Professional Documents
Culture Documents
English Book-Gateway B1 Student 39 S Book
English Book-Gateway B1 Student 39 S Book
Reading
Grammar
Strict parents
Articles
Pronunciation: The
Popular culture:
Song: Girls Just Want to Have Fun by
Cyndi Lauper
The family
Noun suffixes -merit, -ion,
-ence
An international e-pal
pi 8
Crimes
Criminals
Phrasal verbs connected
with investigating and
finding
Past continuous
Past simple
Pronunciation: The
-ed ending
Casino Royale
An informal letter
3
32
Learning a language
Negative prefixes un-, in-,
im-,ir-,il-
p44
Learning a different
language
Compound nouns
connected with health and
medicine
Cross-curricular - Language:
A language with no numbers
Popular culture: Learning to speak
Klingon
Literature:
DrJekyll and Mr Hyde and Frankenstein
Popular culture:
Song: How to save a life by The Fray
5
P
58
TV programmes
The development of
television
Adjectives describing TV
programmes
Adjectives ending in -ing
and -ed
Comparatives and
superlatives
Pronunciation:
Sentence stress and
weak forms
Popular culture:
Robin Hood and Maid Marian
Less... than,
(not) as... as
Too and not enough
Listening
writing
Speaking
Family relationships
Making notes
An informal email
Paragraph topics
Pair interviews
Pronunciation: Intonation
in questions
Role-play: at a party
Crime news-radio
Making notes
Giving opinions
Listening:True/false activities
SIS quiz
An informal letter
Pair interviews
Shoplifting
Reading: Prediction
i
Dubbing actors
Mini-dialogues
Describing places
Definitions
A language biography
Role-play: information
about a summer course
Paragraphing
Speaking: Evaluation
Health problems
Accidents - an interview
Abbreviations
Exchanging messages
Describing TV
programmes
Robin Hood and Maid
Marian - radio interview
Finding out the news
Making suggestions: what
to watch
Pair interviews
An email - favouriteTV
programmes
Comparing ideas
Speaking: Negotiating
Role-play: planning
activities and negotiating
70
Vocabulary
Reading
Grammar
Geographical features
Zero conditional
The environment
First conditional
Environmental problems in
Australia
Recycling
Letter to an editor
Pronunciation:
Sentence stress and
going to
Will, may, might
Personal qualities
Compound adjectives
Modal verbs
of obligation,
prohibition and
advice
Pronunciation: silent
letters
Second conditional
Relationships
Past perfect
Feelings
Pronunciation: The
contraction
Gerunds and
infinitives
Pronunciation: stress in
compound adjectives
Cross-curricular - History:
The King and Mrs Simpson - A royal
love story
Literature:
Romeo and Juliet by Wi 11 ia m
Shakespeare
10
p!22
Book review
Conversation in a bookshop
The Internet
Internet cheating
Pronunciation:
Intonation in direct
and reported
questions
Literature:
Maximum Ride: The Angel Experiment
by James Patterson
Literature:
The Ides of March by Valerio Massimo
Manfredi
Cross-curricular - Science:
The inventor of the World Wide Web
Cross-curricular - Geography:
Silicon Valley
Wordlists 136
Listening
Writing
Speaking
Environmental problems
Making notes
Pair discussion
A school meeting
A summary
Making arrangements
A short story
Making arrangements
Pronunciation: Intonation
- showing enthusiasm
Describing personal
qualities
Discussing personal
qualities and jobs
Making notes
A formal letter
Describing jobs
A summer job in the USA
Requesting information
about working conditions
A letter of application
and CV
Role-play: Information
about a summer job
Feelings
Making notes
Speaking
A personal description
Re-telling a story
A conversation about a
party
Evaluating a questionnaire
Reporting information
Making notes
Reporting personal
statements
Conversation in a
bookshop
Reporting results of a
questionnaire
Interviewing a famous
person
Trivia questions
Photo description
Group Quiz
Grammar
Articles
1 Family matters
Speaking
Writing
An informal email
Vocabulary
Ages and stages of life
1
child
middle-aged adult
senior citizen
e
2
teenager
young adult
birth
middle age
Listen, check and repeat
The family
4
aunt
brother-in-law
daughter
grandfather
husband
nephew
stepfather
uncle
grandson
niece
wife
Male
Female
Male or Female
husband
daughter
cousin
one-parent
only child
partner
single
If you are
An
husband
If you are married and then end the marriage, you are
divorced
cousin
later marriage
Olivia is a ch\ld/a teenager She has got a big/smalj'family She lives with her
/.
She spends a lot of time with her gM/cousin.
Unit 1
9a SPEAKING Make notes about your family. Use the words from this page.
r Keading
Look at the photos. What can you see in them? What do you think the text is about? Guess.
Read the text and choose a good title.
2
Unhappy families
y 0 U
So, are your parents protecting you or are they spying on you? Babies and small
children need constantqare and protection. But is it really important for
parents to know where their teenage kids are every minute of the day?
Adolescents need to take their own decisions and make their own
mistakes. Mistakes are an important part of growing up, of passing from
childhood to independence. We think it's important for parents to give
their children the opportunity to do this.
EXAM SUCCESS
erfmzCHWk$l.
chance, possibility
a costs $500.
b only works if you pay regularly,
has a mobile phone inside.
2 GradeSpeed
a helps students to work fast in exams,
b helps students to have good results in exams,
gives parents information about exam results.
3
a
b
4
a
b
7
5
tells.
Imagine. Your parents give you a GPS jacket. Would you wear
it? Why/Why not?
/ think my parents usually
know where I am.
Me too. My parents always call
me when I'm not at home.
Unit 1
Grammar in context
GRAMMAR GUIDE
Present simple and present continuous
l a Look at these sentences. Which sentences are in the
present simple and which are in the present continuous?
1 You usually arrive on time for sports classes.
2 They're watching you now.
3
4
Affirmative:
He
Negative:
He
studies
physics.
he
Question:
Affirmative:
She
Negative:
She
English now.
maths now.
she
Question:
STUDY SKILLS
STUDY SKILLS page 146
When you have a problem with grammar, where can you find help?
Look at the picture. Describe what the people are doing. Use the present continuous form of
these verbs.
call
chat
A boy is listening
drink
laugh
listen
ride
run
sit
to music.
1 I i ^g
i
I
English?
Present continuous
history.
study
walk
wear
French?
Developing vocabulary
3
Yes, I can.
DAD:
equipment
he
(do) now?
(take)
NO, he (e)
(do)?
(play)
(have) his
bike here.
DAD:
Why (I)
you
move
improve
retirement
you
-ion
(spy) on me again?!
Noun
protection
inform
invent
discussion
continuous
need
not understand
Why
My cousin always
My sister
you
shout
my baby sister.
you
Adjective
Noun
independence
10
adolescence
different
11
12
confidence
anything?
J4$<^
between them.
complete
-ence
work
equipment
Verb
lie
eauip
you
(n)
Noun
Verb
(happen) . . .
you
protection
he
(g)
independence
(ride) a bike.
DAD:
from
the sun.
I go out with my friends.
Unit 1
T/F
T/F
adolescents
and
about
discipline.
Strict
What's the problem with British teenagers?'
Many British newspapers and TV
programmes are asking this question
at the moment. A lot of people are
saying that there are problems with
teenagers at school, on the streets and
in their homes. Why? What, or who, is
responsible for these problems?
WORD BOOSTER
10
4 values
5 fair
6 behaviour
Unit 1
Popular culture
a verse.
about things.
^ "
0 p i n i o n s
Verse 2
The phone rings in the middle of the night,
My father yells "What you gonna do with your life?"
Oh, daddy dear,
You know you're still number one,
But girls, they want to have fun
Oh, girls just want to have fun
INSIDE INFORMATION
Chorus
That's all they really want
Some fun
When the working day is done,
Oh, girls, they want to have fun
Oh, girls just want to have fun
Verse 3
Some boys take a beautiful girl,
And hide her away from the rest of the world
I want to be the one to walk in the sun
Oh, girls, they want to have fun,
Oh, girls just want to have fun
Chorus
Me too. What
about the music?
Grammar in context
GRAMMAR GUIDE
Articles
1
We use
&$1&
in general.
2
We use
We use
We use
We use
2a
Mike
Chris
Sally
Alice
Jennifer
Daniel
profession is.
pre
R0NUNCIATI0N
1.05 Listen to how we pronounce
the in List A and in List B. What is the difference in
pronunciation? Why is this?
List A:
List B:
the problem
the end
the dinner
the government
the evening
the weekend
the afternoon
2b
3
Today on
about
2
family dinners.
I'm going to
to eat.
3
I think
In my house
Why/Why not?
I don't like
Unit 1
In
communication is essential
breakfast isn't an important meal.
food at school.
films they often show
eating together.
families
interesting study in the USA s h o w s (b) the/0 importance of family dinners. T h e results
show that (c) O/the teenagers w h o eat with their families five or six times a w e e k usually get
(d) O/the top marks at school. There is probably (e) a/the simple explanation for this. Rakeish Bedesi
is (f) O/the president of A p p l y i n g t o S c h o o l . c o m . This is (g) o/the service helping students w h o want
to go to (h) O/the university. He says he sees (i) o/the big difference b e t w e e n families that discuss
things and families that don't. W h e n you eat together and talk about (j) O/the different opinions
and options, students can plan for the future. Do you want to be ( ) O/o great inventor o n e day?
Talk about it over dinner!
Look at these questions. Add a, an, the or 0 if the question does not need an article.
1
Do you think
Are
Do you think
Do you think
Do you like
Do you listen to
family dinners
children and
dinner?
^
Unit 1
developing speaking
1
information
Complete this personal information file with information about you and your brothers, sisters or best friend
Brothers/Sisters/Best f r i e n d :
W h a t y o u u s u a l l y do on Saturdays:
Age:
W h a t y o u u s u a l l y do on Sundays:
W h a t t h e y do:
Your likes/dislikes:
Look at these four people and their personal information files. Tell your partner which people are similar to you. Explain why.
Oliver is similar to me because he's got one brother and he does sport on Sundays.
Oliver
Liam
.
.
.
.
.
.
.
one brother
brother at university
goes out w i t h friends on Saturdays
does sport on Sundays
Emma
Philippa
.
.
.
.
one brother
brother studies at school
watches films on Saturdays
doesn't like sport
5a
one sister
sister lives i n the USA
plays tennis on Saturdays
plays computer games on Sundays
Diagram
He's 22.
(c)
Speaking Bank
Useful questions to ask for personal information
Have you got any brothers or sisters?
What do you do at the weekend/in the evenings/
on Wednesdays?
What about you?
Do you like . . . ?
What do you think of... ?
How often do you . . . ?
14
Unit 1
?
You meet an English boy/girl at a party.
Find out i f he/she has brothers or sisters.
Tell him/her about your family.
Find out what he/she does at the weekend.
Tell him/her what you do i n your free time.
7b Change partners and repeat.
EXAM SUCCESS
In information role-plays, how can you keep the conversation 1
going?
EXAM SUCCESS page 150
eveloping speaking
1
information
Complete this personal information file with information about you and your brothers, sisters or best friend.
Brothers/Sisters/Best f r i e n d :
W h a t y o u u s u a l l y do on Saturdays:
Age:
W h a t y o u u s u a l l y do on Sundays:
W h a t t h e y do:
Y o u r likes/dislikes:
Look at these four people and their personal information files. Tell your partner which people are similar to you. Explain why.
Oliver is similar to me because he's got one brother and he does sport on Sundays.
Oliver
Li am
.
.
.
.
.
.
.
.
one brother
brother at university
goes out w i t h friends on Saturdays
does sport on Sundays
Philippa
Emma
one brother
brother studies at school
watches films on Saturdays
doesn't like sport
5a
one sister
sister lives i n the USA
plays tennis on Saturdays
plays computer games on Sundays
Diagram
He's 22.
(c)
.
.
.
Speaking Bank
Useful questions to ask for personal information
Have you got any brothers or sisters?
What do you do at the weekend/in the evenings/
on Wednesdays?
What about you?
Do you like . . . ?
What do you think o f . . . ?
How often do you . . . ?
14
Unit 1
?
You meet an English boy/girl at a party.
Find out i f he/she has brothers or sisters.
Tell him/her about your family.
Find out what he/she does at the weekend.
Tell him/her what you do i n your free time.
7b Change partners and repeat.
EXAM SUCCESS
In information role-plays, how can you keep the conversation jj
going?
EXAM SUCCESS page 150 *
Look at this advert from a teenager called Alanna. What does Alanna want?
Would you be interested in contacting her? Why/Why not?
Category
Language - English
Main aim
Find an i n t e r n a t i o n a l e-pal
I speak
English a n d a l i t t l e Spanish
My interests M u s i c , b o o k s , t r a v e l
Message
Name Alanna
My country Ireland
m u s i c a n d n e w b o o k s . If y o u w a n t t o
My age
p r a c t i s e y o u r English a n d m a k e n e w
14-18
Read this reply to Alanna's advert. Do you think this person is a good e-pal for Alanna? Why/Why not?
Message - Hi Alanna!
From:
Subject:
To: Alanna
<teacakes@rea!mail.com>
HiAianna!
Hi Alanna!
I'm Silvia. I'm f r o m Florence in Italy. Let me tell you about myself.
I'm from quite a big family. I've got t w o brothers and a sister. M y
sister and I are almost the same age and w e go everywhere together.
My father works in a bank and my m o t h e r is a teacher. M y m u m
teaches at my school. That's often a good t h i n g , but sometimes it
can be really bad ;-).
I love listening to all types of music, but especially pop and rock. M y favourite group is an Italian group
called Negramoro. Do you know t h e m ? Right n o w I'm listening t o their latest CD.
English is my favourite subject at school. This year I'm doing extra classes and I also read books in
English. At the m o m e n t I'm reading a Sherlock Holmes book.
Anyway, that's all for now. W r i t e back soon if you'd like t o be my e-pal.
Best wishes
Silvia :-)
Paragraph 1
Paragraph 2
main hobby
Paragraph 3
Paragraph 4
Paragraph 5
family
Writing Bank
To begin an informal email we usually use the
word
Hi
I'm
>)
or
or
to change the subject.
fornow.
soon.
Best
STUDY SKILLS
W r i t e an e m a i l w i t h i n f o r m a t i o n about yourself to a
new e-pal. Tell your e-pal:
basic personal i n f o r m a t i o n
i n f o r m a t i o n about your f a m i l y
i n f o r m a t i o n about your m a i n hobby
i n f o r m a t i o n about your favourite subject at school.
Jnit 1
Spelling
See page 149 for rules about spelling the third person singular form.
I/You/We/They work.
He/She/It works.
Use
We use the present simple to talk about:
Negative
Question
Do l/you/we/they work?
Does he/she/it work?
permanent situations.
They live in a bij city.
Short
answers
Thursdays.
Present continuous
Spelling
Form
Affirmative
Negative
Question
Short
answers
See page 149 for rules about spelling the -ing form.
Use
waiting.
months.
NOTE: Some verbs are not usually used in the present continuous
because they describe states not actions:
have (= possess) need love hate want prefer believe know
understand think (= have an opinion) mean hear see seem
Articles
A/An
were
friendly.
dangerous.
(in a particular
No article
The
We use the with countable (singular and plural) and uncountable
nouns. We use it to refer to something or somebody previously
mentioned.
I've jot a dog. The dog is really big.
Vocabulary
1 Ages and stages of life
adolescence baby
birth child childhood
death middle age
middle-aged adult old age
senior citizen teenager
young adult
Unit 1
2 The family
aunt born brother
brother/sister/father/mother-in-law
cousin
daughter divorced grandfather/mother
grandson/daughter husband nephew niece
one-parent family only child partner single
sister son stepfather/mother uncle wife
page 136-
Grammar revision
Present simple and present continuous
1 Write the third person singular form and the -ing form of
the verbs below.
Verb
He's
a wears
-ing form
2
1 have
3
4
4 try
5 get
does
7 do
WORKBOOK page 4
/8
bstudys
study
I'm sorry, I
on time.
arrives
Ah! Now I
d is coming
b'm seeing
' m knowing
d m not understanding
points)
d's studying
a see
8 cut
d has
a come
6 miss
d carrying
a studies
3 write
wearing
When
a is
2 lie
b carries
Why
a hasn't
to you.
b isn't listening
d never listens
she doing anything?
b isn't
doesn't
d don't
(
WORKBOOK page 4
/8
points)
Articles
3
sits
WORKBOOK page 7
/8
points)
Vocabulary revision
/Ages and stages of //fe - The family
adolescent
inform
move
improve
She usually gets 50% or 60% in her exams but in this exam she
2
,
Gan you
sit there.
This program
/8
between the
working with
WORKBOOK page 2
independent
protect
different
invent
points)
WORKBOOK page 5
/8 points)
/40
points^
Unit 1
1 7
Grammar
Past simple
Past continuous
Writing
An informal letter
Crimes
1
Work with a partner and match the pictures with these words
burglary
robbery
d
burglary
Complete the sentences with the correct form of these verbs. You
can use one word three times.
burgle
ktH
mug
pirate
Criminals
6
rob
steal
kills
vandalise
another person.
a house and
a bank or a person.
public property
Crime
Criminal
burglary
murder
robbery
shoplifting
theft
vandalism
piracy
mugging
burglar
something.
What is the difference between rob and steal? Use your dictionary to
check your answer.
7a
LISTENING @ 1.10 Listen to four radio news items. What are the
crimes?
1
4
-
Unit 2
"
~~
~ ~
t Reading
1 Look at these pictures. They illustrate newspaper
stories about crimes or criminals. Can you match the
titles of the stories with the pictures? There is one title
you do not need.
Q Now you s e e it, n o w y o u don't
Q Burglar in a box
0
Read the stories and match the pictures, titles and texts.
Story A
Title
Picture
Story
Title
Picture
Story
Title
Picture
Story D
Title
Picture
STUDY SKILLS
Why is it useful to look at pictures and the title of texts before
you read them?
STUDY SKILLS page 146
A Colombian criminal
had an original idea for a
burglary. He got inside a
box and a friend sent him
by.post to the house of a
rich businessman. But the
businessman was surprised
and suspicious when the
large parcel turned up at
his house. He didn't think
it was normal to receive
this big parcel and so he
called the police. When the
thief finally came out of
the box, he saw ten police
officers standing there
waiting for him.
.^...
how you feel when you think something is not normal and could be
bad or dangerous
crime, incident
youl
yyhy?
Because he's very clever. The criminals didn't steal anything from him.
Unit 2
Grammar in context
GRAMMAR GUIDE
Past
simple
1c In l a find a sentence with . . .
I d Complete the sentences with the correct past simple forms of be, walk and go.
Affirmative:
He
Negative:
He
^/.1^/^.
there yesterday.
he
Question:
2a
there yesterday.
there yesterday?
PRONUNCIATION Look at the three lists. How do we pronounce the -ed ending in each list?
2b ^
List A:
finished
List B:
wanted
ListC:
stayed
watched
liked
passed
needed
painted
started
arrived
discovered
planned
2c In which list is the -ed ending pronounced /id/? Which letters come just before -ed in the words in this list?
3
Work with a partner. Write an A to Z of irregular past simple forms. How many can you think of in five minutes?
A ate,
boujht,
...
Complete the text with the past simple form of the verbs.
One night a girl and her boyfriend (a)
were
(stop)
(d)
(f)
(be) in some
(call)
Complete these questions about the text in 4 with the past simple form of the verbs.
20
What
What
Why
What
were
(do)?
(start) shouting?
What
What action
.she
they
(think)?
SPEAKING Work with a partner. Take it in turns to ask and answer the questions in 5.
Unit 2
(decide) to do?
. (take)?
come across
look into
find out
turnup
look for
workout
Student A
Bonnie and. Clyde w e r e a p a i r of n o t o r i o u s c r i m i n a l s .
Bonnie P a r k e r w a s b o r n i n (a)
in Rowena,
Texas. S h e w a s v e r y i n t e l l i g e n t .
Clyde's full n a m e w a s (b)
He w a s
born i n 1 9 0 9 i n E l l i s C o u n t y , T e x a s .
Bonnie (c)
in 1930. T h e y
investigate
find by accident
try to find
discover
look into
committed m a n y c r i m e s i n t h e n e x t f o u r y e a r s .
They robbed (d)
they p r e f e r r e d s m a l l s h o p s a n d p e t r o l s t a t i o n s .
They often stole c a r s too. O n c e C l y d e s e n t a l e t t e r
to H e n r y F o r d , to t h a n k h i m . H e t o l d h i m t h a t
(e)
helped some
friends to e s c a p e f r o m a T e x a s p r i s o n . B u t t h e
Texas police d e c i d e d t h a t it w a s t i m e to s t o p
Bonnie a n d C l y d e , (g)
killed
the pair of c r i m i n a l s w h e n t h e y w e r e i n t h e i r c a r .
^/?^
found
came
worked
out
the key.
for
the answer.
across
Unit 2
1
T h e
p o l i c e
a n d
t h e
S I S
Cross-curricular - History
The origins of the British Police
*\
The British Police force was the first modern police force in the world. It
began in 1827.
V o u are q o i n q t o r e a d s o m e f a c t s a b o u t
t h e British P o i i c e . Before y o u r e a d , w h y
5 panda cars
2 Bobbies
6 999
3 green
7 1 metre 78
4 1915
8 Scotland Yard
The first police woman started work in 1915. Women became a regular part
of the police force at this time because many men were away fighting in the
First World War.
The first police headquarters were in a place called Great Scotland Yard.
In 1890 they moved to a different place. People called this New Scotland
Yard. Then, in 1967, the police built a new, modern headquarters which
is also called New Scotland Yard! It is just 450 metres from the Houses of
Parliament in London.
Sir Ytobert Peel didn4 want the police to wear green. Green was the
colour of the army uniform and the army wasn't verypopular at the time
So Peel decided to make police uniforms blue. This was the colour of the
navy. The navy was popular.
WORD BOOSTER
Match the words and definitions.
1
army
uniform
3
popular
navy
ft
j.i
rorrert
~*
bj acadeut
> headquarters
e
f
t know, guess'
Bntam.
films.
secret
RnnW o f t h e
Unit 2
people like
22
central offices
who fight at sea
infrhpnni7?
f u t u r e ?
The Crash
Literature
T/F
T/F
T/F
T/F
T/F
There were three men and the girl in the Citroen. Le Chiffre
was driving. The man who had carried the walking-stick gun
was beside him. There was a thick handle next to the man's left
hand. The handle came from the floor of the car.
The tall, thin gunman was sitting in the back seat. Vesper
was next to him. She had a sack over her head. It was tied
around her neck with a piece of rope.
Le Chiffre watched Bond's car in his driving mirror. The
Bentley was only a kilometre behind. When he went round a
corner, Le Chiffre slowed to fifty kilometres an hour. He could
see a crossroads ahead.
'Get ready,' he said to the man beside him.
The man put his fingers round the handle. A t that moment,
the Bentley's headlights came round the corner.
'Now!' said Le Chiffre.
He stopped the car and all three men jumped out. They ran
back to the crossroads. Each man carried a gun.
The Bentley was speeding towards them.
WORD BOOSTER
Soon Bond was speeding along the coast road. There was no
wind, and the night was clear.
Bond drove faster and faster. He was angry. Why had M sent
Vesper - a woman - on this job? He knew that Le Chiffre's men
would give him the girl if he gave them the cheque. Well, he
wouldn't do it! This job was more important than Vesper. A l l
right, he would try and catch the Citroen. But if he didn't catch
them, he would go back to his hotel. He would say nothing to
Mathis about the Citroen. He would not pay Le Chiffre's men
the forty million francs. Tomorrow he would show Mathis the
note. He would ask Mathis what had happened to Vesper.
Bond's Bentley was travelling at 160 kilometres an hour. The
Citroen was only a kilometre or two ahead. Bond took a gun
from under the driver's seat. He put it on the seat beside him.
T/F
|~~
2 sack
3 driving mirror
4 crossroads
5
headlights
PROJECT
9 a Work in groups. Do you know anything about the fictional British
detective Sherlock Holmes? Make notes on these topics:
personality and appearance
the author who created Sherlock Holmes
famous stories and films
British life at the time
9 b Each person in the group should choose one of the topics, find
out more information and look for illustrations.
9 c In your group, decide how to present your information to the rest
of the class. Prepare it and present it.
Unit 2
23
Grammar in context
GRAMMAR GUIDE
Past
continuous
EXAM SUCCESS
LISTENING
1.14 You are going to hear two teenagers
talking about a shoplifting incident. Listen and decide if
each statement is true (T), false (F) or if the information
is not mentioned (NM).
T/F/NM
T/F/NM
T/F/NM
T/F/NM
T/F/NM
T/F/NM
T/F/NM
Unit 2
a
b
POLICE OFFICER:
ROBIN BANKS:
were you
doing
(help) my
(ring)
ROBIN BANKS:
(d)
(e)
(watch) TV at home.
(run) at
that time.
Suddenly a man ran into the cafe and shouted her name.
POLICE OFFICER:
(g)
anybody (h)
(see)
(run)?
ROBIN BANKS:
POLICE OFFICER:
ROBIN BANKS:
POLICE OFFICER:
prison.
questions?
The young girl didn't appear to be very happy to see the man.
She immediately started to look inside her bag.
(carry) a bag
6a
4
5
6
at 7pm yesterday
at midnight last night
at 7.30am this morning
was...
Unit 2
Developing speaking
1
Reporting
a past
event
SPEAKING Work with a partner. Say what you can see in each picture
OBJ^
G T S
LISTENING
SOPHIE:
(C)
JAKE:
SOPHIE: (d)
JAKE:
I
1
First of all
Then
In the end
Finally
Suddenly
Next>/
After that
SOPHIE:
JAKE:
it
?
to block the
26
Speaking Bank
picture story.
the person.
C^d,
or
***e*W
teb^ewr
? Weil, yesterday X
jowd a handbag w 4 I L s l m t .
% bd^d
Afc ^ s t cU fc vtkat
l
feko.
,
JT
jpch.
Our
iduA ^
1
2
5
6
3
4
object?
What happened in the end?
So I <?^ \. bib&Lifab
a ^ p W <1
Look at the task and write the letter. Use your notes
from 3 and the Speaking and Writing Banks to help you.
Last week you found something unusual. Write a
letter to a friend telling them about what you found.
<W <sat~J
&&
, \N\AOJC
\h ut
Cjo^
cb\y
\MAAJM!&
wltU * bay?'
*_?!
J ^wUWfc
Tell them:
what you found and where
why the object was unusual
what you did next and what happened in the end.
><
EXAM SUCCESS
What are the criteria for getting a good mark in your
English writing exams?
EXAM SUCCESS page 150
Unit 2
Form
Affirmative
Negative
Question
Spelling
Short
answers
See page 149 for rules about spelling the third person
singular form.
Use
We use the past simple to:
verbs
Form
Affirmative
Negative
Question
Short
answers
Past
continuous
Use
Form
Affirmative
Negative
Question
Short
answers
Vocabulary
2 Criminals
1 Crimes
mugging
murder
nouns: burglary
piracy
robbery
shoplifting
theft
vandalism
verbs:
Unit 2
burgle
kill
rob
steal
mug
pirate
vandalise
burglar
pirate
thief
mugger
robber
vandal
murderer
shoplifter
page 137-8
Grammar revision
Past simple
Past
continuous
cry
listen
read
ride
sit
sleep
wait
write
Which CD
He
/8 points)
you
to?
a detective novel.
the baby
They
Which chair
My grandmother
at 2am?
in?
WORKBOOK page 15
/8 points)
/8 points)
simple
2 The boy stole/was stealing the apple while nobody looked/was looking.
3 Craig drove/was driving home when he remembered/was remembering it was his mum's birthday.
WORKBOOK page 15
4 Sam broke/was breaking the window and then he ran/was running away.
Vocabulary revision
Crimes
Criminals
2 When you
from a person or a place, you
take money or objects illegally.
3
1 When you
steal from them.
5 A
life.
4 When you
general.
WORKBOOK page 10
with investigating
/5
WORKBOOK page 10
points)
and
/5 points)
finding
across
for
into
out
out
up
my keys yesterday but I couldn't find them anywhere. I hope they turn (b)
2 They can't find the murderer, so a new detective is going to look (d)
(e)
WORKBOOK page 13
/6 points)
/40 points^
29
Gateway to exams
Units 1-2
Reading
Tip for Reading Exams
In multiple-choice reading activities, remember...
If you aren't 100% sure of the correct answer, begin by taking away
any answers which you know aren't correct.
EXAM SUCCESS page 150
R e a d t h e text a g a i n a n d c h o o s e t h e best
answers.
T h e s h o p p i n g centre in M a n c h e s t e r
A
stops s o m e p e o p l e if they do s o m e t h i n g
bad.
likes h o o d i e s b e c a u s e they're in f a s h i o n .
h o o d i e s are popular.
p e o p l e w h o w e a r h o o d i e s are criminals.
it is difficult to k n o w exactly w h o
s o m e b o d y is w h e n they w e a r a hoodie.
like them. You can't see the person's face. It's really
bad when you see a big group o f teenagers together
P e o p l e on the streets
A
a g r e e that h o o d i e s are b a d .
w a n t to stop big g r o u p s of t e e n a g e r s
wearing hoodies.
have different ideas a b o u t hoodies.
30
p e o p l e w e a r i n g h o o d i e s are often
criminals.
m o s t p e o p l e w h o steal don't w e a r
hoodies.
the n u m b e r of c r i m e s by p e o p l e w e a r i n g
h o o d i e s is g o i n g d o w n .
Listening
Writing
l r
Before you listen, read the questions. They can give you
ideas about the topic of the text and the vocabulary you
are going to hear.
EXAM SUCCESS page 150
4 %6 You a r e g o i n g to listen to t w o p e o p l e t a l k i n g
about an u n u s u a l incident that w a s o n t h e n e w s .
Listen and d e c i d e if t h e s t a t e m e n t s a r e t r u e ( T ) or
false (F).
1 The u n u s u a l incident w a s w i t h an
A m e r i c a n university professor.
T/F
The p r o f e s s o r w a n t e d to c r o s s t h e
road to g o to a c o n f e r e n c e .
T/F
'Jay-walking' is t h e A m e r i c a n w o r d
for w h a t t h e p r o f e s s o r d i d .
T/.F.
The p r o f e s s o r k n e w that he w a s
breaking t h e law.
T/F
The p r o f e s s o r w e n t to p r i s o n for
eight d a y s .
T/.F
W r i t e a n i n f o r m a l e m a i l to a n e - p a l . D e s c r i b e
a g o o d f r i e n d at s c h o o l . F o l l o w this p a r a g r a p h
plan a n d r e m e m b e r to u s e t y p i c a l w o r d s a n d
expressions.
P a r a g r a p h 1: B a s i c p e r s o n a l i n f o r m a t i o n a b o u t
your friend (name, age, where
from)
P a r a g r a p h 2: H o b b i e s
P a r a g r a p h 3: F a v o u r i t e s u b j e c t at s c h o o l
P a r a g r a p h 4: A s k for a reply
Speaking
b
5 Look at this situation a n d m a k e a list of q u e s t i o n s
that you c a n ask.
There is a n e w s t u d e n t f r o m E n g l a n d in y o u r
school.
A s k t h e m to tell y o u a b o u t a m e m b e r of their
family w h o is s p e c i a l to t h e m .
Tell t h e m a b o u t a m e m b e r of y o u r f a m i l y w h o
is special to y o u .
h
i
6 Make notes w i t h y o u r a n s w e r s to t h e q u e s t i o n s in 1.
2
my sister
everyday
Other:
31
Grammar
3 Lost in translation
...
,,
Vocabulary
Speaking
Writing
A language biography
"
Vocabulary
Countries, nationalities and languages
Learning a language
Nationality
Language(s)
1 Brazil
Brazilian
Portuguese
2 Austria
Austrian
Welsh
Look at these words. They are all verbs. What nouns can
you make from them?
memorise
practise
revise
study
translate
study student
6
4 Japan
Dutch
5
6
Egyptian
Argentinian
English
an essay
an exam
an exercise
homework
a mistake
7
Polish
Swiss
Romansh,...
10 Russia
2
3a
Brazil
Brazilian
Portuguese
3b
1.18 Listen again, check and repeat with the correct stress.
Paragraph
Paragraph.
Paragraph.
Paragraph,
3
Translating the worlds
bestseller
3 Read the text again. Are these statements true (T), false (F)
or is the information not mentioned (NM)?
T/F/NM
T/F/NM
have
T/F/NM
in the place of
more than
T/F/NM
T/F/NM
T/F/NM
T/F/NM
T/F/NM
problems
Unit 3
G r a m m a r in context
book
day
time
shop
money
mistake
1 b Look at these sentences. The words in bold all express quantity.Then answer questions a - e about the words.
1
9
10
( G R A M M A R R E F E R E N C E page42^
They had a little time to check their work, but not much.
bananas?
tomatoes or potatoes.
sugar?
sugar, but we have got (f)
biscuits too.
JAMIE: OK. Listen. I think I'll get (h)
ALEX:
2 b All the words in bold are types of food, but they all have something else in common. Can you guess what it is?
3
gjgt/gjotgl
of the words
Unit 3
Developing v o c a b u l a r y
4 Work with a partner. Complete these sentences about your
language. Use these words and phrases for ideas. You may
complete each sentence with two or three different ideas.
English/French/German/Russian words
phrasal verbs
prepositions
prefixes
illegal
present tenses
invisible
,4,
monuments
food
fruit
mountains
trees
offices
modern/old buildings
people
snow
water
3a
about
tourism
unusual
bicycles
informal
unhappy
animals
incorrect
irregular
impossible
4 a SPEAKING Work with a partner. Write minidialogues similar to the second dialogue in 3a.
It's possible to go up
Mount Everest in a day.
Unit3
Click I V e r y
different: languages
INSIDE INFORMATION
question 2 appear?
T h e
30
35
40
45
w o r l d ' s
l a n g u a g e
Now write the line numbers where you can find this information
about English.
1
Read the text again. Why do these words or numbers appear in the text?
pikkunikku
Volkswagen
450 million
weekend break
Brussels airport
three thousand
157
seventy
WORD BOOSTER
Match the words and definitions.
native
speaker
'picnic'.
5
1
airline
discourse
set up
factory
alien
36
Unit 3
b somebody w h o speaks a
language from birth
belongs to
7 Japanese people use this word but it's really the English word
Me neither.
began, created
British Airways, Lufthansa,
Iberia, etc.
e is part of something
f
Cross-curricular - Language f
A language with no numbers
T h e
- b r i b e
l i v e in 1
people speak -the Piraha lanquaqe.
P i V a W
j
tfave 3
different
between
or 4
sounds.
Difference
men and
because
sounds. Count
men use 5
and
usinq -the ujords one, 6
(or
7
onlij. Coun-tinq is
s-tovies.Tte PiVaW
them. The Piraha 9
Pov fomilij members.
on\tf have 10
Piraha lanquaqe is simple because 11
Popular culture
? Ha'DibaHvlSopbe'
He speaks Vulcan.
WORD BOOSTER
Okrent
alien
2 violence
3 familiar
d once a year
annual
5 chatting
I INSIDE INFORMATION f
The first Star Trek series appeared in 1966. The series was popular in
many countries for many years.
There are over ten Star Trek films. In 2009, the story of Star Trek
began again with the eleventh film.
Star Trek fans are mad about the films and series. They have a special
name, Trekkies or Trekkers, and they have regular conventions.
3
37
G r a m m a r in context
1
GRAMMAR GUIDE
Relative
pronouns
people?
things?
possessions?
places?
times?
who
and
and
between them?
Speaker 1
Speaker 3
Speaker 2
Speaker 4
Speaker [1_
Speaker \~2
Speaker
Speaker
[
Unit 3
STUDY SKILLS
EXAM S U C C E S S
where
dubbing f i l m s
5
6
7
whose.
of consonants.
A mugger.
which
who
where
they d i d this!
whose
does
who
whose
can
what
which
because
why
but
which
whose
his
who
that
when
that
this
who
lot
lots
many
little
can't
didn't
when
which
don't
wasn't
who
where
I
Childhood.
1
happy.
2
important to me.
Unit 3
39
>eveloping speaking
1
If so, where did you study and what did you do?
STUDENT:
Why/Why not?
STUDENT:
RECEPTIONIST: (e)
STUDENT:
, we (f)
course is
(h)
L e a r n E n g l i s h in W a l e s !
STUDENT:
Based in the heart of Cardiff, the Cardiff English Centre has been
welcoming students to Wales for over 20 years. As a small school we
are able to give students the personal care and attention they need
to make the most of their stay and have fun while learning English.
Why not contact us to find out more?
, there are
, and there are sports activities,
including (I)
STUDENT:
Yes, it's...
Ush-
one wek
' *J^
2
j <Jys/h<o weeks
Student A: You are the receptionist at the Sydney English
Centre. Look at page 159.
f &
815
l8oldso
Centre.
8 b Now change roles.
appear in it.
Speaking Bank
Useful expressions for checking understanding
40
Pardon?
Unit 3
EXAM S U C C E S S
A language biography is a text where you describe your experiences of learning a different language. Read this language
biography written by a student of English. What similarities are there between her experiences and yours?
We both started (earn in j English at primary school
My name is Alexandra M a s l o v a a n d I'm 16 years o l d . I'm
Russian and m y m o t h e r - t o n g u e is Russian. A p a r t f r o m
Russian, I can speak English. I s t a r t e d l e a r n i n g English
when I was at p r i m a r y s c h o o l . I w a s seven years o l d .
Primary school was w h e r e w e l i s t e n e d t o , a n d sang, a
lot of songs in English. W e also played g a m e s a n d r e a d
some stories. W e d i d n ' t s t u d y a l o t o f g r a m m a r in p r i m a r y
school b u t w e l e a r n t a l o t o f v o c a b u l a r y a n d w e p r a c t i s e d
speaking. At t h e m o m e n t I'm s t u d y i n g English at s e c o n d a r y
school. W e s t u d y a l o t o f g r a m m a r a n d v o c a b u l a r y , b u t w e
don't speak m u c h . W e s t u d y v o c a b u l a r y by w r i t i n g a list
with new w o r d s a n d revising i t . F r o m t i m e t o t i m e w e d o
vocabulary tests. W e d o n ' t d o m a n y t r a n s l a t i o n s in lessons,
but we d o lots o f g r a m m a r exercises. O u t s i d e s c h o o l I d o n ' t
really speak m u c h English. For h o m e w o r k , w e o f t e n r e a d
special English readers w h i c h o u r t e a c h e r gives us. W h e n w e
finish t h e m , w e usually w r i t e s u m m a r i e s . I listen t o a l o t o f
English because I love English a n d A m e r i c a n m u s i c a n d I also
watch DVDs in English. W h e n I w a s t h i r t e e n I w e n t t o L o n d o n
for a holiday. W h e n I w a s t h e r e I m e t s o m e g r e a t p e o p l e . I'd
like to go s o m e w h e r e else in t h e UK, t o O x f o r d f o r e x a m p l e .
I like learning English by d o i n g a c t i v i t i e s a n d g a m e s in pairs.
I make a f e w mistakes w h e n I speak English, b u t I w r i t e t h e
corrections d o w n a n d revise t h e m f r o m t i m e t o t i m e .
Paragraph 2:
language-learning experiences at
primary school
Paragraph 3:
language-learning experiences at
secondary school
Paragraph 4:
Paragraph 5:
! 7 ^ 1
Paragraphs
We use paragraphs to group similar ideas and information together and
express them more clearly. When you write a text in English, brainstorm
your ideas and then group those ideas into logical paragraphs.
reference
and uncountable
nouns
(uncountable = in general)
information, news
(uncountable = in general)
(uncountable)
(countable)
Use
We use of when a lot comes before a noun. But when there is no noun
Relative
pronouns
Use
ke translated.
brotker likes.
but
We use who and that for people, which and that for things, whose
for possessions, where for places, and when for times.
Vocabulary
1 Countries, nationalities, languages
Countries:
Learning a language
Argentina
Austria
Brazil
Egypt
Japan The Netherlands
Poland
Russia
Switzerland
Wales
Nationalities: Argentinian
Austrian
Brazilian
Dutch
Egyptian Japanese
Polish
Russian
Swiss Welsh
Languages:
42
Unit 3
Dutch
English
French
Italian
Japanese
Polish
Russian
Spanish
Welsh
German
Romansh
do/study English
do/write an essay
do/take an exam
do an exercise
do homework
make a mistake
memorise
memorisation
practice (n.)
practise (v.)
revise
revision
student
study
translate
translation
3 Negative prefixes
unhappy
unofficial
unusual
incorrect
informal
invisible
impossible
illegal
irregular
Grammar revision
Some, any, much, many, a lot (of), a few, a little
1 Complete the sentences with some, any, much, many, a lot (of), a few, or a little.
1
We haven't got
A: Were there
B: Yes, thousands.
We haven't got
I haven't got
He gave me
good advice.
people at her party,
(
WORKBOOK page 22
Relative
/8
points)
pronouns
2 Join the two sentences to make one sentence. Use who, which, that, whose, where, or when.
The Coen brothers are film directors. Their films often win prizes.
The Coen brothers are film directors whose films often win prizes.
Last year was a special year. Many important things happened that year.
WORKBOOK page 25
/8
points)
Vocabulary revision
Countries,
Learning a language
1 Complete the sentences with these words. You need to use
one word twice.
do
exercise
practise
make
revision
practice
translation
Yesterday we wrote a
into Polish.
of an English poem
by having a
Anybody can
, it wasn't the
Did you
You have to
At our school we
WORKBOOK page 20
Negative
3
/8
points)
and
languages
a mistake.
real one.
5
nationalities
/8
points)
/8
points)
prefixes
sad = un
wrong, with a mistake = in
not following the usual rules, e.g. go- went = i r .
criminal = il
you cannot do it = im
relaxed and friendly, casual = in
you cannot see it = in
strange = un
WORKBOOK page 23
/40
points
43
Grammar
Present perfect with ever, never, for, since, just, yet, already
Vocabulary
Speaking
Describing a scene
Writing
Vocabulary
Parts of the body
back
chest
foot
hand
head
nose
stomach
ear
elbow
knee
throat
leg
toe
finger
neck
tooth
4
My
ache?
hurts.
flu
pain
sore
temperature
virus
Karen isn't very well at the moment. She's got a very bad cold, or
perhaps it's (a)
She (b)
all the
throat.
(e)
(f)
moment.
5
Speaker 1
Speaker 3
Speaker 2
Speaker 4
STUDY SKILLS
Unit 4
Reading
Work with a partner. Ask and answer these questions.
How often do you catch a cold? What do you take to stop a cold?
What do you think is good advice for somebody with a stomach virus?
Do you sometimes feel sick when you travel by car, plane or ship?
HEALTH WATCH
T h i s
w e e k s
EXAM
L e t t e r of the
STAY AT
A large number of people have a stomach
virus called the norovirus at the moment,
This virus can cause stomach ache, high
temperatures and pains in your arms
and legs. Doctors have told patients to
stay at home for two days after the illness
has gone. Professor Steve Field says: "We
recommend that patients stay at home,
take paracetamol and drink lots of water.
It is also important that they wash their
hands regularly' The Health Protection
n e w s
w e e k
Dear Lucy,
I've had a bad cold for over a
week. I'm taking medicine hut
it doesn't do anything. My mum
says that chicken soup can help
me. Is she mad?
Sarah Johnson
Dr Lucy Smith answers: 'Your
mothers cure for a cold is what
we call an "old wives' reme.dy".
A lot of people think that it's
a mad. idea with no scientific
basis. But a new study has
shown that many of these "old
wives' remedies" do work.
And scientists have found out
that chicken soup is a great
cure for a cold. All kinds of hot
soup can help to ge.t.rid. of a
sore throat. And hot soup also
helps to kill viruses quickly. So
relax, your mum isn't mad!'
HOME
Agency has said that this year there are
twice..a.S..roany people with the virus as
last year. There are between 600,000 and
one million cases of norovirus in the UK
each year.
SUCCESS
You are going to do a matching activity for this reading text. In this type
of activity, you say which text or part of a text contains a specific piece of
information. What do you think is a good way to do this type of exercise?
definitions.
1
stupid, silly
Which article...
frequently
talks about the usual number of people who suffer a specific illness?.
G r a m m a r in context
GRAMMAR GUIDE
Present perfect
Affirmative:
He
Negative:
He
Question:
the doctor.
the doctor.
he
the doctor?
a
'
have decided
university.
My friend
We
(do) a project about the history
of medicine at school.
My mum
sleep in a hospital?
be on a ship?
Dad
(go) to the
hospital?
46
tablets.
5
Unit 4
GRAMMAR GUIDE
Present perfect
since
1 pain^..._
aid
2 heart
room
3 health
centre
4 waiting
killer
5 food
attack
6 first
poisoning
Definition
7 Put these time expressions in the correct column.
6 o'clock
7 February
th
ten seconds
three days
2002
an hour
Friday
twenty minutes
for
since
twenty minutes
J e
3
4
Salmonella is a type of
My neighbour has died of a
He never did any exercise and he had a very
bad diet.
5
I've been here for
just one year.
I want to learn
so that I know
Unit 4
Literature
DrJekyll and Mr Hyde and Frankenstein
Work with a partner and discuss these questions.
Have you ever read these books or seen films based on them?
Who was Frankenstein? What did he do?
Who was Dr Jekyll? What did he do?
Here are the endings of the two books. Which is the
ending of Frankensteinl Which is the ending of Dr
Jekyll and Mr Hydel Underline words or information
that help you to decide.
WORD BOOSTER
I INSIDE INFORMATION
Dr Jekyll and Mr Hyde was
evil, wicked
a take control of
take over
reach
poison
lock
e arrive at
destroy
break, ruin
misery
bad thing.'
Frankenstein
2
3
When the narrator tells the story in the first person (I), it usually
5
1
Imagine they are making new films of these two books. Choose
good actors to play the parts of Dr Jekyll/Mr Hyde, Frankenstein,
and Frankenstein's monster. Explain your choices.
^ ^ ^
Popular culture
,'
o v e
music.
WORD BOOSTER
Match the words and definitions.
a pass quickly
b ask yourself
raise your
voice
lower your
voice
h look at something or
someone for a long time
4SIDE INFORMATION
CHORUS
Where did I go wrong? I lost a friend
Somewhere along in the bitterness
And I would have stayed up with you
all night
Had I known how to save a life
Lft,
The Fray are from the USA. This song was number
one for a long time in many different countries.
The song appeared in the TV hospital drama Grey's
Anatomy and was used to promote the series. It
became the unofficial theme tune.
The song is about the singer's experiences working
at a centre for adolescents with problems.
G r a m m a r in context
1
GRAMMAR GUIDE
Present perfect
We use
We use
to talk about something
that has happened, possibly before we expected.
1
2
Write sentences.
T/F
T/F
T/F
]7F
J/F
th
Unit 4
J/F
you ever
times.
DAVE: (h)
week?
you.
(ride) a
(fall) off!
break a leg
eat insects
visit Britain
GRAMMAR GUIDE
simple
Yes, I have.
Yes, I have.
Unit 4
Developing speaking
1
Describing
a scene
Speaking Bank
Useful expressions for filling the
conversation
Errr . . . S
Well . . .
The thing i s . . .
I'm not (really/totally/completely) sure but
Maybe . . .
You know . . .
I think...
I imagine . . .
It looks like ..
I imagine t h a t . .
STUDY SKILLS
What do you do if you don't know the English word
for something when you are describing a picture or
having a conversation in English?
STUDY SKILLS page 147
Unit 4
MSUIIS
Read these three notes and messages. Write one sentence
to explain the situation in each one.
Writing Bank
D
frmd, 1, fell W
UiA
Sckoo/.
Sports frockes -foot him
(x> SVi k)iM. Can Cow*. And
Witt m -fare ahtu UQft.
s-
^fCXxT
a as soon as possible
*- iyt't.
I'M
"
'
.
5 ie
OL-SCV^'
ujas rejtLLj
*
Sorry
htjw
information:
^-
EXAM S U C C E S S
II
tSys-
Look at the instructions for the writing task in 4. Can you write
in any way you like? Is the style (formal or informal) important?
EXAM SUCCESS page 151
J
Unit 4
perfect
Use
Form
Affirmative
Negative
Question
Short answers
No + subject + haven't/hasn't.
Yes, 1 have.
yet
We use just with the present perfect to emphasise the fact that
something happened very recently.
For and since are used when the present perfect is describing actions
this use of the present perfect we use the question 'How long ... ?'
komeworkyet?
I kaven't fniskedall
tke
Present perfect
and past
auestionsyet.
simple
The present perfect describes actions in the past but without saying the
Vocabulary
1 Parts of the body
arm
back
chest
ear
elbow
finger
foot
hand
head
knee
leg
neck
nose
stomach
throat
toe
tooth
cold
cough
earache
flu
headache
hurt
stomach ache
pain
sore
toothache
virus
temperature
4
54
Unit 4
Grammar revision
Present perfect with already, yet, just
J o b s
wtxsb. -Hie
e
WORKBOOK page 30
/7
b u t j -the. br^a.o| /
- t a x e -ffie
points)
nog
-He
simple
v*kvo monies
dishes
r u b b i s h oucb
cxk -fhe A o s p r t a J
beds y / ^
ex m',n 4e. a g o j
u
Have you seen the Eiffel Tower when you were in Paris?
1
2
3
WORKBOOK page 33
/6
points)
WORKBOOK page 33
/6
points)
J
Vocabulary revision
Illnesses
She's got a
3
He's
She's got a.
. leg.
WORKBOOK page 28
/11 points)
WORKBOOK page 28
/4
points)
medicine
Sit in the
it's your turn.
WORKBOOK page 31
4
5
road.
6
/6
/40
points)
points)
55
Gateway to exams
Units
3-4
Reading
Tip for Reading Exams
In matching activities, remember...
Read all the text once quickly to get a general understanding. Then
read the information that you need to find. Look for the section of the
text where you think this information appears and look at it again in
more detail.
EXAM SUCCESS page 151
W h y d o y o u t h i n k t h a t b e i n g b i l i n g u a l is p r o b a b l y g o o d
for t h e brain?
H o w d o y o u t h i n k s c i e n t i s t s d i s c o v e r e d this?
R e a d t h e text. W h a t a n s w e r s d o e s it give t o t h e q u e s t i o n s
in 1?
R e a d t h e text a g a i n a n d m a t c h t h e p e o p l e in
1 - 6 w i t h t h e i n f o r m a t i o n in a - f .
T h e British Alzheimer's S o c i e t y
P r o f e s s o r Clive Ballard
104 p e o p l e f r o m C a n a d a a n d India
b e t w e e n t h e a g e s of 3 0 a n d 8 8
Dr Ellen B i a l y s t o k a n d her t e a m
T h e C a n a d i a n s , w h o only s p o k e English,
T h e Indians w h o d i d t h e tests
bilingualism.
w e r e t h e p e o p l e w h o s p o k e English a n d
Tamil.
is very good for you and your brain. Half o f the people
who d i d the tests came from Canada and only spoke
didn't d o t h e t e s t s as quickly.
English. The other half came from India and could speak
w a n t e d t o k n o w a b o u t t h e results.
t h i n k s t h a t all e d u c a t i o n is g o o d for t h e
brain.
how fast the people d i d the activities. The ones who could
speak two languages did the exercises quickly and well.
The people who spoke only one language weren't so good.
W h a t a b o u t you?
1
56
A r e y o u bilingual? D o y o u k n o w a n y b o d y
w h o is?
W h a t a r e t h e a d v a n t a g e s of b e i n g
bilingual?
Writing
Use of English
5 Complete t h e text by c h o o s i n g t h e c o r r e c t o p t i o n : A,
, or D, to fill e a c h g a p .
In China they h a v e u s e d a c u p u n c t u r e for t h o u s a n d s
and t h o u s a n d s of y e a r s . But n o w a s c h o o l in
England (1)
j u s t s t a r t e d to u s e it w i t h t h e i r
students. S t a n c h e s t e r C o m m u n i t y S c h o o l is t h e
school (2)
E x p l a i n w h e r e y o u h a v e g o n e a n d why.
school they h a v e a t e a c h e r w h o h a s s p e n t t i m e
I n f o r m t h e m w h o is ill.
living in C h i n a , s t u d y i n g a c u p u n c t u r e w i t h C h i n e s e
experts. T h i s t e a c h e r h a s (3)
G i v e t h e a d d r e s s of t h e p e r s o n w h o is ill a n d
a c u p u n c t u r e to
a small g r o u p of s t u d e n t s at t h e s c h o o l (4)
2005. T h e s e s t u d e n t s suffer d i f f e r e n t p r o b l e m s .
A s k J o e to ring y o u w h e n he g e t s h o m e .
A very c o m m o n p r o b l e m that t h e s t u d e n t s h a v e
is stress, usually stress c a u s e d by e x a m s or
homework. P e o p l e (5)
suffer f r o m s t r e s s o f t e n
have h e a d a c h e s , b a c k a c h e , or s t o m a c h a c h e .
h e l p e d t h e m a lot. It
have
D was
A that
who
where
D which
A give
gave
gives
D given
A since
for
at
D on
who
when
D what
A yet
ever
never
D already
A just
yet
already
D never
A has
2
3
1
2
3
4
=
=
=
=
Speaking
Tip for Speaking Exams
W h e r e are t h e p e o p l e a n d w h a t are t h e y d o i n g ?
W h a t t y p e of p e o p l e are t h e y ?
Other:
3 W h a t are they w e a r i n g ?
4
W h a t else is in t h e picture?
Grammar
5 TV world
Vocabulary
Speaking
Negotiating
Writing
Vocabulary
TV programmes
advert
comedy
film
game show
soap
chat show
documentary
drama
boring
interesting
cool
moving
funny
popular
informative
scary
reality show
sports programme
the news
2
3
comedy
5
informative
chat show
Unit 5
1 You are going to read a blog. The title is Turn Off TV Week. What do
you think Turn Off TV Week is?
2 You have four minutes to read the blog and decide if each person
thinks Turn Off TV Week is a good idea or a bad idea. Do not stop
reading if there are words you don't understand.
1
Bob Martin
good/bad
2 JaneW
good/bad
3 JoPike
good/bad
3
a
b
4
a
b
JaneW
likes all types of programmes.
only watches programmes that she knows and likes.
knows when to switch the TV on and off.
5
a
JoPike
hates all TV.
Turn off my TV? OK. But I also plan to continue turning it on when
episode
[2 COMMENTS]
Post a comment
that something
is true
do something once to see if it is good
use (v.)
8
6
Unit 5
59
G r a m m a r in context
3
GRAMMAR GUIDE
Comparatives
and
superlatives
Comparative
Superlative
| 1 long
longer
the longest
2 big
bigger
the biggest
3 lazy
lazier
the laziest
4 important
more important
5 bad
worse
the worst
Adverts are
(good)
Watching TV is
(easy)
good
short
John Travolta.
a lot
far
much
slightly
the
(GRAMMAR REFERENCE
reading.
fat
She's the
at the moment
chat shows.
boring
a lot of TV programmes.
funny
documentaries,
page 68 )
SMrleHJohansson^
MerylStreep
2
Unit 5
Developing v o c a b u l a r y
Adjectives ending in -ing and -ed
1
-ed
1 boring
bored
2 interesting
frightened
3
4 surprising
5 confusing
6
tired
relaxed
8 embarrassing
moved
9
10 disappointing
2
I was
cancelled the series.
It was so
(embarrass) when the
presenter forgot what to say.
2 What is
free time in your opinion?
3 What is
Who is
5 Who is
What is
(relax).
for you?
4
exams
spiders
sport
theme parks
watching documentaries
4 .
Unit 5
T V heroes
Cross-curricular - History of Science
John Logie Baird and Philo Farnsworth
i
Read the text and find the answers to the quiz questions.
Read the text again and match the years and events.
1925
1926
1928
1929
1936
1967
, 8 1
images from
London to New York.
Baird made the first television
programmes for the BBC in 1929.
These programmes had sound, not
just pictures.
I INSIDE INFORMATION
The letters BBC stand for the British Broadcasting Corporation.
Between TV and radio, the BBC is probably the largest news
service in the world. Its programmes go out to over 274 million
homes in 200 countries.
There are no adverts on the BBC, except for adverts for the BBC's
own programmes.
////
WORD BOOSTER
Match the words and the pictures.
1 doll
2 cable
3 century
1 S O O
1 9 0 0
J/F
J/F
J/F
J/F
J/F
J/F
a frequent
2 TV station
b pictures
3 images
apartment, home
4 sound
5 regular
Apart from TV, what do you think are the greatest inventions of the
20th century? Why?
/ think the computer is probably the
greatest invention of the 20th century.
Why?
Popular culture
Marian.
WORD BOOSTER
Match the words and the definitions.
1 version
2 outlaw
3 save
lm
d bad character in a book or film
4 brave
5 archer
6 baddy
63
G r a m m a r in context
1
GRAMMAR GUIDE
T/F
T/F
T/F
a T h e Internet
b
Radio
Amanda j
11
Jerry
~[~2~|
~]~3~|
Newspaper
Sarah
TV
Dan
TTI
EXAM S U C C E S S
Amanda/Jerry/Sarah/Dan
2
news quickly?
Amanda/Jerry/Sarah/Dan
is tired of w o r k i n g w i t h computers?
Amanda/Jerry/Sarah/Dan
Unit 5
GRAMMAR GUIDE
enough
We use too
We use enough
enough
food
surprising
light
modern
too
wins.
3
This cartoon
(good) to
It
(exciting)!
(scary).
STUDY SKILLS
When you do a grammar exercise there are two main types of
things to think about. What are they?
STUDY SKILLS page 147
clever
long
old
fast
fit
serious
good
short
healthy
slow
young
Unit 5
Developing speaking
Negotiating
Twelve contestants
take on the food
challenge.
I 7.30
Sunnydale
Topical magazine
show.
8.00
PICK Earthwatch
Smith is accused of
murder, fast in the
series.
News
Who Wants to be
Family-ville
Dance Nation
19.30
PICK Patterson's
People
A young woman's
Interviews with the
Highlights from this life is turned upside rich and famous.
down
when
her
afternoon's big match
mother-in-law moves I
between Liverpool
larital home.
and Barcelona.
Criminal Intent
chat show
comedy
game show Q Q
soapQQ
3
reality show Q Q
sports programme Q Q
documentary
EXAM SUCCESS
You are going to do an oral exercise called 'negotiating'.
You usually work with another person. The examiner
explains a situation where you and the other speaker
need to come to a decision. What can you do if you can't
think of anything to say?
EXAM SUCCESS page 151
Speaking Bank
Useful expressions for making suggestions
Yes, b u t . . .
OK.
Fine.
Yes, let's...
but...
Good idea.
No, I prefer...
You're right.
Why don't we . . . ?
Me too/Me neither.
documentary?
I'm not sure. I'm a bit too tired to go
Unit 5
about...
Paragraph 1.
Paragraph 2 .
Paragraph 3.
Message - i v in
Reply to All
Reply
From:
To:
Subject:
Forward
Delete
mm
Mark as Unread
Marina <nicenails@mailnet.com>
Matt <matt2389@realrnail.com>
TV in Spain
Hi Matt,
You asked me to tell you about TV here in Spain. Well, there are lots of reality shows and lots of chat shows talking about
famous people. Soaps are popular, either Spanish soaps or ones f r o m South America. And we have lots of American TV
series, particularly dramas and cartoons.
Personally, my favourite programme is a sports programme. It's called 'Football Crazy' in English. It's on the Canal +
channel on Sundays, which is the day when Spanish teams usually play. The programme starts at 7pm and finishes at
10pm. In fact, it starts again at 11pm but I don't watch it t h e n , it's t o o late because I have school the next morning.
I think this programme is cool because it tells you what's happened in all the matches that weekend. In my opinion, the
best thing about the programme is that they show you all the goals and action f r o m every match, not just in Spain but
in all the best leagues in the world. As far as I'm concerned, it's much more interesting than other football programmes
because the presenters always have funny comments to make about the matches, and they often find surprising things
to show.
Why don't you tell me something about TV in your country? What's your favourite programme?
Best wishes,
Marina
Read the email again and find out this information about
Marina's favourite TV programme.
1
2 Channel:
3
, my favourite programme i s . . .
this programme is cool because . . .
'
concerned, it's...
Unit 5
reference
and
superlatives
Form
Adjective
Comparative
Superlative
long
short
longer
shorter
the longest
the shortest
big
fat
bigger
fatter
the biggest
the fattest
Two syllables e n d i n g in -y
lazy
funny
lazier
funnier
the laziest
the funniest
Two or m o r e syllables
important
boring
more important
more boring
Irregular
bad
good
far
worse
better
farther/further
the worst
the best
the farthest/furthest
One syllable
One syllable e n d i n g in one
vowel and one consonant
Use
We use the comparative to compare two people, places
or things.
We use the before the superlative form of the adjective and we often use in.
He's the most famous actor in Hollywood.
Use
Less is the opposite of more.
badminton is less popular than football.
(= Football is more popular than badminton.)
We use a s . . . as to say two things are the same.
Too
Form
Use
We use too to say that something is excessive. It is not the same as very
because it has a negative meaning.
Enough,
not...
enough
Form
Use
It isn'tgood enough.
Vocabulary
i TV programmes
advert (ad/advertisement)
cartoon
channel
chat show
comedy
documentary
film
game show reality show
remote control
series
soap
sports programme
the news
2 Adjectives describing
TV programmes
awful
boring
cool
funny
informative
interesting
moving
popular
scary
4
68
Unit 5
hi
Grammar revision
Comparatives and
superlatives
5
6
7
WORKBOOK page 40
/7
points)
/6
points)
than.
WORKBOOK page 43
It
(high).
(old).
It
(young).
(warm).
(strong).
(confusing).
WORKBOOK page 43
(money).
/7
points)
Vocabulary revision
TV
Adjectives
programmes
3
disappointing
embarrassing
frightened
relaxing
surprising
embarrassed
frightening
relaxed
tired
WORKBOOK page 38
/6
points)
describing
TV
moving
boring
popular
cool
relaxing
informative
scary
WORKBOOK page 38
I went out with one black shoe and one brown shoe. It was
really
programmes
It's
holiday.
Adjectives
I thought I was going to get ten in the exam, but I only got
five. I was
6
/8
points)
I'm very
WORKBOOK page 41
points)
*
/40
points)
Unit 5
69
Grammar
Speaking
Making arrangements
Writing
A formal letter
.1 R
The environment
Geographical features
1
desert
mountain range
forest
icecap
The environment
3
environment
ozone layer
flood
pollution
global warming
recycle
nuclear disaster
waste
save
greenhouse effect
the process of making the air, water or land worse, with chemicals,
for example
greenhouse effect
10
11
12
5
6
at sea
5
You can recycle bottles here. It's good for the environment.
Unit 6
Reading
1 You are going to read a text about things we can do to protect the environment. You have three minutes to read the four
paragraphs and match t h e m to these titles.
Paragraph
Paragraph
Paragraph
Paragraph
cause (v)
deciding, calculating
results
routines
Choose the six words in the text which you think are the most
Paragraph
Paragraph
your choices.
Paragraph
fifty years.
Paragraph
7
Unit 6
71
Grammar in context
G R A M M A R GUIDE
Be going to a n d will
l a Look at the sentences.
a
of my carbon footprint,
th
We use be going to
Write d o w n six different plans or intentions you have for the future.
Write about these areas:
1 school
3 work
5 family
2 home
4 sport/hobbies
6 friends
1 the environment
3 politics
2 TV
5 sport
hotter in the
future.
Now write down six predictions for the future. Write about these areas:
certain
Next week
(write)
droughts.
_.
newspaper.
6
A: Wait! I
1L
Unit 6
Developing vocabulary
D i f f e r e n t u s e s of
>EXAM SUCCESS
It's 100% certain that some parts of the earth will become deserts,
definitely
Some parts of the earth
deserts.
It's 100% certain life on the planet won't end in the next twenty years,
definitely
Life on the planet
in the next twenty years.
habits.
a
b
arrive
bring
become
d
e
obtain or buy
receive
ready
red
thin
worse
.Time
for bed.
6
home late
will definitelyget
/ think summers
1
2
dark
get
angry
bread
presents
tired
Unit 6
A u s t r a l i a
Find the answers on page 159. How many did you get right?
The Australia
What is the most common geographical
feature in Australia?
jungle
rainforest
desert
What is the capital of Australia?
a)
b)
c)
Sydney
Melbourne
Canberra
c)
hospital p a t i e n t s
a l o n g c o r a l structure n e a r t h e n o r t h e a s t c o a s t of Australia
a b i g rock in t h e m i d d l e of Australia
a d a n g e r o u s b e a c h w i t h sharks n e a r
Sydney
a ) a n i n d i g e n o u s Australian m u s i c a l
instrument
b ) a n i n d i g e n o u s Australian d a n c e
c ) a n i n d i g e n o u s Australian tribe
All these actors live or lived in Australia
Which of them have won an Oscar?
a ) Nicole Kidman
b ) Russell C r o w e
c ) Mel Gibson
d) Hugh Jackman
quiz
Cross-curricular - Geography
SOS Australia
3 Read the articles and match them w i t h the photos.
I
c. _.
usually m the
shower?
2
Because they like singing in the shower.
3
Because the camels haven't got enough water.
4
Approximately one million.
5
Because a lot of Australians live on or near the coast.
6
Because they are very dry.
7
Millions of tonnes.
b l y
the biggest m
Grammar in context
1
G R A M M A R GUIDE
Zero
conditional
STUDY SKILLS
What is your main objective the first time you listen to a
listening text?
STUDY SKILLS page 147
@ Listen again. Are these sentences true (T) or false (F)?
T/F
T/F
William wants only one person in the class to take paper for
recycling.
T/F
T/F
T/F
Ifit
(not rain) for months, the result is
usually a drought.
If it
eyes.
If the sun
goes up.
(be)
(die).
T/F
(go) to the
I feel sad if
We recycle paper.
Me too. But I wrote that I feel
Yes, and we always switch the
lights off at the end of the day.
Unit 6
GRAMMAR GUIDE
First
conditional
If you see the poster, you'll remember to switch the lights off.
(not do)
1 If we don't/won't recycle
paper, we need/will need
to cut down more trees.
(b)
(create) serious
(c)
(d)
(need) an incredible
(not have)
(g)
(use)
summer.
Unit 6
\aking
arrangements
Vv
0 ^
Why?
Useful expressions f o r m a k i n g a r r a n g e m e n t s
Asking about somebody's plans
What are you up to at the weekend?
Hi, Danny.
DANNY:
Hi, Jamie.
JAMIE:
Sure/Fine/OK/Great/Good idea.
to go to the (b)
DANNY:
JAMIE:
and we
JAMIE:
?
and we'll go
somewhere else.
OK. Listen. I'll ring (i)
wants to come.
DANNY:
DANNY:
JAMIE:
tomorrow?
can (f)
DANNY:
tomorrow?
JAMIE:
Arranging t o meet
What time shall we meet?
Where shall we meet?
Speaking Bank
(j)
See vou.
Unit 6
closed.
oping writing
A formal
letter
Read this newspaper article about recycling. What does the writer think
about recycling? What reasons does he give?
J *
u
R E C Y C L I N G
IS A
W A S T E
O F
Writing Ban
T I M E
Linkers o f sequence, a d d i t i o n a n d
contrast
Sequence: Firstly,
Addition: ,
Contrast: However,
, it
is cheap.
2
materials.
Here is a letter t o the editor of the newspaper. Does the reader agree or
Dear Editor,
topic.
B e g i n b y e x p l a i n i n g w h y y o u are
writing.
Next, some people say that burning rubbish is bad for the environment
because o f the fumes. Nevertheless, burning rubbish is a very efficient
way to generate electricity.
G i v e a d d i t i o n a l reasons f o r y o u r
y o u r m a i n reason f o r i t .
opinion.
E n d y o u r letter.
Yours faithfully,
Helen H o r t o n , Manchester
E X A M SUCCESS
STUDY SKILLS
Read the letter again. Why is it important to divide texts into paragraphs
when we write?
E X A M SUCCESS p a g e 151
Grammar reference
Be going to
Use
We use be going to to talk about plans and intentions for the
future. We use it for things that we have already decided to do in
the future.
We've decided that we're going tojoin
the
WWF.
Will
Use
We use will and w o n ' t to make general predictions about the
future. We often use think, hope, expect, imagine, etc. with will
and w o n ' t to express our opinion about the future.
We use will and w o n ' t to talk about the future when we consider it
to be an objective truth.
Definitely and probably come just after will but just before won't.
window.
It's my birthday
It'll definitely
rain. It definitely
won't
rain.
May, might
Form
Use
Affirmative
Negative
may get
higher.
Zero
conditional
First
Form
If + present simple,
conditional
Form
present simple
If + present simple,
. will + infinitive
terrible.
resources.
The present simple comes in the part of the sentence with if.
Use
if I will(jo
Use
have
Vocabulary
1 Geographical features
beach
desert
forest
ice cap
jungle
mountain range
rainforest
80
Unit 6
2 The environment
drought
environment
flood
global warming
greenhouse effect
nuclear disaster
oil spill
ozone layer
pollution
recycle
save
waste
Grammar revision
Be going to, will
Zero
3
conditional
WORKBOOK p a g e 4 8
/4
points)
may
My team will
Paula
perhaps
probably
will
won't
First
4
certain.
4
They
won't go out tonight because they have
an exam tomorrow, but it's not impossible.
She definitely
got a broken leg.
WORKBOOK p a g e 4 8
/6
/4
points)
conditional
really know.
3
If the sun
(finish) work
(get)
(come) tonight.
(feel) OK.
W O R K B O O K p a g e 51
points)
/6
points)
Vocabulary revision
Geographical
features
4
5
6
7
WORKBOOK p a g e 4 6
/7
points)
The environment
2 Complete the text with these words.
droughts
(a)
floods
global warming
ozone layer
recycle
save
waste
where it hasn't rained for a long time. But in places like the USA
the sun. In some parts of the planet there have been terrible
(c)
(g)
WORKBOOK p a g e 4 6
/7
points)
/6
points)
2
3
WORKBOOK p a g e 4 9
4
5
6
/40
points)
81
G a t e w a y to exams
Units
5 - 6
Listening
Tip for Listening Exams
In listening exams where you have to identify the speaker,
remember...
Read the statements before you listen. But don't forget that
the speakers will probably express the same ideas using
different words and expressions. Thinking of synonyms for
the words in the statements can help you to identify the
answers.
E X A M SUCCESS p a g e 151
L o o k at t h e p h o t o . W h y
d o y o u t h i n k this p e r s o n
is f a m o u s ?
W h a t d o y o u t h i n k he's
d o i n g in t h e p h o t o a n d
why?
F a m o u s p e o p l e d o a lot o f g o o d f o r e n v i r o n m e n t a l p r o b l e m s .
G e n e r a l l y , t h e p u b l i c isn't v e r y i n t e r e s t e d in e n v i r o n m e n t a l q u e s t i o n s .
Speaker
T h e m o s t i m p o r t a n t t h i n g is f o r p e o p l e t o k n o w w h a t t h e y a r e g o o d at.
Speaker
F a m o u s p e o p l e a r e j u s t i n t e r e s t e d in g e t t i n g a t t e n t i o n f o r t h e m s e l v e s .
It's better f o r f a m o u s p e o p l e t o g i v e a g o o d e x a m p l e t h a n t o tell o t h e r p e o p l e
what to do.
F
3
Speaker
Speaker
F a m o u s p e o p l e d o n ' t really s p e n d m u c h t i m e t a l k i n g a b o u t t h e e n v i r o n m e n t .
What about
you?
Writing
Tip for W r i t i n g Exams
When you are writing in exam conditions, remember...
If you don't know a word, think of a more general or
basic word. If you aren't sure how to use a grammatical
structure, change what you are going to say.
E X A M SUCCESS p a g e 151
82
W h o is it?
W h y d o y o u like t h e m ?
Use of English
[ Speaking
> Tip for S p e a k i n g E x a m s
T i p f o r Use o f E n g l i s h E x a m s
I
When you finish, check that you haven't changed the meaning of the
original sentence and that you haven't used more than the maximum
number of words permitted.
E X A M SUCCESS p a g e 151
E X A M SUCCESS p a g e 151
A f r i c a is h o t t e r t h a n India,
India isn't
P r o t e c t i n g t h e e n v i r o n m e n t is m o r e i m p o r t a n t t h a n s p a c e
e x p l o r a t i o n , not
S p a c e e x p l o r a t i o n is
protecting the
environment.
T e m p e r a t u r e s w o n ' t b e w a r m e n o u g h f o r s o m e t y p e s of
a n i m a l s , too
T e m p e r a t u r e s will
f o r s o m e t y p e s of
animals.
It's p o s s i b l e t h a t e n v i r o n m e n t a l p r o b l e m s will b e c o m e
m o r e s e r i o u s , may
Environmental problems
more serious.
Y o u c a n n o t b e t o o y o u n g t o help p r o t e c t the e n v i r o n m e n t ,
as
Africa.
definitely
never
You're
8
t o help protect t h e e n v i r o n m e n t .
probably
I think that
g e t better.
=
=
=
=
f
g
h
i
j
Other:
83
Grammar
Vocabulary
Speaking
Writing
Personal qualities
Jobs
calm
fit
sociable
1
caring
clever
hard-working
strong
reliable
well-organised
You need to be
and
They
j you
because
Charles is really
He won't be happy
computer programmer
mechanic
police officer
fashion designer
receptionist
journalist
shop assistant
Unit 7
teachers,.aupairs^ochnv,
David Singleton
3 Stephen Redmond
4 Louise Perry
r
Do y o u h a v e a n u n u s u a l
We w a n t to hear f r o m
job?
You are going to do a true or false reading activity.
What should you do after reading the text quickly for
the first time to get a general idea?
you!
(4 COMMENTS)
I'm a house sitter. You probably think that I just sit at home
all day. Well, you're right. Except not at my own home. A
house sitter is someone who looks after another person's
house when they go away. Sometimes I stay for just a
30 couple of weeks when someone goes away on holiday. But
sometimes I have to stay for six months, when a family
goes to live for a long time in another country for example.
People say that I'm a 'living burglar alarm'. That's more
or less true. It's an easy job, but you shouldn't do it if you
35 love staying at home ... your own home, that is.
10
handsome, beautiful
Stephen R e d m o n d , C o r n w a l l - 1 M a r 2 0 1 1 , 3:17 P M
J/F ..
extras.
is When I tell people what my job is, they all think I'm {.
I suppose I am. I test computer games, so basically I spend
hours and hours playing them, to see if they're good or
not. Sometimes we have to keep playing the game until
it breaks. It can be fun but it can also get really boring,
20 playing the same game again and again. We often have
to work very fast too. What I really want to do one day is
to design a computer game. I studied to be a computer
programmer so I know about the technical side. But you
have to be very creative to design a game that's original.
E X A M SUCCESS p a g e 152
looks after
6
5
but
Which of the first three jobs in the text do you like the
most? Why?
Unit 7
Grammar in context
G R A M M A R GUIDE
prohibition
and
advice
obligation?
no obligation?
b, e
prohibition?
advice or recommendation?
should,
2 a PRONUNCIATION The letter T is silent in the w o r d 'should' - we do not pronounce it. Look at these sentences. Which letters do
you think are silent in each sentence? Cross the letter(s) out.
1
2
3
4
5
6
Choose the correct alternative. If you think both alternatives are correct, choose both.
You must/have to learn to play an instrument if you want to be a
professional musician.
Developing vocabulary
5 Rewrite each sentence using a modal verb of obligation,
prohibition or advice.
1
Compound adjectives
1
2
3
w i t h a hyphen (-).
Builders
well-organised
Frank
_.
badly
blue/brown/green
good
part
right/left
easy
full
well
Our receptionists
7
hard-working
? ' !
P
m" ''
attractive
-looking
W o r k i n g
i n
W h a t
j o b s
c a n y o u n g
d o ?
Y o u c a n w o r k as a n e w s p a p e r
delivery boy/girl.
shops, r e s t a u r a n t s , cinemas,
Y o u c a n w o r k as a n a u pair.
d a n g e r o u s (e.g. w i t h explosives
Y o u c a n w o r k as a n a c t o r .
or radioactive substances).
a driver, a f a c t o r y w o r k e r , o r
Y o u c a n w o r k a n y day, a n y
a miner.
o f hours.
business o r f a r m .
88
p e o p l e
Unit 7
Title:
A m e r i c a n t e e n a g e r s w h o s t u d y o f t e n w o r k as w e l l . One r e p o r t says t h a t
t e e n a g e r s b e t w e e n 14 a n d 18 w o r k a n average o f 16 h o u r s a w e e k . W h a t d o
t e e n a g e r s t h i n k a b o u t t h i s ? We a s k e d t w o a n d t h i s i s w h a t t h e y t o l d u s .
Vanessa Hopkins, 1 8
Apart from my studies,
I work about 20 hours
a week. I wash dishes
and serve food at a local
restaurant. There's only
one reason why I work money. I need the money
to pay for my studies. But
the problem is that my studies aren't going so
well at the moment because there are days
when I just don't have time to do my homework.
I have to work from 9 to 1 some nights. How
can I find the time to do my homework after
that? Some people say that working is good for
teenagers because it gives you experience, it
makes you more responsible and independent.
No way! I'll have time to do all that when I'm
older. Right now, I'm young and I'm at college.
I have a great opportunity to learn and improve
myself, but I'm just too tired to do it.
is
Steve Lacy, 15
I have a job at a fastfood restaurant. I t
isn't very exciting
or creative but it
gives me money.
I'm saving up to buy
a car. Most of my
friends work too.
It's a great way to become independent
and not rely on your parents all the time.
Sometimes it's difficult to find time
to do everything, but I'm young, I can
do it. I f I wasn't working, I'd probably
just be hanging out with my friends and
playing basketball. This way, I'm doing
something useful and making some
money. I'm also learning about the 'real'
world, the world outside the classroom,
and I've met lots of people there and
made some cool friends.
Popular culture
1 need a holiday' by Scouting
for girls
WORD BOOSTER
Match the words and definitions.
1 stuck inside
a go slow
2 screen
b with no possibility of
3 drag
4 cheer up
5
home-time
6 hanging out
7 mates
going out
d friends
e be happy
f
spending time
g time to go home
Grammar in context
1
G R A M M A R GUIDE
Second
conditional
I'd... to giveadlvitog^sg^^pb^ffifon.
E X A M SUCCESS
simple/would(n t) + infinitive.
3
E X A M SUCCESS p a g e 152
2
a
the last time she worked with children it didn't go very well,
tired,
(play) basketball
professionally.
2
If he
morning.
3
buy a car.
4
(play)
bored.
If they
Frank
Have you ever been to New York? Would you like to go?
Why/Why not?
/ don't think looking after little
children is very difficult.
Why not?
Unit 7
(offer) to do it.
I need money.
eat
frighten
meet
talk
want
wear
There are some very unusual jobs. For example, imagine if your
job was to try new products for a fast-food restaurant. It sounds
good at first. But if you (a)
hamburgers all
the time you'd soon get fat. Some people have to try new types
of toothpaste all day. At least if you (b)
your
a stupid costume
You and your family are going to buy a new house. It's perfect.
But suddenly you discover that nobody wants the house
because a murderer once lived there. What would you do?
like that, people would laugh at you! I also know someone who
worked in a safari park looking after parrots. I suppose you
(f)
bored. And, finally, a good job for sports fans - collecting tennis
balls at international championships like Wimbledon. If you did
that job, you (g)
the world!
A man with a suit and tie says somebody has stolen all his
money. He wants you to give him 20. What would you do?
vegetarians.
You open the door to your house and you find a burglar.
You are walking past your local bank late at night and the door
is open. What would you do?
You see two teenagers having a terrible argument. They start to
fight. What would you do?
She can't take part in the concert because she doesn't sing
very well.
Why?
here.
Because I would want my friends to be
happy. And maybe fried insects taste nice!
Unit 7
91
Developing speaking
Making
SUMMER JOB
S h e r w o o d
polite
requests
OFFERS
T h e m e
We need assistant
gardeners in the summer.
Work outdoors in our
beautiful park and gardens.
A U S S I E
money that you earn for your work, paid weekly or monthly
inquiries
Speaking Bank
Useful expressions f o r m a k i n g p o l i t e requests
C a m p
wages?
P A I R S
C h a m p i o n s
A U
Is thejob pill-time
Grantham Gardens
P a r k
Unit 7
if
what
when
how
how much
CURRICULUM VITAE
Diana Huxley
General i n f o r m a t i o n
Date of b i r t h
Nationality
Permanent address
Telephone (home)
Telephone (mobile)
Email
34 Norton Road
Stoke
S03 6 H T
Ms Sheila Simpson
63 Mason Street
Brighton
ES9 5FN
14 February 2011
th
2/8/1993
British
34 N o r t o n Road, Stoke, S 0 3 6HT
01333 455 3212
632 12 34 56
dhuxley@surfnet.co.uk
E d u c a t i o n a n d qualifications
Green Coat School, Stoke
A levels i n Economics (Grade A ) , Sociology (Grade B)
and English (Grade B)
Dear Ms Simpson,
I am writing in response to your advertisement in The Stoke
Times. I would like to apply for the job which you advertised in
this newspaper on 10 February.
,h
W o r k experience
March 2008 - March 2010
Part-time teaching assistant at Sunnydale Kindergarten,
Stoke
Interests
Cookery, surfing
Good knowledge of computers - MS Office, PowerPoint,
Excel, W o r d .
Diana Huxley
1 Read the letter and CV again. Where does Diana give the
following information: in her letter, in her CV or in both?
letter/CV/both
letter/CV/both
her age
letter/CV/both
Job
her hobbies
letter/CV/both
letter/CV/both
letter/CV/both
on 14th
THE MERSEY
1 M a r c h 201
MIRROR
Opportunity!
February
in another bar or
would be useful.
the
in formal letters.
state w h i c h j o b y o u are a p p l y i n g f o r
say w h a t experience y o u have
describe y o u r p e r s o n a l q u a l i t i e s
e n d y o u r letter.
Unit 7
L a n g u a g e reference a n d revision
Grammar reference
Have to, don't have to
Use
Form
Affirmative
Negative
Question
Short answers
Must,
mustn't
Form
Use
Affirmative
Negative
Should,
shouldn't
Form
Use
Affirmative
Negative
Question
Short answers
Second
conditional
Form
If + past simple,... w o u l d / w o u l d n ' t + infinitive
if I were/was
the
the president,
environment.
the
environment.
Use
The past simple comes in the part of the sentence with if.
Would does not appear in this part of the sentence.
him your
message.
The part of the sentence with if can go at the start of the sentence
or at the end. There is no difference in meaning. However, if the
part with if goes at the start of the sentence we must use a comma
before the second half of the sentence.
If we had a crystal ball, we'd know the
We'd know the future
if we had a crystal
If I won an important
I would be famous
competition
future.
ball.
Vocabulary
1 Jobs
builder
computer programmer
fashion designer
journalist
mechanic
police officer
receptionist
shop assistant
2 Personal qualities
ambitious
calm
caring
clever
creative
fit
hard-working
reliable
sociable
strong
well-organised
3 Compound adjectives
badly-paid
easy-going
part-time
blue/brown/green-eyed
full-time
good-looking
right/left-handed
well-paid
94
Unit 7
Grammar revision
Must, mustn't,
wear
WORKBOOK p a g e 58
Should, shouldn't,
/7
points)
If I were you
SAM:
But you (d) should/shouldn't worry if it takes a long time for them
to answer. They probably have hundreds of people writing in
and sending CVs. If I were you, I (e) would be/should be patient.
WORKBOOK p a g e 58
Second
/5
points)
conditional
^.ssWA0k^J.'di^.&^siSj^J^
2
WORKBOOK p a g e 61
/8
points)
/6
points)
Vocabulary revision
Personal
Jobs
1 Write definitions of these jobs
Use these words to help you.
manual work
office
qualities
outdoors
paperwork
team
travel
W O R K B O O K p a g e 56
a builder
a journalist
Compound
a mechanic
a receptionist
a fashion designer
a nurse
a shop assistant
a computer programmer
attractive: good-
WORKBOOK p a g e 56
/8
adjectives
points)
W O R K B O O K p a g e 59
/6
points)
95
G o o d friends
Grammar
Vocabulary
Relationships
Speaking
Writing
A personal description
Relationships
1
W o u l d yon.
Lutee t o go,
to the
clv^iwca
w i t h wee okv
Saturday?
10
John met
Kate.
Feelings
afraid
Kate at university.
Kate chatted
angry
excitement
loneliness
John.
with each other
anger
excited
Kate.
lonely
sad
boredom
happiness
happy
sadness
Reading
each o t h e r a n y m o r e . Z h u h a d
a n idea. L i a n g s h o u l d v i s i t h e r
f a m i l y a n d meet her younger
sister. M a y b e h e c o u l d m a r r y her.
B u t Z h u was r e a l l y t a l k i n g a b o u t
herself. T h e r e was n o y o u n g e r
sister. L i a n g , s t i l l n o t r e a l i s i n g
t h a t Z h u was a g i r l , t h o u g h t t h a t
t h i s was a great idea.
L i a n g i m m e d i a t e l y g o t a j o b so
t h a t he c o u l d m a r r y Z h u ' s 'sister'.
A year later, w h e n h e h a d m a d e
e n o u g h money, he w e n t t o Zhu's
h o u s e t o speak t o h e r father.
W h e n he g o t t h e r e , h e m e t Z h u
a g a i n . Finally, h e realised t h a t
Z h u was a g i r l a n d h e h a d b e e n i n
l o v e w i t h h e r a l l a l o n g . T h e y were
so e x c i t e d a n d h a p p y t o be b a c k
together again.
why?
N o w Z h u was b r o k e n - h e a r t e d .
She was o n h e r w a y t o get m a r r i e d
w h e n she passed Liang's grave.
S u d d e n l y , t h e r e was a t e r r i b l e s t o r m .
Z h u j u m p e d d o w n o n t o t h e grave.
L i g h t n i n g h i t it and it opened. Z h u
j u m p e d i n . She w a n t e d t o be w i t h
Liang. The next m i n u t e , the storm
stopped. T w o beautiful butterflies
f l e w o u t o f t h e grave a n d d a n c e d
h a p p i l y together. Z h u a n d Liang h a d
become butterflies. N o t h i n g could
separate t h e m n o w .
STUDY SKILLS
To do the next exercise, you will need to read the
text in a different way from exercise 1. How and
What was Zhu's plan so that Zhu and Liang could continue to see each other?
rich
began to understand
not letting anything stop you from doing what you want to do
extremely sad
Grammar In context
Complete these sentences in a logical way using the past
G R A M M A R GUIDE
Past
perfect.
I was lonely because
perfect
everybody had
left
2a
She
He
They
fallen in love.
went to live in another town.
seen each other.
We
gone out.
always known each other.
He
7 I found my keys.
good friends for the last three or four years. The second time Ryan
asked Ellie out she accepted. When he (c)
her the first time, she (d)
(ask)
(be) too surprised to
accept! Five years later, they decided to get married. They had
enough money because they (e)
university studies and they (f)
(finish) their
(find) good jobs.
They got married and were very happy together. When they
(g)
have children. They had a boy and a girl and called them Max and
Holly. They were the names of the best friends that Ryan and Ellie
(h)
Unit 8
(have) at school.
Developing vocabulary
7a SPEAKING Work with a partner. Find out which of these things
your partner had done by the age of seven.
1
learn to ski
Noun suffixes
1
learn to read
bored
free
lonely
mad
friend
happy
relation
ill
sad
weak
bored boredom
-ness, -ship,
use a computer
.There must be
He loves the
of being able to
What's the
go anywhere.
How much
happ(y).
free
truth
<
W h a t h a p p e n e d o n this d a y ... 1 0
t h
December?
HAPPEN?
E d w a r d V I I I b e c a m e t h e K i n g o f E n g l a n d o n 2 0 J a n u a r y 1936.
He was n o t m a r r i e d b u t he spent a lot o f time w i t h a w o m a n
c a l l e d M r s Wallis S i m p s o n . M r s S i m p s o n w a s a n A m e r i c a n w h o
h a d b e e n m a r r i e d t w i c e . She h a d d i v o r c e d h e r first h u s b a n d ,
b u t she w a s s t i l l m a r r i e d w h e n she a n d E d w a r d began t h e i r
relationship. N o w that E d w a r d was the King, people often saw
h i m w i t h M r s Simpson. I n the summer, they w e n t o n holiday
together i n the Mediterranean. Newspapers f r o m America and
continental Europe started t o w r i t e about the relationship.
B u t t h e B r i t i s h press w r o t e n o t h i n g because t h e y d i d n o t w a n t
a scandal. A t t h e end o f October M r s Simpson asked f o r a
d i v o r c e f r o m h e r s e c o n d h u s b a n d . T h e A m e r i c a n press said
t h a t E d w a r d a n d Wallis w e r e g o i n g t o g e t m a r r i e d s o o n . T h e
B r i t i s h g o v e r n m e n t w a s n o t happy. O n 1 6 N o v e m b e r , t h e K i n g
s p o k e t o h i s P r i m e M i n i s t e r , Stanley B a l d w i n . H e t o l d h i m t h a t
he w a s g o i n g t o m a r r y Wallis S i m p s o n . B a l d w i n t o l d t h e K i n g
t h a t t h e B r i t i s h p e o p l e w o u l d n o t a l l o w i t . T h e r e w e r e religious
r e a s o n s f o r t h i s , a n d also legal, m o r a l a n d p o l i t i c a l reasons. B u t
K i n g E d w a r d d i d n o t change h i s p l a n s t o m a r r y M r s Simpson.
The only thing that King E d w a r d could d o was t o stop being
t h e K i n g , t o a b d i c a t e . H e d i d t h i s o n 1 0 D e c e m b e r 1936. H e
h a d b e e n K i n g f o r less t h a n a year.
,h
th
Cross-curricular - History
The King a n d Mrs S i m p s o n - A royal love story
1
th
INSIDE INFORMATION
/ think he was the
King of England.
for t h e rest of their lives. Edward died in 1972 a n d Mrs Simpson in 1986.
unusual?
3
WORD BOOSTER
1 abdication (n.)/
abdicate (v.)
generally
on 16 November 1936
on 10"' December 1936
2 press
on 3 June 1937
3 allow
in 1972
in October 1936
th
,d
mainly
permit, let
twice.
5
1 00
I PROJECT
5a Work in groups. Choose one of these members of the British royal fa
King Henry VIII
Queen Elizabeth I
King Charles I
Queen Victoria
Queen Elizabeth II
5 b Each member of the group should find information and illustrations
one of these topics:
life
family
5c In your group, decide how to present your information to the rest oft
class. Prepare it and present it.
Cross-curricular - Literature
and Julietby W i l l i a m S h a k e s p e a r e
INSSIDE INFORMATION
lliam Shakespeare lived from 1564 t o 1616.
1 Romeo is a Capulet.
2 When Romeo meets Juliet, he knows which family
she's from but it doesn't matter to him.
3 Romeo and Juliet get married almost immediately.
4 Romeo's friends are there with him when he gets married.
5 Romeo has to leave the city because he murdered somebody.
6 Juliet's parents know that Juliet married Romeo.
7 Romeo drinks a special potion.
8 Romeo doesn't know what Juliet and Friar Lawrence have
planned.
11 Work with a partner. Take it in turns t o tell the story
of Romeo and Juliet. Use the pictures t o help you.
There are two
important families.
Was it good?
STUDY SKILLS
Grammar in context
1
G R A M M A R GUIDE
Gerunds and
jrnerrts
Section 1
LZI
infinitives
4
5
6
7
We use t h e g e r u n d ...
Section 2
LZI
...
...
...
...
...
...
...
or lonely.
LZI
LZI
Section 4
CI
LZI
make decisions.
LZI
Section 6
LZI
LZI
LZI
LZI
makes decisions.
LZI
LZI
LZI
S e c
* \ o O
^allin^
in Love is
^allin^
in Love is tike
^allin^
in Love can
^jr-allin^
in love
Personality:
easy,
falling
be
stops
into
an
ocean,
dangerous,
Loneliness.
Ideal j o b s :
(make
Nurse, Doctor,
(c)
Primary school
(be) helpful
teacher
Being a student...
Doing sport...
Advice:
Romance:
(make)
Don't go (f)
Personality:
1 Are you interested in
2 Do you enjoy
(listen) to other
4 Do you ever go
(hear) different
(do
5 Do you f i n d it easy
6 Is it i m p o r t a n t for you
7 Do you hate
(g)
(Defend)
Romance:
(h)
By(e)
(accept) your partner's
^...
(Get) the
8 Why do you go
9 Do you t h i n k
is a good idea?
'
Ideal jobs:
Social worker,
(f)
Receptionist,
Gardener
Unit 8
103
Developing speaking
Reporting
a past
event
l a SPEAKING Work w i t h a partner. Look at the photos. What can you see
in each photo? Which of the t w o types of party do you prefer and why?
Speaking Bank
Using d i f f e r e n t past tenses
1
Past perfect
Past continuous
Past simple
ii
iii
10
11
jriends...
T e l l y o u r p a r t n e r about a p a r t y y o u went
to. T e l l t h e m :
w h o s e p a r t y it was
w h a t y o u d i d at the p a r t y
There were
y o u r o p i n i o n o f the p a r t y , g i v i n g
reasons.
people there.
had made lots of food.
Lee thought that one of the best things about the party was
E X A M SUCCESS
What language is useful in tasks where you have
to report past events?
E X A M SUCCESS p a g e 152
Developing writin<
SPEAKING Work w i t h a partner. Describe the people in the photos
2 Read this email from a boy called Luke and answer the
questions.
1
From:
To:
Subject:
Hi Thomas,
How are things? Are you still doing exams or have
you already finished?
At first
In the end
First of all
Last weekend
Next
Then
After that
On Friday
Finally
On Saturday night
played t o g e t h e r in t h e same t e a m .
Bank.
E X A M SUCCESS
Why is it important to read the question carefully in writing
exams?
EXAM SUCCESS p a g e 152
Unit 8
L a n g u a g e reference a n d revision
Grammar reference
Past
perfect
Form
Use
subject + had ('d) + past participle
Affirmative
the exam.
Negative
working
when Jamie
called.
Question
the exam ?
Short answers
Yes, 1 had.
No, they
hadn't.
Gerunds and
infinitives
Use
We use t h e g e r u n d :
We use t h e infinitive:
Shopping is great.
after prepositions.
I'm interested
To study
art.
in studying
taw.
feelings.
after verbs of liking or disliking e.g. like, love, enjoy, can't stand,
don't mind, hate.
after certain verbs e.g. want, learn, agree, decide, expect, hope, seem,
try, would like.
friends.
newspaper.
swimming,
cycling, shopping,
swimming,
fishing
Spelling
We usually add -ing to the verb to form the present participle.
start
starting
If the verb ends in -y, -w, or -x, we add -ing but do not double the
last consonant.
Verbs which end in one -e lose the last -e and add -ing.
have having
When verbs finish in -ie, we change the -ie to -y and add -ing.
When a verb has only one syllable and ends with one vowel and
swim swimming,
run
running
Vocabulary
1 Relationships
I
1 06
Unit 8
2 Feelings
afraid
anger
angry
bored
boredom
excited
excitement
fear
happiness
happy
loneliness
lonely
sad
sadness
-ship, -dom
freedom
friendship
illness
loneliness
relationship
weakness
Grammar revision
Past
perfect
1 Complete the sentences in a logical way. Put one verb in the past perfect and the other in the past simple.
1
2
When I
(brush) my teeth.
(finish) my breakfast, I
They
she
teacher
He
(go) to bed after he
(put) his pyjamas on.
When he
(send) it.
She
(wash) it.
They
they
(start).
(write) the email, he
WORKBOOK p a g e 66
Gerunds and
/8
points)
infinitives
2 Choose the correct alternative. Why do we use the gerund or infinitive in each case?
1
Richard and Sarah really enjoy nding/tojide their bikes in the park.
WORKBOOK p a g e 69
/8
points)
Vocabulary revision
Noun suffixes
Relationships
3
to get on
to go
up with somebody
to ask
somebody
to have
to split
to like
bad:
somebody out
to fall
to get
g
h
to chat
to somebody
to somebody
10 to get married
WORKBOOK p a g e 64
-dom
-ship,
-ness,
/10
points)
5
Feelings
sad
angry
afraid
excited -
lonely -
happy -
bored -
WORKBOOK p a g e 64
/7points)
WORKBOOK p a g e 67
/7points)
/40
points
Unit 8
1 07
G a t e w a y to exams
Units
7 - 8
Reading
1
W o r k w i t h a partner.
What jobs can teenagers
d o in y o u r c o u n t r y ? H o w
old d o t h e y h a v e to b e to
do them?
R e a d t h e text. H o w h a s F r a s e r D o h e r t y b e c o m e a millionaire?
Y o u a r e g o i n g to r e a d
a text a b o u t a British
t e e n a g e r . First, m a t c h t h e
w o r d s a n d the p i c t u r e s .
1
jam
recipe
grapes
factory
10
15
20
25
30
35
- - ^ ^ * ^
,~i
T/F
A t first F r a s e r m a d e a n d s o l d t h e j a m in his f r e e t i m e .
T/F
F r a s e r s t a r t e d by p r o d u c i n g 1,000 j a r s of j a m a w e e k .
T/F
F r a s e r will c o n t i n u e to m a k e j a m at h o m e .
T/F
F r a s e r w a n t s to sell his p r o d u c t to m o r e a n d m o r e p e o p l e .
T/F
T/F
F r a s e r w a n t e d to m a k e a n e w t y p e of j a m but he didn't k n o w
T/F
w h a t p e o p l e w o u l d think.
F r a s e r ' s d a d invites p e o p l e to his k i t c h e n to help m a k e j a m .
T/F
E X A M SUCCESS p a g e 152
Writing
Listening
Tip for Listening Exams
Tip f o r W r i t i n g E x a m s
In writing exams, remember...
You lose marks if you do not answer the question and include
all the information that appears in it.
E X A M SUCCESS p a g e 152
E X A M SUCCESS p a g e 152
You s e e an a d v e r t i s e m e n t for a s u m m e r j o b at
Fraser D o h e r t y ' s n e w j a m f a c t o r y . Y o u w a n t t o w r i t e
a letter to a p p l y for t h e j o b . In y o u r letter, s h o u l d y o u
do the t h i n g s b e l o w or n o t ?
1
W r i t e y o u r a d d r e s s in t h e t o p right c o r n e r .
W r i t e t h e date o n t h e right.
B e g i n Dear Mr
Finish Yours
Doherty,
to
faithfully,
P e r s o n a l qualities y o u h a v e t h a t c o u l d help
y o u to get t h e j o b
2 . 2 7 L i s t e n t o a m a n t a l k i n g a b o u t British t e e n a g e r s
and work. Which jobs do you hear mentioned?
10 L i s t e n a g a i n a n d c h o o s e t h e c o r r e c t alternative.
1
British t e e n a g e r s
A
c a n ' t w o r k legally w h e n t h e y a r e t h i r t e e n .
c a n o n l y w o r k t w o h o u r s a day.
The
A
To b e a n a u pair
A
y o u n e e d different p e r s o n a l qualities.
is e a s y b e c a u s e y o u j u s t w a t c h T V .
y o u n e e d to w o r k in t h e m o r n i n g .
British t e e n a g e r s
A
d o n ' t usually c o o k .
aren't legally a b l e to w o r k in k i t c h e n s .
m o s t c o m m o n j o b for t e e n a g e r s is
working for a newspaper.
t a k i n g n e w s p a p e r s to w h e r e p e o p l e live.
after s c h o o l .
Speaking
> Tip f o r S p e a k i n g E x a m s
=
=
=
=
Yesterday e v e n i n g y o u w o r k e d as an au p a i r
l o o k i n g after y o u r n e i g h b o u r ' s t w o c h i l d r e n
(aged 8 a n d 10). T e l l y o u r partner:
what you d i d
w h a t the c h i l d r e n d i d
Other:
experience were.
109
9 Read o n
Grammar
Vocabulary
Fiction Non-fiction
Phrasal verbs connected with reading and writing
Speaking
Making offers
Writing
A questionnaire
Vocabulary
a l a s t a i r
Fiction
1
r e y n o l d s
crime novel
graphic novel
play
romance
fairytale
fantasy
historical fiction
horror
science fiction
thriller
Robert
Ludlum
BOURNE
IDENTITY
by
WILLIAM
SHAKESPEARE
2
3
5a
autobiography
dictionary
newspaper
5 b Look at the words in 1 again. Can you put any of them into
these columns?
5c Q ) 2 . 3 0 Listen, check and repeat.
atlas
Non-fiction
4
biography
encyclopedia
cookbook
guidebook
manual
textbook
Discover Venice
The Times
guidebook
7a SPEAKING Think about how often, and in what situations,
you read non-fiction. Make notes.
cookbooks sometimes,
enjoy cooking
7 b Work w i t h a partner. Compare your answers.
/ read cookbooks sometimes because I enjoy
cooking. I read them to find new things to make.
Gateway
English-French, French-English
10
Britannica
Unit 9
T o p
*
T e e n
A n t h o n y
A u t h o r :
H o r o w i t z
1
But, like J. K. Rowling and her 'Harry Potter'
novels, his books are so good t h a t people of all ages
read t h e m . Telling stories has always been Horowitz's
passion. He once told an interviewer t h a t he had
wanted to be an author si nee the age of eight. _
He hated living and studying there. Once the headmaster told him to stand up in
front of all the other students. The headmaster said: 'This boy is so stupid he will not be
coming to the Christmas games t o m o r r o w . ' 1 have never totally recovered,' says Horowitz.
To escape f r o m these experiences, Horowitz s t a r t e d mak[ng_up_ his own stories.
3
Since then, he has w r i t t e n m o r e than 3 0 novels, including h o r r o r stories, fantasies, detective stories
and thrillers. His m o s t famous books are almost certainly the Alex Rider series with titles such as Snakehead
and Scorpia. Alex Rider is a teenage super-spy, like a young J a m e s Bond. Rider was the s t a r of the popular
film, Stormbreaker,
based on the first novel in the series. The Alex Rider books have made English t e a c h e r s
very happy because they have helped to get a whole, generation of teenage boys reading, instead .of playing
computer games.
4
He has walked over p a r t of the Andes, been scuba-diving and climbed a 1 5 0 - m e t r e t o w e r in London, all
just to be able to write his novels in sufficient detail.
5
And another place w h e r e he gets inspiration, for his stories is the cinema. He goes to see films t h r e e or
four times a week. His favourite films are thrillers. Perhaps t h a t explains why his own thrillers are so good!
6
EXAM SUCCESS
You are going to do a missing sentences activity with this reading
text. In this type of activity you have to find the best place to
put various sentences taken from a text. How can you check this
activity when you finish?
EXAM SUCCESS p a g e 152
inventing
in the place of
enough
for fun!
very popular
complete
teenagers.
books,
definitions.
most famous
2 Read the article again and put these sentences into gaps
making up
boarding school.
Why not?
Unit 9
Grammar in context
3
G R A M M A R GUIDE
Reported
speech
statements
could
3
4
had to
past perfect
might
past continuous
past perfect
past simple
would
Direct speech
Reported speech
present simple -
past
present continuous-*
past simple +
present perfect -
will-
can -
may-
must/have to -
simple
a (week/month/year) ago
week!
last (week/month/year)
this
today
here
next (week/month/year)
tomorrow
tonight
Direct speech
Reported speech
that
this
week.
there
that day
yesterday
I write novels,
I wrote a novel.
that night
a (week/month/year) before
He
He
He
He
He and Sam
He
He
He
Unit 9
Tm not very
tall'
Developing vocabulary
7 Report what this writer said in an interview. Use say and tell.
I
Urauhart.
in England
last
summer.
summer.
to Brighton
Continue reading.
the
previous
flick
through
over
(d)
out
on
summer.
look
I had to (c)
summer.
He said that the writer was using too many words to say
something simple and that it was repetitive. He could
(f)
Literature
tterson^
Maximum Ride.- The Angel Experiment by PJaa mes
INSIDE INFORMATION Y~
Maximum
Max
Hyears old,...
2
Max's'family'
the'Erasers'
1 14
Unit 9
is a
P R O L O G U E
Congratulations. The fact that you're reading this means you've taken
one giant step to surviving till your next birthday. Yes - you standing
there, flicking through these pages. Do not put this book down. I'm
really serious your life could depend on it.
This is my story, the story of my family, but it could easily be your
story too. We're all in this together, believe me.
I've never done anything like this, so I'm just going to jump in, and
you try to keep up.
Okay, I'm Max, I'm fourteen. I live with my family, who are five kids
not related to me by blood, but still totally my family.
We're - well, we're kind of amazing. We're like nothing you've seen
before.
Basically, we're pretty cool, nice, smart - and very special. The six of
us - me, Fang, Iggy, Nudge, the Gasman, and Angel - were made by
the worst, most horrible 'scientists'you could possibly imagine. They
created us as an experiment. An experiment where we ended up only
98% human. That other 2% has had a big impact, let me tell you.
We grew up in a science laboratory/prison called the School. There
was one other School experiment that survived. Part human, part
wolf - all predator: they're called Erasers. They're tough, smart and
hard to control. They look human, but when they want to, they can
change into wolf men. The School uses them as guards, police - and
murderers.
This story could be about you - or your children. I f not today, then
soon. So please, please, take this seriously. I'm risking everything that
matters by telling you - but you need to know.
Keep reading - don't let anyone stop you.
Max
WORD BOOSTER
Match the words and definitions.
1 jump in
2 keep up
b finally became
3 related by blood
4 smart
d putting in danger
5 ended up
e strong
6 tough
7 risking
g start quickly
intelligent
INSIDE INFORMATION j
3
4
Ride.
Simpsons.
Literature
novels.
He has
5 In
If you saw this book in a book shop, would you pick it up and buy
it? Why/Why not?
STUDY SKILLS
'Reading for pleasure' is when you read without any questions,
exercises or tasks. The only objective is to enjoy yourself. What
do you think is the best thing to do with new words when you
read for pleasure?
STUDY SKILLS page 148
Unit 9
115
Grammar in context
MODERN CLASSICS
T H E
GRAMMAR GUIDE
LORD
Reported
OF T H E R I N G S
speech
questions
6
SPEAKING Look at these questions and make notes. Then work with
TV?
Can you think of any books that have become films, like The Lord of
the Ringsl
2
E X A M SUCCESS
In the next activity you will listen to and complete gaps in notes or
a text with the word(s) you hear. Is it possible to predict the type of
words that are missing? How?
E X A M SUCCESS p a g e 152
2
Magazine
Culture
Vulture
Book vs. Film Survey
Male
Female
Comments
At
rfcoelMfl O L )
(joes fe c e o * . 4wo or t t f
e e
W s
hook
a ()
; , ? ^ *J*ph*o / books
Thnks thub Mf\ books i / o i c l<ow wbah
4 . '',''
cAftrftcte/x
s0
. 7 j ,
cAa^cterr
l i P ' - l i L '
fl^s
became cWct-err
Shock
" wu| r k e
3 ^ s
1
fete
2
ift^ioe^.
necessary.
1
T/F
I/F
The man asked the woman how often she went to the cinema.
He asked her if she had seen The Lord of the Rings films.
Unit 9
Hannah asked me
TV.
her favourite
I/F
My teacher asked me
I hadn't been at
T/F
I/I
They asked me
4a
The journalist asked the film director if he was making a film at that moment.
He said that he wasn't but that he was going to start a new one soon.
Journalist:
Diagram A
Film Director:
Diagram
The writer asked the man if he had enjoyed her book. He said that he
sentences.
HI
Writer:
Man:
The reporter asked the singer why she wouldn't answer any of his
questions. She told him that she only wanted to talk about her new CD
and that she wasn't going to talk about anything else.
Reporter:
Singer:
MATTHEW:
KEIRA:
MATTHEW:
KEIRA:
MATTHEW:
KEIRA:
The teacher asked the class whether they could write an essay for the next
day, but they replied that they couldn't because they had to study for an
exam and they wouldn't have enough time.
Teacher:
Students:
Julie wanted to know what my favourite book was. I said it was 1984 by
George Orwell. She asked me how many times I'd read it and I told her
that I'd read it three times.
Julie:
Me:
Unit 9
Developing speaking
Making
offers
WATERSTONE'S
Speaking Bank
Useful expressions f o r m a k i n g offers
Can I help you?
Do you want me to ... ?
Would you like me to ... ?
Shall I... for you?
How about if I ... for you?
SHOP ASSISTANT:
CUSTOMER:
In the end, does the customer find the book she wanted?
CUSTOMER:
SHOP ASSISTANT:
CUSTOMER:
SHOP ASSISTANT:
CUSTOMER:
book.
CUSTOMER:
SHOP ASSISTANT:
(a)
SHOP ASSISTANT:
SHOP ASSISTANT:
CUSTOMER:
section.
SHOP ASSISTANT:
SHOP ASSISTANT:
CUSTOMER:
SHOP ASSISTANT:
CUSTOMER:
SHOP ASSISTANT:
CUSTOMER:
CUSTOMER:
Yes,
it's (d)
SHOP ASSISTANT:
OK, let's see. Ah, no, I'm sorry, it isn't in stock at the
SHOP ASSISTANT:
CUSTOMER:
That's (f)
SHOP ASSISTANT:
HOW
CUSTOMER:
SHOP ASSISTANT:
yes.
then.
SHOP ASSISTANT:
CUSTOMER:
SHOP ASSISTANT:
Of course.
Unit 9
, please.
Writing Bank
Writing questions
In subject questions, the question word (who, what, etc) is
the subject of the verb. The auxiliary verb (do, does, did) is
not necessary.
In object questions, the question word (who, what, etc) is
the object of the verb. The auxiliary verb (do, does, did) is
necessary.
When we have fo be or a modal verb (can, will, should), we
do not need the auxiliary verb do to make questions.
how often
which
who
why
Refi_cL "fr&m I a i t
-fo - f i a t ?
when
STUDY SKILLS
favourite/is/your/which/magazine/?
magazines/you/like/what/do/about/?
reading/long/spend/you/do/how/magazines/day/each/?
buy/magazines/you/where/do/?
read/you/online/do/magazines/?
Ava
read
she always
other people's.
Unit 9
L a n g u a g e reference a n d revision
Grammar reference
Reported
speech
statements
Form
When the reporting verb (say, tell) is in the past, the tense of the
verb in reported speech usually changes, going one tense 'back'.
/ like yourjacket.'
D i r e c t speech - tenses
R e p o r t e d speech - tenses
1 worked.'
Pastsimple
Pastsimple
1 m a y work.' may
1 m u s t / h a v e to work.' must/have to
myjacket.
D i r e c t speech
R e p o r t e d speech
this/these
these/those
here
there
today
that day
yesterday
tomorrow
last night
that night
next (week/month/year)
When the reporting verb is in the present simple, the tense of the
a (week/month/year) ago
last (week/month/year)
a (week/month/year) before
Use
something which is still true, or is and will always be true, the tense
of the verb in reported speech usually stays the same.
Caesar said that he'd come, he'd seen and he'd conquered.
Reported
speech
Julius
Caesar.
- Julius
Use
With say you do not need to use a personal object to say who you
are saying something to.
With tell you must use a personal object to say who you are
saying something to.
Reported
speech
to go.
questions
Form
The same changes occur with tenses, pronouns and other words as
with reported statements. We do not use the auxiliary verb do in
reported questions.
like this newspaper?'*
He asked me if I liked
that
newspaper.
There is no inversion of subject and verb in reported questions.
'where is he?'-*
They asked me if I
wouldjo
to the party.
Vocabulary
1 Fiction
comic
graphic novel
crime novel
fairytale
fantasy
historical fiction
horror
play
romance
science fiction
thriller
120
Unit 9
2 Non-fiction
atlas
autobiography
biography
cookbook
dictionary
encyclopedia
guidebook
magazine
manual
newspaper
textbook
fill in
flick through
read out
turn over
lookup
Grammar revision
Reported speech
statements
'We haven't read any of your books,'the students told the writer.
WORKBOOK p a g e 76
Reported speech
/8
points)
questions
'Did the doctor see Mike yesterday?' Abigail asked her mum.
'Do you know the answer to this question?' our teacher asked us.
'Have you read this book?' the teacher asked the students.
WORKBOOK p a g e 79
/8
points)
Vocabulary revision
Fiction
Non-fiction
A
story is often about elves, dragons, trolls or
other imaginary creatures.
A
and assassinations.
3
or see it at a theatre.
A
witch.
In
fiction, the story takes place at a
particular moment in the past.
A
is a type of book which combines
writing and art, like 'manga' for example.
WORKBOOK p a g e 74
/8
points)
W O R K B O O K p a g e 74
/9
points)
/7
points)
writing
up lots of words.
WORKBOOK p a g e 77
V
/40
points
Unit 9
0
121
O C y b e rs
Grammar
Vocabulary
Speaking
Writing
Text messages
Vocabulary
Computers and computing
1
Work w i t h a partner. Match these words w i t h the parts of the computer in the photo.
hard drive
printer
keyboard
screen
laptop
speaker
mouse
USB port
mouse pad
webcam
computer.
It's the part of the computer where you can see words and
. .
pictures.
speaker
Internet.
,, .
. . .
...
. ,
.
It s the part inside a computer which has the information that
computer needs to work.
You use it to make hard copies of documents that you have
created on a computer,
o
u u s e j t t 0
r e c o r d
i m a
e s
t h a t
n s e e a
s e n d
The Internet
4
Here are some other words which are both nouns and
w o r d s
S a
'I've g o t b r o a d b a n d so m y c o n n e c t i o n t o t h e N e t is q u i t e
f a s t . I usually g o o n l i n e in t h e e v e n i n g s , a f t e r I've f i n i s h e d
my h o m e w o r k b u t s o m e t i m e s I use t h e N e t f o r s c h o o l w o r k
t h e
f i r s t
s a
"
do schoolwork
S
,
"
'
u s e a w e D
s a
n o u n
send emails
<
t*.
<
n
\i
n
H
T
chat online
cam
u
*
i
download the same in each sentence?
Unit 1 0
.
e V e r
'
<.
t
t o o . T h e f i r s t t h i n g I d o is c h e c k m y e m a i l s . I s u r f t h e N e t a n d
l o o k a t m y f a v o u r i t e w e b s i t e s . M y f a v o u r i t e search e n g i n e
is G o o g l e . I s o m e t i m e s d o w n l o a d music a n d f i l m s , b u t n o t
MySpace, Facebook)
j t j n t
Q a
k h
u d
j f rent
f
> Reading
2
presentations at school?
doing homework?
Internet cheating
D
Millions of pounds are spent each
year on Internet cheating. There are
tens of thousands of websites w h e r e
you can buy essays. W i t h m o s t essayw r i t i n g companies, students pay per
w o r d . Sometimes they pay p e r page.
Some companies offer t o w r i t e a special,
personalised essay, but at an extra cost.
You can also pay extra f o r faster essays.
I Barclay L i t t l e w o o d is t h e o w n e r of one
online essay-writing organisation. 3,500
specialists are e m p l o y e d by his company.
They have w r i t t e n m o r e t h a n 15,000 essays
for students. The c o m p a n y made 90,000
in just one w e e k in May. Thanks t o his
company, L i t t l e w o o d
has a Ferrari and a
af^*^
Lamborghini in
his garage.
St:
Barclay Littlewood is
a businessman.
an ex-teacher.
students shouldn't just give teachers the essay that they buy.
per
personalised
preposition
- for each.
owner
continuous assessment
starting point
crazy
punishing
research
STUDY SKILLS
Why is it important and useful to guess difficult words from their
context?
STUDY SKILLS page 148
6
123
Grammar in context
3
G R A M M A R GUIDE
The passive
- present
Put the verbs in the correct form of the present simple passive.
simple
I/F
T/F
T/F
The silicon
(refine)
to be 100% pure.
The Internet
used by
approximately 67% of the British
population.
Email
people.
A new blog
created each halfsecond of every day.
The ingots
(cut)
into thin slices called wafers.
The wafers
(wash)
in various chemicals and metal
layers
(add).
The wafers
(cut)
into smaller pieces called dies.
The dies
(add)
to a cooling plate to form a
micro-processor. They are then
(send) to computer factories.
Unit 10
found in Asia.
Developing vocabulary
4 Change these sentences from active to passive, or f r o m passive to
active. Include by plus the agent only when necessary.
Collocations with
1
f
4
Bolzano
Milan
' 7
Verona
Olive Oil
Lemons
Tomatoes
Oranges
Pizza
Gtass
Turin *
Parma
Genoa,
San Marino
Plane industry
Car industry
Winter sports
Rugby
Corsica
Match these definitions w i t h the correct words
in 1.
1
questions.
3c Now tell another student what you discovered
about your partner.
Unit 10
t e c h n o l
~-r
ZM
Jt it.. I
4 J
Cross-curricular - Science
The i n v e n t o r of t h e World Wide Web
LISTENING 22
Listen t o a radio
programme about Sir Tim BernersLee, the inventor of the WWW. Does
the presenter say anything a b o u t . . .
when Berners-Lee was a child? Yes/No
because .!?191.
Well, because it is, basically. I want you to know that you too can make
new programs which create new, fun ways of using computers and using
the Internet. I want you to know that, if you can imagine a computer
doing something, you can program
a computer to do that. The only
limit is your imagination. And
a couple of laws of physics.
Of course, what happens with
computers is that you have a
basic, simple idea. Then you have
to add things on to it to make
it work. But all good computer
programs are simple inside.
Unit 10
Why?
The area has had a great reputation for new ideas and
technology. Many rich businessmen have gone there to
invest money in new projects, especially in computers and
the Internet.
Cross-curricular - Geography
Silicon Valley
6 Work w i t h a partner. Do you know anything about
Silicon Valley? Make a list w i t h ideas.
kVe think it's in California, USA.
7
Population
Economy/Industry
Other
1
9
SILICOK] VALLeV
1
M o o j did
ojorks
Moco
I'd prefer to go
to San Francisco.
i-t qe-t
i-ts
-there?
YtxaCM didldoes
-to live
name?
i CoS-t
-there?
4 bJhere is i-t?
5
or i-ts \oco\-tiov\?
bJhu\ is i-t Ccmous?
name
Grammar in context
G R A M M A R GUIDE
tenses
2
1
What is Wikipedia?
LISTENING
2.43 Listen to a radio programme about
Wikipedia and check your answers in 1.
EXAM SUCCESS
The next exercise is a cloze activity. You have a text
with gaps, but they do not give you words to fill in
the gaps. How do you decide which word is missing?
EXAM SUCCESS page 153
created
was,
of money (e)
more
eveloping speaking
1
Talking
about
photos
SPEAKING Work w i t h a partner. Each choose a different photo. Make notes for what you can
say about your photo. Use these questions for ideas: Who? What? Why? Where? When? Take
it in turns to say what you can see in your photo. Speak for t w o or three minutes.
photo?
STUDY SKILLS
LISTENING
2.44 Listen to a student talking about photo in an exam. Do they ask any of your questions? Do you think the
student does the exam well or not? Why?
Speaking Bank
Useful expressions f o r s p e c u l a t i o n
I think...
It looks as if...
I imagine t h a t . . .
It may/might/could be ...
E X A M SUCCESS
Writing Bank
w t o w r i t e t e x t messages
We often use abbreviations instead of writing the
complete word.
To make abbreviations, we sometimes take away
vowels from the word (e.g. PLS = please) or we
replace words with symbols (e.g. @ = at) or numbers
(e.g. L8R = later).
Here are some more common examples:
BCZ
L8
MSG
SPK
THX
2 DAY
2MORO
WKND
XLNT
HMWK
are
2nite
at
before
YR
great
L8R
later
please
see
PLS
to/too
g
h
tonight
WOT
10
what
11
you
B4
12
your
GR8
Read these five text messages. What order were they sent in?
Unit 10
L a n g u a g e reference a n d revision
Grammar reference
The
passive
Form - Affirmative/Negative
Tense
Present simple
Present continuous
Present perfect
Past simple
Subject
Be
Past participle
(by + agent)
Silicon
is
Olive oil
is
produced
Computers
are
made in China.
This game
is being
played
by millions of people.
Essays
are being
written
by Internet companies.
Billions of emails
are being
hasn't been
created
by Wikipedia.
by Italian farmers.
Many things
have been
invented
by women.
Wikipedia articles
have been
ruined
by vandals.
The Internet
wasn't
invented in 1930.
was
A lot of songs
were
written
by George Gershwin.
We make the passive with the appropriate tense and form of the verb be and the past participle of the verb.
We use the preposition by to introduce the person or thing which does the action.
Form - Questions
Tense
Be
Subject
Present simple
Are
computers
Past participle
(by + agent)
Present continuous
Is
this game
being
Present perfect
Has
a new console
been
Past simple
Was
that film
played
created?
by millions of people.
made in 1986?
To make object questions in the passive, we put the first auxiliary verb before the subject.
Use
We use t h e passive w h e n :
1
we are more interested in the action than the people who do the action.
stolen.
The criminal
yesterday.
was arrested
at 5.30pm.
Vocabulary
1 Computers and computing
hard drive
keyboard
laptop
mouse
mouse pad
printer
screen
speaker
USB port
webcam
132
unit 10
1
2 The Internet
blog
broadband
chat online
connection
download
online
search engine
surf the Net
website
check email
delete an email
email address
forward an email
send an email
Grammar revision
The passive - present
simple
Computers/use/everywhere.
Portuguese/speak/in Brazil.
WORKBOOK p a g e 8 4
/8 points)
tenses
2 Each sentence contains a mistake. Find the mistake and rewrite the sentence correctly.
1
Yesterday the eclipse was saw by many people around the world.
10
WORKBOOK p a g e 8 7
/10 points)
/10 points)
Vocabulary revision
Computers
and
computing
2
hard
key
b pad
USB
top
down
d cam
lap
e load
web
mouse
g board
a port
drive
WORKBOOK p a g e 82
The
Collocations
Internet
with email
account
delete
address
forward
bounce
reply
check
send
to it
When somebody sends you an email that you want to send to another
person, you
it.
My email
WORKBOOK p a g e 82
/6 points)
it.
back.
is fredbloggs@bloggs.co.uk.
my email to see
/6 points)
,
D133
/40 points
G a t e w a y to exams
9 - / 0
Units
Reading
Tip for Reading Exams
In reading activities where you complete a text with missing
sentences, remember...
When you finish, check the activity by reading the text with
your answers in the correct place. Do the sentences go
together logically? Do words like this or it make sense?
E X A M SUCCESS p a g e 152
W o r k w i t h a partner. D i s c u s s t h e s e q u e s t i o n s .
H o w often d o y o u r e a d n o v e l s ?
T h e r e is o n e e x t r a s e n t e n c e t h a t y o u d o not n e e d .
D o y o u like r e a d i n g n o v e l s ? W h y / W h y n o t ?
H o w often d o y o u r e a d text m e s s a g e s ?
W h a t t y p e of text m e s s a g e s d o y o u r e c e i v e ?
O n e interesting t h i n g a b o u t this n e w f a s h i o n is
that readers want new, original novels.
R e a d t h e text quickly. W h a t is t h e c o n n e c t i o n
b e t w e e n n o v e l s a n d m o b i l e p h o n e s in t h e t e x t ?
E
4
R e a d t h e t e x t a g a i n a n d c h o o s e t h e best a n s w e r s .
1
Classic novels
A
have never b e c o m e mobile-phone novels.
Mobile-phone novels
A
have been changed into other types of
entertainment.
Yoshi
A
didn't like writing short paragraphs.
W h a t a b o u t you?
W o u l d y o u like to r e a d a m o b i l e - p h o n e novel?
W h y / W h y not?
134
Speaking
Listening
Tip f o r L i s t e n i n g E x a m s
Read the notes before you listen and predict what type of
word (noun, verb, adjective, adverb) goes in each space
E X A M SUCCESS p a g e 152
6 2 . 4 5 Listen to a p r o g r a m m e w i t h i n f o r m a t i o n a b o u t
notes.
m e a n s (2)
t h i n g s y o u c a n s a y a b o u t it. M a k e n o t e s if y o u w a n t ,
T h e first S M S w a s s e n t in (1)
E X A M SUCCESS p a g e 153
. SMS
. A n S M S text c a n only
have (3)
c h a r a c t e r s , or letters, f r o m
the R o m a n a l p h a b e t . T h e first S M S w a s s e n t by a
m a n w h o w a s w o r k i n g for V o d a f o n e . H e sent it to
(4)
. T h e first e v e r S M S m e s s a g e
w a s '(5)
S M S m e s s a g e s to p e o p l e w h o w e r e w i t h a
(6)
(7)
made S M S texts
p o p u l a r b e c a u s e it w a s (8)
to s e n d a
m e s s a g e t h a n to m a k e a p h o n e call.
W o r k w i t h a partner. D e s c r i b e t h e p h o t o a n d t h e n
discuss these two questions.
W h a t a r e t h e g o o d t h i n g s a b o u t b u y i n g in a s h o p like
Use of English
this?
Is it b e t t e r to s h o p o n l i n e ? W h y / W h y n o t ?
Tip f o r Use of E n g l i s h E x a m s
In activities where you have to complete gaps in a text,
remember...
Look carefully at the words just before and after the gap. Do
these words need a special preposition or an article or an
auxiliary verb, for example?
E X A M SUCCESS p a g e 153
C o m p l e t e t h e text a b o u t t h e m a g a z i n e
National
U s e o n e w o r d in e a c h g a p .
Geographic.
4 = I can't do it.
I can report what other people have said or asked
businessmen (4)
Geographic-
(9)
Other:
Geographic'?
135
(adj) = adjective
(adv) =adverb
(conj) = conjunction
The most common and useful words in English are marked according to the Macmillan Dictionary
'star rating'. This is so that you can easily recognize the vocabulary you need to know especially well.
(n) = noun
(pron) = pronoun
* = common words
If there is no star next to the word, this means that it is not very common.
(v) = verb
invention (n)
movement (n) *
protection (n) * *
Unit 1
Ages a n d stages of life
/in'venf(3)n/
/'muivmant/
/prs'tekffsjn/
adolescence (n)
/,aed3'les(3)ns/
adult (n) *
/'aedAlt/
baby (n)
/'beibi/
birth (n)
child (n) * * *
childhood (n) *
/)9/
/tfaild/
/'tjaild.hod/
death (n) * *
middle-aged (adj)
/de0/
/'mid(3)l ,eid3d/
/sold 'eid3/
/,si:nia(r) 'sitizfajn/
/'ti:n,eid33(r)/
/'()1/
/ksm'pjmtsir) tek'nif(3)n/
connected (adj)
/kD'nektid/
/JAn 'aedAlt/
constant (n) *
cost (v) * *
/'konstant/
/kDSt/
/'kAltJ(3)ral ,va;lju:z/
dangerous (adj)
decision (n)
/'deind33r3s/
/di'si3(3)n/
The family
Other w o r d s a n d phrases
alone (adj)
/'/
approximately (adv) *
behaviour (n) * * *
/s'proksimatli/
/bi'heivja(r)/
boil (v) *
//
care (n)
celebrity (n) *
/()/
/ss'lebrati/
chance (n) * *
company (n) *
/tjains/
aunt (n)
born (adj) * *
brother (n)
/u:nt/
/:()/
/'()/
brother-in-law (n)
/() in ,1:/
difficult (adj)
discipline (n) *
/'difik(3)lt/
/'dissplin/
cousin (n) *
daughter (n)
/'()/
/'dD:t3(r)/
discuss (v) * *
enter (v)
/di'skAs/
divorced (adj)
/di'vD:(r)st/
e-pal (n)
father-in-law (n)
grandfather/mother (n)
/:() in ,
/'graen(d),fu:d3(r)/, /,()/
experiment (n) * *
grandson/daughter (n) *
/'gran(d),SAn/. /,d3:t3(r)/
explore (v)
husband (n) * * *
mother-in-law (n)
/'tiAzbsnd/
/'() in ,b:/
extra-curricular (adj)
fair (= just) (n) * *
nephew (n)
/'nefju:/
fashion (n)
()/
/'fa;;(3)n/
niece (n)
one-parent family
/ni:s/
/,WAn pearsnt 'faem(3)li/
fast (adv)
/fu:st/
/'fbmeil/
/, 'tjuild/
female (n)
fortunate (adj) *
partner (n) * *
single (adj) * * *
/'pa:(r)tno(r)/
/'sing(3)l/
sister (n) * *
sister-in-law (n)
/'sista(r)/
/'sista(r) in ,b:/
son (n) * *
stepfather/mother (n)
/SAn/
/'step,fu:d3(r)/, /,()/
uncle (n)
/'()1/
/waif/
wife (n)
(v)*
/'ent3(r)/
/'i:pael/
/ik'spen,m3nt/
/ik'spen.msnt/
/ik'spb:(r)/
/,ekstr3 k3'nkJ3l3(r)/
free (adj) * *
/'f3:(r)tj3n3t/
/fri:/
fridge (n)
government (n)
/fnd3/
/'gAV3(r)nm3nt/
health (n) * *
helmet (n) *
hide (v) * * *
inform (v)
jacket (n)
late (adj & adv) * *
/, '/
//
/'helmit/
/haid/
/:()/
/'d3aekit/
adolescence (n)
/,aed3'les(3)ns/
difference (n)
/'difrans/
equipment (n)
/I'kwipmant/
improvement (n)
independence (n) * *
/im'pruivmant/
/,indi'pend3ns/
leave (v) * * *
/Teit3(r)/
/li:v/
/lai/
information (n)
/,inf3(r)'mcij(3)n/
limit (n) * * *
/'limit/
136
later (adj)
(adv)
/leit/
/'leit3(r)/
'a:ft3(r)/
lyrics (n)
/'links/
male (n)
/meil/
marriage (n)
meal (n)
/'mEendj/
/mid/
message (n)
/'mesidj/
mistake (n) * *
month (n)
/mi'steik/
newspaper (n)
/'nju:z,peip3(r)/
obey (v) * *
/'/
on time (adj)
/Dn 'taim/
/nn'lam/
opportunity (n) * *
/,np3(r)'tju:n3ti/
opposite (n)
/'npazit/
/9/
/'opJ(3)n/
particular (adj) * *
/pa(r)'tikjob(r)/
permanent (adj) * * *
/':()/
place (n)
/pleis/
recent (adj) * *
regularly (adv)
/'ri:s(a)nt/
responsible (adj)
/n'spr)ns3b(3)l/
result (n)
/'/
rule (n) * *
/rud/
service (n)
/'S3:(r)vis/
shout (v)
/Jaut/
specialist (noun) *
/'spejahst/
spy (v)
/spai/
stress (n) *
/stres/
/'regjub(r)li/
/ a'kros/
/fuind 'aot/
/lok 'mts/
/'luk fa(r)/
turn up (v)
:() '/
/w3i(r)k 'aut/
Other w o r d s a n d phrases
afterwards (adv)
/'a:ft3(r)w3(r)dz/
ahead (adv)
/a'hed/
army (n)
/'a:(r)mi/
arrest (v) *
/a'rest/
basic (adj) * * *
/'beisik/
behind (adv)
/bi'haind/
block (v) * *
/bbk/
box (n) *
/bDks/
bunker (n)
/')()/
by accident
/bai 'aeksid(3)nt/
by post
/bai 'paust/
camera (n) * *
/'()/
/keis/
catch (v)
/ka:tJ7
cheque (n) *
/tfek/
commit (v) *
/ks'mit/
corner (n) * * *
/':()()/
crash (v) *
/kraej/
strict (adj)
/strikt/
crossroads (n)
/'krDs,r3udz/
technology (n) * *
/tek'nDl3d3i/
damage (v)
/'daemid3/
yell (v)
/jel/
/z3on/
destroy (v)
/di'stroi/
detail (n) * *
/'diiteil/
disappear (v)
/,dis3'pi3(r)/
/'draivir) ()/
escape (v)
/i'skeip/
everywhere (adv)
/'evri,we3(r)/
expect (v)
/ik'spekt/
fight (n & v) * *
/fait/
franc (n)
/fraerjk/
gadget (n)
/'gasd3it/
gang (n) * *
/gaer)/
/get 'redi/
guard (n)
/ga:(r)d/
zone (n) * *
Unit 2
Crimes
burglary (n)
/:()1/
burgle (v)
/:()()1/
kill (v) *
/kil/
mug (v)
//
mugging (n)
murder (n) * *
/'/
/'rri3:(r)d3(r)/
piracy (n)
/'pairasi/
pirate (n & v)
/'pairat/
rob (v) * *
/rob/
robbery (n)
shoplifting (n)
steal (v) * *
theft (n) * *
vandalise (v)
(v) * *
/ga:(r)d/
gun (n) * *
//
handbag (n)
/'haen(d),basg/
handle (n) * *
/'haend(3)l/
/'robari/
happen (v)
/'/
/'Jop.hftirj/
/still/
/8eft/
headlights (n)
/'hed,laits/
headquarters (n)
/hed'kwo:(r)ta(r)z/
identification (n)
/ai.dentifi'kei^n/
/'vaendslaiz/
/,d3Amp 'aot/
kidnap (v) *
/'kidneep/
Criminals
logic (n) * *
/'tod3ik/
burglar (n) *
/':()1()/
magician (n)
/m3'd3ij(3)n/
mugger (n)
murderer (n) *
/'()/
mission (n) *
/'mij(s)n/
/'m3:(r)dar3(r)/
navy (adj)
/'neivi/
robber (n) *
/'rDbafr)/
shoplifter (n)
/'jDp.hftsfr)/
neck (n) * *
//
thief (n) *
/6i:f/
note (n) * *
/nsot/
vandal (n)
/'vasnd(3)l/
/.aut'said/
(n)
/'neivi/
137
pair (n) * *
/()/
/'DStrbn/
parcel (n) *
/'pa:(r)s(3)l/
Brazil (n)
/bra'zil/
/'petral steij(s)n/
/bra'zilbn/
pocket (n)
/'pDkit/
/dAtjy
/ps'lits fD:(r)s/
Egypt (n)
/'i:d ipt/
popular (adj) * *
/'pDpjob(r)/
/i'd3ipj(a)n/
prison (n)
/'pnz(3)n/
property (n)
/'()/
/'inglij'/
/frentjy
quickly (adv)
/'kwikli/
/^/
/'regjub(r)/
/ 'nedabndz/
reply (v) * *
/n'plai/
/I'taeljan/
revise (v)
/n'vaiz/
Japan (n)
'/
rope (n) * *
//
/,d3aep3'ni:z/
/saek/
Poland (n)
/'paubnd/
/,si:n av 'kraim/
/'pauhjy
show (v) * * *
/Jau/
/.portja'ghz/
/'said rsod/
Romansh (n)
/'/
software (n)
/'sDf(t),we3(r)/
Russia (n)
soldier (n) * *
/'saold33(r)/
/'()/
solve (v)
/SDIV/
/'spaeniJV
speed (v) * * *
/spitd/
/swis/
successful (adj)
/ssk'sesf(3)l/
Switzerland (n)
/'switssbnd/
suddenly (adv) * * *
/'sAd(s)nli/
Wales (n)
/weilz/
sunglasses (n)
/'sAn,gla:siz/
/weljy
surprise (n) * *
/sa(r)'praiz/
suspicious (adj) *
/ss'spijss/
Learning a l a n g u a g e
thick (adj)
/6ik/
do an exercise (v)
/du: 'ekss(r)saiz/
try (v) * * *
/trai/
do homework (v)
/du: 'h3om,w3:(r)k/
/,t3:(r)n 'Df/
/du:/,stAdi 'irjglif/
unexpectedly (adv) *
/.Anik'spektidli/
/du:/,teik 'igzsem/
/'ju:nif3:(r)m/
/,meik mis'teik/
urgent (adj)
/'3:(r)d3(3)nt/
memorization (n)
violence (n) * * *
/'vaisbns/
memorize (v) *
/,1'1_()/
/'memaraiz/
/'wDikir) stik/
practice (n)
/'prasktis/
/'wArid/
practise (v)
/'praektis/
revision (n) *
/n'vi3(3)n/
student (n) * *
/'stju:d(3)nt/
study (v) * *
/'stAdi/
translate (v)
/traens'leit/
translation (n) *
/traens'leif(3)n/
sack (n) *
worried (adj) * * *
G a t e w a y to exams,
units
1-2
clear (adj) * *
/kliafr)/
conference (n)
/'kDnf(3)rans/
N e g a t i v e prefixes
connection (n) * *
/'/()/
illegal (adj) *
/i'li:gO)l/
cover (v) * * *
/'kAV3(r)/
impossible (adj) * *
/im'pDS3b(3)l/
hood (n)
/hud/
incorrect (adj)
/.inka'rekt/
hoodie (n)
/'hudi/
informal (adj)
/m'fD:(r)m(3)l/
identify (v)
/ai'dentifai/
invisible (adj) * *
/in'VIZ3D(3)l/
incident (n)
/'insid(3)nt/
irregular (adj) *
/i'regjob(r)/
jay-walking (n)
/'d3ei,w3:kin/
unhappy (adj) * *
/An'haepi/
necessary (adj) * *
/'nesas(3)ri/
unofficial (adj)
/.Ana'fiJOil/
professor (n) *
/pr3'fesa(r)/
unusual (adj)
/']:1/
security (n)
/si'kjuarati/
O t h e r w o r d s a n d p h ases
accommodation (n) *
/3,krjm3'deiJ(3)n/
advice (n)
bd'vais/
airline (n)
/'(),1/
alien (n) *
/'edbn/
annual (n)
/'aenjual/
Countries, nationalities a n d l a n g u a g e s
b'pa:(r)t fram/
Argentina (n)
/,a:(r)d33n'ti:n3/
background (n)
/'baek.graund/
Argentinian (n)
/,a:(r)d33n'tmi3n/
belong to (v)
/bi'lor) ts/
Austria (n)
/'Dstris/
biscuit (n)
/'biskit/
Unit 3
138
Wordlists
Unit
break (n & v)
/breik/
tribe (n)
/traib/
building (n)
/'bildin/
/'t3:(r)kiJ7
/'biznas/
version (n) * * *
/':())/
calculate (v) *
/'kaelkjuleit/
vowel (n) *
/'vaual/
career (n)
/'()/
/haul/
/'tTaen(a)l/
yoghurt (n)
/'JDga(r)t/
chat(n)
/tjaet/
(v) * *
/tjaet/
confusion (n) *
/kan'fju:3(a)n/
consonant (n)
/'kDnsanant/
contain (v)
/kan'tem/
convention (n) *
/kan'venf(a)n/
Parts o f t h e b o d y
count (v)
/kaunt/
arm (n)
/:()/
/'kredits/
back (n) * *
/baek/
dessert (n) *
/di'z3:(r)t/
chest (n)
/t/est/
difficulty (n) * *
/'difik(a)lti/
ear (n) * *
/ia(r)/
discourse (n) *
/'diska:(r)s/
elbow (n)
/'elbao/
dub (n)
//
finger (n)
/'finga(r)/
/6/
foot (n)
/fut/
experience (n & v)
/ik'spiarians/
hand (n) * *
/hand/
expression (n)
/ik'sprej~(a)n/
head (n)
/hed/
factor (n)
/'faekta(r)/
knee (n) * *
/ni:/
factory (n)
/'faektri/
leg (n)
/leg/
familiar (adj) * *
/fa'milia(r)/
nose (n)
/nauz/
flirt (v)
/fl3:(r)t/
stomach (n)
/'stAmak/
/'fjuialin stop/
throat (n)
/6raut/
hamburger (n)
/',:()()/
toe (n) *
/tau/
instead of (adv)
/ i n ' s t e d av/
tooth (n) * *
/tu:0/
interpretation (n)
/in^sif^pn'teij'fatn/
last (v)
/la:st/
H e a l t h p r o b l e m s a n d il I n e s s e s
level (n)
/'lev(3)l/
broken (adj) * *
/'braukan/
linguist (n) *
/'lingwist/
/kauld/
/ ' m a d sbaut/
cough (n)
/kDf/
main (n) * *
//
earache (n)
/'iareik/
monument (n)
/'mDnjumant/
flu (n)
/flu:/
mother-tongue (n)
/ , ( ) )/
headache (n)
/'hedeik/
mountain (n) * *
/'maontm/
hurt (v)
/h3:(r)t/
/ . n e i t i v 'spi:k3(r)/
pain (n)
neighbour (n) * * *
//
/'neibs(r)/
sore (adj)
/sa:(r)/
occasionally (adv) * *
/'1()/
office (n)
/ ' s t A m a k eik/
/'Dfis/
temperature (n) * *
/'tempntja(r)/
original (adj)
/'^()1/
toothache (n)
/'tu:0eik/
(n)*
/'^()1/
virus (n)
/'vairas/
(v)*
Unit 4
/'()/
permission (n)
/()'()/
picnic (n) *
/'piknik/
/,f3:(r)st'eid/
politician (n)
/,pDl3'tlJ(3)n/
/ ' f u : d ,paiz(a)nin/
possession (n) *
/p3'zef(3)n/
/'helG ,senta/
sailing (n)
/'seilin/
/'ha:(r)t a,taek/
sauce (n)
/sots/
painkiller (n)
/'pem,kila(r)/
/'weitirj ,ru:m/
sign (n) * *
/sain/
simple (adj) * *
/'simp(3)l/
simplify (v) *
/'simphfai/
accident (n)
/'eeksid(a)nt/
skill (n)
/skil/
admit (v)
/ad'mit/
snow (n)
/snao/
bitterness (n)
/'bita(r)nas/
sound (n) * *
/saund/
blame (n)
/bleim/
summary (n) *
/'sAmsri/
blame (v) * * *
/bleim/
surfing (n)
/'s3:(r)fin/
boat (n) * *
/baut/
/'Oiim pa:(r)k/
bored (adj) * *
/ba:(r)d/
/t3,ma:t3u ' /
borrow (v) * *
/'bDrao/
translator (n)
/tra;nsTeit3(r)/
bright (adj)
/brait/
139
^/! .
chemical (n) * *
/'()1/
/.slip 'pa:st/
congratulations (n) *
/ksn^raetju'leiffsjnz/
solid (adj) * *
/'solid/
cruelty (n) *
/':/
stare (v) * *
/stea(r)/
cure (n) * *
/kjus(r)/
strong (adj)
/stron/
desert (n) *
/'dez3(r)t/
succeed (v)
/ssk'shd/
/di'z3:(r)t/
suffer (v)
/'1()/
drama (n) *
/'draima/
summer (n)
/'sAms(r)/
drug (n) * *
/,teik '()/
emergency (n) * *
/i'm3:(r)d3(3)nsi/
turn (n)
:()/
/'i:v(3)l/
twice (adv)
/twais/
fall (v)
/fo:l/
website (n) *
/'web.sait/
fault (n)
/fb:lt/
wicked (adj)
/'wikid/
fear (n) *
/fis(r)/
winter (n)
/'wintafr)/
filled (adj) * *
/fild/
wonder (v)
/'wAnda(r)/
forest (n)
/'fDriSt/
forgive (v)
/fs(r)'giv/
/,get
/,get
ghost (n)
/gsust/
grant (v)
/graint/
guess (n) *
/ges/
(v)*
(v)
'Df/
'wel/
/ges/
G a t e w a y
t o
e x a m s ,
units
ability (n)
/s'bibti/
acupuncture (n)
/'ffikjo,pAr)ktj3(r)/
/'bD:(r)d ,geim/
brain (n) * * *
/brein/
chess (n)
/tjes/
crossword (n)
/'krDS,w3:(r)d/
discovery (n) * *
/di'skAv(s)ri/
effective (adj) * *
/I'fektiv/
guilty (adj)
/'gilti/
/ha:(r)d/
/,hju:man /
hygiene (n)
/'haid3i:n/
ice (n) * *
/ais/
innocence (n)
/'in3s(3)ns/
laboratory (n) * *
/b'bDr3t(3)ri/
laptop (n)
/'laep.tDp/
/lai,lei/
lock (v) * *
/Lok/
TV p r o g r a m m e s
/'1()/
mad (adj)
/maed/
cartoon (n) *
/kai(r)'tu:n/
mime (n & v)
/maim/
/'tjaet ,/
misery (n) *
/'mizari/
comedy (n)
/'kDmgdi/
/.nDn'stDp/
documentary (n)
/,dDkju'ment(3)ri/
paracetamol (n)
/.paera'sbtairrol/
film (n) * *
/film/
poison (n) *
/'pDIZ(3)n/
/ ' g e i m .Jbu/
politely (adv) *
/ps'laitli/
programme (n) * *
/'/
pray (v) * *
/prei/
/ri'aslsti J b u /
prize (n) * *
/praiz/
/. !/
project (n) *
/'prod3ekt/, /'prsud3ekt/
series (n) * * +
/'siariiz/
/pra'd3ekt/
soap (n)
/saup/
/reiz/
/'sp3:(r)ts , /
/rirtJV
/, ' n j u : z /
/ri:tJ7
/,t3:(r)n/,switj W ' D f /
n o n - s t o p (adj)
(v)**
raise (your voice) (v) * *
reach (n) * *
(v) * *
U n i t
recover (v)
/'()/
reduce (v)
/ri'djuis/
A d j e c t i v e s d e s c r i b i n g TV p r o g r a m m e s
remedy (n) *
/'remsdi/
awful (adj) *
/'o:f(3)l/
ride (v) * *
/raid/
boring (adj) *
/'boirm/
rubbish (n)
/'7
cool (adj)
/ku:l/
ruin (n)
/'ruan/
funny (adj) * *
/'fAni/
(v)
/'ruan/
informative (adj) *
/in'fD:(r)m3tiv/
seasick (adj)
/'sii.sik/
scary (adj) *
/'skeari/
seasickness (n)
/'sil.siknss/
separate (adj) * *
/'sep(3)rst/
A d j e c t i v e s e n d i n g in -ing
(v) *
3-4
and
-ed
/'sepsreit/
confusing/ed (adj) * * /
ship (n)
/Jip/
disappointing/ed (adj) /
/.disa'pomtiri/.disa'pDintid/
sick (adj) * * *
/sik/
embarrassing/ed (adj) * / *
/.im'baerasirj/.im'baerast/
/sik/
frightening/ed (adj) /
/'frait(3)nirj/'frait(3)nd/
(n)
140
/ksn'fjuizirj/kan'fjuizd/
Wordlists Unit 6
interesting/ed (adj) **/**
moving/ed (adj) */*
relaxing/ed (adj) - / *
surprising/ed (adj) ***/*
tiring/ed (adj) - / *
/'intrastin/'intrastid/
/'mu:vin/mu:vd/
/n'laeksin/n'laekst/
/S3(r)'praizir)/s3(r)'praizd/
/'tai3nr)/'tai3(r)d/
phrases
a bit (adv)
/, 'bit/
addict (n) *
/'eedikt/
agree (v) * *
/a'gri:/
anatomy (n)
/a'neetami/
archer (n)
/'a:(r)tfo(r)/
/s'traektiv/
attractive (adj) * * *
authentic (adj) *
/o:'6entik/
baddy (n)
/'baedi/
/breiv/
brave (adj) * *
broadcast (n)
/'bn>:d,ka:st/
(v) * *
/'bra:d,ka:st/
cable (n)
/'keib(3)l/
capture (v)
/'()/
century (n) *
/'sentfsri/
cheat (v)
/tfbt/
common (adj) * * *
/'/
critic (n) * * *
/'kntik/
demonstration (n) * *
/,dem3n'streij(3)n/
distant (adj) * *
/'distant/
doll (n) *
/del/
electronic (adj)
/.elek'tronik/
episode (n)
/'episaud/
equally (adj)
/'bkwali/
exotic (adj) *
/ig'zDtik/
fall asleep (v)
/.foil a'sli:p/
far (= far better) (adv)***
/fa:(r)/
fitness (n) * *
/'fitnas/
flat (n) * * *
/fleet/
general election (n)
/,d3en(3)r3l i'lekj"(a)n/
goal (= football) (n) * * *
/1/
gym (n) *
/d3im/
hunger (n) *
/'()/
igloo (n)
/'iglu:/
image (= picture) (n) * * *
/'imid3/
Inuit (n)
/'muit/
iron {= material) (n) *
/'aia(r)n/
laugh (n) * *
/la:f/
(v) ***
/la:f/
lazy (adj) * *
/Teizi/
mechanical (adj) * *
/mi'kasnik(a)l/
melodramatic (adj)
/.mebdra'maetik/
newsreader (n)
/'nju:z,ri:d3(r)/
nowadays (adv) * *
/'naus.deiz/
organiser (n) * *
/'a(r)ga,naiza(r)/
outlaw (n)
/'aot,b:/
palm tree (n)
/'pa:m ,tri:/
parachuting (n)
/'paera,Ju:tir|/
persuade (v) * * *
/p3(r)'sweid/
save (n)
/seiv/
(v) ***
/seiv/
selective (adj) * *
/si'lektiv/
sensation (n) * *
/sen'seij(3)n/
sensationalism (n) *
/sen'seij(3)n3,liz(3)m/
serious (adj) * * *
/'siarias/
silent (adj) * *
/'saibnt/
slightly (adv) * * *
spend (time) (v) * * *
sure (adj) * * *
team (n) * * *
tower (n) * *
transmission (n) * *
transmit (v) * *
TV guide (n)
TV station (n)
without (adv & conj) * * *
/'slaitli/
/.spend 'taim/
:()/
/ti:m/
/'tau3(r)/
/traenz'mij(3)n/
/traenz'mit/
/,ti: vi: 'gaid/
/,ti: vi: 'steif(a)n/
/wid'aut/
Unit 6
Geographical features
beach (n) * * *
desert (n) * *
forest (n) * * *
ice cap (n)
jungle (n) *
mountain range (n)
rainforest(n) *
/bi-.tr/
/'dez3(r)t/
/'forast/
/'ais ,kaep/
/'d3Arig(3)l/
/'mauntm ,remd3/
/'rem.fDnst/
The environment
drought (n)
environment (n) * * *
flood (n) * *
global warming (n) *
greenhouse effect (n)
nuclear disaster (n)
oil spill (n)
ozone layer (n)
pollution (n)
recycle (v) *
save (v) * * *
waste (n & v) * * *
/draut/
/m'vairsnmant/
/fUd/
/,gbub(3)l 'wo:(r)mir)/
/'grhnhaus i.fekt/
/,nju:klb(r) di'zasta(r)/
/'oil ,spil/
/' lei3(r)/
/'1:)/
/ri:'saik(3)l/
/seiv/
/weist/
p
Gateway to exams,
attention (n) * *
environmental (adj) * * *
exploration (n) * *
situation (n) * *
142
Unit 7
/,kAt 'daun/
/'def(3)n3tli/
/di'hb(3)r3tli/
/di'zaistrss/
/drai/
/drai/
/i:st/
/i:st/
/i'fij(3)nt/
/'en3(r)d3i/
/ik'sk3:(r)J(3)n/
/'faensi/
/'fa:(r)m3(r)/
/'fut.prmt/
/'frnkwsnt/
/fju:mz/
/fju:m/
/'d3ensreit/
/gla:s/
/'haebit/
/hi:t/
/'Dnist/
/'inkrbs/
/in'krbs/
/m'did33n3s/
/'influans/
/'laif.stail/
/'1/
/melt/
/miks/
/'paekid3irj/
/p3(r)'haeps/
/'petrsl/
/.prjpjo'leiJOin/
/'()/
/'()/
/prs'tekt/
/ri:f/
/'retativli/
/n'stnkj(3)n/
/'saiantist/
/'si: ,levO)l/
/'Jauafr)/
/()/
/'sili/
/,sbo 'daon/
/speis/
/sa'd3estj(3)n/
/'63:(r)sti/
/Un/
/./
/'wD:ta(r)/
/waild/
/wadd/
Jobs
builder (n)
computer programmer (n)
fashion designer (n)
journalist (n)
mechanic (n) *
/'bdd3(r)/
/k3m,pju:t3(r) '() /
/'fasf(3)n di,zairi3/
/'d33:(r)n3list/
/'/
/ps'lus ,nfis3(r)/
/n'sepj(3)nist/
/'Jbp 3,SISt(3)nt/
Personal qualities
ambitious (adj) * *
calm (adj)
caring (adj)
clever (adj) * *
/aem'bijss/
/:/
/')/
/'kleva(r)/
creative (adj) *
fit (adj) ***
hard-working (adj) *
reliable (adj) * *
sociable (adj)
well-organised (adj)
/kri'eitiv/
/fit/
/,ha:(r)d 'w3:(r)kir)/
/'11()1/
/'S30j3b(3)l/
/,wel b:(r)g3naizd/
/,baedli 'peid/
/'blu:/'braon/'gri:n,aid/
/.hzi'gaoirj/
/'ful.taim/
/.god'lokirj/
part-time (adj) * *
right/left-handed (adj)
well-paid (adj)
/,pa:t'taim/
/,rait/,left 'haendid/
/,wel 'peid/
units 5 - 6
/3'tenf(3)n/
/m,vair3n'ment(3)l/
/,ekspl3'reij(3)n/
/,sit|u'eif(3)n/
accept (v)
application form (n) *
apply (for) (v) * *
architect (n) *
assistant (n) *
au pair (n)
autograph (n &v)
average (n) * * *
(v)*
cheer up (v)
chewing gum (n)
complicated (adj) *
condition (n) * * *
cookery (n)
CV (n)
delivery boy/girl (n)
depend on (v)
design (v) * *
drag (v)
dress up (v) * *
dynamic (adj) * *
effort (n) * * *
enclose (v) *
essential (adj)
exactly (adv)
except (conj) * * *
/sk'sept/
/aspli'keif(3)n ,fD:(r)m/
/a'plai ,fo:(r)/
/'ci:(r)ki,tekt/
/3'sistO)nt/
/, '()/
/'D:t3,gra:f/
/'aevO)nd3/
/'aEV(3)nd3/
/,tjb(r) '/
/'tfuar) ,/
/'kDmpli.keitid/
/k3n'dij"(3)n/
/'()/
/,si: 'vi:/
/di'liv(3)ri ,boi, ,:()1/
/di'pend ,rm/
/di'zam/
/drag/
/,dres '/
/dai'naemik/
/'efa(r)t/
/in'kboz/
/i'senjO)l/
/ig'zaekmli/
/ik'sept/
Wordlists Unit 8
exotic (adj) *
extra (n) **
factory worker (n)
firefighter (n)
force (n) ***
gardener (n) **
giant (adj) **
hang out (v)
hard hat (n)
hit (n) **
(v) ***
home-time (n)
in response to
inquiries (n) ***
interpreter (n) *
issue (= question) (n) ***
knowledge (n) ***
look forward t o * * *
lottery (n) *
lucky (adj) ***
manual (n) **
mate (= friend) (n) **
miner (n)*
offer (v) ***
outdoors (adv & n)
paperwork (n) *
parrot (n) *
peace (n) ***
rely on (v) ***
report (n) ***
ride operator (n)
screen (n) ***
(v)*
sign (v) ***
smoke (v) **
stuck (adj)
suit (n) ***
suppose (v) ***
take a long time
toothpaste (n)
turn round (v) **
variety (n) ***
vegetarian (n)
wages (n) ***
wing (n) ***
/ig'zDtik/
/'ekstra/
/'faektn ,w3:(r)ka(r)/
/'faia(r),faita(r)/
/fa:(r)s/
/'ga:(r)d(a)na(r)/
/'d3ai3nt/
/,hcEn 'aot/
/'ha:(r)d ,haet/
/hit/
/hit/
/'haum ,taim/
/,in ra'spnns tu/
/m'kwaiarbz/
/in't3:(r)pnta(r)/
/'iju:/
/'nDlid3/
/,luk 'fa:(r)wa(r)d tu/
/'rotari/
/'Uki/
/'maenjoal/
/meit/
/'()/
/'ofa(r)/
/,aot'do:(r)z/
/'peipa(r),w3:(r)k/
/'paerat/
/pi:s/
/n'lai Dn/
/n'pa:(r)t/
/'raid ,Dpareita(r)/
/skriin/
/skri:n/
/sain/
/smauk/
/suk/
/suit/
/sa'pauz/
/,teik a for) 'taim/
/'tu:9,peist/
/,t3:n 'raund/
/va'raiati/
/,ved3a'tearian/
/'weid3iz/
/wir)/
Unit8
Relationships
(to) ask (somebody) out (v)
/,a:sk 'aut/
(to) chat (to somebody) (v) **
/'tjeet tu/
(to) fall in love (with somebody) (v)
/,fa:l in 'IAV/
(to) get back together (with somebody) (v) /,get ,baek ta'geoa(r)/
/,get 'maerid/
(to) get married (to somebody) (v)
(to) get on well (with somebody) (v)
/,get ,on 'wel/
(to) go out (with somebody) (v)
/,gau 'aut/
(to) have an argument (with somebody) (v) /,haev an 'a:(r)gjumant/
(to) meet (somebody) (v) ***
/mi:t/
(to) split up (with somebody) (v)
/.split '/
Feelings
anger (n) **
boredom (n) *
excitement (n) **
happiness (n) *
loneliness (n)
sadness (n) *
/'senga(r)/
/'ba:(r)dam/
/ik'saitmant/
/'haepinas/
/Taunlinas/
/'saednas/
Adjectives
afraid (adj) ***
angry (adj) * * *
excited (adj) **
happy (adj) ***
lonely (adj) **
sad (adj) ***
/a'freid/
/'aerjgri/
/ik'saitid/
/'haepi/
/'launli/
/saed/
Noun suffixes
freedom (n) ***
friendship (n) * *
illness (n) ***
madness (n) *
relationship (n) ***
sadness (n) *
weakness (n) **
/'frbdam/
/'fren(d)Jip/
/'ilnas/
/'maednas/
/nTeif(a)nJip/
/'saednas/
/'wiiknas/
143
/,praim 'minista(r)/
/'promts/
/ kwestja'nea(r)/
/n'spekt/
/n'spekt/
/'skaendOJl/
p
/ski:/
/,SAmOirj 'els/
/su:n/
/,stei 'in/
/stil/
/staun/
/stanm/
/stAdiz/
/'tDbrsnt/
/tradif(a)n/
/'wel9i/
Gateway to exams,
au pair (n)
alternative (adj & n)
dimension (n) * *
grape (n) *
ingredient (n)
jam (n)
jar (n)*
kiwi (n)
lime (n)
mixture (n) * *
obviously (adv) * *
positive (adj) *
(n)
product (n)
recipe (n) *
sell (v)
traditional (adj)
units 7-8
/, '()/
/::()/
/dai'menf(a)n/
/greip/
/in'grbdiant/
1/
/d a:(r)/
/'kiiwi:/
/laim/
/'mikstfa(r)/
/'Dbvbsli/
/'pDzativ/
/'pDzativ/
/'prodAkt/
/'resapi/
3
/sel/
/tra'dif(a)nal/
/,kDmik/
/'kraim ,nDv(a)l/
/ ,ted/
/'fasntasi/
/.graefik 'nr>v(a)l/
/hi,stDnk(3)l 'fikf(a)n/
/'rrora(r)/
/plei/
/rau'masns/
/.saians 'fikf(a)n/
/'6nb(r)/
Non-fiction
144
/,kros 'aut/
/,fil 'in/
/,flik 'Gru:/
/,1 '/
/,ri:d /
/,ri:d 'aut/
/:() 'auva(r)/
Fiction
atlas (n)
autobiography (n)
biography (n)
cookbook (n)
/'dikjan(a)ri/
/m,saikla'pi:dia/
/'gaid.buk/
/,maega'zi:n/
/'maenjoal/
/'njuiz^eipa^)/
/'teks(t),bok/
Unit 9
comic (n)
crime novel (n)
fairy tale (n)
fantasy (n) *
graphic novel (n)
historical fiction (n)
horror (n) *
play (n)
romance (n)
science fiction (n) *
thriller (n)
dictionary (n)
encyclopedia (n)
guidebook (n) *
magazine (n)
manual (n) **
newspaper (n) *
textbook (n)
/'aetbs/
/,a:taubai'Dgrafi/
/bai'Dgrafi/
/'kok.bok/
adaptation (n)*
almost (adv) *
apparent (adj) ***
assassination (n)*
author (n) *
best-selling (adj)
blood (n)
boarding school (n)
carefully (adv)
certainly (adv) * *
climb (n&v)***
combine (v)
cover (= for a book) (n) *
cowboy (n)
credit card (n) *
customer (n)
dragon (n)
elf(n)
end up (v)
floor (= storey) (n) * *
following (adj) **
handsome (adj) *
happily ever after
have an impact (v)
how long
how often
in stock
inspiration (n) *
intrigue (n)
jump in (v)
keep up (v) **
make up (= invent) (v)
mysterious (adj) *
order (v)
/,3edaEp'teif(a)n/
/'admaust/
/a'paerant/
/a,saesi'neir(a)n/
/'a:0a(r)/
/.best'sellir)/
/bUd/
/'bo:(r)dir) ,sku:l/
/'kea(r),f(a)li/
/'S3:(r)t(a)nli/
/klaim/
/'/
/'()/
/'kau.bai/
/'kredit ,ka:(r)d/
/'kAStama(r)/
/'drasgan/
/elf/
/,end '/
/fb:(r)/
/'fnbuir)/
/'ha2ns(a)m/
/'haepili ,eva(r) 'a:fta(r)/
/,haev an 'impaekt/
/,hau /
/,hau 'Df(a)n/
/,in 'stok/
/,inspa'reif(a)n/
/'intri:g/
/,d3Amp 'in/
/, i: p '/
/,meik '/
/mi'stiarias/
/'a:(r)da(r)/
(= ask for something in a shop/restaurant)
passion (n) *
/'paef(a)n/
path (n) *
/:6/
predator (n) *
/'predata(r)/
previous (adj)
/'pri:vbs/
/,pAbli'keif(a)n/
publication (n)
/ri:t.f/
reach (v)
related (adj) *
/n'leitid/
reunion (n)
/ri:'ju:nian/
ring (= wedding ring) (n) *** /nrj/
Wordlists Unit 10
risk (v)
scuba-diving (n)
section (n) **
shock (n)
sinister (adj)
spend (= money) (v) **
sufficient (adj)
survive (v) **
survivor (n) *
though (adv & conj) **
together (adv)
troll (n)
unnecessary (adj) *
whisper (v)
witch (n)
wolf (n)
/risk/
/'skuiba ,daivirj/
/'sekf(3)n/
/Jok/
/'smist3(r)/
/spend/
/S3'flJ(3)nt/
/s3(r)'vaiv/
/S3(r)'vaiv3(r)/
//
'()/
/trrjl/
/An'nes3s(3)ri/
/'wisp3(r)/
/witJV
/wulf/
Unit 10
Computers and com puting
hard drive (n)
/,ha:(r)d 'draiv/
keyboard (n)
/'ki:,b3:(r)d/
mouse (n) *
/maus/
mouse pad (n)
/'maus ,paed/
printer (n) *
/'pnnt3(r)/
speaker (n) ***
/'spi:k3(r)/
USB port (n)
/,ju: es 'bi: ,p3:(r)t/
webcam (n)
/'web,kasm/
The Internet
blog (n & v)
broadband (n)
chat online (v)
download (v)
search engine (n) *
surf the Net (v)
website (n) *
/blog/
/'broid.baend/
/,tjaet Dn'lam/
/.daun'bud/
/'s3:(r)tf ,end3in/
/,S3i(r)f 'net/
/'web.sait/
component (n)
data (n) **
designer clothes (n)
diameter (n) *
dishonest (adj) *
document (n) **
eclipse (n & v)
enormous (adj)
entertainment (n)
export (n)
(v)**
frustrating (adj) *
hard copy (n)
import (n) *
(v) **
ingot (n)
invest (v)
military (adj) **
(n)
model train (n)
mosque (n) *
objective (n) **
owner (n) ***
particle (n)
password (n) *
per (prep) ***
physics (n)
practical (adj)
(n)
product (n) **
protest (n) **
(v)
punish (v) *
record (n)
(v)
refine (n)
reputation (n) ***
research (n)
resident (n)
sand (n) **
(v)
tiny (adj)
transistor (n)
valley (n) * *
various (adj) **
/'/
/'delta/
/di'zainsfr) ,1/
/dai'aemit3(r)/
/dis'Dnist/
/'dDkjumsnt/
/i'klips/
/i'no:(r)m3s/
/,ent3(r)'temm3nt/
/'eksp3:(r)t/
/ik'spo:(r)t/
/frA'streitirj/
/'ha:(r)d ,knpi/
/'imp3:(r)t/
/im'p3:(r)t/
/'irjgst/
/m'vest/
/'milit(3)ri/
/'milit(3)ri/
/,mod(3)l 'trein/
/mDsk/
/3b'd3ektiv/
/'()/
/'pa:(r)tik(3)l/
/'pa:s,w3:(r)d/
/:()/
/'fiziks/
/'()1/
/'praektik(3)l/
/'pmdAkt/
/'prsutest/
/prs'test/
/'7
/'rek3:(r)d/
/n'ko:(r)d/
/n'fam/
/,repju'teij(3)n/
/'ri:s3:(r)tj/
/'rezid(3)nt/
/sasnd/
/saend/
/'tami/
/traen'zist3(r)/
/'vaeli/
/'vesriss/
/^ntsr'aekff^n/
/'()/
/print/
/'pAbliJafr)/
/spek'taskjub(r)/
/spek'taskjub(r)/
/,t3:(r)n 'inta/
145
Unit 1
es checklist
tenses
capital letters
vocabulary
word order
missing words
spelling
agreement between the subject and verb.
You can learn from your mistakes. Make a list of mistakes that you
make with the correction next to it. Use it as a checklist when you
are checking your writing. Look at this example:
Mistake
Correction
Explanation
In general, 1 think
the money is
important.
In general, 1
think money
is important.
Unit 2
VOCABULARY: Using a dictionary
READING: Prediction
Dictionaries are very useful. Here are some ideas forusing them well:
You can't always have a dictionary with you,
for example, in exams. Don't depend on the
dictionary too much. First, guess the word and
then use your dictionary to check.
When you are reading, don't use the dictionary
to look up every word you don't know. You
don't need to understand every word in a text
to do the exercises or to understand the general
meaning. Only look for words which appear
important or appear frequently.
Unit3
Knowing what type of learner you are
It is useful to know what type of learner you are because it can help you to improve. Here are some
things to think about:
Some people like working alone. But
remember that language is usually a question
of communication and working with a partner
can be a great way to start communicating in
English.
146
LISTENING:
Keeping calm
The worst thing that you can
do when listening to English
is panic because you don't
understand something. It
isn't usually necessary to
understand every word. There
is often repetition, and there
are words that you don't need
to understand to be able to
do the activity. Concentrate
on the information you need
to answer the questions.
Unit 4
VOCABULARY: Keeping vocabulary records
Unit 5
READING: Reading for general information
The first time you read a text, read it quickly. Do not
stop if there are words you do not understand. Just
try to understand the general meaning. Look for
specific information the second time you read. Give
yourself a time limit. It can help you to get a general
understanding and not look at details.
Unite
LISTENING: First listening, second listening
Unit 7
VOCABULARY: Efficient vocabulary revision
Frequent revision is the best way to learn new words. Look at your
vocabulary notebook or list every week and test yourself to see how
much you remember. It is very difficult to learn vocabulary by revising
just once before an exam or test.
There will be some words from your vocabulary list that become very
easy for you to remember. Stop testing yourself on them so that your
revision list isn't too long.
It is easier to learn vocabulary in groups, e.g. parts of the body, crimes,
or adjectives ending in -ing and -ed. One word in a group can help
you remember others in the same group.
147
Unit 8
READING: Reading for specific information
The first reading activity usually checks that you understand
the general meaning of the text. The next activities check
that you understand specific information. When you read for
specific information, read the question carefully and then
find the exact place where you think the answer comes.
Then read this section carefully, looking for details.
Unit 9
READING: Reading for pleasure
Usually reading for pleasure means reading a whole book,
magazine or website because you want to read it.There will
probably be many words that you do not understand. It is not a
good idea to stop every time you see a new word because you will
never finish the story/article and you probably won't enjoy reading
it. Only look up words that appear to be essential to understand
the text, and that appear again and again. The main idea is to
understand the general meaning ... and to enjoy reading!
WRITING: Brainstorming
Brainstorming is a good idea before writing because it helps you to have lots of ideas to write about. A common problem for writers is not
knowing what to write about. Brainstorming helps you to think of original and interesting ideas.
We can use diagrams called mind maps to help us to brainstorm ideas. Look at this example:
When you finish brainstorming, choose the best ideas and decide how to organise them in a logical order.
Unit 10
READING: Guessing from context
You cannot usually use dictionaries in reading exams so when
there are words that you do not understand, look carefully at the
context to help you to guess the meaning. Look at the sentences
and words just before and after the word. This can help you to find
out the type of word (noun, verb, adjective, etc) and the meaning.
148
Verb + - i n g
like likes
jump
walk walks
study studying
sleep sleeping
watch watches^
wash washes
have having
kiss kisses
make making
dance dancing
go goes
do does
With verbs that end in a consonant + y, we omit the and add ies.
When a verb has only one syllable and finishes with one vowel and
one consonant (except w, x or y), we double the consonant and add
-ing.
put
go goes
putting
swim swimming
do does
sit sitting
When verbs end in -ie, we change the -ie to -y and add -ing.
play plays
lie
say says
jumping
lying
die dying
ro n unciatiorTgu 10^
Vowels
Consonants
/a:/
arm, large
/1/
ear, here
bag, rubbish
Is/
say, this
//
cap, bad
Id
not, watch
Id/
desk, cold
III
town, city
/ai/
ride, fly
//
cold, boat
HI
fill, laugh
/V/
very, live
/:/
door, talk
igi
girl, big
frrl
water, ayyay
//
point, boy
lb/
hand, home
Izl
zoo, his
//
foot, could
/j/
yes, young
/V
shop, machine
hgw, mouth
// our, shower
Id
bed, head
//
annual
//
cook, back
usually, television
/ei/
day, grey
/:/
two, food
III
like, fill
//
thank, doing
//
hair, there
//
sure, tourist
/ml
mean, climb
Ml
cheese, picture
111
give, did
/:/
bird, heard
Id
new, want
/9/
thing, north
that, clothes
Ids/
leans, bridge
HI
happy, honeymoon
//
fun, come
Id
gark, hap_p_y
I'vJ
we, heat
//
mother, actor
Ixl
ring, bonow
Unit 1
READING: Multiple-choice activities
Find out the situation and the information that you need to ask for
and give.
If you don't understand what the examiner or your partner is
saying, ask them in English to repeat or to speak more slowly. Use
expressions like: Sorry, can you say that again? or, Sorry, could
you speak more slowly?
Listen to your partner and the examiner. In a conversation we speak
and listen.
Show that you're interested in what the other person is saying. Use
expressions like: Really? That's interesting. Do you? Me too.
Use Well,Hmm or Let me think to give you time to think of what
you want to say next.
Use basic question words like Who? What? When? Where?How? Why?
to help you think of more questions to keep the conversation going.
Unit 2
LISTENING: True/false activities
In this type of activity you have to listen and decide if answers are true or false.
You usually hear the text twice. The questions are usually in the same order as you
hear them in the recording.
Step 1: Read the questions before you listen. They can give you ideas about the
topic of the text and the vocabulary you are going to hear.
Step 2: You can usually hear the recording twice. Try not to panic if you do not
understand information the first time. If you don't hear the answer to one
question, start listening immediately for the answer to the next question.
Step 3: Use the second listening to find the answers you didn't hear the first time
and to check the answers you already have.
Step 4: When you finish, check that you have an answer for each question. Never
leave answers blank in an exam.
Unit3
USE OF ENGLISH: Multiple-choice cloze activities
In this type of activity, you have a text with gaps. You must fill in each gap with one of three
or four answers given.
Step 1: Read the complete text without thinking about the gaps. This helps you to get a
general understanding of the text.
Step 2: Before you look at the answers, think about the type of word you need (noun, verb,
pronoun, article, etc) and the general meaning.
Step 3: Read the answers. Choose the one which you think is best. Look very carefully at
the words which come just before and just after the gap. Do they help you to find
the best answer?
Step 4: If you aren't sure which answer is right, take away any answers which you know are
not correct.
Step 5: Read the sentence again with your answer in the gap to check it.
Step 6: When you finish, check that you have an answer for each question. Never leave
answers blank in an exam.
150
SPEAKING: Evaluation
In exams it is important to know how
many marks there are for different
sections and to know what the
examiners want. Usually examiners
in speaking exams want to see if you
can:
communicate successfully
speak fluently
use accurate and varied grammar
use accurate and varied
vocabulary
Unit 4
READING: Matching activities
In this type of activity, you have to say which text or part of a text contains a
specific piece of information.
Step 1: Read all the texts or parts of the text quickly to get a general
understanding.
Step 2: Read the piece(s) of information that you need to find. Look for
key words that help you tofindthe text or part of the text which
contains the information.
Step 3: Read that specific text or part of the text again in more detail.
Step 4: If you are not sure that you have found the correct answer, read
other sections again in more detail.
Step 5: When youfinish,check that you have an answer for each question.
Never leave answers blank in an exam.
Unit 5
LISTENING: Identifying the speaker activities
In this type of activity you match different speakers with the
things they say.
Step 1: Before you listen, think about the topic of the listening.
This will help you to predict ideas and words that
could appear in the recording.
Step 2: Read the questions to know how many speakers there
are and what they may say.
Step 3: When you listen, remember that in the recording the
speakers will probably express the same ideas using
different words and expressions. Thinking of synonyms
for the words in the statements can help you to
identify the answers.
Step 4: Don't worry if you don't understand everything the
first time you listen. Usually you listen twice. Use the
second listening tofindthe answers you didn't hear the
first time and to check the answers you already have.
SPEAKING: Negotiating
In negotiating activities, you usually work with another person.
The examiner explains a situation where you and the other
speaker need to come to a decision. In this type of exercise,
remember that there isn't usually a right or wrong answer.The
examiner wants to hear you speaking English.
If you can't think of something to say:
Ask your partner a question like What do you think?Tr\'\s
gives you time to think of what you can say next.
Use fillers like Well, Hmm or Let me think to give you time to
think of what you want to say next.
Don't be afraid to say something that you think is obvious.
Remember to give full explanations for your opinions and ideas.
Listen to what your partner or the examiner is saying. In a
conversation we speak and listen.
If you don't understand what the examiner or your partner is
saying, ask them in English to repeat or to speak more slowly.
Use expressions like: Sorry, can you say that again? or, Sorry,
could you speak more slowly?
Unite
USE OF ENGLISH: Sentence transformation activities
In this type of activity you have a sentence and you must complete a second
sentence so that it means the same as the original sentence. In some exercises
you must use a word that they give. In this case, you cannot change the
form of this word. Generally you can only use between two andfivewords,
including the word they give you.
Step 1: Read the original sentence carefully. Think about the meaning of the
sentence, the type of structure(s) used, the tense(s) used, etc.
Step 2: If they give you a word, think about its meaning. Think also about the
grammatical function of the word. Does it always or usually go with
another word or tense?
Step 3: Write your sentence.
Step 4: When youfinish,check that you:
a) have not changed the meaning from the original sentence.
b) have not changed the form of the word they gave you.
c) have not written more than the maximum number of words permitted.
151
Unit 7
READING: True/false activities
In this type of activity you decide if statements
are true or false depending on the information in
the text.
Step 1: Read the text quickly to get a general
understanding.
Step 2: Read the sentences that you need to say
are true or false.
Step 3: Find the parts of the text where the
information comes. Read them again in
more detail.
Step 4: If there is no information to say if a
sentence is true, mark the statement false.
Step 5: When you finish, check that you have an
answer for each question. Never leave
answers blank in an exam.
Unit 8
SPEAKING: Reporting past events
In this type of activity you have to talk about something (real or imaginary) that happened in
the past. You may need to speak alone or have a conversation with the examiner or another
student.
Remember to use past tenses correctly. We use the past simple for completed activities in
the past.The past continuous is for activities in progress at a moment in the past. We can use
it to describe scenes in the past.The past perfect is for activities that happened before other
activities in the past.
Use expressions of time and sequence {first, next, then, later, etc.) to make the order of
events clear.
Use basic question words like Who? What? When? Where? How? Why? to help you think
of more things to say.
Use fillers like Well, Hmm or Let me thinkto give you time to think of what you want to say next.
If you don't understand what the examiner or your partner is saying, ask them in English to
repeat or to speak more slowly. Use expressions like: Sorry, can you say that again? or,
Sorry, could you speak more slowly?
WRITING:
Answering the question
Remember that in writing
exams you lose marks if you
do not answer the question.
It is not enough to write
no grammatical mistakes
and with a wide variety of
vocabulary. You must also
include all the information
that appears in the question.
Reading the question carefully
can also help you to decide
which tenses and vocabulary
you need to use in your
writing.
Unit 9
READING: Missing sentence activities
In this type of activity you have to fill gaps in a text with sentences taken
out of the text. The sentences are often the first in each paragraph. There
are sometimes more sentences than gaps.
Step 1: Read the text quickly to get a general idea of what it is about. To
do this type of exercise you do not usually have to understand
every word, so don't panic if you don't understand everything.
Step 2: Read the sentences which go in the text. What does each
sentence talk about?
Step 3: Find the sections of the text which correspond to the
information in the sentences and read them again slowly, in
more detail. Put each sentence in the most probable gap.
Step 4: Check by reading the text with your answers in the correct place.
Do the sentences go together logically? Do words like this or
it make sense? Check also that you have one answer for each
question. Never leave answers blank in an exam.
152
Unit 10
USE OF ENGLISH: Cloze activities
In this type of activity, you have a text with gaps. You must fill in
each gap by thinking of a word which is grammatically correct
and is logical.
Step 1: Read the complete text without thinking about the gaps.
This is to get a general understanding of the text.
Step 2: Look again at the gaps and especially the words which
come just before and after the gap. Do those words
need a special preposition? Is an article or auxiliary verb
missing?Think about the type of word you need (noun,
verb, pronoun, article, etc.) and the general meaning.
Step 3: Fill in the gap with the word that you think is best. Read
the sentence again with your answer in the gap to
check it. Check that the meaning is logical, but check
also that the words fit in grammatically. Sometimes
there may be more than one possible answer but you
only need to put one.
Step 4: When youfinish,check that you have one answer for
each question. Never leave answers blank in an exam.
153
General
When you don't understand
Em...
Well...
The thing is...
Checking understanding
Maybe...
Do you mean?
You know...
I think...
Pardon?
I'm not sure I understood.
I imagine...
It looks like...
I imagine that...
Showing interest
Let me think.
Really?
That's interesting.
That's incredible!
I see.
Do you?
Me too.
Talking a b o u t t h e past
Expressions of sequence and time
At first
In the end
First of all
Then
Finally
Suddenly
Next
After that
Starting
Speculation
I think...
lean see...
Position
On the right/left
In the middle
At the top
At the bottom
In the background
In the foreground
154
Describing a p h o t o
It looks as if...
It looks like...
I imagine that...
It may/might/could be...
It's not clear if...
They're probably...
It might be...
Common situations
Asking for personal information
Responding to suggestions
Great!
Yes, but...
Fine.
Making suggestions
Shall we (do something)?
Why don't we (do something)?
Let's (do something).
How about (doing something)?
155
Informal emails
page 15 (Unit 1)
page 67 (unit 5)
page 105 (Unit 8)
Start:
Hi
Style:
Notes a n d messages
emoticons (e.g. ).
Useful expressions:
Start:
page 53 (Unit 4)
Style:
moment?
_, ,
Useful abbreviations:
PS, e.g., NB, asap, i.e., etc, Tel., St., Rd.
Useful expressions:
Informal letters
Start:
page 27 (Unit 2)
Style:
Useful expressions:
Begin Thanks for your letter or I'm writing to tell you
about...
Giving o p i n i o n s /
discursive essays
Start:
Useful expressions:
Ask questions like How are you?, How are things?, Are
page 67 (unit 5)
page 79 (Unit 6)
Useful linkers:
To put opinions and ideas in sequence, use Firstly,
Next, Finally.
To add opinions and ideas, use Furthermore, What's
more.
To contrast ideas and opinions, use However,
Nevertheless.
End:
156
Formal letters
Write your address and the date in the top right corner.
Start:
this question.
Useful linkers:
To put opinions and ideas in sequence, use Firstly, Next,
Finally.
Useful expressions in job applications:
Informal letters
Start:
Useful words:
Who, Which, When, Where, Why, How, How much,
When we know the name of the person we are writing to, use
Yours sincerely. When we don't know the name of the person
we are writing to, use Yours faithfully.
Stories, narratives
a n d anecdotes
Start:
Useful expressions:
To explain the sequence of events, use At first, First of
all, Next, Then, After that, Finally, In the end.
Text messages
Useful abbreviations:
PLS
L8R
BCZ
L8
MSG
SPK
THX
2 DAY
2MORO WKND
XLNT
2nite
YR
WOT
B4
GR8
157
Infinitive
Past simple
Past participle
Infinitive
Past simple
Past participle
be
was/were
been
let
let
let
beat
beat
beaten
lie
lay
lain
become
became
become
lose
lost
lost
begin
began
begun
make
made
made
break
broke
broken
mean
meant
meant
bring
brought
brought
meet
met
met
build
built
built
pay
paid
paid
burn
burnt
burnt
put
put
put
buy
bought
bought
read
read
read
catch
caught
caught
ride
rode
ridden
choose
chose
chosen
ring
rang
rung
come
came
come
run
ran
run
cost
cost
cost
say
said
said
cut
cut
cut
see
saw
seen
do
did
done
sell
sold
sold
draw
drew
drawn
send
sent
sent
drink
drank
drunk
set up
set up
set up
drive
drove
driven
shine
shone
shone
eat
ate
eaten
shoot
shot
shot
fall
fell
fallen
show
showed
shown
feel
felt
felt
sing
sang
sung
find
found
found
sit
sat
sat
fly
flew
flown
sleep
slept
slept
forget
forgot
forgotten
speak
spoke
spoken
forgive
forgave
forgiven
speed
sped
sped
get
got
got
spell
spelt
spelt
give
gave
given
spend
spent
spent
go
went
gone
split up
split up
split up
grow
grew
grown
stand up
stood up
stood up
hang out
hung out
hung out
steal
stole
stolen
have
had
had
swim
swam
swum
hear
heard
heard
take
took
taken
hide
hid
hidden
teach
taught
taught
hit
hit
hit
tell
told
told
hurt
hurt
hurt
think
thought
thought
keep
kept
kept
understand
understood
understood
know
knew
known
wake up
woke up
woken up
lay
laid
laid
wear
wore
worn
leave
left
left
win
won
won
learn
learned/learnt
learned/learnt
write
wrote
written
158
Unit 2
Student B: Prepare questions to ask your partner to find
the missing information.
/
v e r y i n t e l l i g e n t . Clyde's f u l l
Grantham
Gardens
No experience necessary.
Job is from 20th June to 20th September
Full-time work only: 38 hours a week
Don't work weekends
Wages: 6.80 an hour
Need to be reliable, hard-working
Don't need to be particularly strong
Send letter and CVto: Janet Doors, Grantham Gardens, POBox372, Lincoln
name w a s Clyde B a r r o w . He w a s b o r n i n 1 9 0 9 i n
( b )
B o n n i e m e t Clyde i n 1 9 3 0 . T h e y
'
i n the n e x t four
years. T h e y r o b b e d 15 b a n k s , a l t h o u g h g e n e r a l l y
t h e y p r e f e r r e d s m a l l shops a n d p e t r o l s t a t i o n s . T h e y
often stole cars too. Once Clyde s e n t a l e t t e r t o
to t h a n k h i m . He told h i m t h a t
his cars w e r e h i s f a v o u r i t e c a r s t o s t e a l ! B u t Clyde
( d )
ten or
diueo suoidiueqo
Unit 8
IT
Unit 3
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>ued oj uoistnaxa
uieiunouj :| saijiAips
'
jainrj
:SJSB| astnog
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Unit 6
1
2
3
4
5
desert
Canberra
Captain James Cook in 1770
prison convicts, beginning in 1788 and ending in 1848
A 2,600 km long structure made of living coral off the north-east
coast of Australia. The big rock in the middle of Australia is called
Uluru (or Ayers Rock). The most famous beach near Sydney is Bondi
Beach, but there are no sharks.
6 A common myth says that Captain Cook asked an indigenous
Australian 'What's that animal?', pointing to a kangaroo. The man
replied 1 don't understand you', or 'kangaroo' in his language.
7 an indigenous Australian musical instrument
8 Russell Crowe, 'Best Actor' for Gladiator and Mel Gibson, 'Best
Director' for Braveheart. Crowe was born in New Zealand but went to
live in Australia as a child and lives there now. Gibson was born in the
USA but lived in Australia when he was young. Later he moved back
to the USA and lives there now.
P3S|UB6JO
OOSIDUBJJ UBS
M o s t l y S e c t i o n 1: Y o u a r e a p e r f e c t i o n i s t
romantic.
71
M o s t l y S e c t i o n 4 : You're a leader.
159
Macmillan Education
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ISBN 978-0-230-72344-
ISBN 978-0-230-41760-1 (plus Gateway Online)
Text David Spencer 2011
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