 in International Student Times and you’d like to apply for the job. Write a job application and send it online to Ross Field. Include the following information: • write where you’ve seen the advertisement • explain what you do and why you are interested in the job • mention your CV and describe your work experience • write when you can come for an interview. 83 5 Complete the sentences from a job application with phrases in the WRITING FOCUS. 1 I am writing in connection with the advertisement on your website. 2 I am writing to express my interest in the position of waiter. 3 I have some experience of working in a busy restaurant. 4 I found your advertisement interesting because I would like to work outside. 5 I would be a suitable candidate for the job because I learn very quickly. 6 I can be available for interview after 17 July or any weekend. 6 Read the advert below and sentences 1–6 from different candidates. Are the people right (R) or wrong (W) for the job? Discuss with a partner. HAVE A GREAT SUMMER, IMPROVE YOUR ENGLISH AND EARN SOME MONEY AT THE SAME TIME! Please apply to Ross Field, ross@wwsc.net REQUIRE CAMP SUPERVISORS Do you love outdoor life and camping? We need friendly, outgoing young people with lots of energy and some knowledge of English. You must know how to swim. Experience with children and knowledge of fi rst aid an advantage. WILD WEST SUMMER CAMPS EXTRA ACTIVITIES • Photocopiable resource 34 A job application (15 min.) pp. 207–208, 249 • Ask students some comprehension questions about the letter, e.g. When did Richard see the advert? When can he start work?, etc. • Use the adverts students have brought. Students work in groups and choose an advert. They brainstorm reasons why they are interested in the job, relevant experience, etc. Then they write the application letter together. Groups exchange and correct their letters. Feedback with the class and go over any problems. WORKBOOK pp. 82–83, including Show What You’ve Learnt and Show That You’ve Checked NEXT CLASS Ask students to make short notes that they can use to answer the questions in ex. 1 on p. 84. 85 1 SPEAKING Read Modelling – Some Facts and discuss the questions. 1 What does it mean to be ‘scouted’? To be found in public by a talent scout working for a modelling agency. 2 How do you know if a model agency is a good one? They belong to the AMA (Association of Modelling Agents). 3 Are you tall enough to be a model? SPEAKING FOCUS Asking for advice What do you think I should do? Do you have any tips on what to …? ✓ Do you have any ideas about how to …? Giving advice You should … ✓ I think you should … I don’t think you should … ✓ Why don’t you …? ✓ My best advice would be to … ✓ It’s a good idea to … ✓ If I were you, I’d … ✓ Accepting advice Thanks, that’s really helpful. ✓ That’s great advice. Thanks! ✓ That’s a good idea! ✓ Rejecting advice I’m not sure that’s a good idea. ✓ ✓ 3 3.15 Listen again and tick the expressions you hear. 29 Watch the video and practise. Then role-play your dialogue. ROLE-PLAY Asking for and giving advice 4 Match the sentence halves to give useful advice to somebody preparing for a job interview. 1 I think you should b 2 I don’t think you should a 3 My best advice would c 4 It’s a good idea e 5 If I were you, d a be nervous. b do some research. c be to be on time. d I’d just be yourself. e to prepare some questions. 5 3.16 Listen, check and repeat the advice in Exercise 4. 6 Look at the statements below and think about the advice you would give in each case. Make notes. 1 I want to stay fi t. 2 It’s my mother’s birthday soon. 3 I need some new clothes, but I haven’t got any money. 4 I want to watch a good fi lm. 5 I can’t wake up in the mornings. 7 SPEAKING Follow the instructions below to make dialogues. Use your notes in Exercise 6 and the SPEAKING FOCUS to help you. Student A: Choose a problem in Exercise 6 and tell Student B about it. Student B: Give Student A some advice. MODELLING – some facts • Talent scouts go out in public to look for new models for their agency. • Famous UK model, Kate Moss, was scouted at JFK airport in New York when she was 14. • Models aged 16―18 in the UK should work part-time and be in full-time education. • Good model agencies belong to the AMA (Association of Modelling Agents). • Female models are usually at least 1.73 m and male models are 1.83 m tall. 2 3.15 Listen to Zoe asking her friend Luke about doing modelling. Are statements 1–3 true (T) or false (F)? 1 Luke enjoyed doing modelling. T 2 He doesn’t think Zoe should go to the agency. F 3 Zoe is going to take Luke with her to the agency. F 84 SPEAKING 6.8 Asking for and giving advice I can ask for and give advice on jobs and solving problems. 29 85 6.1 Vocabulary 4.41 apply for a job /əˌplaɪ fər ə ˈdʒɒb/ be badly paid /bi ˌbædli ˈpeɪd/ be employed/self-employed /ˌbi ɪmˈplɔɪd/ˌself ɪmˈplɔɪd/ be in charge of /ˌbi ˌɪn ˈtʃɑːdʒ əf/ be responsible for /ˌbi rɪˈspɒnsəbəl fə/ be unemployed /ˌbi ʌnɪmˈplɔɪd/ be well paid /ˌbi ˌwel ˈpeɪd/ challenging /ˈtʃælɪndʒɪŋ/ come up with /ˌkʌm ˈʌp wɪð/ creative /kriˈeɪtɪv/ demanding /dɪˈmɑːndɪŋ/ do/work long hours /ˌduː/ˌwɜːk lɒŋ ˈaʊ‿əz/ do/work night shifts /ˌduː/ˌwɜːk ˈnaɪt ʃɪfts/ do/work overtime /ˌduː/ˌwɜːk ˈəʊvətaɪm/ employ (v) /ɪmˈplɔɪ/ employer /ɪmˈplɔɪə/ full-time job /ˌfʊl ˌtaɪm ˈdʒɒb/ get fi red/get the sack /ˌɡet ˈfaɪəd/ˌɡet ðə ˈsæk/ get/have/take a day off /ˌɡet/ˌhæv/ˌteɪk ə deɪ ˈɒf/ get/have/take fi ve weeks’ paid holiday /ˌɡet/ˌhæv/ˌteɪk faɪv wiːks ˌpeɪd ˈhɒlədi/ have a job /ˌhæv ə ˈdʒɒb/ part-time job /ˌpɑːt taɪm ˈdʒɒb/ put sb off sth /ˌpʊt ˈsʌmbɒdiˈɒf ˈsʌmθɪŋ/ put up with /ˌpʊt ˈʌp wɪð/ repetitive /rɪˈpetətɪv/ resign from a job /rɪˌzaɪn frəm ə ˈdʒɒb/ rewarding /rɪˈwɔːdɪŋ/ run a business/company /ˌrʌn ə ˈbɪznəs/ ˈkʌmpəni/ stressful /ˈstresfəl/ take sb on /ˌteɪk ˌsʌmbɒdi ˈɒn/ tiring /ˈtaɪərɪŋ/ turn up /ˌtɜːn ˈʌp/ work experience /ˈwɜːk ɪkˌspɪəriəns/ work indoors/outdoors /ˌwɜːk ɪnˈdɔːz/ aʊtˈdɔːz/ 6.2 Grammar 4.42 babysitter /ˈbeɪbiˌsɪtə/ carer /ˈkeərə/ lifeguard /ˈlaɪfɡɑːd/ retail /ˈriːteɪl/ retire /rɪˈtaɪə/ work from home /ˌwɜːk frəm ˈhəʊm/ work outside /ˌwɜːk aʊtˈsaɪd/ 6.3 Listening 4.43 airline pilot /ˈeəlaɪn ˌpaɪlət/ away from home /əˌweɪ frəm ˈhəʊm/ beautician /bjuːˈtɪʃən/ benefi t /ˈbenəfɪt/ brave /breɪv/ bus driver /ˈbʌs ˌdraɪvə/ carpenter /ˈkɑːpəntə/ clever /ˈklevə/ do training /ˌduː ˈtreɪnɪŋ/ driving instructor /ˈdraɪvɪŋ ɪnˌstrʌktə/ electrician /ɪˌlekˈtrɪʃən/ energetic /ˌenəˈdʒetɪk/ engineer /ˌendʒəˈnɪə/ estate agent /ɪˈsteɪt ˌeɪdʒənt/ get on well with people /ˌget ˌɒn ˈwel ˌwɪθ ˌpiːpəl/ have excellent eyesight /hæv ˈeksələnt ˌaɪsaɪt/ interpreter /ɪnˈtɜːprətə/ journalist /ˈdʒɜːnəlɪst/ lifeguard /ˈlaɪfɡɑːd/ male-dominated job /ˌmeɪl ˌdɒmɪneɪtɪd ˈdʒɒb/ manual job /ˌmænjuəl ˈdʒɒb/ musician /mjuːˈzɪʃən/ offi ce /ˈɒfəs/ offi ce assistant /ˈɒfəs əˌsɪstənt/ personal skills /ˌpɜːsənəl ˈskɪlz/ practical /ˈpræktɪkəl/ promotion /prəˈməʊʃən/ receptionist /rɪˈsepʃənɪst/ salary /ˈsæləri/ secretary /ˈsekrətəri/ shop assistant /ˈʃɒp əˌsɪstənt/ skiing instructor /ˈskiːɪŋ ɪnˌstrʌktə/ specialist /ˈspeʃələst/ take time off /ˌteɪk taɪm ˈɒf/ taxi driver /ˈtæksi ˌdraɪvə/ travel agent /ˈtrævəl ˌeɪdʒənt/ university degree /ˌjuːnəˈvɜːsəti ˌdɪˈɡriː/ 6.4 Reading 4.44 active /ˈæktɪv/ businessperson /ˈbɪznəsˌpɜːsən/ charm (n, v) /tʃɑːm/ charming /ˈtʃɑːmɪŋ/ compete /kəmˈpiːt/ competition /ˌkɒmpəˈtɪʃən/ competitive /kəmˈpetətɪv/ decision-maker /dɪˈsɪʒən ˌmeɪkə/ designer /dɪˈzaɪnə/ determination /dɪˌtɜːmɪˈneɪʃən/ determined /dɪˈtɜːmɪnd/ director /daɪˈrektə/ fi re-fi ghter /ˈfaɪəˌfaɪtə/ logic /ˈlɒdʒɪk/ logical /ˈlɒdʒɪkəl/ mechanic /mɪˈkænɪk/ military leader /ˌmɪlətəri ˈliːdə/ nature lover /ˈneɪtʃə ˌlʌvə/ nurse /nɜːs/ peace /piːs/ peaceful /ˈpiːsfəl/ problem-solver /ˈprɒbləm ˌsɒlvə/ quiet /ˈkwaɪət/ reliable /rɪˈlaɪəbəl/ reliance /rɪˈlaɪəns/ rely (on) /rɪˈlaɪ (ɒn)/ sales representative /ˈseɪəlz reprɪˌzentətɪv/ social worker /ˈsəʊʃəl ˌwɜːkə/ software developer /ˈsɒftweə dɪˌveləpə/ 6.5 Grammar 4.45 accountant /əˈkaʊntənt/ accurate /ˈækjərət/ be/work in (IT) /ˌbi/ˌwɜːk ɪn (ˌaɪˈtiː)/ conference call /ˈkɒnfərəns kɔːl/ fashion magazine /ˈfæʃən ˌmæɡəˌziːn/ food industry /ˈfuːd ˌɪndəstri/ have a shave /ˌhæv ə ˈʃeɪv/ 6.6 Use of English 4.46 ashamed /əˈʃeɪmd/ be relieved /ˌbi rɪˈliːvd/ bored /bɔːd/ confused /kənˈfjuːzd/ confusing /kənˈfjuːzɪŋ/ delighted /diˈlaɪtɪd/ disgusted /dɪsˈɡʌstɪd/ disgusting /dɪsˈɡʌstɪŋ/ embarrassed /ɪmˈbærəst/ encouraging /ɪnˈkʌrɪdʒɪŋ/ exhausting /ɪɡˈzɔːstɪŋ/ moved /muːvd/ 6.7 Writing 4.47 at any time /ət ˌeni ˈtaɪm/ at present /ət ˈprezənt/ at the moment /ət ðə ˈməʊmənt/ attach /əˈtætʃ/ available /əˈveɪləbəl/ be a fast learner /ˌbi ə ˌfɑːst ˈlɜːnə/ be confi dent that /ˌbi ˈkɒnfɪdənt ˈðæt/ camp supervisor /ˈkæmp ˌsuːpəvaɪzə/ fl exible hours /ˌfleksəbəl ˈaʊ‿əz/ have experience of /ˌhəv ɪkˈspɪəriəns əv/ in connection with /ɪn kəˈnekʃən wɪð/ interview /ˈɪntəvjuː/ job advert /ˈdʒɒb ˌædvɜːt/ look for a job /ˌlʊk fər ə ˈdʒɒb/ obtain /əbˈteɪn/ opportunity /ˌɒpəˈtjuːnəti/ position /pəˈzɪʃən/ possess skills /pəˌzes ˈskɪlz/ require /rɪˈkwaɪə/ succeed /səkˈsiːd/ suitable candidate /ˈsuːtəbəl ˈkændədət/ with reference to /ˌwɪð ˈrefərəns tə/ 6.8 Speaking 4.48 association /əˌsəʊsiˈeɪʃən/ model /ˈmɒdl/ scout /skaʊt/ UNIT 6 Word listJust the job WORD LIST ACTIVITIES • Choose expressions of more than one word. Say the first word or first part of the expression and ask students to complete it, e.g. be a fast … (learner), get on well with … (people), shop … (assistant), etc. If you like, students can work in teams. • Write some of the words from the word list on the board without vowels – students write the full words, e.g. lfgrd (lifeguard), scrtr (secretary), mchnc (mechanic). If you prefer, you can show the number of spaces, e.g. j _ _ rn _ l _ st (journalist). 86 86 VOCABULARY AND GRAMMAR USE OF ENGLISH FOCUS REVIEW 6 5 Choose the correct answer, A, B or C. 1 Alan last week because he didn’t get on well with people. A got fi red B got employed C got rid of 2 I’m writing to the advertisement on your website. A with reference B to apply C to express my interest 3 We could work in the garden now . A if it was sunny B if it will be sunny C if it is sunny 4 My gap year was a very experience. A satisfy B satisfying C satisfi ed 5 John is a police offi cer. This summer he is going to do at a survival camp. A training B practise C teach 6 This is your desk, but you come to the offi ce every day – it’s OK to work from home sometimes. A don’t have B needn’t C don’t need 6 Read the text and choose the correct answer, A, B or C. 1 A experience B study C degree 2 A amazing B competitive C reliable 3 A down B off C up 4 A up with B down with C in with 5 A would have to B needn’t C must 6 A bore B bored C boring What’s my dream job? I’m a university student, and today it is clear to me exactly what I would like to do after getting a university 1 . But as a little boy I dreamt of becoming a fi re-fi ghter or a police o cer. We used to play ‘cops and robbers’ with other boys. Those were really 2 days. For a few years at primary school I wanted to become a famous sportsman, but too much physical training put me 3 this idea. I have always loved working with computers, so after high school I started studying Computer Science at university. My interests in specifi c areas of computer technology have developed and I’ve come 4 the idea of becoming a software developer. It is a very responsible and demanding job. If I worked as a software developer, I 5 spend a lot of time in front of the computer screen, but I know I would never get 6 with the job. 1 Complete the sentences with the words about work. The fi rst letters are given. 1 My sister is an office assistant . She answers phones and takes messages. 2 Mathew is a travel agent . He arranges trips and holidays for customers. 3 My parents usually take two weeks’ paid holiday in summer so we can all go somewhere together. 4 I’d like to be self-employed and run my own business in the future. 5 My brother has started a part-time job in the evenings to earn some extra money. 2 Complete the sentences with the correct form of the words in capitals. 1 Grace fi nds her new job interesting but demanding . DEMAND 2 Writing the fi rst job application was quite stressful for me. STRESS 3 The company is offering a job for ambitious and competitive people. COMPETE 4 If Chris was more determined , he’d fi nd a summer job. DETERMINATION 5 I don’t understand why he resigned from his job. His decision does not seem logical . LOGIC 3 Complete the Second Conditional sentences with the correct form of the verbs in brackets. 1 If Tom had (have) a full-time job, he wouldn’t resign (not resign) from it. 2 If you could (can) work for any company, which company would you like (like) to work for? 3 If I were (be) you, I would take (take) this job. 4 She would give (give) lots of jobs to young people if she was/were (be) a successful businessperson. 5 If we often came (come) to work late, we would get (get) the sack. 4 Complete the second sentence using the word in capitals so that it has a similar meaning to the fi rst. Do not change the word in capitals. 1 I’ll let you take an extra day off. CAN You can take an extra day off. 2 You don’t have to wear a suit. There isn’t an offi cial meeting today. NEEDN’T You needn’t wear a suit. There aren’t any formal meetings today. 3 I mustn’t forget to call my boss at 11 a.m. REMEMBER I must remember to call my boss at 11 a.m. 4 I have to get to work on time this morning. LATE I mustn’t be late for work this morning. 5 It’s not a good idea to work overtime so often. SHOULDN’T You shouldn’t work overtime so often. 87 SPEAKING 7 Complete the questions with the words in the box. There are two extra words. Then, in pairs, ask and answer the questions. boss ever kind never offi ce overtime 1 What kind of job do you hope to get in the future? Why? 2 Have you ever worked? Why?/Why not? 3 Would you like to work in an office ? Why?/Why not? 4 Do you think you could be a good boss ? Why?/Why not? 8 The photos show people in situations at work. In pairs, take turns to say what you can see in your photo. Then discuss the questions about each photo. A B 1 How is the woman in the photo feeling? Why? 2 What would you do if you were late for an important exam? Why? 3 Tell me about a situation when you or someone you know were late for an important event. 1 In your opinion, why is the man in the photo sleeping? 2 What would you do if you suddenly felt very tired/ sleepy during a lesson? 3 Tell me about a situation when you or someone you know felt bored during an important event. LISTENING 9 3.17 Listen to a conversation between a teenage girl and her uncle. Are the statements true (T) or false (F)? 1 Leia only knows one male nurse. T 2 Jon’s friends have always taken his profession seriously. F 3 Jon is satisfi ed with his salary. T 4 Sometimes Jon starts work at night. T 5 Jon has been promoted to nurse manager. F 10 You have an opportunity to get a holiday job in one of these places (a–c). Think what responsibilities you might have in each of the jobs. Choose the place you’d like to work at. Note down arguments you could use to persuade the business owner to employ you. Look at the example arguments below: a greengrocer’s b café c pet hotel • SKILLS: I’m very good with pets because at home we’ve got three dogs and a cat. • WORK EXPERIENCE: Last summer I worked part- time at my uncle’s shop in Valencia, Spain. • PERSONALITY: People who know me say I’m very patient and responsible. 11 Choose one of the places (a–c) in Exercise 11. Do the writing task. You’re spending your summer holiday with your family in England. You’ve just found out that a local is looking for a part-time employee. Write a job application to the business owner. Include the following information: • write how you found out about the job offer • introduce yourself and explain why you are interested in the job • describe your work experience • say you can meet for the interview anytime. WRITING REFERENCES Audioscript p. 189 EXTRA ACTIVITIES • Photocopiable resources 48–49 Multiple-choice cloze (20 min.) pp. 210–211, 266–267 • Photocopiable resources 52–53 Multiple choice (15 min.) pp. 211, 270–271 • Word Practice 3, WORD STORE booklet, p. 12 • Photocopiable resource 35 Work, work, work (speaking; 15 min.) pp. 208, 250 • Extra digital activities: Listening and Use of English 87 86 VOCABULARY AND GRAMMAR USE OF ENGLISH FOCUS REVIEW 6 5 Choose the correct answer, A, B or C. 1 Alan last week because he didn’t get on well with people. A got fi red B got employed C got rid of 2 I’m writing to the advertisement on your website. A with reference B to apply C to express my interest 3 We could work in the garden now . A if it was sunny B if it will be sunny C if it is sunny 4 My gap year was a very experience. A satisfy B satisfying C satisfi ed 5 John is a police offi cer. This summer he is going to do at a survival camp. A training B practise C teach 6 This is your desk, but you come to the offi ce every day – it’s OK to work from home sometimes. A don’t have B needn’t C don’t need 6 Read the text and choose the correct answer, A, B or C. 1 A experience B study C degree 2 A amazing B competitive C reliable 3 A down B off C up 4 A up with B down with C in with 5 A would have to B needn’t C must 6 A bore B bored C boring What’s my dream job? I’m a university student, and today it is clear to me exactly what I would like to do after getting a university 1 . But as a little boy I dreamt of becoming a fi re-fi ghter or a police o cer. We used to play ‘cops and robbers’ with other boys. Those were really 2 days. For a few years at primary school I wanted to become a famous sportsman, but too much physical training put me 3 this idea. I have always loved working with computers, so after high school I started studying Computer Science at university. My interests in specifi c areas of computer technology have developed and I’ve come 4 the idea of becoming a software developer. It is a very responsible and demanding job. If I worked as a software developer, I 5 spend a lot of time in front of the computer screen, but I know I would never get 6 with the job. 1 Complete the sentences with the words about work. The fi rst letters are given. 1 My sister is an office assistant . She answers phones and takes messages. 2 Mathew is a travel agent . He arranges trips and holidays for customers. 3 My parents usually take two weeks’ paid holiday in summer so we can all go somewhere together. 4 I’d like to be self-employed and run my own business in the future. 5 My brother has started a part-time job in the evenings to earn some extra money. 2 Complete the sentences with the correct form of the words in capitals. 1 Grace fi nds her new job interesting but demanding . DEMAND 2 Writing the fi rst job application was quite stressful for me. STRESS 3 The company is offering a job for ambitious and competitive people. COMPETE 4 If Chris was more determined , he’d fi nd a summer job. DETERMINATION 5 I don’t understand why he resigned from his job. His decision does not seem logical . LOGIC 3 Complete the Second Conditional sentences with the correct form of the verbs in brackets. 1 If Tom had (have) a full-time job, he wouldn’t resign (not resign) from it. 2 If you could (can) work for any company, which company would you like (like) to work for? 3 If I were (be) you, I would take (take) this job. 4 She would give (give) lots of jobs to young people if she was/were (be) a successful businessperson. 5 If we often came (come) to work late, we would get (get) the sack. 4 Complete the second sentence using the word in capitals so that it has a similar meaning to the fi rst. Do not change the word in capitals. 1 I’ll let you take an extra day off. CAN You can take an extra day off. 2 You don’t have to wear a suit. There isn’t an offi cial meeting today. NEEDN’T You needn’t wear a suit. There aren’t any formal meetings today. 3 I mustn’t forget to call my boss at 11 a.m. REMEMBER I must remember to call my boss at 11 a.m. 4 I have to get to work on time this morning. LATE I mustn’t be late for work this morning. 5 It’s not a good idea to work overtime so often. SHOULDN’T You shouldn’t work overtime so often. 87 SPEAKING 7 Complete the questions with the words in the box. There are two extra words. Then, in pairs, ask and answer the questions. boss ever kind never offi ce overtime 1 What kind of job do you hope to get in the future? Why? 2 Have you ever worked? Why?/Why not? 3 Would you like to work in an office ? Why?/Why not? 4 Do you think you could be a good boss ? Why?/Why not? 8 The photos show people in situations at work. In pairs, take turns to say what you can see in your photo. Then discuss the questions about each photo. A B 1 How is the woman in the photo feeling? Why? 2 What would you do if you were late for an important exam? Why? 3 Tell me about a situation when you or someone you know were late for an important event. 1 In your opinion, why is the man in the photo sleeping? 2 What would you do if you suddenly felt very tired/ sleepy during a lesson? 3 Tell me about a situation when you or someone you know felt bored during an important event. LISTENING 9 3.17 Listen to a conversation between a teenage girl and her uncle. Are the statements true (T) or false (F)? 1 Leia only knows one male nurse. T 2 Jon’s friends have always taken his profession seriously. F 3 Jon is satisfi ed with his salary. T 4 Sometimes Jon starts work at night. T 5 Jon has been promoted to nurse manager. F 10 You have an opportunity to get a holiday job in one of these places (a–c). Think what responsibilities you might have in each of the jobs. Choose the place you’d like to work at. Note down arguments you could use to persuade the business owner to employ you. Look at the example arguments below: a greengrocer’s b café c pet hotel • SKILLS: I’m very good with pets because at home we’ve got three dogs and a cat. • WORK EXPERIENCE: Last summer I worked part- time at my uncle’s shop in Valencia, Spain. • PERSONALITY: People who know me say I’m very patient and responsible. 11 Choose one of the places (a–c) in Exercise 11. Do the writing task. You’re spending your summer holiday with your family in England. You’ve just found out that a local is looking for a part-time employee. Write a job application to the business owner. Include the following information: • write how you found out about the job offer • introduce yourself and explain why you are interested in the job • describe your work experience • say you can meet for the interview anytime. WRITING NEXT CLASS • Ask students to do Self-check 6.10, WB pp. 86–87, as homework. • Ask students to prepare for Unit Test 6: Assessment Package, Unit 6. • Ask students to prepare for Review Test 3: Assessment Package, Unit 6. PROJECT • How to teach with projects p. T19 • What is your dream job? Write down ideas to describe it (typical activities, working conditions, workplace etc.) and do research to find out about the education and training you need to do it. Then prepare a presentation to share with your class. 90 1 SPEAKING Discuss the questions. 1 Who usually does the shopping in your family? 2 What food products do you and your family usually buy? 3 Which of the things in the box are important when you buy these kinds of products? the quality how it is produced where it is produced a fair price 2 Read the text about Fairtrade. Why is it good for farmers? 5 Choose the correct form of the verb, active or passive. The Passive You use passive forms when it isn’t important (or you don’t know) who performed the action. Passive verbs have the same tenses as active verbs. The Passive: be + Past Participle + Fairtrade products are grown in developing countries. – Fairtrade products aren’t grown in developed countries. ? Where are Fairtrade products grown? GRAMMAR FOCUS 3 Read the GRAMMAR FOCUS. Then fi nd all the passive verb forms in the text in Exercise 2. 90 4 Complete the examples in the table using the passive forms in blue in the text in Exercise 2. Present Simple Active People don’t pay farmers enough. Passive Farmers 1 aren’t paid enough. Past Simple Active In 1997, somebody formed one international Fairtrade organisation. Passive In 1997, one international Fairtrade organisation 2 was formed . Present Perfect Active Fairtrade has improved the lives of approximately seven million people in developing countries. Passive The lives of approximately seven million people in developing counties 3 have been improved by Fairtrade. 6 Complete the passive sentences with the Present Simple, Past Simple or Present Perfect form of the verbs in brackets. 1 My house was built (build) more than fi fty years ago. 2 My name isn’t pronounced (not pronounce) the same in English. 3 My shoes were made (make) in Italy. 4 This school was opened (open) in the 1990s. 5 I ’ve never been stopped (never/stop) by the police. 6 Fairtrade products are not sold (not sell) in my country. 7 SPEAKING Rewrite the sentences in Exercise 6 to make them true for you. Then make questions and ask your partner. 1 Was your house built more than fi fty years ago? Many of the products we buy in supermarkets are grown by farmers in developing countries. But farmers aren’t paid enough to make a living. So the idea of ‘fair trade’ has been around for many years. When you see the FAIRTRADE mark on a product, you know that the farmers have been paid a fair price for their crops. You also know that they have been given extra money – the Fairtrade premium. This can be used by farmers to develop their businesses, invest in their communities or protect the environment. In 1997, many organisations from different countries came together and one international Fairtrade organisation was formed. So far, the lives of approximately seven million people in developing countries have been improved by Fairtrade. Chocolate & Fairtrade Last year, more than one billion kilos of chocolate 1ate / were eaten around the world. Chocolate 2makes / is made from the cacao plant. However, many cacao farmers 3 don’t earn / aren’t earned enough money and 4 can’t afford / can’t be afforded food, medicine or clean water. In Africa, a typical cacao grower 5pays / is paid less than a dollar a day. Now Fairtrade is helping farmers to get fair prices. Farming organisations 6have set up / have been set up in African countries and the extra money 7invests / is invested in projects such as drinking water. Grammar page 150 GRAMMAR 6.27.2 The Passive I can use the Passive in the Present Simple, Present Perfect and Past Simple. 31 91 4 3.21 Listen to the radio interview again. Write A (Amy), I (Isabelle) or Ch (Charlotte). Who … 1 doesn’t think the ability to choose good presents is a matter of personality? A 2 thinks that both men and women are capable of buying good presents? A 3 thinks her mother is upset about being forty, so she wants to make her feel happier? I 4 wants to buy a nice expensive gift for one of her school friends? Ch 5 concludes that a successful present doesn’t have to cost a lot of money? A EXAM FOCUS Matching 5 Complete the advice with the verbs in the box. Which piece of advice is NOT given in the interview? Which is best? Advice 5 is not given in the interview. Be Collect Do Don’t spend Keep Spend 1 Do some research. 2 Spend time thinking about the person. 3 Be careful when buying women’s toiletries. 4 Don’t spend lots of money. It isn’t necessary. 5 Keep the receipt so you can take the present back. 6 Collect money from friends to buy something really good. 6 SPEAKING Tell your partner about the last time you bought a present for somebody. 1 Who was it for? 4 Why did you buy it? 2 What was the occasion? 5 Where did you buy it? 3 What did you buy? 6 How much did it cost? 7 3.22 Listen to the words and identify the silent letter in each case. 1 receipt psychology 4 i s land ai s le 2 w rite w rong 5 k now k nife 3 de b t dou b t 6 lis t en cas t le 8 3.22 Listen again and repeat the words. WORD STORE 7D Word families 9 3.23 Complete WORD STORE 7D. Add verbs or nouns to the table. Then listen, check and repeat. PRONUNCIATION FOCUS 1 SPEAKING Discuss the questions. 1 Have you ever given or received a present like the ones in the photos? 2 What is the best or worst present you’ve ever received? 2 3.21 Listen to a radio interview about buying presents. Which presents A–H are suggested for the three people below? 1 Isabelle’s mum: A 2 Alexander’s girlfriend: D , E 3 Charlotte’s classmate: C 3 Read statements 1–5 in Exercise 4. Match the underlined words and phrases with the words and phrases below. can buy cheer her up 3 is a question of 1 classmates 4 it isn’t the value of the present that matters 5 2 Matching I can identify key details in a simple radio interview. LISTENING 7.3 H perfume a tablet time in a recording studio a friendship bracelet a game console D A B C E F G a bunch of fl owersface creama purse REFERENCES Culture notes p. 175 Using videos in the classroom p. T14 EXTRA ACTIVITIES • Grammar animation • Photocopiable resource 38 Passive shopping (10 min.) pp. 208, 253 • Photocopiable resource 39 Test yourselves (10 min.) pp. 208, 254 • Extra digital activities: Grammar Checkpoint • Students write questions using passives about the two texts, e.g. How much are farmers paid in Africa? They exchange and answer the questions. WORKBOOK p. 90, including Show What You’ve Learnt NEXT CLASS Ask students to prepare for a 10–20-minute Grammar Quiz: Assessment Package, Unit 7.2, Grammar. VIDEO 31 Exercise 2 Fairtrade is good for farmers because they are paid fairly for their crops. They have also been given the Fairtrade premium, which they can use for their businesses, their communities or the environment. Exercise 7 1 Was your house built more than fifty years ago? 2 Is your name pronounced the same in English? 3 Were your shoes made in Italy? 4 Was this school opened in the 1990s? 5 Have you ever been stopped by the police? 6 Are Fairtrade products sold in your country? 91 1 SPEAKING Discuss the questions. 1 Who usually does the shopping in your family? 2 What food products do you and your family usually buy? 3 Which of the things in the box are important when you buy these kinds of products? the quality how it is produced where it is produced a fair price 2 Read the text about Fairtrade. Why is it good for farmers? 5 Choose the correct form of the verb, active or passive. The Passive You use passive forms when it isn’t important (or you don’t know) who performed the action. Passive verbs have the same tenses as active verbs. The Passive: be + Past Participle + Fairtrade products are grown in developing countries. – Fairtrade products aren’t grown in developed countries. ? Where are Fairtrade products grown? GRAMMAR FOCUS 3 Read the GRAMMAR FOCUS. Then fi nd all the passive verb forms in the text in Exercise 2. 90 4 Complete the examples in the table using the passive forms in blue in the text in Exercise 2. Present Simple Active People don’t pay farmers enough. Passive Farmers 1 aren’t paid enough. Past Simple Active In 1997, somebody formed one international Fairtrade organisation. Passive In 1997, one international Fairtrade organisation 2 was formed . Present Perfect Active Fairtrade has improved the lives of approximately seven million people in developing countries. Passive The lives of approximately seven million people in developing counties 3 have been improved by Fairtrade. 6 Complete the passive sentences with the Present Simple, Past Simple or Present Perfect form of the verbs in brackets. 1 My house was built (build) more than fi fty years ago. 2 My name isn’t pronounced (not pronounce) the same in English. 3 My shoes were made (make) in Italy. 4 This school was opened (open) in the 1990s. 5 I ’ve never been stopped (never/stop) by the police. 6 Fairtrade products are not sold (not sell) in my country. 7 SPEAKING Rewrite the sentences in Exercise 6 to make them true for you. Then make questions and ask your partner. 1 Was your house built more than fi fty years ago? Many of the products we buy in supermarkets are grown by farmers in developing countries. But farmers aren’t paid enough to make a living. So the idea of ‘fair trade’ has been around for many years. When you see the FAIRTRADE mark on a product, you know that the farmers have been paid a fair price for their crops. You also know that they have been given extra money – the Fairtrade premium. This can be used by farmers to develop their businesses, invest in their communities or protect the environment. In 1997, many organisations from different countries came together and one international Fairtrade organisation was formed. So far, the lives of approximately seven million people in developing countries have been improved by Fairtrade. Chocolate & Fairtrade Last year, more than one billion kilos of chocolate 1ate / were eaten around the world. Chocolate 2makes / is made from the cacao plant. However, many cacao farmers 3 don’t earn / aren’t earned enough money and 4 can’t afford / can’t be afforded food, medicine or clean water. In Africa, a typical cacao grower 5pays / is paid less than a dollar a day. Now Fairtrade is helping farmers to get fair prices. Farming organisations 6have set up / have been set up in African countries and the extra money 7invests / is invested in projects such as drinking water. Grammar page 150 GRAMMAR 6.27.2 The Passive I can use the Passive in the Present Simple, Present Perfect and Past Simple. 31 91 4 3.21 Listen to the radio interview again. Write A (Amy), I (Isabelle) or Ch (Charlotte). Who … 1 doesn’t think the ability to choose good presents is a matter of personality? A 2 thinks that both men and women are capable of buying good presents? A 3 thinks her mother is upset about being forty, so she wants to make her feel happier? I 4 wants to buy a nice expensive gift for one of her school friends? Ch 5 concludes that a successful present doesn’t have to cost a lot of money? A EXAM FOCUS Matching 5 Complete the advice with the verbs in the box. Which piece of advice is NOT given in the interview? Which is best? Advice 5 is not given in the interview. Be Collect Do Don’t spend Keep Spend 1 Do some research. 2 Spend time thinking about the person. 3 Be careful when buying women’s toiletries. 4 Don’t spend lots of money. It isn’t necessary. 5 Keep the receipt so you can take the present back. 6 Collect money from friends to buy something really good. 6 SPEAKING Tell your partner about the last time you bought a present for somebody. 1 Who was it for? 4 Why did you buy it? 2 What was the occasion? 5 Where did you buy it? 3 What did you buy? 6 How much did it cost? 7 3.22 Listen to the words and identify the silent letter in each case. 1 receipt psychology 4 i s land ai s le 2 w rite w rong 5 k now k nife 3 de b t dou b t 6 lis t en cas t le 8 3.22 Listen again and repeat the words. WORD STORE 7D Word families 9 3.23 Complete WORD STORE 7D. Add verbs or nouns to the table. Then listen, check and repeat. PRONUNCIATION FOCUS 1 SPEAKING Discuss the questions. 1 Have you ever given or received a present like the ones in the photos? 2 What is the best or worst present you’ve ever received? 2 3.21 Listen to a radio interview about buying presents. Which presents A–H are suggested for the three people below? 1 Isabelle’s mum: A 2 Alexander’s girlfriend: D , E 3 Charlotte’s classmate: C 3 Read statements 1–5 in Exercise 4. Match the underlined words and phrases with the words and phrases below. can buy cheer her up 3 is a question of 1 classmates 4 it isn’t the value of the present that matters 5 2 Matching I can identify key details in a simple radio interview. LISTENING 7.3 H perfume a tablet time in a recording studio a friendship bracelet a game console D A B C E F G a bunch of fl owersface creama purse REFERENCES Audioscript p. 189 EXTRA ACTIVITIES Students make three lists with the words from the PRONUNCIATION FOCUS and underline the stress in the 2- and 3-syllable words. They listen to the words again and check. Then they practise saying the words: 1 syllable: write, wrong, debt, doubt, aisle, know, knife; 2 syllables: receipt, island, listen, castle; 3 syllables: psychology. WORKBOOK p. 91 NEXT CLASS Ask students to think about how often they shop online and what they usually buy online to prepare to discuss ex. 1 on p. 92. 92 READING 7.4 92 1 SPEAKING Discuss the questions. 1 How often do you shop online? 2 Which of the following have you bought online in the last three months? books clothes music technology tickets 3 What would you never buy online? Why? 2 3.24 Complete the information about Amazon with the numbers in the box. Then listen and check. 2 5 100 600 45,000 341,000 EXAM FOCUS Multiple choice 4 Read the text again. For questions 1–5, choose the correct answer, A, B, C or D. 1 Miguel Bezos adopted Jeff A when he was a baby. B when he was a teenager. C when he was four years old. D when he was ten years old. 2 Jeff Bezos started Amazon because A he was a university graduate. B he wanted to leave New York. C he had a well-paid job. D he saw that the Internet was growing. 3 The name Cadabra wasn’t used because A it means ‘dead body’. B it’s diffi cult to pronounce correctly. C another online site had a similar name. D it didn’t go to the top of website lists. 4 Bezos’s company Blue Origin A is producing drones to deliver orders. B is building a human space station. C is developing space travel for everyone. D is selling space travel on Amazon. 5 At Amazon Go A you pay at a checkout desk. B you don’t have to pay. C you use your smartphone to pay. D you can only use cash. WORD STORE 7E Shopping 5 3.26 Complete WORD STORE 7E with the words or phrases in blue in both texts. Then listen, check and repeat. 6 Read some facts about eBay. Complete the sentences with the words and phrases in WORD STORE 7E. Which is the most interesting fact? 1 The fi rst thing that was shipped from eBay was a broken laser pointer. 2 800 million items are available on eBay at any one time. 3 Most eBay customers do their shopping at weekends, especially Sunday afternoons. 4 On Christmas day, there’s always a rise of 300 percent in sales of perfume as people sell their unwanted Christmas presents. 5 There are more orders on eBay from British customers than any other nationality. 6 The big advantage of online stores like eBay and Amazon is that you never have to queue at the checkout desk . Amazon employs 1 341,000 people and 2 45,000 robots. Every employee at Amazon has to spend 3 2 days a year dealing with customers’ complaints (including Jeff Bezos, the Company Director). At Amazon 4 600 items are shipped every second. One new book is added to Amazon’s site every 5 5 minutes. Amazon delivery drones fl y at up to 6 100 metres high and up to 100 kilometres per hour. AMAZON IN NUMBERS 3 Complete the headings in the text with the words in the box. Then read the text and check your answers. biological company future helicopter space technology Amazon’s logo has a smile that goes from A to Z. It shows that the company is ready to deliver anything to anywhere in the world. Multiple choice I can identify specifi c information in a short article. 93 THE BRAINS BEHIND AMAZON.COM 8 SPEAKING Complete the sentences with the words in the box to make them true for you. Then compare your sentences with a partner. billionaire brother businessperson company customer director employee entrepreneur immigrant passenger schoolboy sister stepfather teenager unicyclist wife 1 I was/I am a(n) … 2 I will possibly be a(n) … 3 I will never be a(n) … Amazon.com is a household name, but what do you know about the billionaire entrepreneur, Jeff Bezos, who started it in a garage in 1994? His 1 biological father was a unicyclist Bezos was born in 1964 when both his parents were still teenagers, and his father was a unicyclist in the circus. They divorced after a year. When Bezos was four, his mother remarried and he was adopted by his stepfather, Miguel Bezos, a Cuban immigrant to the United States. Jeff learnt that he was adopted when he was ten. He showed an early interest in science and 2 technology When he was a schoolboy, Bezos made an electrical alarm to keep his younger brother and sister out of his room. Later, he graduated in electrical engineering and computer science. He was working in a well-paid job in New York when he heard about the rise of Internet use by 2,300% in one year. It was 1994, and he decided to start his own Internet business. His 3 company wasn’t called Amazon at fi rst Amazon started as a bookstore in a garage, and grew fast. In its fi rst month of business, orders came in from forty- fi ve countries around the world. At fi rst, the online bookstore was named Cadabra, but it was hard to say, and some people thought it was similar to ‘cadaver’ (dead body). Instead he chose the name Amazon: fi rstly, it appeared at the top of lists of website addresses because it begins with ‘A’; secondly, Bezos could see the similarity between the world’s largest river and the world’s largest bookshop. He survived a 4 helicopter accident A helicopter Bezos was travelling in crashed. Bezos and the other passengers were not badly hurt, but the accident put him off helicopters. However, fl ying objects are still a passion for him. Amazon is working on drones that can deliver orders in thirty minutes. He’s passionate about exploring 5 space Bezos has dreamt about space travel since he was a child. At high school he said he wanted ‘… to build space hotels, amusement parks and colonies for two or three million people.’ He started a company, Blue Origin, to make space travel more widely available. With Amazon he made shopping easy, and now he wants to do the same for space travel. 3.25 5 10 15 20 25 30 He has big ideas for the 6 future of Amazon Jeff Bezos is always trying to improve the customer experience. His latest innovation is Amazon Go, or the ‘just walk out’ store. Amazon Go is a supermarket where you take food off the shelf, put it in your bag and leave. No credit cards, no queues at the checkout desk. All you need is a smartphone and an Amazon account. Bezos sees this as the future of shopping. 35 40 7 SPEAKING Discuss the questions. 1 How many online shopping stores can you think of? 2 Do you like the idea of Amazon Go? Why?/Why not? 3 What do you think the future is for the following forms of payment: cash; debit/credit card; smartphone? REFERENCES Culture notes p. 175 Audioscript pp. 189–190 EXTRA ACTIVITIES • Discuss the information in the text with the class. Ask students: Do you like shopping online? What makes you shop online instead of at local shops? Do you know other people who own successful online shops? • In pairs or groups, students use the information in the text and their own ideas to discuss what it takes to make an online shop successful and why Amazon is a successful business. 95 94 1 SPEAKING Discuss the questions. 1 Which of these types of shoes have you got? ballet fl ats knee-high boots fl ip-fl ops high heels sandals trainers 2 Where is the best shoe shop in your city? 3 When was the last time you bought a pair of shoes? 2 Read the text. What happens when you buy a pair of TOMS shoes? A child in need gets a new pair of shoes. Quantifi ers You can use different expressions to talk about quantity: • With 1 countable nouns you use: very few/a few/too many/How many? • With 2 uncountable nouns you use: very little/a little/too much/How much? • With both 3 countable and 4 uncountable nouns you use: any/some/a lot of/lots of Note: Usually, you use a few, a little or some in affi rmative sentences and many, much or any in negative sentences and questions. GRAMMAR FOCUS 5 Read the text and choose the correct quantifi ers. 3 Look at the examples of nouns and quantifi ers in blue in the text. Which of the underlined nouns are countable and which are uncountable? 4 Read the GRAMMAR FOCUS. Complete the rules using countable and uncountable. 6 Complete the sentences with the correct Present Simple form of the verbs in brackets. 1 There are (be) lots of shoe shops near here. 2 A lot of people do (do) their shopping online. 3 There is (be) a lot of pollution in our city. 4 A lot of fast food is (be) bad for you. 5 Lots of department stores are (be) closed on Sundays. 6 A lot of people in my country know (know) about TOMS. 7 Read REMEMBER THIS. Then rewrite the sentences in Exercise 6, replacing a lot of/lots of with little or few. Which sentences from Exercises 6 and 7 are true? 1 There are few shoe shops near here. 33 Watch the Focus Vlog. For the worksheet, go to page 129. FOCUS VLOG About clothes REMEMBER THIS little = not much BUT a little = some few = not many a few = some 8 Make the sentences negative using not much or not many. Which sentences are true for you? 1 I eat a lot of bread. ➞ I don’t eat much bread. 2 I send a lot of texts. ➞ I don’t send many texts . 3 I drink a lot of water. ➞ I don’t drink much water . 4 I do a lot of homework. ➞ I don’t do much homework . 5 I talk to a lot of people. ➞ I don’t talk to many people . 9 SPEAKING What’s your typical school day? Use How much …? or How many …? with the activities in Exercise 8 and the activities in the box. Ask and answer the questions as in the example. watch/television spend/time online do/exercise spend/money listen to/music get/sleep A: How much bread do you eat? B: Lots. How about you? A: Very little. I don’t like bread. Do you have too many pairs of shoes? How many pairs do you need? Most people have a few pairs of trainers, some smart shoes, a pair of boots and some sandals. But can you imagine living without any shoes at all? Blake Mycoskie was shocked when he found out that a lot of children around the world were growing up without any shoes. So he set up a company called Shoes for Tomorrow (TOMS). Every time he sells a pair, he gives a free pair to a child in need. He doesn’t have to do much advertising – when people hear about TOMS, they tell one another. Over the years, he’s given away lots of shoes to people in need – more than a million, in fact. TOMS has become the One for One™ company who give eyewear as well as shoes to people around the world. With a little imagination and a lot of hard work, Mycoskie has transformed the lives of a lot of people. FAQ How did TOMS begin? When Blake Mycoskie was twenty-nine, he took 1 a little / a few time o work to go travelling. He met a charity worker, and she told him how 2much / many children in developing countries were without shoes. This gave Mycoskie an idea for a shoe company, and a way to help 3 some / any of these children. How 4 much / many di erence can a simple pair of shoes make to so 5much / many children’s lives? A pair of shoes can make 6many / a lot of di erence to a child. Firstly, there are 7 lots of / a little diseases in the soil, and shoes protect children’s feet. Secondly, 8 very few / very little schools allow children to attend classes without shoes. So shoes help children to get an education. Grammar page 151 GRAMMAR 7.5 Quantifi ers I can use a wide range of quantifi ers with countable and uncountable nouns. 32 33 95 1 SPEAKING Discuss the questions. 1 Are there any street markets near you? 2 What kind of things can you do and buy there? 3 When was the last time you went to a market and what did you buy? 2 3.27 Listen to two people at Camden Market in London. Number the photos in the order in which they visit the shops. What do they buy? They only buy some pancakes. 3 3.27 Choose the correct option. Then listen again and check. 1 Are you doing anything / nothing tomorrow? 2 Who told you that? Anybody / Nobody. 3 How many pairs of Dr Martens have you got? None / Any. 4 Everybody has / have a pair of Dr Martens! 5 Are you kidding? No one / None would wear that! 6 Nothing / None of them fi t. 7 Let’s have something / anything to eat fi rst. 8 I haven’t eaten something / anything since breakfast. LANGUAGE FOCUS Indefi nite pronouns • You use indefi nite pronouns to talk about people, things or places when you don’t know who, what or where they are, or it is not important. People Things Places Examples someone/ somebody something somewhere Affi rmative sentences: Let’s fi nd somewhere to eat. Requests/Offers: Would you like something on your pancake? anybody/ anyone anything anywhere Negative sentences or questions: Is anyone at home? no one/ nobody nothing nowhere Affi rmative sentences (negative meaning): Nobody knows. everyone/ everybody everything everywhere All people/things/ places: Is everything ready? • You use a singular verb: Everybody has a pair of Dr Martens! • You can give extra information with … a to + infi nitive: I need something to wear. b an adjective: We have something similar. c a relative clause: It’s somebody who serves customers. • None means 0 (zero). NOT nothing or anything None of my friends. NOT No one of my friends. 4 Read the LANGUAGE FOCUS. Choose an appropriate indefi nite pronoun to replace the underlined phrases in sentences 1–7. 1 I know I put my bag down in a place somewhere in this shop. 2 There is not one item of clothes nothing in this shop that fi ts me! 3 All the things Everything I wanted to buy cost a fortune. 4 Not one None of the shop assistants offered to help. 5 My girlfriend says she hasn’t got one single thing anything to wear. 6 Not one of the people Nobody knew who I was. 7 Not one place Nowhere in this town sells TOMS shoes. 5 USE OF ENGLISH Write a second sentence so that it has a similar meaning to the fi rst. Use the word in brackets. 1 There is nothing to see here. (anything) 2 There wasn’t anybody to talk to. (nobody) 3 I met a person who knows you. (somebody) 4 Is there a quiet place where we can talk? (anywhere) 5 I wanted some fl ip-fl ops but there weren’t any in stock. (none) 6 We all know what you’re thinking. (everyone) 7 Let’s go to a hot place for our next holiday. (somewhere) 8 He doesn’t have any friends who like window shopping. (none) 6 Complete the sentences with an appropriate indefi nite pronoun. Which sentences are true for you? 1 There is nothing to do in my town. It’s so boring! 2 I didn’t go anywhere last night. I stayed in. 3 I’d like something to eat. I’m really hungry! 4 I can’t fi nd my sunglasses. I’ve looked everywhere . 5 I bought my mum something expensive for her last birthday. 6 None of my old jeans fi t me any more. 7 I don’t think anybody in the class enjoys doing the shopping. 8 I love vintage shops, but there are none in my city. A B C D Use of English page 152 USE OF ENGLISH 7.6 Indefi nite pronouns: someone, anything, nowhere, everybody, none, etc. I can use a range of indefi nite pronouns. 3 4 21 REFERENCES Culture notes p. 175 Audioscript p. 190 EXTRA ACTIVITIES In pairs, students write two affirmative sentences, two negative ones and two questions using the indefinite pronouns in ex. 3. They exchange them with a partner and write a negative sentence for each affirmative one, an affirmative sentence for each negative one and an affirmative or negative answer for each question, e.g. I know someone who can ride a motorcycle. – I don’t know anyone who can ride a motorcycle. WORKBOOK p. 95 NEXT CLASS • Ask students to prepare for a 10–20-minute Use of English Quiz: Assessment Package, Unit 7.6, Use of English. Exercise 5 1 There isn’t anything to see here. 2 There was nobody to talk to. 3 I met somebody who knows you. 4 Is there anywhere quiet where we can talk? 5 I wanted some flip-flops but there were none in stock. 6 Everyone knows what you’re thinking. 7 Let’s go somewhere hot for our next holiday. 8 None of his friends likes window shopping. 96 96 1 SPEAKING Tick any problems that you, your family or your friends have had when buying something. Tell your partner. 1 It was past its sell-by date. 2 It didn’t work. 3 It was broken or damaged. 4 Some parts were missing. 5 The service was bad. 6 The delivery was late. 7 It was different from the description. 8 It was the wrong product. 2 Read Email 1 and answer the questions. 1 Which problems in Exercise 1 did the customer have? 2, 3, 5, 8 2 Do you think this is a formal written complaint? Why?/ Why not? The letter is not formal and detailed enough. 3 Read the tips in the WRITING FOCUS. Which tips does Email 1 NOT follow? Your company is rubbish. I got some headphones from you online but they didn’t work. So I sent them back and you swapped them for a new pair. They weren’t the right ones, so I sent them back again. I got another pair from you today and they’re broken and they don’t work. I’m so angry! You can keep the headphones but I want all my money back now, and I’ll never use your store again. Ronnie 4 Read Email 2. For WRITING FOCUS tips 1–6, underline examples of formal language in the email. 1 WRITING FOCUS A formal written complaint 1 Open and close the email or letter formally. 2 Give a reason for writing. 3 Say what you bought and when. 4 Explain the problem giving details. 5 Tell the reader what you expect them to do. 6 Use formal language with no contractions. Dear Sir or Madam, I am writing to complain about the service provided by your company. I bought a pair of headphones (Model: SA-DIV-RED) from your website on 3rd March and paid for them online. They arrived the next day, but when I tried them, they did not work, so I returned them to you on 5th March and you exchanged them for a new pair. Unfortunately, the second pair you sent were the wrong model, so I emailed you again and sent them back one more time. I received a pair of headphones from you today, but when I unpacked them, I found they were damaged, and they do not work. I am very disappointed with your service. I do not want another pair of headphones. I would be grateful if you could send me a full refund for the headphones and the cost of sending them back to you three times. Yours faithfully, R. Barker 2 WRITING 7.7 A formal written complaint I can write a basic email of complaint requesting action. LANGUAGE FOCUS Formal language • You can make your language more formal by avoiding contractions and using more formal words and expressions. Informal – Email 1 Formal – Email 2 they didn’t work I got some headphones I sent them back You swapped them I got another pair I’m so angry I want all my money back ➞ ➞ ➞ ➞ ➞ ➞ ➞ they 1 did not work I 2 bought some headphones I 3 returned them to you You 4 exchanged them I 5 received another pair I 6 am very disappointed I 7 would be grateful if you could send me a full refund Other common words and phrases if you need more information if you require further information I want the chance to chat about this I would like the opportunity to discuss this Call us Please contact us We’re sorry about the problem We apologise for the problem 97 5 Read the LANGUAGE FOCUS. Complete the examples with words and phrases in Email 2. 6 Rewrite the following exchange to make it more formal. Use the LANGUAGE FOCUS to help you. I am very disappointed with … We apologise for … CUSTOMER I’m so angry. A couple of weeks ago, I got a suit from you to wear to a wedding but it was too small. You swapped it for a bigger size, but it’s the wrong colour and the zip doesn’t work on the trousers. I’ve sent them back because it’s too late for the wedding. I want all my money back, including the price of postage. ONLINE CLOTHES STORE We’re sorry about the problem you’ve had with this order. We’ll give you all your money back but we can’t pay the postage. If you want the chance to chat about this, call us on 09000 999 999. Dear Sir or Madam, I am writing to complain about … SHOW WHAT YOU‘VE LEARNT 7 Do the writing task. Use the ideas in the WRITING FOCUS and LANGUAGE FOCUS to help you. Look at the online music store website and read the customer’s comment. Write a formal email of complaint. Include the following information: • explain the reasons for your complaint • describe what you bought and when • explain the problem with the product in detail • explain how you expect the company to solve the problem. Contact Customer Services Returns FAQ's CONTACT US Select a category: choose from the dropdown menu Please tell us the type of problem you are experiencing: • My download won’t complete • This is not the music I wanted • My fi le won’t play • The quality of sound is low • I deleted the fi le by mistake Comment I want to complain about your service. I have tried to download Adele’s album 21 three times this month but every time the download has not completed. I’ve contacted you three times on 1st, 8th and 17th April. I’ve been a loyal customer for two years and I’ve enjoyed the music I’ve bought each month from your site. But now I want a refund of my last month’s subscription. Please close my account. SEND EXTRA ACTIVITIES • Photocopiable resource 40 A formal written complaint (15 min.) pp. 208, 255 • Students read email 2 again and circle all the conjunctions used. Then they make a list of any time expressions. Finally, they underline any useful phrases. Point out that they can use this to help them write their own email. WORKBOOK pp. 96–97, including Show What You’ve Learnt and Show That You’ve Checked NEXT CLASS Ask students to make short notes about shopping to be able to discuss the questions in ex. 1 on p. 98. 97 96 1 SPEAKING Tick any problems that you, your family or your friends have had when buying something. Tell your partner. 1 It was past its sell-by date. 2 It didn’t work. 3 It was broken or damaged. 4 Some parts were missing. 5 The service was bad. 6 The delivery was late. 7 It was different from the description. 8 It was the wrong product. 2 Read Email 1 and answer the questions. 1 Which problems in Exercise 1 did the customer have? 2, 3, 5, 8 2 Do you think this is a formal written complaint? Why?/ Why not? The letter is not formal and detailed enough. 3 Read the tips in the WRITING FOCUS. Which tips does Email 1 NOT follow? Your company is rubbish. I got some headphones from you online but they didn’t work. So I sent them back and you swapped them for a new pair. They weren’t the right ones, so I sent them back again. I got another pair from you today and they’re broken and they don’t work. I’m so angry! You can keep the headphones but I want all my money back now, and I’ll never use your store again. Ronnie 4 Read Email 2. For WRITING FOCUS tips 1–6, underline examples of formal language in the email. 1 WRITING FOCUS A formal written complaint 1 Open and close the email or letter formally. 2 Give a reason for writing. 3 Say what you bought and when. 4 Explain the problem giving details. 5 Tell the reader what you expect them to do. 6 Use formal language with no contractions. Dear Sir or Madam, I am writing to complain about the service provided by your company. I bought a pair of headphones (Model: SA-DIV-RED) from your website on 3rd March and paid for them online. They arrived the next day, but when I tried them, they did not work, so I returned them to you on 5th March and you exchanged them for a new pair. Unfortunately, the second pair you sent were the wrong model, so I emailed you again and sent them back one more time. I received a pair of headphones from you today, but when I unpacked them, I found they were damaged, and they do not work. I am very disappointed with your service. I do not want another pair of headphones. I would be grateful if you could send me a full refund for the headphones and the cost of sending them back to you three times. Yours faithfully, R. Barker 2 WRITING 7.7 A formal written complaint I can write a basic email of complaint requesting action. LANGUAGE FOCUS Formal language • You can make your language more formal by avoiding contractions and using more formal words and expressions. Informal – Email 1 Formal – Email 2 they didn’t work I got some headphones I sent them back You swapped them I got another pair I’m so angry I want all my money back ➞ ➞ ➞ ➞ ➞ ➞ ➞ they 1 did not work I 2 bought some headphones I 3 returned them to you You 4 exchanged them I 5 received another pair I 6 am very disappointed I 7 would be grateful if you could send me a full refund Other common words and phrases if you need more information if you require further information I want the chance to chat about this I would like the opportunity to discuss this Call us Please contact us We’re sorry about the problem We apologise for the problem 97 5 Read the LANGUAGE FOCUS. Complete the examples with words and phrases in Email 2. 6 Rewrite the following exchange to make it more formal. Use the LANGUAGE FOCUS to help you. I am very disappointed with … We apologise for … CUSTOMER I’m so angry. A couple of weeks ago, I got a suit from you to wear to a wedding but it was too small. You swapped it for a bigger size, but it’s the wrong colour and the zip doesn’t work on the trousers. I’ve sent them back because it’s too late for the wedding. I want all my money back, including the price of postage. ONLINE CLOTHES STORE We’re sorry about the problem you’ve had with this order. We’ll give you all your money back but we can’t pay the postage. If you want the chance to chat about this, call us on 09000 999 999. Dear Sir or Madam, I am writing to complain about … SHOW WHAT YOU‘VE LEARNT 7 Do the writing task. Use the ideas in the WRITING FOCUS and LANGUAGE FOCUS to help you. Look at the online music store website and read the customer’s comment. Write a formal email of complaint. Include the following information: • explain the reasons for your complaint • describe what you bought and when • explain the problem with the product in detail • explain how you expect the company to solve the problem. Contact Customer Services Returns FAQ's CONTACT US Select a category: choose from the dropdown menu Please tell us the type of problem you are experiencing: • My download won’t complete • This is not the music I wanted • My fi le won’t play • The quality of sound is low • I deleted the fi le by mistake Comment I want to complain about your service. I have tried to download Adele’s album 21 three times this month but every time the download has not completed. I’ve contacted you three times on 1st, 8th and 17th April. I’ve been a loyal customer for two years and I’ve enjoyed the music I’ve bought each month from your site. But now I want a refund of my last month’s subscription. Please close my account. SEND