Student's Book Premium Pack

macmillan
education
C o n te n ts B 1

Vocabulary Reading Gram m ar Life skills

r r
► Problem letters \ Present simple and Autonomy:
present continuous Contributing to
Teenagers' rights
family life
and responsibilties Articles

Social skills
and citizenship:
Thinking about
right and wrong
y Exam success

Reading: Multiple-choice
activities
Speaking: Information
role-plays

Listening: True/False/Not
Mentioned activities
Writing: Knowing evaluation
criteria
 Jobs and work, ► Do you have an ‘a Modal verbs of The world of work:
Personal qualities unusual job? obligation, prohibition and Assessing your
advice transferable skills
Compound adjectives Transferable skills
Second conditional
A letter of
application and CV

m Past perfect Personal

well-being:
used to
Managing
Gerunds and infinitives friendships

Fiction, Non-fiction ► The life of a tyS Re Po rted speech - Art and culture: ► B
top children's statements Enjoying fiction
Phrasal verbs 3oc
author
connected with Reported speech - questions Ap
reading and writing Prologue
A story

Log on Using a computer, ► The computer The passive - present ICT: Protecting
p122 The Internet that began it all simple yourself on the
Internet
Collocations with Social networking The passive - other tenses
em ail today, no job
tomorrow? have som ething done

Text messages

Unit-by-unit wordlist p136 n Exam success p144 Communication activities p147

Contents
 y Exam success

Use of English: Sentence

transformation activities
Writing: Writing in exam
conditions
g i a;

Contents
 Family
life
Vocabulary
A ges and stages of life
1 W o rk w ith a p artner. M atch these w o rd s to th e
photo s. W h a t ages g o w ith each stage o f life ?
baby • child • middle-aged (man/woman)
senior citizen • teenager • young adult
e baby, 0 to 3 approximately
a 6 the brother of your husband or wife
V ¡v T *
2 Put th e stages o f life in order. Begin w ith b ir t h .
adolescence • birth • childhood
death • middle age • old age
3 O 01 Listen, check and repeat.
The family
4 D ivid e these w o rd s in to th re e lists as below .
aunt • brother-in-law • cousin daughter
grandfather • grandson • husbi
niece • stepfather • uncle • wife
Male Female Male or Female
husband daughter
M atch th e w o rd s in 4 w ith these descriptions.
1 the man that a woman is married to
husband
2 the brother of one of your parents
3 your mother's new husband in a second or later
marriage
4 a daughter of your brother or sister
5 the son of one of your children
SPEAKING W o rk w ith a partner. Take it in tu rn s to
de fin e th e o th e r w o rd s in 4. Can y o u r p a rtn e r say
th e fa m ily m em ber?
It's the son o f y o u r brother o r sister.
th e sentences w ith th e w o rd s in th e box,
born • divorced • one-parent
only child • partner • single
1 If you are......................................, you aren't married.
2 A n ......................................doesn't have brothers or
sisters.
3 The word......................................describes your
husband, wife, or the person that you live with.
4 If you are married and then you end the marriage, you
5 In ......................................families only the father or
the mother lives with the children.
ó Approximately 800,000 babies are .. ...
every year in the UK.
8 LISTENING Q 02 Listen to th re e people ta lk in g a b o u t
th e ir fam ilies. Choose th e co rre ct alte rn a tive s.
1 Joshua is a child/a teen ag er. He has a biq/sm all
family.
2 Olivia is a child/a teen ag er. She has got a biq/sm all
family. She lives with her father/qrandfather. She
spends a lot of time with her aunt/cousin.
3 Jessica is a senior citizen. She's got four/tw elve
grandchildren. She is m a rried /d ivo rced .
9 M B W ork w ith a partner. Tell them a b o u t yo u r
fa m ily using w o rd s fro m th is page.
 Reading
1 W o rk w ith a p artner. W h a t ty p e s o f th in g s do
J EXAM SUCCESS
te e n a g e rs argue a b o u t w ith th e ir parents? M ake
a list. Here is a multiple-choice reading activity. In this
clothes, m usic ... type of exercise you have three or four options.
You choose the option that is best according to
Read th is p o s t on a w e b s ite th a t helps teenag ers
the information in the text. If you aren't sure of
w ith problem s. Does Zoe ta lk a b o u t any o f th e the correct answer, what can you do?
th in g s in y o u r lis t in 1? ► EXAM SUCCESS page 144

HOME POPULAR ASK OUR EXPERT SIGN IN

5 Read th e te x t again and choose th e best
___ _ n n \/l answers.

ZOE, 14 y e a rs o ld , L o n d o n J ' 1 Zoe is angry with her mum because she says
i
her mum doesn't ...
Q I’m writing to you because of my problems at home. I’m № tidy Zoe's bedroom,
a
having a really hard time at the moment. I have arguments realise how busy Zoe is.
b
f «it*
with my parents about everything! For example, my mum c want Zoe to do her homework.
and dad never knock before coming into my bedroom!
When I’m sitting at my desk doing my homework, my mum
a 2 Zoe's mum has a problem with Zoe's music
because she ...
interrupts me. She tells me how untidy my room is and says a doesn't think it helps Zoe concentrate,
that I need to clean it. She doesn’t understand that I have b doesn't like the style of music,
a lot of things to do. Later on she comes back to tell me to c can't do her work with loud music.
turn my music down. I don’t think it’s loud. But then we start
shouting. She says that it’s impossible to do homework and
3 The expert thinks that Zoe's mum ...
a is right to tell Zoe to tidy her room,
listen to music at the same time and tells me to switch it off
completely. But she doesn’t realise that the music helps my b is right to stop Zoe in the middle of her
concentration. Please help. I don’t know what to do! homework.
c is right to decide what time Zoe should
clean her room.
4 The expert thinks that Zoe can do what she
W ork w ith a partner. Think o f g o o d advice to give Zoe. likes with her music ...
a because parents are never happy with their
N o w read advice fro m an e x p e rt. Do th e y m ention children's music,
any o f y o u r ideas in 3? b if she talks to them about it.
c within certain limits.
5 The expert says that...
a it's normal for Zoe's parents to enter her
bedroom without knocking,
b maybe Zoe's parents want her to
communicate with them more,
c Zoe's parents don't want her to have a
O u r e x p e rt private space because she's too young.

0 ' critical TH inuam

COL' Think! Then com pare ideas w ith yo u r class.
A You want your parents to treat you with respect. But ■ What do you think is good advice for when
show them respect, too. You say you have a lot to do but I’m you have disagreements with your parents?
sure your mother is also busy. You don’t want to tidy your
bedroom when you're doing your homework. So, decide on
[9 time that is convenient for you. Tell your mum what time 7 W h a t do th e underline d w o rd s in th e
st is. Then make sure you do it! As for the music, parents te x t mean? Guess and th e n check in yo u r
|and teenagers always argue about music. Speak to your dictionary.
i calmly. Explain that it helps you to study. But keep it to
^reasonable volume or use headphones. And finally, your SPEAKING W h a t a b o u t you?
droom. Maybe your parents don't realise that you’re not
a little child any more. Explain why you think it’s important to Do you ever argue with your parents? What about?
zve a private space. Maybe you’re spending a lot of time
in your bedroom and your parents don’t see you or get a
chance to speak to you. When you talk to parents it makes a
big difference. Tell them what’s happening in your life.

!
Grammar in context Flip p ed classroom: w a tc h th e g ra m m ar
p re se n ta tio n v id eo .

Present simple and present continuous

l a Look at these sentences. Which sentences are in l c C o m p lete th e sentences w ith th e correct
th e present simple and which are in th e present form o f s t u d y .
continuous?
Present sim ple
1 I'm writing to you because of my problems at home.
A ffirm a tiv e : H e history.
2 My mum and dad never knock before coming into my
bedroom! N e g a t iv e : H e..................... physics.
3 Parents and teenagers always argue about music. Q u e s t io n : ........................h e .........................

4 I don't know what to do. English?

Present continuous
l b M atch the sentences in 1a w ith the explanation o f their
uses in a -d . A ffirm a tiv e : She..................... English now.
a With certain verbs like lo v e , like , h a te, think, b e lie v e , N e g a tiv e : She.................... maths now.
kn ow , u n d e rs ta n d , w ant, n e e d .
Q u e s t io n : ......................she......................
b For regular or routine actions,
French?
c For things that are always or generally true,
d For actions that are happening now or temporary actions.

GRAMMAR REFERENCE ► PAGE 16

2 Look a t th e picture. W rite sentences ab o u t w h a t th e d iffe re n t m em bers o f the fam ily are doing or not
doing. Use th e present continuous fo rm o f th e verbs in th e box.

cry • drink • laugh • listen • play • read • sit • sleep • stand • talk • watch

The daughter is talking on. the phone.

C o m p lete the dialogue ab o u t th e picture using

Julia: Yeah. It's my baby cousin.
th e present simple o r present continuous form o f
th e verbs given. Molly: (g) ............ she always......................
(cry) like that?!
Molly: Hi, Julia. What (a) you
..................... (do)? Are you at home? Julia: No, she (h) .......................... (i)
you .................... (know) what my dad
Julia: Yes. I never ( b ) ..................... (go) out on
(j)..................... (do) at the moment?
Wednesdays.
Molly: No, I (k)......................
Molly: (c) ........ you...................... (watch)
TV? Julia: He (I)..................... (listen) to loud music
because he (m)..................... (hate) the sound
Julia: No, right now my mum (d ).....................
of crying! And the amazing thing is that now
(watch) her favourite series. She always
my grandfather (n)..................... (sleep).
(e ) ..................... (watch) it on Wednesdays.
He usually (o)..................... (sleep) in the
Molly: What's that sound? (f).....................
afternoon. I don't know how he's doing it!
somebody.....................(cry)?

4 111
III

Unit 1
 ©1 Developing vocabulary
Find these w ords and phrases in th e dialogue in Noun suffixes -ment, -ion. -ence
3. Which go w ith th e present simple and which
go w ith th e present continuous? 1 Look a t these w ords from th e te x t on page 7.
1 at the moment 5 now
2 never 6 right now argument • concentration • difference
3 normally 7 usually
The parts of the word in bold are suffixes. Suffixes
4 on Wednesdays
change the type of word, e.g. from an adjective or
<At ike m om ent = p resen t continuous a verb to a noun.

C o m p lete th e sentences w ith th e present 2 C o m p lete th e w o rd s in th e ta b le and then use

simple o r present continuous form o f th e verbs your d ictionary to check th e w ords.
in the box.
-m e n t

Verb Noun

1 urejuje argument
1 I can't come out at the moment because I
move 2
.....................my sister with her homework.
improve 3
2 W hy..................... you...................... ? My
4 retirement
grandfather can hear you.
’ ¡on
3 My cousin always..................... in a restaurant on
Verb Noun
Saturday afternoons.
concentrate 5
4 Can you say that again? I ......................
6 information
5 Can I help you, D a d ?.....................you
describe 7
..................... anything?
6 My sister..................... down right now because
8 discussion
-en ce
she doesn't feel well.
Adjective Noun
W rite questions fo r these answers.
9 ........................ difference
1 jV fw i k'c yaw do o n F r id a y s ?
I play basketball on Fridays. 10 adolescence
11 ....................... independence
My mum is working at the moment. confident 12

My uncle and aunt live in Liverpool. 3a Choose th e correct a lte rn ativ e.

4 1 How can you im p r o v e /im p r o v e m e n t your English
No, my cousin isn't studying at university. this year?
5 2 Do you think you are an in d e p e n d e n t /
My grandparents go for a walk in the mornings. in d e p e n d e n c e learner?
6 3 Have you got a lot of c o n f id e n t /c o n f id e n c e when
My family and I usually go to the cinema at the you speak in English?
weekend.
4 Are there many d if fe re n t /d iffe re n c e s between
English and your language?
SPEAKING Use the questions in 6 to in terv ie w
you r partner. W hen you finish, think o f similar 5 Do you like having d is c u s s /d is c u s s io n s in English?
questions to ask.
3b SPEAKING W o rk w ith a partner. Ask and answ er the
W h a t d o y o u d o o n F rid a y s ? questions in 3a.

~ v
I g o o u t w ith m y frie n d s .
^ Gateway to life skills: Autonomy
LIFE SKILLS OBJECTIVES
To think about rights and responsibilities in
a family.
To learn about different ways of helping
with family life.
To decide positive steps to take to
contribute to family life.
1 a SPEAKING W o rk w ith a p artner. A sk and answ er
these questions.
1 Who prepares your school bag each morning?
2 Who makes your dinner?
3 Who buys the food you have for dinner?
4 Who puts clean towels in the bathroom?
5 Who cleans the table after you eat?
6 Who empties the rubbish bin in your bedroom?
7 Who provides the money if you need some to
go out?
l b C o u n t h o w m any tim e s y o u r answ er was 'I d o '
in 1a.
2 READING Read th e essay. Choose th e best title .
a Teenagers have rights AND responsibilities,
b Teenagers have the power,
c Wait until you are an adult.
]
n y u f£
right, rights [n]: W e all have a right to express ou r opinions.
responsibility, responsibilities [n]: W hen you have a p et,
you m ust take responsibility for what it does, respect [v]:
Children n eed to respect their parents and grandparents.
independent [adj]: She's very independent. She is able to
make her own decisions.
We. all have rights. Sometimes Wefeel angry i f people
dont respect oar rights. Teenagers usually feel strongly
that they have a right to say what they think. Or they
have a right to choose what they do m their free time.
M aybe they feel that they have a strong right to privacy.
These rights are all important. They are part of
becoming an independent adult. But, when We are
changing from a child into an adult, it is easy to forget
that there are two sides to this. iNe have rights, but
we also have responsibilities at home. Can we demand
our independence i f other people do the shopping fo r us,
make our meals, clean the bathroom and give us pocket
money to go out?
As Weg et older, Wefeel We have more rights. And
We want others to respect Our rights. But to become
an independent adult We need to accept our own
responsibilities and begin to do things for ourselves.
After all, parents have rights, too.
SPEAKING A n sw e r these questions.
1 Do you agree with the examples of
rights in the first paragraph?
Why/Why not?
2 What other rights do you think
teenagers have at home? Make a list.
3 Look at the question at the end of the
second paragraph. What is your answer
to this question? Explain.
4 What rights and responsibilities do you
think parents have?
/
«
 LISTENING Q 03 Three tee n ag ers talk 6a W ork w ith a partner. Look a t th e list o f jobs around
>ab o u t th e ir special responsibilities. th e house. Check th a t you understand th e w ords in
W atch th e vid eo o r listen and th e list. Use a dictionary if necessary.
w rite d o w n each person's special
responsibility.
A Who usually does B How often d o *
this in your house? you do this?

clean the
kitchen

I W atch o r listen again and w rite th e clean the

o f th e person w h o says these things. b ath room

I'm an only child.

■I chose to take on my responsibility.

do the
shopping
I nave a new opinion about my mum.
do the
w ashing |
I can do more in my free time because of my
lay the tab le [
responsibility.
I can now have something I want.......... m ake y o ur bed_

I have to help because my mum is busy

tak e the
studying. rubbish out I

tidy your r
bed room

w ash the dish es |

6b SPEAKING In te rv ie w you r p a rtn e r to find o u t w ho

usually does these jobs in th e ir house.
Who usually cleans the kitchen in your house?

6c SPEAKING N o w find o u t how o fte n you r p artn e r

does these jobs ( e v e r y d a y , o n c e / t w i c e / t h r e e
t im e s a w e e k , a t t h e w e e k e n d s , n e v e r ) .

HovJ often do yon titan the kitchen?

Y o u w a n t t o c o n t r i b u t e m o r e t o y o u r f a m ily life .

F o l l o w t h is p la n :

1 W ork in a small group. Apart from the list o f jo b s

in 6 and the ideas in the videos, make a list o f
any other ideas, b ig o r small, to help at home.
2 Individually, make a list o f things that you think
y o u co u ld do to make a positive contribution to
y o u r family life.
Make a 'H elping o u t' tim etable in y o u r
n o teb o o k to plan when you can do these things.
Use y o u r school tim etable to help.
C om pare and com m ent on y o u r tim etables.
Tell y o u r family about y o u r plans!
 Listening Grammar in context

Articles
_______________________________
1 Look a t these sentences and th e n com plete
rules 1 -5 w ith a/an, the o r no article.
a I think family dinners are great.
b Family dinners are an important moment for us.
c The dinner I'm eating today isn't good.
d The government talks a lot about family
dinners.
e I'm a computer technician.

1 We use ' L i>,‘ . when we talk about

1 SPEAKING W o rk w ith a p artner. D escribe th e photos.
2 LISTENING Q 04 Listen to a ra d io pro g ram m e a b o u t
fa m ily dinners. M atch th e p e o p le w ith th e ir
situations.
Mike □ 3 Sally □ 5 Jennifer I
Chris □ 4 Alice . 6 Daniel
A eats with the family just once a week
B eats with the family but they don't talk
C makes dinner for the family every day
D never arrives home in time for dinner
E eats and talks with the family every day
F usually eats with the family but isn't eating with
them today
G always eats alone because their parents work
H has to order pizza because nobody has time to cook
things in general.
2 We use...................... to talk about a singular,
countable person or thing for the first time,
or to say that the person or thing is one of a
number of things or people.
3 We use...................... to talk about a specific
person or thing or a person or thing mentioned
before.
4 We use to talk about someone or
something that is unique.
5 We use...................... to say what somebody's
profession is.
GRAMMAR REFERENCE ► PAGE 16
2a PRONUNCIATION Q 05 Listen to h o w w e pronounce the
in List A and List B below . W h a t is th e d ifference
in p ro n uncia tion? W h y is this?
List A: the pro blem the din n er the governm ent
the w eekend
List B: the en d the im portant thing the evening
the afternoon
2b Q 05 Listen again and repeat.
3 C o m plete th e sentences w ith the if necessary.

1 Today o n .........................programme we're talking

3 LISTENING Q 04 A n sw e r these q uestion s. Listen again
if necessary. a b o u t.......... ...family dinners.

1 How many hours a week does Mike work? 2 I'm going to fridge to see if there's
2 Where does he go in his job? anything to eat.
3 What does Chris usually eat? 3 I th in k ........................communication is essential.
4 When does Sally eat? 4 In my house........................ breakfast isn't an
5 How many children and grandchildren does Alice
important meal.
have?
5 Adults can't always arrive on time because of
When does Alice eat with her family?
Where are Jennifer's parents tonight? w ork.

What's the problem with Daniel's family dinners? 6 I don't like food at school.
7 In films they often show
4 SPEAKING W h a t a b o u t you?
f a n i es eat mg together.
I Do you think it's important to eat with your family?
Why/Why not?

2
h
 I©]
6 a Look a t these questions. A d d a, an, t h e or - if
no article is necessary.

1 Do you think..................... family dinners are

important?
2 Are .................... family dinners......................
important part of life in your country?
3 Do you think..................... children and
..................... parents talk a lot in your country?
4 Do you talk about..................... important things
when you have..................... dinner?
5 Do you listen t o ..................... music at dinnertime?
6 Do you think..................... food you eat makes a
difference to your school marks?
7 Do you like..................... food at your school?

Read th e te x t and choose th e correct a lte rn ativ e.

(a) A /T h e report by the National Literacy Trust in

the UK says that talking at home during meals can
help (b) th e /- children to be more confident and to
communicate well, (c) A /T h e report says that 87% of
(d) th e /- young people"sit down with their family at
mealtimes. But 7.1% of those young people never or
rarely talk to their family while they are eating, (e A /A n
interesting thing the Literacy Trust discovered is that
talking at mealtimes makes you more confident about
speaking in ¡f) th e /- class discussions or in front of your
classmates. Most young people who talk at mealtimes
think that (g| th e /- good communication skills are
important for finding (h a/the good job. (i) A /The
British Government is interested in this report because
they want to improve children's speaking and listening
skills. And (j) th e /- families can help to do this just by 6b SPEAKING In te rv ie w you r p artn e r using th e correct
questions in 6a.
talking at dinnertime.
Do you think family dinners are im portant?
Find and correct a m istake w ith articles in each
sentence. -y
1 I'm a vegetarian. I never eat the meat. Yes, I do. You can talk and find
out how everyb od y is.
2 My mum is the doctor in a big hospital.
3 Could you pass me potatoes?
4 I had a cat but a cat disappeared last month.
5 He's a student at University of Edinburgh.
6 She's got a brother and the sister.
7 I haven't got a watch - can you tell me a time?
 Developing speaking
Asking for personal information A
A: ( d )................................................................................

1 C o m p lete w ith inform ation ab o u t you and your B: About once a month, when he comes home for
brothers, sisters or best friend . the weekend.
A: That's good! I see my brother every day because
|| Brothers/sisters/best friend:
he's only 14. ( e )..........................................................
I Ag6:
Jj What they do: B: I usually go out with my friends on Saturdays
§1 How often you see them:
and we sometimes play football on Sundays.
What you usually do on Saturdays:
What you usually do on Sundays: ( f ) ..................................................................................
|j Your likes/dislikes: A: My brother and I often go to the cinema on
I hhhhhhbmhhhbihhhmbhbhhhihhhhhI Saturdays. But I never play football because I
2 Look a t these fo u r p eople and th e ir
SPEAKING don't like sport.
personal inform ation files. Tell you r p artn e r which
people are similar to you. Explain why.
9 SPEAKING BANK
O liv e r is s im ila r to m e b e c a u s e h e 's g o t
Useful questions to ask for personal
i o n e b r o t h e r a n d h e d o e s s p o r t o n S u n d a y s.
inform ation
i 1 / ■ Have you got any brothers or sisters?
■ What do you do at the weekend/in the evenings/
• one brother, one sister on Wednesdays?
• brother at university, sister works ■ What about you?
• goes out with friends on Saturdays ■ Do you like ...?
• plays tennis on Sundays
Liam JfF) ■ What do you think o f ...?
■ How often do you ...?
• no brothers or sisters
• best friend studies at school 5a PRONUNCIATION ^ 0 7 W hich questions in th e dialogue
• goes out with friends on Saturdays 1 go w ith diagram A? W hich go w ith diagram B?
; tW k • does sport on Sundays Listen again and check.
O liver

JL
diagram A diagram B
• one brother
• brother at school
• watches films on Saturdays 5b Q 0 7 Listen and re p e a t th e questions.
• doesn’t like sport
E m m a jr 6 SPEAKING Practise th e com pleted dialogue in 4 w ith
y o u r partner. Pay special a tte n tio n to th e correct
• one sister intonation in questions.
• sister lives in the US
• plays tennis on Saturdays PRACTICE MAKES PERFECT
• plays computer games on Sundays
Phillipa 1 7a SPEAKING W o rk w ith a partner. Do this role-play
using th e dialogue in 4 and th e Speaking bank to
!
help you.
3 LISTENING 0 06 Listen to tw o teenagers m eeting fo r
th e first tim e. Look at th e inform ation in 2. Which
tw o people are talking? You meet an English boy/girl at a summer camp.
■ Find out if he/she has brothers or sisters.
4 W o rk w ith a partner. C o m p lete th e dialogue w ith ■ Tell him/her about your family.
th e correct questions. Look a t th e Speaking bank ■ Find out what he/she does at the weekend.
fo r help. ■ Tell him/her what you do in your free time.

A: (a ).......
7b SPEAKING Change partners and rep eat.
B: Yes, I've got one brother.
A: Mo too. (b) y EXAM SU CC ESS
B: He's 22.
In information role-plays, how can you keep the
I A: (c) conversation going?
B: No, he doesn't. He's at university in Manchester. > EXAM SUCCESS page 144

14 Unit!
mmm
 /eloping writing
informal em ail

Category langu.r
Main aim Find an international e ja l
I speak English and a little Spanish
My interests Music, books, travel
Message . Hi! I'm from Dublin. I've g ot
I* tw o brothers, tw o sisters and
tw o pets; a cat and a dog! I
love travelling and discovering
1c o u n tn new countries, new music
i age and new books. If you want
to practise your English and
I I □ make new friends, w rite to me.

>k a t th is a d v e rt fro m a te e n a g e r called 3 Look again a t th e em ail in 2 and co m p le te th e

■nna. W h a t does Alanna w a n t? W ould yo u be in fo rm a tio n in th e W ritin g bank.
tere ste d in co n ta ctin g her? W h y /W h y n o t?
/ ’' W R ITIN G BANK
I this reply to Alanna's ad ve rt. Do you th in k this
»n is a good e-pal fo r Alanna? W h y/W h y not? Useful words and expressions in inform al emails

■ To begin an informal email we usually use Dear

(Alanna) or just Hi.
■ We use contractions like I'm or

■ We can use emoticons like © or

■ We can use the w o rd ........................to change

the subject.

■ To finish an informal email we can use:

That's.. ......for now, Bye for now/,

Write ........................soon, All the best or Best

M atch th e paragraphs in Isabel's em ail w ith th e ir

co n te n t.
irm a!
Paragraph 1 favourite subject at school
I Isabel. I’m from A lican te in Spain. Let m e tell
. a b o u t m yself. Paragraph 2 main interest or hobby
Kn from q u ite a big fam ily. I’ve got tw o b ro th ers Paragraph 3 basic personal inform ation
id a sister. My siste r an d I are a lm o st the sa m e Paragraph 4 asking fo r a reply
an d we go everyw here together. My fath e r Paragraph 5 family
| a teac h e r an d m y m o th e r w orks in a h o sp ital,
ly d ad te a c h e s a t m y sch ool. T h a t’s often a good
PRACTICE MAKES PERFECT
f thing, b u t so m e tim e s it can b e really b a d ©.
j I love listen in g to all ty p es o f m u sic, b u t Look a t th e task and w rite an em ail. Use Isabel's
[e sp e c ia lly pop an d rock. My favourite group is em ail and th e W ritin g bank to help you. F ollow
Im agine D ragons. Do you know th e m ? Right now th e paragraph plan in 4.
I’m listen in g to th eir la te s t alb u m .
English is m y fav ou rite su b je c t a t sch ool. T his W rite an email with inform ation about yourself to a new
y ear I’m doing e x tra c la s s e s an d I also read books e-pal. Tell your e-pal:
!n English. At th e m o m e n t I’m read in g a book by
■ basic personal inform ation
I lohn Green. Do you know h im ?
■ information about your family
► Anyway, th a t ’s all for now. W rite b a ck soo n if
[y o u ’d like to be m y e-pal. ■ inform ation about your main hobby
£ w ish es ■ inform ation about your favourite subject at school.
e l© WRITING BANK > - PAGE 150

15
Language checkpoint: Unit 1
Grammar reference
Present simple

FORM USE

Affirmative l/You/We/They understand. We use the present simple to talk about:

He/She/lt understands. ■ regular habits and routines.
Negative I/You/We/They don't (do not) understand. We Walk, to school every day.
He/She/lt doesn't (does not) understand. ■ permanent situations.
Question Do l/you/we/they understand? They live in France.
Does he/she/it understand? ■ general and scientific facts.
Short Yes, l/you/we/they do. No, l/you/we/they don't. Birds fly.
answers Yes, he/she/it does. No, he/she/it doesn't.

Time expressions we often use with the present simple: always,

usually, normally, often, som etim es, rarely, never, o n ce/tw ice /
three tim es a day/w eek/m onth/year, on M ondays/Tuesdays

Present continuous

FORM USE

Affirmative subject + am/are/is + verb + -ing. We use the present continuous to talk about:
W e're working. ■ actions that are happening now.
Negative subject + am not/aren't/isn't + verb + -ing. She can'tgo Out. She's studying for an vcam.
She isn't working. ■ temporary actions.
Question Am/Are/ls + subject + verb + -ing? Jim is studying in the IAIC.
A re they w orking? NOTE: Some verbs are not usually used in the
Short Yes, subject + am/are/is. No, subject + am not/ present continuous because they describe states
answers aren't/isn't. not actions:
Yes, 1 am. No, they aren't. believe, hate, have (=possess), hear, know, love,
mean, need, prefer, see, seem , think (=have an
Time expressions we often use with the present continuous: opinion), understand, want
now, right now, at the m om ent, today, this week

Articles

A/An
We use a/an with singular, countable nouns.
We use it when we mention something for
the first time, or to say that the thing is one
of a number of things.
I’vegot a bike. It’s a mountain bike.
We use a/an to describe somebody's
profession.
He’s a teacher.
We use a before a consonant and we use
a n before a vowel sound.
5he's an engineer.
The
We use th e with countable (singular and plural) and uncountable nouns.
We use it to refer to something or somebody previously mentioned.
I've got a problem. The, problem isnt serious.
We also use th e to talk about specific things or people.
The film I so\WWotsgood.
We also use th e to talk about something unique.
the sun, the government, the world
No article
We do not use an article with plural, countable nouns or uncountable
nouns when we are talking about people or things in general.
Education is important. I love oranges.

Vocabulary
1 A g e s a n d s ta g e s o f life adolescence • baby • birth • child • childhood • death • middle age (n)
middle-aged (man/woman) • old age • senior citizen • teenager • young adult
2 The fa m ily 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
3 N o u n su ffixe s -m ent, -ion, - e n c e adolescence • argument • concentration • confidence • description
difference • discussion • improvement • independence • information • movement • retirement
4 O th e r w o rd s a n d p h ra s e s > page 136
 sent simple and present continuous / 16 points

W rite th e third person singular form 2 Choose th e correct w o rd to com plete th e sentences.
and - in g form o f th e verbs below .
1 He's.......... a new pair of jeans today.
• 0 iD Third person -in g form a wears b carries c wearing d carrying
singular W hen.......... your sister have English lessons?
1 have a is b do c does d has
I'm not sure if h e .......... French or German right now.
2 lie a studies b are studying c study d 's studying
I'm sorry, I ......... what you're telling me.
3 write a 'm not understanding b not understand
c are understanding d don't understand
4 cry
Where's your cousin? He normally..........on time.
a come b is arriving c arrives is coming
5 get
Ah! Now I .......... what you mean.
6 watch a see b 'm seeing c 'm knowing
d 'm not understanding
7 do Stop talking to her because she.......... to you.
a don't listen b listens c 's listening d never listens
8 sit W hy.......... she doing anything?
a hasn't b isn't c doesn't d don't

/ 8 points

Choose th e correct a lte rn ativ e.

1 It's a /th e /- beautiful day and a /th e /- sun is shining. 3 My cousin loves a /th e /- books. He's a/the/- writer.
2 A /T h e /- young girl walks into a restaurant, A /T h e /- 4 Pete's uncle is a/the/- doctor. He says a/the/-
girl sits down and orders a pizza. exercise is good for you.

pabulary revision
.AND STAGES OF LIFE -THE FAMILY / 8 points NOUN SUFFIXES -MENT, -ION, -EN CE / 8 points
C om plete th e te x t w ith th e a p p ro p ria te 2 C o m p lete th e sentences w ith th e correct form o f these
ns. words. w ords.

My name's Harry. I'm not married yet, I'm
still (a)......................My mum and dad are
middle-(b)..................... - I think they're both
50 this year. I'm an (c)..................... child.
haven't got any brothers or sisters but I
spend a lot of time with my (d )..................... ,
"ara. She's my Uncle Jack's daughter. She's
.oung. I remember when she was born. In
*act, I was there at the hospital on the day
c* her (e )...................... My Aunt Angela,
Uncle Jack's (f)..................... , is really nice,
too. My dad's mum, my (g )..................... ,
s really special. She says I'm special for
1er nertoo, maybe because I'm her only
(h) .....................'
adolescent • concentrate • describe • different
excite • improve • independent • inform
1 She usually gets 50% or 60% in her exams but in this
exam she got 90%. That's a b ig ......................
2 Can you give me a ..................... of your sister? I don't
know who she is in this photo.
3 Good food helps your..................... at school.
4 There's a lot o f..................... about the famous actor's
visit to the school.
5 There are two or three..................... between the present
simple and the present continuous.
6 She wants to be a secondary school teacher because she
likes working with......................
7 A dictionary gives you..................... about new words.
8 He's very - he doesn't need anybody to
help him.

Total:
 Crimes and criminals Detective work
1 W o rk w ith a partner. C o m p lete th e
sentences w ith these w ords. Use a
d ictionary if necessary.

burglary • fraud • mugging • piracy

robbery • shoplifting • theft • vandalism

1 A ..................... is when somebody steals

something.
2 A ..................... is when somebody breaks
5 C om plete th e definitions w ith the expressions in th e box.
into a house and steals things from it.
3 A ..................... is when somebody steals accuse a suspect • analyse evidence • arrest a suspect
charge a suspect • collect evidence • investigate a case
from a bank or a person.
prove something • question a suspect
4 .......................is when somebody damages
public property. When detectives ...
5 .................... is when somebody takes things 1 .......................... .., they try to find out what
really happened.
from a shop without paying.
6 is when somebody copies ., they ask them things.

software such as CDs and DVDs illegally. 3 ..................................... , they take them to a police station
because they think they have done something bad.
7 is when somebody takes
.

a person's money or possessions using 4 ......................................with something, they make

an official statement that they think the suspect did
violence. something bad.
8 ..................... is when you trick somebody to
5 ......................................of something, they say that they
get money or something from them. did something bad.

2 C o m p lete th e w o rd s fo r th e person 6 ......................................, they get DNA samples or

something that can help to show that somebody did
| w h o does each o f th e crimes in 1. Use a
something bad.
d ictionary if necessary.
I

1 b... g 5 r b ....... 7 ..................................... , they give evidence or proof that

2 m ..... g ..... 6 S........ I .... .... t something is true.
3 f ... U ... s r 7 t .......... f 8 ....................................., they study it in detail.
4 p ..... t ... 8 v ..... d .....
6 W h a t is th e noun form o f each verb in 5? R em em ber
3 08 Listen, check and re p ea t. th a t some noun form s are identical to th e v erb form .
Verb: accuse >• Noun: accusation
4 LISTENING ^ 09 Listen to fo u r radio news Verb: analyse ► Noun: analysis

.
item s. W h a t are th e crimes?
7 SPEAKING W o rk w ith a partner. Ask and answ er this
1 3 question.
2 4 ................................. Would you like to do detective work? Why/Why not?

18 Unit 2
 Look at these pictures. They illustrate th re e
new spaper stories. Can you match th e titles o f
the stories w ith th e pictures? There is one title
you do n o t need.
POLICE FILE
POLICE! D O N 'T M O VE!

2 T h e b a n k t h a t ’s a l w a y s o p e n .

3 A R R E S T TH A T D E T E C T IV E !

i A thief? Or just thirsty?

W ork w ith a partner. From th e title s and pictures,

w hat do you think happens in each story? Guess.

Read th e stories. W hich picture and title goes

w ith each one?

ommaso Bonardi, 78, and Vittorio Laudani, 70,

T are a pair of experienced thieves. Last weekend,
: h ey tried to steal from a luxury fashion shop in Rome.
They went into the shop in the middle o f the night
■rearing smart suits. A t 4 am they were putting clothes
tnd accessories worth €100,000 into a bag when the
rolice arrived. But the criminals didn’t run away. They
stood completely still and pretended to be part o f the
rishion display. The police looked for them but didn’t
see them. Then one o f them moved. The police arrested
them immediately, and not for the first time!

olice in Devon, UK, had a difficult case to

P investigate last week. A work of art disappeared at
a literary festival. The work of art was a bottle of water.
4 Read th e stories again and answ er these
questions.
It was special because the water came from melted
.Antarctic ice. An American artist called Wayne Hill 1 How did Bonardi and Laudani try to escape the
brought back two litres o f the special water and made a police?
bottle for it. The work represented the problem o f global 2 Why didn't their plan work?
warming. It had a value o f over £42,000, so Hill wasn’t
very happy about its disappearance. D id an art thief take
3 What was the work of art that disappeared at a
it? O r maybe somebody came across the bottle, thought literary festival in Devon?
it was rubbish and threw it in the bin. O r was somebody 4 What different theories could explain the
just very thirsty? The police looked into the case but no disappearance of the work?
evidence turned up.
5 Why were the Pettigrews surprised the bank was
open?
6 Who discovered the problem and what did they do
anks use com plicated systems to stop bank
B robbers. So what happened last weekend at a
bank in Easingwold was very surprising.
about it?
7 How did the bank thank Oliver?
It was Saturday lunchtime. British banks don’t usually { i f CRITICAL THINKING
open on Saturday afternoon. Daniel and Alison
Pettigrew were outside their local bank with Oliver, their Think! Then com pare ideas w ith your class.
5-year-old son. Oliver disappeared for a minute. When ■ How serious are the crimes in stories A and B?
he came back, he said: ‘Dad, the bank’s open.’ Daniel Why?
didn’t believe his son at first. But he found out it was
true. The door was open! N obody was inside, but they
saw computers and other things, all unprotected. Daniel
6 W h a t do th e underlined w o rd s in th e te x t mean?
called 999 and waited for the police to arrive. The bank
Guess and then check in you r dictionary.
worked out that there was a problem with the door and
sent somebody to lock it. They thanked Oliver for doing
the right thing and opened an account for him. 7 SPEAKING W h a t ab o u t you?
Which story do you prefer and why?
 Grammar in context Flipped classroom: watch the grammar
presentation video.

4 Complete the text with the past simple

Past simple
l a Look a t these sentences. W hich sentences are
in th e present simple and which are in th e past
simple?
a The police arrested them immediately,
b Did an art thief take it?
c Banks use complicated systems to stop bank
robbers.
d The work of art was a bottle of water,
e They went into the shop in the middle of the night,
f British banks don't usually open on Saturday
afternoon.
g The police didn't see them,
h Hill wasn't very happy.
lb In 1a, find a sentence with ...
1 a form of be in the past simple affirmative.......
2 a form of be in the past simple negative.......
3 a regular verb in the past simple affirmative.......
form of the verbs given.
In 2013, in New York, there (a).....................
(be) a terrible crime. Somebody
(b )..................... (mug) a 16-year-old boy
in the street and (c)..................... (steal) his
smartphone. Then he (d )..................... (run)
away. The boy (e)..................... (not know)
the criminal but, soon after the mugging, he
(f) ............(get) a surprise. The mugger
(g ) .............(not be) very clever. He
(h) .............(take) a photo of himself on
the phone and accidentally (i).....................
(email) it to the boy! The boy (j).....................
(print) the photo and (k ) ..................... (go)
to the police. The police (I).....................
(find) the criminal easily and (m).....................
(arrest) him. He (n ) ..................... (have) other

4 an irregular verb in the past simple affirmative... stolen things at home, too, so the police
(o ) ..................... (be) happy to catch him.
5 a past simple question.
6 a verb in the past simple negative......... 5 Complete these questions about the text
in 4 with the past simple form of the verbs
l c Complete the sentences with the past simple given.
form of be, w a l k and go.
1 W ho..................... a criminal......................
Affirmative: He (a)... .................................. there (mug) in 2013 in New York?
yesterday.
2 What.....................the criminal
Negative: He (b ).................................... there ....................(steal)?
yesterday.
3 ....................the boy...................... (know)
Question: (c)......................................he the criminal?
(d )........................ ............. there yesterday?
4 (be) the criminal clever?
GRAMMAR REFERENCE >- PAGE 28
5 What.....................the criminal
.....................(do)?
2a PRONUNCIATION Look a t th e th re e lists below . H o w do 6 the photo...................... (help)
w e pronounce th e -ed ending in each list?
the police?
List A: finished watched liked passed
7 ............... (be) it difficult to find the
List B: wanted needed painted started
List C: stayed arrived discovered planned criminal?
8 How...................... this story.....................
2b ^ 10 Listen, check and re p ea t.
(end)?

2c In which list is th e -ed ending pronounced /id /? 6 SPEAKING Work with a partner. Take it in turns
W hich le tte rs com e just b efo re -ed in th e w o rd s in to ask and answer the questions in 5.
this list?

W o rk w ith a partner. W rite an A to Z o f irregular

past simple form s w ith one verb fo r each letter.
O m it any difficult le tte rs. H o w m any can you
think o f in five minutes?
A - utc, B> - bought, C -

2i
SPEAKING W o rk in pairs. S tu d en t A: look
at the inform ation b e lo w in 7b.
Student B: turn to page 1 47 . Prepare
questions to ask you r p artn e r to find the
missing inform ation.
(ot) Whe-n vJeis S i r A rth u r C o m n VoyLe
born?
SPEAKING In te rv ie w y o u r partner.
Student A
Sir Arthur Conan Doyle was the creator
of the world-famous detective, Sherlock
Holmes. He was born in (a).....................
in Edinburgh, Scotland.
Conan Doyle was a (b )......................
He began writing stories when he was at
university. When he began work he didn't
have many patients. He started writing
stories again.
Conan Doyle wrote his first Sherlock
Holmes novel in 1886. The title was
c )...................................... The
dea for Sherlock Holmes came from
one of Conan Doyle's teachers at
university. The teacher's name was
......................................Apart from
Sherlock Holmes, Conan Doyle created
another interesting character, Sherlock's
great friend, Doctor Watson.
Sherlock Holmes was always a very
popular character. He appeared in over
50 short stories and 'e ).....................
novels. Conan Doyle tried to kill the
character in a story in 1893. But the
public wanted more Sherlock Holmes
stories and Conan Doyle started writing
mem again in 1903.
Conan Doyle died when he was
.............. years old. But his
' 2mous character Sherlock Holmes is still
.ery much alive. He continues to appear
in (g)
Phrasal verbs connected with investigating
and finding
1 Find th e phrasal verbs in th e stories on page 19 and
m atch th em w ith th e definitions below .
come across • find out • look for
look into • turn up • work out
1 investigate.....................................
2 find by accident......................................
3 solve a problem by considering the facts
4 try to find................................
5 discover..................................
6 arrive or appear unexpectedly
2 M ak e n ew sentences using th e correct form o f th e
phrasal verbs in 1.
1 Detectives are trying to find the fraudster.
Detectives a rt looking f o r the, fm ndst& r.
2 The CIA began to investigate the case.
The C IA .............................................................................
3 They found the keys by accident in the garden.
They...................................................................................
4 The shoe appeared unexpectedly in the garden.
The shoe ...........................................................................
5 Sherlock Holmes used logic to solve crimes.
Sherlock Homes................................................................
6 After their investigation, they soon discovered where the
thief was.
After their investigation, they...........................................
3 W o rk in a group. You have th re e m inutes. H o w many
sentences can you m ake w ith th e w o rd s in th e tab le?
Your sentences must include th e phrasal verbs in 1.
I Looked f o r the, key.
looked
out the key.
found
I for the answer.
came
across the identity of the criminal.
worked
Unit 2 21
L^fC Gateway to life skills: Social skills and citizenship

RIGHT W RONG

LIFE SKILLS O B JEC T IV ES KEY C O N C EPTS

■ To consider what your values are.
■ To give advice to people in difficult
situations.
■ To decide the right way to behave
in a variety of situations.
values [n]: Your values are the ideas that help you d ecid e
the way you live, lie [v, n]: Is he lying o r telling the truth?
beliefs [n]: People from different cultures som etim es have different
beliefs, hurt [v]: W hen you use violence, you can hurt som eone.
stand up for [v]: You've g o t to stand up for what you b elieve in.

SPEAKING Look a t these ideas fo r ho w to behave in Read th e explanations in 2 again and answ er
you r eve ryd a y life. H o w much do you agree w ith these questions.
them ? W rite a p ercentage (20% , 5 0% , 100% ) 1 What two things does the writer say about
and then discuss w ith a partner. people having different opinions and beliefs?
2 What happens when people don't think about
Values checklist others?
3 What types of stealing does the writer mention?
1 Don't lie, always tell the truth.
4 What does the writer say about violence?
2 Respect other people's opinions and beliefs. 5 What is the problem with lying?
3 Don't hurt people or animals. 6 What does the writer say about public property?
4 Don't steal. 7 What does the writer say about doing what
other people want you to do?
5 Don't damage other people's property.
6 Stand up for what you think is right.
7 Think about others, not just yourself.

2 i l T L | R* l dI heSe S,h ° r t e x P,anations f o r th e values

in 1 . M atch th e explanations w ith th e values.

We don't all think exactly the same way. That's normal with so many people
in the world. The important thing is that everybody has the right to their own
opinions and ideas. We all need to respect that right.
Part of being human is looking after other people. When we only think about
ourselves, the world becomes a cold and difficult place. When we take
action, we need to think about the consequences for us and also for others.
We can't just take what we want. How do you feel if somebody comes and
takes your things? Copying another student's work and piracy are two other
examples of the same thing - taking things that aren't yours.
Physical violence is never a solution. Violence sometimes brings more
violence in the end. When we hurt a person or an animal, we need to be
prepared for negative consequences.
When we don't tell the truth, we can make life difficult, especially
for ourselves. When somebody finds out that we're lying, they lose
confidence in us. They never know when to believe us. Sometimes even
small lies can cause big problems.
We need to remember that public property belongs to all of us. So
we shouldn't damage it. After all, there's no reason for us to break or
destroy things that other people can use and enjoy.
You see somebody doing something that you think is bad. If you
don't agree with that, do something about it. Never do things that
you believe are wrong because somebody tells you to. It can be easy
to go against what you think is right but there are usually negative
consequences in the end.

s se e sm
■*c -o o k at th e photos. W h a t can you see? W h a t do
. 3d think happened?
LISTENING Q 11 James and Jessica ta lk to a
. friend on a vid eo call ab o u t a problem
th e y had recently. W atch o r listen.
M atch th e te e n a g e r to th e photos.
W hich value in 1 does each te e n a g e r
have a p roblem w ith?
5 Q 11 W atch o r listen again. C o m p lete each
sentence w ith one w o rd .
1 James's problem started a t..................... house.
2 The clock was special to his .....................
3 James said broke the clock.
4 James is worried because his mum and Oliver's
mum are .....................
5 Jessica and Kayla had a .....................exam.
6 Jessica..................... go out at the weekend.
7 Jessica didn't let Kayla copy because she didn't
think it was..................... and she was worried
about what the..................... might think.
8 Jessica now has problems with..................... and
her friends.
6 a W h a t do you think is good advice to give James
and Jessica? Think and m ake notes.
6b W o rk in a group. C om pare you r ideas. Do you
have similar opinions?
7 W o rk w ith a partner. Read ab o u t these tw o
situations and choose th e best answer.
1 You need money to buy your friend a birthday
present. You find £20 on the classroom floor.
Do you ...
a use the money today to buy the present?
b keep the money but wait a few days to see if
anybody asks for it?
c give the money to the teacher to find out who it
belongs to?
d do something else? What?
2 A friend wants you to tell her mum that you were
together on Saturday afternoon. You weren't.
Do you ...
a agree to do it without asking any questions?
b ask her to explain first and then you'll do it?
c say no, you don't want to lie?
d do something else? What?
LIFE TASK
You w a n t t o d o t h e r i g h t t h in g .
F o l l o w t h is p la n :
1 Think o f three situations sim ilar to the on es in 7.
Write questions and suggestions using som e o f
the values in 7.
2 Ask another g ro u p o f students y o u r questions.
Make a note o f their answers.
3 W ork in y o u r initial g rou p again. Do you agree
with the answers? D o you think p e o p le are
d o in g the 'right thing' o r not? W hy?
4 Tell the class y o u r conclusions.
 Grammar in context
SPEAKING W o rk w ith a partner. In ven t a very
Past continuous
short story connecting th e fo u r pictures.
l a Look a t sentences 1 -4 and match th em w ith th e
explanation o f th e ir uses in a -d .

1 Somebody was crying. .......

2 While I was watching the programme,
I suddenly heard a loud noise.
3 I went towards the kitchen. .......
4 I studied in my room for an hour or
two and then I had dinner. .......
a a completed action in the past.
b two completed actions in the past that happened one
after the other.
c an activity in progress in the past.
d an activity in progress in the past interrupted by a sudden
action.

l b C o m p lete this rule.

V EXAM S U CC ESS
We make the past continuous with the past simple of
You are going to do a 'True/False/Not ..................... + verb -ing
Mentioned' listening activity. What do you
GRAMMAR REFERENCE ► PAGE 28
think is the first thing to do in this type of
activity?
2 W h a t w e re these p eo p le doing yes te rd ay a t 6 .3 0 pm?
>- EXAM SUCCESS page 144 W rite com plete sentences.
1 Rachel and Kate/buy clothes.
LISTENING Q 12 Listen to a boy tellin g his
friend ab o u t som ething th a t happened to 2 Joe's dad/not make the dinner.
him last night. H o w are th e pictures in 1
connected?
3 Kim/run in the park.
tISTENING © 12 Listen again and decide if
each s ta te m e n t is True (T), False (F) o r if
4 We/not watch TV.
th e inform ation is N o t M en tio n ed (N M ).
1 Daniel was watching a detective
film on TV last night. T/F/NM 5 We/do homework.
2 Jim doesn't like watching
detective programmes. T/F/NM 6 Becky/swim.
3 Daniel was enjoying the
programme he was watching. T/F/NM
7 Sam and Beth/sit in the kitchen.
4 Daniel stopped watching
because his parents called him. T/F/NM
5 Daniel went to the kitchen to see
what was happening. T/F/NM
6 Daniel's new cat was responsible
for the scene in the kitchen. T/F/NM
7 Somebody was crying in the
kitchen. T/F/NM
8 Daniel's parents were really angry
with him because of the cat's
behaviour. T/F/NM

4 C om pare you r answers w ith you r partner.

1 W r ite t h e q u e s tio n s a n d a n s w e r s .
1 Rachel and Kate/swim? 4 Becky/swim?

2 Joe's dad/make the dinner? 5 Where/Sam and Beth/sit?

3 .Vhat/Kim/do?

- H a v e y o u g o t g o o d p o w e r s o f o b s e r v a tio n a n d
m e m o r y ? L o o k a t t h e s c e n e f o r t w o m in u te s .
T h e n w o r k w i t h a p a r t n e r . C lo s e y o u r b o o k a n d
lis t a ll t h e t h in g s t h a t w e r e h a p p e n in g . T h e p a ir
w it h m o s t s e n te n c e s w in s .

SPEAKING T a k e i t in t u r n s . O n e o f y o u c lo s e s t h e b o o k
a n d th e o t h e r a s k s q u e s tio n s a b o u t th e s c e n e .

What was the old man d o in g ?

~~v
W r it e c o m p le te s e n te n c e s t o a n s w e r th e s e
q u e s tio n s a b o u t t h e s to r y .
M ystery sto ry
One afternoon a young man was sitting in a café
drinking coffee.
a What else was he doing? He, \yqs talking on h u
mcbile phene.
Suddenly an old man ran into the café and shouted the
young man's name.
b What was the young man's name?
c What was the old man wearing?
d What was the old man carrying?
The young man didn't appear to b e very happy to see the
old man. He immediately started to look inside his bag.
e What was he looking for?
f What did he take out of his bag?
7 SPEAKING R e a d y o u r c o m p l e t e s t o r y t o y o u r p a r t n e r .
The o ld man ran quickly towards the young man.
A r e y o u r s t o r ie s s im ila r o r d if f e r e n t ? W h ic h s t o r y
g Then what did he do? d o y o u p re fe r?

h What did the young man do and why?

One afternoon a you ng man was sitting
i How did the story end? in a café drinking coffee. He was talking
on his m obile phone. His name was ...

~ v

Unit 2 25
 Developing speaking 9
Apologising 4 Q 13 Listen again and com plete th e expressions.

1 I'm .....................
1 SPEAKING W o r k w i t h a p a r t n e r . L o o k a t t h e p i c t u r e s .
D e s c r ib e w h a t y o u c a n s e e . H o w d o y o u t h in k t h e 2 It .................matter.
p e o p le fe e l? 3 It's.....................(water).
4 .......... me (get you a new bottle in the break).
5 I'll..................... it up to you.
6 That's the..................... time (I lend you anything).
7 I .... terrible.

5 W h e re do th e com pleted expressions go in th e

Speaking bank?

9 SPEAKIN G BANK

U s e fu l e x p r e s s io n s f o r a p o lo g ie s
■ Making a p olog ies
I'm sorry.

i
* R esponding to a p olog ies
It's OK.
Don't worry about it.
Never mind.

It's not that important.

6 W o rk w ith a partner. Think o f d iffe re n t situations

w h e re som ebody needs to m ake an apology. Look
a t th e exam ples and thin k o f tw o m ore.
1 You were going to go out with your friend on
Saturday, but now you remember that you have to
go somewhere with your family.
2 Your friend lent you their favourite DVD. Now you
can't find it.
I j 3 Your friend told you a secret. You told somebody
else and your friend knows it.

2 SPEAKING Discuss these questions w ith your partner.
1 When was the last time you apologised to
someone? Who did you apologise to and why?
2 When was the last time somebody apologised to
you? Who apologised and why?
3 How easy or difficult do you find it to say that you're
sorry?
PRACTICE MAKES PERFECT
7a W ork w ith a partner. Choose one o f the
situations in 6. C reate a dialogue fo r the situation.
Use expressions from the Speaking bank.
7b SPEAKING Practise th e dialogue. A ct it o ut fo r the
class.

3 LISTENING ^ 13 Listen to tw o dialogues. In each 7c SPEAKING N o w choose an o th er situation and create

dialogue, w h y does th e person apologise? Does and practise th e dialogue.
th e o th e r person accept th e apo lo g y or not?

26 Unit 2
developing writing
og post

---------------- rjr---------------------------------------------------------------------

PEAKING W o rk w ith a partner. Look a t th e photos above from 4 Im agine th a t you found som ething
a new spaper. W h a t do you think happened? unusual last w e e k . M ak e notes
answering th e questions.
Read a blog post fro m Tom. W e re your ideas in 1 correct? 1 When did you find it?
2 Where were you?
3 Who were you with?

TOM'S 4
5
6
What did you find?
Why was it unusual?
What did you do with the object?
ed on August 21,2014
7 What happened in the end?
MY AMAZING DISCOVERY! PRACTICE MAKES PERFECT
Did you see me in the newspapers yesterday?!
vesterday evening I went out with my friend Max. We were 5 Look a t th e task and w rite you r blog
going home when we came across a bag at the bus station. At post. Use you r notes from 4 and the
w o rd s and expressions in the W ritin g
first, we didn't know what to do. But then we decided to open
bank to help you.
it, to see who it belonged to. When we opened it, we couldn't
believe it. It was full of money! There were also passports and
plane tickets. We found out that there was £7,000 in there! Last week you found something unusual.
Write a blog post about what you found.
We went to the local police station but it was closed. Suddenly,
Tell them:
we saw a police car. We decided to stop it as it was passing by.
We explained the whole story. The police were a bit surprised, ■ what you found and where
but very grateful. They contacted the owner. He was happy, ■ why the object was unusual
too. In the end, he didn't give us a reward, but that doesn't ■ what you did next and what happened in
matter because Max and I knew we did the right thing. the end.
WRITING BANK ► PAGE 150

Look a t th e w ords and expressions in th e W ritin g bank.

Tick ( / ) th e ones which a p p e ar in th e te x t. / EXAM SU CC ESS

What are the criteria for getting a good

/ W R IT IN G BANK
mark in your English writing exams?
U s e fu l w o r d s a n d e x p r e s s io n s o f s e q u e n c e a n d t im e ► EXAM SUCCESS page 144
■ At first / ■ First of all
■ Then ■ Next
■ In the end ■ Finally
■ Suddenly ■ A few minutes/hours/days later
■ The next day
 Language checkpoint: Unit 2
Gram m ar reference

Past simple o f to be

FORM

Affirmative l/He/She/lt was here yesterday.

You/We/They were here yesterday.
Negative l/He/She/lt wasn't (was not) there last week.
You/We/They weren't (were not) there last week.
Question Was l/he/she/it in this school last year?
Were you/we/they in this school last year? USE
Short answers Yes, l/he/she/it was. No, l/he/she/it wasn't. We use the past simple to:
Yes, you/we/they were. No, you/we/they weren't. ■ describe finished actions or
situations in the past.
Past simple o f regular and irregular verbs I Went to Mexico last year.
■ to say that one thing
FORM
happened after another.
Affirmative l/You/He/She/lt/We/They worked yesterday. When mum came home,, we
I/You/He/She/It/We/They began yesterday. had dinner.
Negative l/You/He/She/lt/We/They didn't (did not) work yesterday.
l/You/He/She/lt/We/They didn't (did not) begin yesterday.
Question Did l/you/he/she/it/we/they work yesterday?
Did l/you/he/she/it/we/they begin yesterday?
Short answers Yes, l/you/he/she/it/we/they did.
No, l/you/he/she/it/we/they didn't.

Past continuous

FORM USE

Affirmative l/He/She/lt was working. We use the past continuous to:

You/We/They were working.
Negative l/He/She/lt wasn't (was not)
playing.
You/We/They weren't (were
not) playing.
Question Was l/he/she/it listening?
Were you/we/they listening?
Short Yes, l/he/she/it was.
answers No, l/he/she/it wasn't.
Yes, you/we/they were.
No, you/we/they weren't.
■ talk about activities in progress at a moment in the past.
A t four o'clock, this afternoon. We Were reading.
■ describe scenes in a story or description.
The old man was Wearing a suit and he was singing an old song.
■ talk about an activity in progress when another, shorter activity
happened or interrupted it. It tells us that an action was in
progress, but not that the activity was finished.
I was watching the TV when somebody knocked at the door.
We often use w hile and as with the past continuous.
W hile/M I Was watching him , he turned and looked at me.
Remember that some verbs are not usually used in the continuous
(see page 16 for some examples of state verbs).
I had a green bike, not I was having a green bike.

Vocabulary
1 Crimes and criminals break into (v) • burglar (n pers) • burglary (n) • burgle (v) • copy (v) • damage (v)
fraud (n) • fraudster (n pers) • mug (v) • mugger (n pers) • mugging (n) • piracy (n) • pirate (n pers) • rob (v)
robber (n pers) • robbery (n) • shoplift (v) • shoplifter (n pers) • shoplifting (n) • steal (v) • theft (n) • thief (n pers)
vandal (n pers) • vandalise (v) • vandalism (n) • violence (n)
2 Detective work accusation (n) • accuse (v) • analyse (v) • analysis (n) • arrest (v, n) < case (n) 1 charge (v, n)
collect (v) • collection (n) • evidence (n) • investigate (v) • investigation (n) • proof (n) • prove (v) question (v, n)
suspect (n)
3 Phrasal verbs connected with investigating and finding come across find out look for • look into
turn up • work out
4 Other words and phrases >- page 136

28 Unit 2
 " -a n g e these sentences and questions fro m present simple to past simple.
* Richard and I are students at this school. 5 What time do you finish work?

.'/hat's the problem? 6 She doesn't teach English.

2 Me leave school at five o'clock. 7 Running makes me tired.

- She catches the bus at that stop. 8 They've got a problem.

/ 8 points

C om plete th e sentences and questions w ith th e past continuous fo rm o f th e verbs in th e box.

4 you .....at 2 am?
cry * listen read sit • sleep • tidy • wait • write
5 I ................................. my room at 8.15 this morning.

1 A: 9 pm last night I ..................................... a rovei. 6 They.................................. for the bus, it was a taxi.

2 Which CD you................................... to? 7 Which chair................you................................... in?

3 H e......................................a letter, it was an email. 8 My baby brother......................................because

he was very tired.

continuous and past simple / 8 points

Choose th e correct a lte rn ativ e. 3 Craig drove/w as driving home when he

rem em bered/w as rem em bering it was his mum's
1 While I travelled/was travelling to work, my phone
suddenly ranq/was rin g in g . birthday.
2 The boy stole/w as stealing the apple while nobody 4 Sam broke/w as breaking the window and then he
ran/was running away.
looked/w as lo okin g .

pabulary revision

/ 6 points DETECTIVE WORK / 4 points

C om plete the sentences w ith some o f th e w ords.
burglary • burgle « mug • mugger • piracy
pirate • steal • theft • thief • vandal
1 When yo u ..................... someone, you attack them
for money.
2 When you..................... from a person or a place,
you take money or objects illegally.
3 .....................is a general word for somebody who
takes other people's things or money.
4 ..................... is entering a house to take things.
5 A ..................... is someone who damages and
destroys things for no reason.
6 Making illegal copies of DVDs is ..................... and
it's a crime.
2 Choose th e correct a lte rn ativ e.
1 The man made an important accuse/accusation.
2 They searched but couldn't find any p ro o f/p ro v e .
3 We need to analyse/analysis this evidence.
4 They ch a rq ed /q u estion ed the people who saw the
crime.
PHRASAL VERBS CONNECTED WITH
/ 6 points
INVESTIGATING AND FINDING
3 C o m p lete th e sentences w ith prepositions.
1 I looked (a).......... my keys but I couldn't find
them. I hope they turn (b)........... If you come
(c)..........them, could you tell me?
2 A detective is looking (d ).......... the case to work
(e) ...... who the criminal is. It's urgent to find
(f) .......... who did it.

Total; / 40 points
 y Gateway to exams: Units 1-2
/ Reading

> TIP FOR R EAD IN G EX AM S

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 144

Look at th e picture. W hen do p eo p le usually call

an em ergency phone num ber like 911 or 999?

Read th e te x t and w rite a title fo r it.

3 Read th e questions. A re th e re any answers th a t

you think are d efin itely n ot correct? Put X n ext
to th e m .
1 The problem with emergency numbers is that
a people don't know what the number is
in different countries.

b people don't always use the service
responsibly.
c not every country has one.
2 Rother McLennon called
a to order a sandwich.
b to give extra information about his order
for a sandwich.
c to complain about his sandwich.
3 The person who answered McLennon's call
a found it difficult to believe the call
was serious.
b didn't understand the call,
c paid no attention to the call.
4 One young boy
a made a successful call to 911.
b called 911 because he didn't have
anything to do.
rang 911 because of a personal problem.
c no friends, so each day he invented a reason to call 911, to
5 People need to know that calling 911 can
a waste a lot of money.
b stop the police from doing their job.
I
n m o st cou n tries there is a sp ecial em ergency
telephone n u m ber to call the police. T h is n u m ber
is 911 in the U S b u t it can ch ange fro m one
cou n try to the next. T h e only tro u b le is th at som e
p eop le do not have a very c le a r id ea o f w hat an
em ergency is.
Take the case o f Rother McLennon from Connecticut in the
US. In 2012, McLennon rang 911 because o f a sandwich. In a
local delicatessen, he ordered a sandwich with a lot o f cheese
and mayonnaise. When they gave him his sandwich, he wasn’t
happy with it. The police officer who answered the call could
not believe her ears. At first, she thought the man was joking.
Then she said, ‘Don’t buy the sandwich, then. Just leave.’ But
McLennon explained that he didn’t want to do that because he
wanted to be able to go back to the shop in the future. In the
end. the police officer sent somebody to help.
Another woman once called 911 to tell the police that she
wasn’t happy because her local fast-food restaurant didn’t have
her favourite dish. One evening, a four-year-old boy was doing
his maths homework. He was having a problem with one o f
the questions and so he called 911. The police officer helped
him to answer the maths problem! One man had no job and
stop getting bored. Another woman was sitting in her car and
couldn’ t find her keys to open the car door. She called 911. Of
course, the police officer told the woman to try opening the car
door manually. It worked.

c make many people laugh. At first these 911 calls seem to be funny, but really they
aren’t. Each call takes up the time o f the police. They waste
their time instead o f being free to answer serious calls and to
N o w read th e te x t again and choose th e best help people with real problems. That explains why the police
answers in 3. can, in fact, arrest you for calling 911 without a good reason.

30 Units 1-2
lis te n in g Writing
► TIP FOR LISTEN IN G EXAM S ► TIP FOR W RITING EXAM S

In True/False activities, remember ... In writing exams, remember...

3efore you listen, read the questions. They can It's important to know what the examiners want to
c ve you ideas about the topic of the text and the see in your answer. Find out how many marks there
vocabulary you are going to hear. are and what you need to do to get a good mark.
> EXAM SUCCESS page 144 >- EXAM SUCCESS page 144

JTLSiNG © 14 You are going to listen to a
program m e ab o u t th e British Secret Intelligence
Service (SIS). Listen and decide if th e statem ents
i ' e True (T) o r False (F).
1 _ne popular name for the SIS is MI5.
2 _ne SIS generally works outside the UK.
2 _ne director of the SIS is called M.
- n real life, the SIS has a director of technology,
ike the character Q in the James Bond films.
5 ~-e headquarters of the SIS are under the
River Thames.
: You can see inside the headquarters in a James
Bond film.
~ne SIS has a secret nuclear bunker under its
Headquarters.
9 W rite an inform al em ail to an e-pal. Describe
a good friend at school. Follow this paragraph
plan and re m em b e r to use typical w ords and
expressions in inform al emails.
T /F Paragraph 1: Basic personal information about your
T /F friend (name, age, where they are from)
T /F
Paragraph 2: Information about your friend's family
Paragraph 3: Their hobbies
T /F
Paragraph 4: Their favourite subject(s) at school
Paragraph 5: Ask for a reply
T /F PRO G RESS C H EC K UNITS 1 - 2
CEF
T /F H o w w ell can you do these things
in English now? G ive yourself a m ark
fro m 1 to 4.
T /F

1 = I can do it very well.

^ 14 C orrect th e false sentences. Listen again if
2 = I can do it quite well.
-ecessary.
3 = I have some problems.
4 = I can't do it.
■ c e a k i n g ------------------------------------------------------------------------
a I can talk about routines and what's
happening now using the present simple
► TIP FOR S PEA K IN G EXAM S
and present continuous, □
n information role-plays, remember... b I can ask for and give basic personal
_se basic question words like W ho? What? W hen?
.Vnere? H ow ? W hy? to think of more questions to
information. □
c I can make nouns using the suffixes
<eep the conversation going. -ment, -ion, -ence. □
> EXAM SUCCESS page 144 d I can understand conversations about
families and family life, □
Look at this situation and m ake a list o f questions e I can write a basic informal email about
m a t you can ask. myself or somebody I know well. □
- ~ere is a new student from England in your school. f I can talk about past events using the
■ Ask them about their family and a member of their past simple and past continuous. □
*amily who is special to them. g I can understand written and spoken
■ Find out information about their free-time activities. texts about crimes and the police, □
/•'¡tick m e m b e r of your fam ily is special to you? h I can make and respond to apologies, □
often, do you. see this person? Why? i I can write a blog post about a past event. [_J
j I can explain events in the past using
i SFSAK1N6 W o rk w ith a p artn e r and act o u t the expressions of sequence and time.
m ie-play. W hen you finish, change roles.

N o w decide w h a t you need to do to

im prove.
1 Look again at my book/notes.
2 Do more practice exercises.
> WORKBOOK Units 1 and 2
3 Ask for help.
4 Other:

Units 1-2 31
 m eO 'o e ^ e ^ V „ e W o K 'K '6 "
rT v ^ e g«
Vo ^ ie \C O U A e V
>u -A accue
Ï
j e W M » 4» «

>rvQ yo T ^ " 0-
,fM © \.u \o ^
îSfSS»
Countries, nationalities and languages

1 W o rk w ith a partner. H o w many countries can you

nam e in this map o f Europe?

2 C o m p lete th e tab le o f countries around th e w o rld

w ith th e names fo r th e nationality and th e main
language(s).

C o u n try N a tio n a lity M a in la n g u a g e

1 Argentina
2 Austria
3 Brazil
4 Bulgaria
5 Egypt
6 Japan
7 Mexico
8 Poland
9 Russia Look a t these w ords. D ecide if w e use do or
m a k e w ith each w o rd . Can you thin k o f o th e r
10 Switzerland
verbs w e can use w ith th e w ords?
11 Thailand
12 Turkey English • an essay • an exam
an exercise • homework • a mistake
3 @ 1 5 Listen and check you r answers.
do English, stu d y English, learn, English ...
4 a PRONUNCIATION M a rk the main stress in each w o rd in 2.
• • • SPEAKING In te rv ie w you r p artn e r w ith these
Argentina A rg en tin ia n Sp an ish questions a b o u t learning English. A re your
answers similar?
4 b @ 16 Listen, check and re p e a t w ith th e correct
stress.
1 How do you study English outside school?
2 How do you revise vocabulary before an exam?
5 SPEAKING W o rk in a small group. Which o f the 3 How often do you translate from and into English?
countries in 2 w ould you like to visit and w hy? 4 How do you feel about writing in English?
I 'd Like, to v isit Brazil, because. I love, Matching the 5 How often do you do English homework?
B ra zilia n footb a ll team s. 6 When do you take English exams?
7 How do you feel when you make mistakes in
Learning a lan gu age English?
8 Do you prefer practising speaking, writing, reading,
6 Look at these w ords. They are all verbs. W h a t and listening or doing grammar and vocabulary
nouns can you m ake fro m them ? exercises? Why?

memorise • practise • revise * study • translate How d o you study

English outside school?
stu d y - stu den t, stu dies ~ v
I d o my hom ew ork and I som etim es read
b o o ks in English. I watch films in English, too.

32 Unit 3
 О* eading
Look at th e map on page 32. The colours show th e
Languages used on T w itte r in d iffe re n t countries.
Can you guess w h a t language each colour is?
Ig ç £uxapiQTú)
D z iç k u jg
Kószonóm
MAPPING
the w orld’s
# LAN G U AG ES
I
N owadays there are a lot of different
ways to com m u nicate w ith others. One
of these is Twitter. People send millions
of Tw itter m essages, or tw ee ts, every
day. One Tw itter user, Eric Fischer,
likes m aking maps.
He had an idea. He used data collected from
Twitter to show all the languages used in the
T.veets. He needed some time to collect the data.
3ut once he had it all, it didn’t take him long to
create the maps. Now we have a collection of
~ ap s which show who uses which languages
and where. The maps are fascinating and also
.ery beautiful.
n? Read th e te x t again. A re these statem ents True (T), False (F)
glish? or is th e inform ation N o t M e n tio n ed (N M )?
1 Eric Fischer doesn't send Twitter messages.
2 Eric Fischer just needed Twitter to make his maps.
3 ~he map of North America shows that one language
is dominant there. T /F/N M
- Fischer decided to make the map of Europe colourful. T /F/N M
îading, 5 On the maps, it is difficult to see countries where
ary
people don't use Twitter.
o _ne Twitter map of London showed that 8.5% of
tweets there are in Spanish.
Tagalog is a very difficult language to learn.
8 Tagalog wasn't really the seventh biggest language
n London.
2 Read th e te x t. H o w did th e y create th e m ap on
page 32? W h a t o th e r maps do th e y ta lk abo u t
in th e te x t?
Ракка |эёг Gracias A ità h
Спасибо SI
Salamat Danke
In North America there aren’t many There are also detailed maps of specific
different colours. English, in grey, is
the main language. There’s also some
cities. A map of London in 2012
showed that people were tweeting in 66
pink for Spanish. And there is a little languages! 92.5% of all the tweets were
purple for French in Canada. The map in English. Next were Spanish, Turkish
of Europe, on the other hand, is like a and Arabic. The experts were surprised
rainbow. We can see that there are big to see that the seventh biggest
blocks of colour for languages such language appeared to be Tagalog, from
as English, French, Spanish, German the Philippines. At first, they couldn’t
and Italian. But look closely and you see any good explanations for this
can see there are a few areas where unusual result. They looked into it and
different languages co-exist, such as found that many of the words were not
in Switzerland. But what you can see really Tagalog. They were English terms
are only tweets. Some countries are such as ‘hahahahaha’, ‘ahhhhhhh’ and
almost invisible because there are only ‘lololololol’. The professor in charge
a few Twitter users there. And in some of the project said: Tagalog wasn’t
countries, like Russia, the tweets are included in the final map but it seems
mainly concentrated in big cities. like a fun language!’
4
Think! Then com pare ideas w ith
T /F/N M
you r class.
T /F /N M
■ What do you think a Twitter map of
your town, city, region or country
would show?
5 W h a t do th e underlined w o rd s in the
T /F/N M
te x t mean? Guess and then check in
your dictionary.
T /F/N M
T /F/N M 6 SPEAKING W h a t ab o u t you?
1 What do you think about social
T /F/N M networks like Twitter and why?
2 How do you communicate with people
and which language(s) do you use?
 Grammar in context Flip p ed classroom: w a tc h th e g ra m m ar
p re se n ta tio n v id eo .

some, any, much, many, a lo t (of), a few, Jamie: OK. Listen. I think I'll get (h).....................
a little burgers for dinner tonight.
1a Look at the w ords. A re they countable or Brad: Good idea. In that case, get (i)....................
uncountable? tomato ketchup, too. We haven't got
1 country 3 money 5 area (j) ..................... at the moment. And get
2 time 4 colour 6 language
(k) yoghurt for dessert!

1 b Look at these sentences. The w ords in bold all

express quantity. A nsw er questions a -e about
the words.
1 Some countries are almost invisible.
2 He needed some time to collect the data.
3 They couldn't see any good explanations for this.
4 Did Fischer make any money from the maps?
5 There aren't many different colours.
6 He didn't need much time.
7 There are a lot of different ways to communicate.
8 It doesn't take a lot of time.
9 There are a few areas where different languages
co-exist.
10 They had a little knowledge of Tagalog, but not
much.
a Which words do we use with uncountable
nouns?
some, uny, muck, a lot of, a little,
b Which words do we use with plural, countable
nouns?
c Which words usually appear in negative sentences
and questions?
d Which words do we use to talk about large
quantities?
e Which words do we use to talk about small
quantities?
GRAMMAR REFERENCE > PAGE 42
2a C o m p lete th e dialogue w ith s o m e o r any.
Jamie: Brad, I'm going shopping this afternoon.
What do we need to get? Have we got
(a)..................... bananas?
Brad: Yeah, we've got (b)..................... bananas but
we haven't got (c)..................... tomatoes or
2b All th e w o rd s above in bold are typ e s o f foo d ,
b u t th e y all have som ething else in com mon.
Can you guess w h a t it is?
3 Choose th e correct a lte rn ativ e.
Nobody knows exactly how (a) m uch/m any words
there are in total in the English language but there are
(b) a lot/a lot of. One reason why there are so
(c) m any/m uch is that English takes words from
(d) m uch/m any other languages. Look at the words
for food in exercise 2, for example. There may be
(e) a few/a little words there that come from your
language, (f) Som e/A ny of the words come from
South America - potato, tomato and chocolate. There
aren't (g) any/m any words from Chinese in the English
language, but ketchup is one of them. Originally,
ketchup was the name for a type offish sauce in
China. Teenagers in the UK don't eat (h) m any/m uch
fish sauce but they do eat (i) lots/lots o f burgers.
There is (j) som e/any confusion about the origin of the
word burger, but (k) a lot of/m uch people think that it
comes from German. Because the UK and France are
neighbours it is normal that there are (I) a few/a lot o f
French words in English - hundreds in fact. Biscuit is
just one example. On the other hand, (m) a lot o f/
many fruit travels a long way to get to the UK. That
explains why the word banana comes from an African
language. There are also (n) a few/a little words
from Turkish, like yoghurt. And, finally, if you ask for
(o) a few/a little sugar in your coffee, you're using two
Arabic words. Just by being in an English kitchen you
can travel to (p) m uch/m any countries!
■ V
I I t NORTH y
AMERICA I EUROPE^

potatoes.
Jamie: What about sugar? Have we got
(d) sugar?
AUSTRALASIA J
Brad: No, we haven't got (e)..................... sugar,
but we have got (f) chocolate.
And we need to get (g) biscuits
too.

JJL 34 Unit 3
 Wc-'X w ith a partner. C o m p lete these sentences ab o u t your Negative prefixes un-, in-, im-,
.'-c u a g e . Use th e w o rd s in th e box fo r ideas. You may ir-. il-
: r —p ete each sentence w ith tw o o r th re e d iffe re n t ideas.

1 Look a t th e w o rd s in th e box. W h a t
English/French/German/Russian words do th e y have in com mon? W h a t is the
irregular past forms • phrasal verbs • prefixes o p p osite o f each w o rd ?
oppositions • present tenses * words beginning with Z
words with more than 12 letters illegal • impossible • incorrect
informal • invisible • irregular
* “ -ere are some F re n ch Y/ords m d som e G trw u in M rd s . unhappy • unusual
2 ~~ere are a lot of

I ere aren't any............................................................................ 2 Choose th e correct a lte rn a tiv e .

- __ere aren't many......................................................................... 1 Many common English verbs, such

as go, do and make, have a regular/
5 “ --зге are a few............................................................................. an irregular past form.
2 People aren't usually happy/unhappy
: l*» :'k individually. Look at th e photos and choose a country. when somebody reads their private
v*e« e notes ab o u t things th a t th e re are o r a re n 't in this messages.
orurrtry. Use th e ideas in th e box.
3 'A books' is correct/incorrect English.
animals • bicycles • food * fruit 4 You couldn't see the message. It was
visible/invisible.
modern/old buildings • monuments • mountains
offices • people • snow • tourism • trees • water 5 'Dear Sir or Madam' is a form al/
inform al expression.
6 It is leqal/illeqal to steal data.
7 It is p o ssib le/im p o ssib le to read
hundreds of messages in just two
minutes.

3 a PRONUNCIATION Q 1 7 Listen to th e w o rd s in
1. U nderline th e syllable w e stress in
each w o rd . Do w e stress th e p refix in
each w o rd ?

Swpzerland 3 b © 17 Listen again and re p e a t the

w ords w ith th e correct stress.

4a Think o f an exam ple o f som ething

(for exam ple, a w o rd o r a situation)
fo r each w o rd in 1.

4 b SPEAKING W o rk w ith a partner. Say one

o f you r w o rd s o r situations. Can your
p artn e r guess th e w o rd ?
m SG W o rk in pairs. You need to discover you r partner's
rcuntry by asking questions w ith any, m u c h , m a n y , a fe w ,
C lim bing Everest
i rtt/e, a lo t (of). Your p artn e r can only answ er 'Yes' or 'N o '.
in a day.

s there any snow there? N T

Yes, there is.
Im possible.

і mere a lot o f snow ?

No, there isn't.

D o many p e o p le live there?

No, not many.
4 “
SJEAWNG N o w choose d iffe re n t countries n ot in th e photos
and rep eat.

35
 Gateway to life skills: Social skills

LIFE SKILLS O B JEC T IV ES K EY C O N C EPTS

To consider the gesture [n]: He m ade a gesture with his hand to tell m e to stop.
importance of body confident [adj], confidence [n]: She was confident about the exam because
language. she studied hard for it. (in)secure [adj]: I feel secure when I'm speaking in
To learn useful tips for front o f my friends, (non-)verbal [adj]: Anim als use non-verbal language
public speaking. beca use they do n't use words, audience [n]: There were 200 p e o p le in the
audience for the school concert, sincerity [n]: An honest way o f behaving
To practise giving a talk to
which shows you really mean what you say.
the class.

l a W o rk w ith a partner. Look a t th e photos. From this person's

'b o d y language', decide if you think the person is:
A secure, confident and in control
B insecure and not very confident

l b Turn to page 147 fo r an exp ert's answers.

l c Do you ag ree w ith th e exp ert's opinions?

W h y /W h y not? Is any o f th e body language in the
pictures abo ve im p o lite in your country?

2 READING Read th e te x t and choose the

best title .
1 Without words, there's no communication
2 Learning to communicate without words
3 Body language - it's the same all over the world

Read th e te x t again and answ er these questions.

1 Why can non-verbal communication cause problems?
2 What can we learn by doing the TV experiment
mentioned in the text?
3 Why do people sometimes put their hand in front of their mouth in
a conversation?
4 Is it good or bad to look at somebody directly in the eyes? Why?
5 Why does the writer mention Bulgarians?
6 Is it good or bad to stand very close to the person you are
speaking to?
7 In what way is body language similar to verbal language?
 W ork w ith a p artner. Im agine you are going to

HAT
more impor
IS
5
speak to a group o f peo p le. W h a t do you think is
good body language in this situation?

X LISTENING Q 18 W atch th e video o r listen to

tw o students giving advice a b o u t how
to speak in public. D o th e y m ention any
WHAT YOU SAY or o f you r ideas in 4?

HOW YOU SAY IT? 6 Q 18 C o m p lete th e advice w ith one w o rd in each

space. Listen again if necessary.

Som e experts say that up to 70% of

M M S M FOR SFFARtRO n tlM
decisions made at interviews are based on non- ^
verbal factors. We can communicate a strai^ lA -t.
lot just with our body, our face and our gestures. The
1 - but 1,00
problem is that we often do this without thinking or 2. 1A s& v o w
realising. Just by the way that we sit, stand or walk
vn.-MC.lw!
we can appear insecure, confident or sometimes t l w e - p i'M d ie - 'M C .e ..
overconfident. Other people form opinions about us
Z UC0|< ... „ lo u A or
before we open our mouths. SpeA-K- wnlrv. A ve-r^
so -ft voic-e..
I)i little experiment. The next
5 SpeaK W ijji
Ifc—e too watch TV, turn down the volume.
MM how people move their arms and
■ a rc s . Look at their faces and their eyes.
*c w — :o imagine what they are saying and
trr-v me. feel and turn the volume back up.
t m
Up or ¿OW'H eiW l? ^
niiv P P P
K s rcredible how much we can understand
yrOW b ^ o re.
— r o c: words.
? A lw a y s 0
^ L o o k a r o u n d the room right now. Are people
=- ng up straight? That probably means they are paying
—ention. Is anybody folding their arms? That’s usually a sign
—3: :ney are being defensive. Is anybody touching their hair? 7 W h a t do you thin k o f th e advice in 6? W hy?
Maybe they’re nervous. When somebody speaks, see if they
.er their mouth. If they do, perhaps they’re lying
j r me other hand, when somebody looks straight LIFE TASK
i—; your eyes when they speak to you, it’s generally
You w a n t to s p e a k in p u b lic .
a sgn of sincerity and confidence. -----
F o llo w th is p la n :
1 0 P 0 C a U be problems with body
|N i
1 C h o ose one o f these statements. D ecid e if you
ace though. Gestures do not mean the same «7
- every country. Even gestures for yes and no agree o r disagree with the statem ent and make
e ;—ettmes be different. Bulgarians shake their notes with y o u r ideas.
• b m side to side to mean yes, and they nod a It is essential to learn English in today's world.
: arc down to say no. Also, what people believe is
>r= zr mpolite can change. Sitting with your hands b Films and TV series are always b est in the
btwtc .our head is impolite in some countries but original version.
- r rmers. And in some countries it is normal to c It's bad for ou r language when p e o p le start
are .ery close to the person you are speaking to. using English words.
r ~ ers. people sometimes feel very uncomfortable
| * r e - me person speaking to them is very close to d C hinese is the language o f the future.
■or touching them. e The whole w orld should speak ju st one
language.
B o d y l a n g u a g e doesn-t have
;-ammar or vocabulary, but there are still things 2 Prepare a one- to two-m inute talk with y o u r
we can learn and practise if we want notes in 7. D ecid e the b est o rd er for yo u r
:o send the right message! different points and ideas.
■ dfA
3 G ive y o u r talk to the class o r a g ro u p o f
students. R em em b er to follow the advice in 6.
4 W hen you all finish, g ive each other feedback.
Which advice in 6 d id you follow ? What can you
do b etter next tim e?

Listening
Danke
ThanJTyou Спасибо ЩЛ!Ши Ci
Dziçkujç EvxapiGTcbjKUtos Так Dzi
ОШ0 Ôbrigado НШШ Hvala WOM
Ъск ¡TÏÏJl Merci Danke Terima kas
ïFazie Thank you Gracias vdUflfu ]
j ' t ? ¿WWZ/Cf IJD j Спасиб
iulfumesc Cnacu6i Спасибо Dankor
шла Благодаря Asante flekiyu Obr
-
w sm m ip ji Grammar in context
Relative pronouns
l a Look a t these sentences.
1 Mexico and Argentina are two countries
where I do a lot of business.
2 Zamenhof was the man who created
Esperanto.
3 It was a TV series which made me want
4
to learn Klingon.
He's the character (that) I like the most.
5 That was when I decided to start
learning Japanese.
6 They're comics that come from Japan.
7 I don't know whose idea it was.

¿bOffto Te§ekkilr ederim Which words in bold refer to:

a people?....... ........... and......................
Ij & j # 0 Ш ? fffiszondm Obrigac b things? .................... and.....................
— ,*ln n n ____. л
c possessions?.....................
SPEAKING W o rk w ith a partner. Look a t th e five d iffe re n t d places?.....................
languages below . W h a t, if anything, do you kn o w abo u t
each one? Do you think th e y are easy or difficult to
e times?
learn? W hy?
l b Look a t sentences 4 and 6 in 1a and
a Spanish c French e Klingon choose th e correct a lte rn ativ e.
b Esperanto d Japanese We can/cannot omit who, which or
a that when a noun or pronoun comes
LISTENING ^ 19 Listen to fo u r speakers. M atch each speaker immediately after.
to th e language in 1 th a t th e y are learning now. There is
one language you d o n 't need. GRAMMAR REFERENCE > PAGE 42

Speaker 1. Speaker 3
Look a t th e relative
Speaker 2 Speaker 4. pronouns in these
sentences. In which
Q 19 Listen again and match th e speakers and th e correct sentences can you
in fo rm atio n . There are tw o pieces o f inform ation fo r each o m it th e relative
speaker. pronoun?
A was not very successful with the first foreign language they 1 T h e B ig B a n g T h e o ry
learned. was the series which
B Is learning a language because they like the idea behind the made him famous.
I' language. 2 That's the language
C wants to learn a language to understand more about the that I want to learn.
people who speak it. 3 English is a language
is learning a language because it helps them professionally, which millions of
started learning a language because of one special person, people speak.
tells people they meet interesting facts about the language 4 A linguist is a person
they are learning. who studies and
speaks a lot of
was interested in a language from a TV programme before
languages.
they started learning a real language,
5 He is the teacher who taught me French.
H knows three or more languages.
6 She's the person that helped me to speak
Speaker 1 Speaker 3 Italian.
Speaker 2 Speaker 4 7 The first person who I met at the hotel was
Spanish.
SPEAKING W h a t ab o u t you? 8 She never forgot the people who helped
Choose one of the languages to learn. Give reasons. her to learn English.
I '<
I '<

iL -
 •farm the sentence halves using appropriate
y E X A M SU CC ESS
ml Itil i pronouns.
C stir;.; Is a p a rt o f Canada, wkere th ey sp eak French. You are going to do a multiple-choice cloze activity.
You have a text with gaps. You must complete each
l. e c e : s a part of Canada
gap with one of three or four words that they give
2 . s ier Bardem is a Spanish actor you. Why is it a good idea to read the complete text
3 S_— "er is a time first, without thinking about the gaps?
* .RR Tolkien was the writer V EXAM SUCCESS page 144
5 _=•_ - .'.as the language
i i Susr':, manga and bento are words
7 Caotain Kirk and Mr Spock are characters 7 Read about Emilia
Clarke. Choose the best
a a lot of people go to the UK to study English. answer (A, Bf C or D) to
: —a> es films in English in the US. complete the text.
; z ■ sntures appear in the Star Trek films. Actors have a difficult
: ™g-.- soeak French. job. One difficult thing
z ooks became a series of very popular films.
(1 ) ......................they
:: —e from Japanese.
need to do is learn all their
srey spoke in Ancient Rome.
words. But imagine how
Choose six words from the Vocabulary difficult it is when they
sections in Units 1-3. Write definitions of the words need to learn words in
w h o , th a t, w h ic h , w h e r e , w h e n , w h o s e .
(2) .................... Ianguage which doesn't really exist!
z : ;= : your definitions to your partner. Can they Emilia Clarke is a British actress
ce -tify the words? (3 ) ......................speaks not one but two fictional
languages in the TV series Game o f Thrones. One of
:s a p erson who attacks you to
za<e m oney o r objects from you. the languages is called Valyrian (4 )..................... the
A m ugger. other is Dothraki. David Peterson is the person who
invented all the languages in the series. Peterson went
It's the stage o f life
when y o u 're a child. to the University of California, San Diego. That was
Childhood. (5) .......he studied a master's in linguistics.
For Game o f Thrones, he created a (6)..................... of
i Complete these sentences with true information words for each language. His wife Erin helped him to
aoout you. create at least one word. She was the person
......... is a place where I'm usually happy. (7) .......name he used to create the adjective
.......... is an object which is really important for kind or g o o d in Dothraki. It must be really hard for
to me. Emilia (8) .......she needs to film in Dothraki.
.......was a year when something special But there are a (9 )..................... words that she doesn't
-appened to me. need to learn in Dothraki. One of them is Thank you'.

- is a person who is special to me. The Dothraki people are quite aggressive and never
use it!
.......is a place where I want to go one day.
1 A that B who C whose D when
........ is a language that I want to learn.
2 A - B a C the D some
..........is a film that I love.
3 A - B which c who D whose
ft SG Work with a partner. Compare your 4 A and B but c because D that
sentences in 5 and discuss your answers. 5 A that B what c where D which
6 A lot B lots c many D few
H om e is a
o'ace where I'm
7 A that B which c who D whose
M e too. But I wrote 'the
usually happy. swim m ing p o o l'. I g o swim m ing
8 A that B what c when D which
every w eekend. I love it. 9 A few B little c lot D many
Developing speaking
■
Asking for information 4 C o m p lete th e dialogue w ith th e correct inform ation.

Receptionist: Good morning. This is the (a)

English Centre. How can I help you?
Good morning. I'd like some information about
your summer courses.
Receptionist: Yes, of course. We have a course for students
aged between 14 and 17. It begins on
(b) ...................
Student: Sorry, did you say (c) ?
Receptionist: Yes, that's right. The course lasts
(d)
Student: Do you organise accommodation?
Receptionist: (e) , we (f) ...................
Student: How much is the course?
Receptionist: The price of a ( g ) .....................course is
LEARN ENGLISH IN WALES (h)
Student: Could you repeat that?
As a small school, we can give students the Receptionist: Yes, I said the price is (i)....................
personal care and attention they need. Learn
Student: Does the price include other activities?
English and have fun, too! Why not contact us
Receptionist: Yes, it does.
to find out more?
Student: What other activities are there?
Receptionist: There are (j) , (k)
1 SPEAKING W o rk w ith a partner. Look at
and sports activities, including ( I) .....................
this a d v e rt fo r a school th a t organises Oh, that sounds interesting. Can you send me
sum m er courses fo r students o f English. a registration form?
A n sw er these questions. Receptionist: Yes, of course. Can you give me your name and
1 Do you think this is a good place to learn address?
English in the summer? Why/Why not? Student: Yes, it's ...
2 You want to do a summer course to
practise English. What factors are important 5 SPEAKING Practise th e dialogue in 4 w ith you r partner.
in deciding where to study? Make a list.
PRACTICE MAKES PERFECT
2 LISTENING Q 20 Listen to a s tu d en t asking
fo r inform ation ab o u t th e C ard iff English 6 a SPEAKING Work with a partner. Do this role-play using the
C en tre and w rite th e inform ation. Does questions in 4 and the Speaking bank to help you.
th e s tu d en t ask ab o u t any o f th e factors
you th o u g h t o f in 1? Which ones? You want to find out the following information about summer
courses at a language school:
C0WS& bfi^i-KS: ■ the starting date for the course ■ the price
Co-MrSfi fasts: ■ the length of the course ■ other activities
■ if accommodation is organised or not on the course
P ric.fi:

O t k e r a a -fiv if i e s : Student A: You are the receptionist at the Sydney English Centre.
Look at page 147.
Student B: You want information about the Sydney English Centre.
3 Look at th e useful expressions in th e
Speaking bank. Read th e dialogue in 4 6b N o w change roles.
and tick ( / ) th e expressions which a p p ear Student B: You are the receptionist at the San Francisco English
in it.
Centre. Look at page 147.
Student A: You want information about the San Francisco
9 SPEAKIN G BANK English Centre.
Useful expressions fo r checking
У EXAM SU CC ESS
u n d e rs ta n d in g
■ Sorry, did you say ...? What do you need to do to get a good mark in a
■ Could you repeat that? speaking exam?
■ Pardon? >EXAM SUCCESS page 144
■ I'm not sure I understood.
 eloping writing

White Fang
Jack London

K M SG W o rk w ith a partner. Look at th e pictures. H o w 3 The te x t in 2 is not divid ed into

can each one help you to learn English? paragraphs. Read it again and divid e it
into five paragraphs. Use th e plan b elow
to help you. W hen you finish, read th e
a anguage biography is a te x t w h ere you describe your
inform ation in th e W ritin g bank.
eiperiences o f learning a d iffe re n t language. Read this
=-gu ag e biography w ritte n by a student o f English. W h a t Paragraph 1: Basic personal Information
s milarities are th e re b etw een her experiences and yours? Paragraph 2: Language-learning experiences
We both started Learning English at primary school. at primary school
Paragraph 3: Language-learning experiences
at secondary school
Paragraph 4: Language-learning experiences
My -сягне is Celia Rojas a n d I'm l(o years old. I ’m M exican a n d
outside school, including trips
ясу m other-tongue is Spanish . A part fro m Spanish , I can sp eak
Paragraph 5: How you prefer to learn a
English. I sta r te d learning English when I Was a t p rim ary school.
language
I r.a; fiv e years old. Prim ary school Was where We listen ed to, an d
zin g. a lot o f songs in English. We also played g a m e s a n d read
4 M ake notes fo r th e paragraphs in 3 w ith
sam e stories. We did n 't stu d y a lot o f g r a m m a r in p rim ary school
inform ation abo u t yourself and you r
but we learned a lot o f vocabulary a n d We p ractised speaking. A t experiences o f learning English.
ixe m om ent I'm studying English a t secondary school. We stu d y a
k t o f g r a m m a r an d vocabulary, a n d we do a little speaking. We
✓ 'W RITING BANK
stu d y vocabulary using a n interactive wordlist. From tim e to tim e
i»d do vocabulary tests. We d o n t do m any tran slatio n s in lessons, Pa ra g ra p h s
but we do lots o f g r a m m a r exercises, som etim es on the computer. We use paragraphs to group similar ideas
Outside school I don’t really speak m uch English. For homework, and information together and express
лс often read special English readers which our teacher g iv e s us. them more clearly. When you write a text
When we fin is h them , we usually Write su m m aries. I listen to in English, brainstorm your ideas and then
я lot o f English because I love English a n d A m erican pop m usic group those ideas into logical paragraphs.
a n d I also Watch film s in English, like The H unger (fam es. T h at's WRITING BANK > • PAGE 150
m y fav ou rite. When I Was th irteen I Went to C anterbury to do a
su m m er course. When I Was there I m et som e g r e a t people. I'd
5 PRACTICE M AKES PERFECT W rite you r own
.:kz to go somewhere else in the U k, to London f o r example. I like
language b iography using you r notes in
.earning English by doing activ ities a n d g a m e s in pairs. I m ake 4. O rganise your inform ation into five
.- few m istak e s when I sp eak English, b u t I Write the corrections clear paragraphs.
down a n d revise th em fro m tim e to tim e.
Language checkpoint: Unit 3
Grammar reference
Countable and uncountable nouns

are countable nouns. There is a singular and plural form.

B o o k , m is t a k e , s h o p , e u r o We can often make uncountable
and b r e a d are uncountable nouns. There is no plural form.
M ilk , m o n e y nouns countable by adding
Many nouns can be both countable and uncountable. It depends on the context. a p i e c e o f.
Coffee is bad for you. (uncountable = in general) advice, furniture, information
(uncountable)
Bring me two coffees. (countable = two cups of coffee)
a piece of advice, a piece of
I haven't jo t muck time., (uncountable = in general)
furniture, a piece of information 1
I Went there three times, (countable = on three occasions) (countable)

some, any, much, many, a lo t (of), a few, a little

USE
! We use s o m e with uncountable nouns and with plural, We use a lo t of in affirmative and negative sentences
countable nouns, in affirmative sentences. and in questions, with countable and uncountable
I've jo t some, books. We've jo t some, free time. nouns.
We use a n y with uncountable nouns and with plural I ’ve jot/1 haven’t jo t a lot o f time/books.
countable nouns, in negative sentences and questions. Have you jo t a lot o f time/ books?
I haven't jo t any money. We use o f when a l o t comes before a noun. But when
He hasn't jo t any friends. there is no noun after a l o t we do not use o f.
Have you. jot any free time? Have you jo t any water? fes, I've jo t a lot.
Are there any books? Are there any dictionaries? fes, there are a lot.
' We use m u c h , m a n y , a lo t ( o f ) to talk about big A lo t o f and lo t s o f a re the same.
quantities. I ’ve jo t a lot o f time. - I've jo t lots o f time.
1 We often use m u c h in negative sentences and We use a f e w and a lit t le to talk about small
questions, with uncountable nouns. quantities.
I haven't jo t m uch. time. We use a few with plural, countable nouns.
Have you jo t m uch, water? There are only a fe w problems.
| We often use m a n y in negative sentences and We use a lit t le with uncountable nouns.
questions, with plural, countable nouns. We’ve only jo t a little, time.
I haven't jot m any books.
Have you jo t m any books?

Relative pronouns

USE We use w h o and t h a t for people, w h ic h and t h a t for

> We use relative pronouns to give information about
the person, thing, place or time in the first half of the
sentence.
JRR. Tolkien is the person W ho/that wrote The Hobbit.
That's the book w hich./that he translated.
That's the actor whose film I saw yesterday.
things, w h o s e for possessions, w h e r e for places, and
w h e n for times.
We can omit w h o , w h ic h , or t h a t when a noun or
pronoun comes immediately after.
That's the film that I saw. = That's the film I saw.
BUT
That’s the film th a t Was popular.

Vocabulary
1 Countries, n atio n alities, la n g u a g e s Countries: Argentina • Austria • Brazil • Bulgaria • Egypt • Japan
Mexico • Poland • Russia • Switzerland • Thailand • Turkey Nationalities: Argentinian • Austrian • Brazilian
Bulgarian • Egyptian • Japanese • Mexican • Polish • Russian • Swiss • Thai • Turkish
Languages: Arabic • Bulgarian • German • Japanese • Polish • Portuguese • Russian • Spanish • Thai • Turkish
2 Learning a la n g u a g e do an exercise • do homework • do/study English • do/take an exam • do/write an essay
make a mistake • memorise • memorisation • practice (n) • practise (v) • revise • revision • student • study
translate • translation
3 N eg a tive prefixes /7-, in-, im -, ir-. u n- illegal • incorrect • impossible • informal • irregular • invisible
unhappy • unusual
4 O ther words a n d phrases > page 138

lit 3
 revision

I r - i p l e t e th e sentences w ith s o m e , a n y , m u c h , 4 I haven't g o t..................... money, just five euros.

—a r y , a l o t ( o f ), a f e w , a lit t le .
5 Were there..................... people at the concert?
1 "aven't got many magazines, only......................
6 We haven't g o t.....................time before the train
I 7e haven't got..................... information about
leaves, only five minutes.
— is country - nothing at all.
7 He gave me .................. good advice.
ГЪеге was only..................... milk in the fridge.
8 There are o n ly .....................people in the library.

ronouns / 8 points I

j o i n the tw o sentences to m ake one sentence. Use w h o , w h ic h , t h a t , w h o s e , w h e r e , w h e n .

м

,dia is a linguist. She teaches German. 5 This is a great book. They want to translate it into
ufot w <?, lingnisi wkc twckcs Qcrmm................ English.
favid Silva is a football player. He speaks Spanish.
6 Piraha is an unusual language. Only around 400
people speak it.
rhe park is a beautiful place. You can go there at
r e weekend.
7 George R.R. Martin is an American author. He
writes fantasy novels.
3 _ast year was a special year. A lot of important
— ings happened that year.
8 We go to the cinema on Wednesdays. There's a
special price on Wednesdays.
■ i “hat's the teacher. Her classes are brilliant.

ulary revision
 l
Vocabulary
Parts of the body Health problems and illnesses
l a W o rk w ith a partner. Look at th e picture and 3 W o rk w ith a partner. C o m p lete each phrase w ith
point to th e parts o f th e body. th re e parts o f th e body.

1 I've g o t a broken ......../ ........... ......... /

arm • ear • face • finger • foot • hand • head
leg • mouth • neck • nose • stomach • toe
2 I lave you g o t ..................... ../ ................. .../
ache?
3 M y .........................J ............ ......../ ........... hurts
4 He injured his................. ... 1 ................ .... J

4 C o m p lete th e te x ts w ith th e correct form o f th e

w o rd s in th e box. Use a d ictionary if necessary.

l b M atch these w o rd s w ith numbers 1 -1 6 .
ankle • back • cheek • chest • chin • elbow
forehead • heel • hip • knee • shoulder
thigh • thumb • throat • wrist • neck
Karen isn't very well at
the moment. She's got a
very bad cold, or perhaps
it's (a)......................
She (b ).....................all the
time and so now she has
a (c)..................... throat.
5 LISTENING ^ 22 Listen to four people. W hat health
problem does each one have?
Speaker 1 .....................
Speaker 3 .....................
i m
H
Pete has a very high
(d ).................... , 39 .5'C.
He's got (e).....................
in his arms and
legs. Perhaps it's a
(f).................... because
a lot of people are ill at
school at the moment.
Soeaker 2 ....................
Speaker 4 .....................

6 SPEAKING W o rk w ith a partner. Discuss th e questions.

2 Q 21 Listen, check and repeat.
1 Do you catch colds easily? What do you do to
stop them?
2 Do you ever injure yourself doing sports or other
activities? Which sports are the most dangerous?

__________ Unit 4
 • o r k w ith a partner. Look a t th e titles and photos th a t go w ith th e articles
a health m agazine below . Predict w h a t each article is abo u t.

January Edition

TEEN HEALTH TIPS

Right now there are outdoor ice­
ANKLES NEED RICE! rinks almost everywhere in the UK.
But many people have never been ice-skating before. That’s why
hospitals and health centres are preparing for an increase in ankle
and wrist injuries. Here’s a simple first-aid tip if your injury is not
very serious. It’s called the RICE method. R is for rest, I for ice, C for
compression and E for elevation. So, when you hurt your ankle, for
example, stop moving on it and rest it. Put ice on it - not more than
15 minutes and never in direct contact with your skin. Put a bandage
on it and keep it tight (not too tight!). And keep your ankle up, on a
cushion, for example. But remember, when it’s really painful and you
think the accident is serious, always see a doctor!

O FUN IN THE SUN HOTSOUPFOR

' E rre you ever tried
tr re: a suntan? Be
■By careful. Doctors
■ et that skin cancer
:s _r. creasing because
■ r car obsession with
rite sun. It is now the
■ Host common cancer
I t - ceople between
15 and 34. According to a recent survey of
If- to 24-year-olds, over 70% of them want
i suntan when they go on holiday. But the
sectors’ advice is clear. Don’t go out in the
ran between 11 am and 3 pm and always
Treat a T-shirt, hat and sunglasses. And never
_se sunbeds! They are incredibly dangerous,
Truth is why now in the UK they have made
it illegal for under-18s to use them.
Dear Lucy,
COLDS
Answered by Dr Lucy Smith
I’ve had a bad cold for over a week. t
I’m taking medicine but it doesn’t
do anything. My mum says that
chicken soup can help me. Is she mad?
S a ra h Jo h n so n
Dr Lucy Smith answers: Your mother’s cure
for a cold is what we call an 'old wives’ remedy’. A lot of people think that
it’s a mad idea with no scientific basis. But a new study has discovered
that many of these 'old wives’ remedies’ do work. And scientists have
found out that chicken soup is a great curefor a cold. All kinds of hot soup
can help to get rid of a sore throat. And hot soup also helps to kill viruses
quickly. So relax, your mum isn’t mad.

/ EXAM S U CC ESS ^ C R I T I C A L THINKING

•ou are going to do a matching activity for this reading text. In this type Think! Then com pare ideas
c* activity, you say which text or part of a text contains a specific piece of w ith your class.
'formation. What do you think is a good way to do this exercise? ■ Why do you think some
young people have an
> EXAM SUCCESS page 144
obsession with suntans?

Which article ... 4 W h a t do th e underlined w ords

in th e te x t mean? Guess and
1 talks about a traditional cure for an illness? then check in you r dictionary.
2 talks about a problem caused by insufficient experience? .......
3 mentions a problem that the law is trying to help with? ® SPEAKING W h a t a b o u t you?
- uses a simple word to help people remember their advice? ....... 1 Do you think the RICE method is
useful? WhyAA/hy not?
3 gives information to help one person in particular? ......
2 What do you think about the
: talks about a problem caused by people wanting to enjoy good advice in B?
weather? 3 Do you know any other
traditional remedies like in C?
7 tells you to speak to an expert when there is a real problem? .......
Which?
3 mentions a recent discovery in the world of medicine? .......
Grammar in context Flip p ed classroom: w a tc h th e g ra m m ar
p re se n ta tio n vid eo .

3 Put e v e r o r n e v e r in th e correct place

Present perfect with ever and never
in these sentences and questions.
l a Look at these sentences and match them w ith the 1 Have you had hot soup to stop a cold?
explanation o f th e ir uses in a-c.
1 Have you ever tried to get a suntan?
2 I've felt sick in a car.
2 I've had a bad cold for a week.
3 They have made it illegal for under-18s to use sunbeds and now
they can't use them. 3 She's taken antibiotics.

a an experience or experiences which happened at an unspecified

moment in the past. 4 Has your dad helped anyone in an
b a past action which has a result in the present, accident?
c a situation that started in the past and continues to the present.
5 Sam and I have written a story about
l b C om plete th e rule. doctors.
We make the present perfect with the present simple of have + the
......................................of the main vero. 6 Have you done first aid?

l c C om plete the sentences w ith the present perfect form o f

see and visit.
4 W rite questions w ith e v e r to ask your
Affirmative: H e.......... ......the doctor. partner.

Negative: He............. ...the doctor. catch a cold? >- Have you ever caught
a cold?
Question form : .......... .......... he.... .................the doctor?
1 stay in bed because of flu?
1d Look at these sentences and choose the correct alternative.
1 Have you ever/never tried to get a suntan? 2 have a very high temperature?
2 Many people in the UK have ever/never been ice-skating.
3 sleep in a hospital?
1e Choose the correct alternative.
1 Ever/never means at any time in your life.
4 make soup?
2 Ever/never means at no time in your life.
3 Ever and never go just after/ before the past participle.
5 take medicine that tastes really bad?
GRAMMAR REFERENCE ► PAGE 54

6 visit a friend in hospital?

2 C o m p lete th e sentences w ith th e present p e rfe c t form o f th e
verbs given.
7 break your arm?
1 I ......................................(decide) to study medicine.
2 My friend......................................(meet) Dr Lucy Smith. 8 watch a hospital drama on TV?
3 W e ......................................(study) the history of medicine in
biology.
5 a SPEAKING W o rk w ith a partner. Ask and
4 I ......................................(not have) any bad accidents. answ er th e questions in 4.
5 ...................your d ad ....................(work) in a hospital?
6 My sister..................................... (become) a nurse. 5b SPEAKING W h en you finish, te ll a
d iffe re n t s tu d en t a b o u t you r partner.

Adam has never stayed in b e d because

o f flu, but he has broken his arm.
■
 Developing vocabulary

• * perfect with for and since | Compound nouns connected with health and
medicine

f
.c o k at these sentences and then
rroose th e correct a lte rn ativ e.
1 W e m ake com pound nouns by joining tw o nouns o r an
adjective and a noun. Join w o rd s from column A and
column B to m ake com pound nouns. Then match them
w ith th e correct definitions. Use you r d ictionary if
necessary.

.e had a bad cold for a week.

A B
I .e had a bad cold since last Friday.
1 p a i n ------v. aid
3 We use for/since for moments in time, 2 heart \ room
b .Ve use for/since for periods of time.
3 health V centre
be _ook at this question and answer.
4 waiting killer
5 food attack
1: How long have you known Andy?
GRAMMAR REFERENCE > PAGE 54
A; -or ten months. 6 first poisoning
[ Do we use How long to ask about
®ut the tim or
—equency e expressions
duration? in th e box in Definition
m e correct column.
a a place where people wait, for example to see a doctor
6 o'clock • 7th February • 2014 an hour
five years • Friday ten seconds
m b a medicine that reduces pain
the age of five the day I met you c basic medical help that you give to someone when they
three days 20 minutes have an accident

d a building where people can go to see a doctor or nurse

since
e when somebody has a lot of pain in their chest and their
20 WlWMitS heart stops working

if an illness you get from eating food which contains

harmful bacteria

2 @ 2 3 Listen and check you r answers.

1 C om plete th e sentences w ith
nform ation ab o u t you. Use th e correct
form o f th e present p erfe ct and a tim e 3a PRONUNCIATION @ 24 Listen again to th e pronunciation o f the
expression. com pound nouns in 1. W h e re is th e stress in w ords 1 -5 ?
Is it on th e firs t w o rd or th e second w o rd ? And in 6?
1 I ....................................
(know) my English teacher for 3 b Practise saying th e w o rd s w ith th e correct stress.

4 C o m p lete th e sentences w ith th e com pound nouns in 1.

2 I (live) in this area
since.................... 1 When I'm i I I go to the......................................near my

3 I ..................................... (have) this house.

watch fo r............. 2 Please take a seat in th e...................................... The doctor

4 I ..................................... (be) able to will see you in ten minutes.

swim since........... 3 Salmonella is a type of bacteria which causes

5 I ............................ .........(live) in my
home fo r............. 4 To help avoid a ......................................, exercise regularly
and eat a healthy diet.
Guess you r p artner' s answers in 8 and
5 I want to learn................................... so that I know what to
w rite th em dow n.
do if there's an emergency.
SPEAKING A sk your p artn e r questions to 6 A: My back really hurts.
find o u t if you w e re right.
B: Why don't you take a ..................................... ?
How long have you b een at this school?
yjC Gateway to life skills: Physical well-being
■ To think about why first aid is
important.
■ To learn when and how to put
somebody in the recovery position
■ To check understanding of the
basics of first aid.
1 a Work with a partner. Look at the scene.
What dangers can you find in the scene?
1b You are alone. You find somebody in the
situation in 1a. What do you think you need
to do? Make a list of ideas.
2 Read the text and answer these questions.
1 Why is first aid so important?
2 Were any of your ideas in 1 b right?
3 Look at the steps to take in an emergency.
Complete the sentences with the words in
the box.
999 • airway • ambulance • breathing
conscious • dangers • recovery
1 Check if there are at the scene.
2 If the scene isn't safe, call
3 If the scene is safe, check if the person is
4 If the person is unconscious, check that they are
5 If they aren't breathing, open their.............
6 If they are breathing, put the person in the
position.
7 Call 999 for an
4 SPEAKING Work with a partner. Prepare and act
out the following situation:
Student A: You are at the scene in 1. Call 999.
Student B: Answer your partner's 999 call. Ask the
questions in the text.
breathe [v]: We breathe through ou r nose and mouth because
we n eed oxygen, (un-)conscious [adj]: H er eyes were clo sed and
she wasn't m oving so I thought she was unconscious, blood [n],
bleed [v]: I cut my finger and now it's bleeding, airway [n]: Your
airway is the tube that takes air from y o u r mouth to you r body.
recovery position [n]: You p u t so m eb o d y into the recovery
position to help them breathe when they are unconscious.
WHY LEARI
The simple answer is ... accidents happen, and they
happen quite often. Three million people a year go t:
hospitals because of accidents and injuries. Knowir
aid can help you to help somebody, maybe somebcx
close to you. Perhaps even in a life and death situat
Imagine this. You see an accident. Part of a building
collapses. One builder is lying on the ground. Anothi
having problems walking. Meanwhile, something 1
young woman and she is shouting that she has bro
her arm. Her baby is crying in its pushchair. In this.«
who do you think is the most important person?
The answer is ... you. Everybody at the moment de
on you. You need to stay calm. And you need to che
dangers. If there is a danger, call 999 immediately.
Look again at the picture in 1. Before you help the I
you need to look for other dangers. If you hurt you
you can’t help anybody.
So, assess the dangers of helping. If you think it’s I
to help, what do you do next? Firstly, see if the per
is conscious. Can they hear you when you ask the
question? Do they respond when you gently shah
shoulder? If they don’t answer or respond, shout:
 w ith a partner. Look a t th e five pictures.
~*-=« show how to p ut som ebody in th e recovery
oes-tion. Try to p ut th e m in order.
^ e n their airway to check that they are
- If they are breathing, put the person m
Ito jrcry position. Call 999 in the UK, or 911 in
_ to ask for an ambulance.
. you call 999, be prepared for the following
s:
n service do you require? (you say
ulance’, they urill say 'Connecting you now’)
t"s your name?
_ t number are you calling from?
K p j f P are you? (If you aren’t sure,
scribe anything special around you.)
feat has happened?
<u many people are hurt?
anyone unconscious?
c anyone stopped breathing?
anyone bleeding?
re there any other dangers around?
rk it’s OK
:he pers ; are only the first things you need to
isk them| ._jlBut with just these basics, perhaps you
y shake 1 i save somebody’s life.
shout for
N o w match th e descriptions to th e pictures and
steps.
1 Pull the knee towards you, keeping the person's
hand pressed against their cheek and position the
leg at a right angle.
2 Make sure that the airway remains open by gently
moving the head back and lifting the chin.
3 Place the arm near you at a right angle.
4 Move the other arm, with the back of their hand
against their cheek.
5 Take the knee furthest from you and pull it up until
the foot is flat on the floor.
LISTENING ^ 25 Watch or listen to a teenager
explaining how to put somebody in the
recovery position. Listen and check your
answers in 5 and 6.
A n sw er these questions w ith inform ation from
th e v id eo /listen in g .
1 Is it a good idea to put somebody who has had a
bad fall in the recovery position?
2 Is it important to open a patient's airway before or
after putting them in the recovery position?
/
LIFE TASK
Y ou w a n t t o e x p la in t o p e o p le h o w t o p u t a
p e r s o n In th e r e c o v e r y p o s it io n .
F o llo w th is p la n :
1 Look again carefully at all the inform ation about
first aid on p a g es 48 and 49.
2 Write a quiz to check that p e o p le understand and
rem em ber the information. Write six questions
and use these different question types:
■ True-False questions
■ C h o o se the correct alternative
■ Q uestions about pictures
■ Com prehension questions
■ Your own ideas
3 W hen you finish, g ive y o u r questions to other
students. Can they answer correctly?
 Listening iP li Grammar in context

Present perfect with just, yet, already

l a Look a t these sentences and com plete rules 1 -3 w it!

j u s t , y e t , o r a lr e a d y .

a He's just made a new film,

b He's already had a lot of serious accidents,
c He hasn't stopped making films yet.
d Has he had any accidents yet?

1 We use the present perfect with .................... to talk

about very recent events.
2 We use..................... to talk about something that has
not happened, but we think it is going to happen soon.
3 We use..................... to talk about something that has
happened, possibly before we expected.

1 b Choose th e correct a lte rn ativ e.

1 SPEAKING W o rk w ith a p artn e r and answ er
these questions.
1 We use yet in afflrm ative/neqative sentences and
questions.
1 What can you see in the photo(s)?
2 Yet usually goes at the end of the sentence, but already
2 Do you think actors generally do their own and just usually go after/before the past participle.
action scenes?
GRAMMAR REFERENCE ► PAGE
3 Do you think actors often injure
themselves?
2 W h a t do you think has just happened in these photos?
2 LISTENING ^ 26 Listen to tw o people talking W rite sentences w ith d iffe re n t ideas.
ab o u t actors and action scenes. Which
tw o actors do th e y talk ab o u t and w hy? 1
2
3 Q l h Listen again. A re th e sentences
3
True (T) o r False (F)?
4
1 'Doubles' usually do all the action in
action films. T /F
2 Jackie Chan injured himself making
his new film. T /F
3 Jackie Chan has broken his nose
more than twice. T /F
4 In 1986 Jackie Chan had a serious
accident when he hit his head on
a tree. T /F
5 Sometimes Jackie Chan has made
films when he is badly injured. T /F
6 Daniel Craig never lets other people
do the action scenes in the James
Bond films. T /F
7 Daniel Craig has never broken
anything. T /F
8 Chan and Craig prefer their films to
look realistic. T /F

4 SPEAKING W h a t a b o u t you? «\NNER

1 Do you like action films? Why/Why not?
2 Do you think it's good that actors do their
own action scenes? Why/Why not?

50 Unit 4
3c <*• -rte six sentences ab o u t yourself, tw o w ith SPEAKING Ask your p artn e r if th e y have e ve r done these
s t e a d y , tw o w ith y e t, and tw o w ith ju s t . things. Ask follo w -up questions in th e past simple to
B lW already done, my history homework. find o u t details o f th e ir experiences.

Zz Change you r sentences into questions to ask

<our partner.
I - f /t you done, yowr history homework, yeti

? '> NG In te rv ie w you r p artn e r w ith your

luestions.

nt perfect and past simple

_ook at this p art o f a dialogue and then

answer questions 1 -4 .
it e r v ie w e r : Has he e v er had a really serious break an arm ride a m otorbike
accident?
Exp ert: Yes, he has.
it e r v ie w e r : What h a p p en ed ?
zKoert: It was in 7986. He fell several
metres and hit his head on a rock.

'Is the presenter's first question in the past

simple or the present perfect?
2 Does the question ask about general
experience or a specific moment in
the past?
3 is the presenter's second question in the
past simple or the present perfect?
4 Does the question ask about general m eet a famous person
experience or a specific moment in
the past?
GRAMMAR REFERENCE >• PAGE 54

Com plete th e dialogue w ith th e present

Derfect o r past simple form o f th e verbs
given.

Alan: (a )........................ you ever

...................... (break) your leg?
r- - <i. •*
Dave: Yes, I (b )...................... Two years ago L •
I (c)..................(go) skiing and I swim in th e sea be in a race
(d )..................... (break) my left leg.
Alan: I (e) ........ never....................... Have you ever broken y o u r arm ?

(break) my leg but I (f).....................

Yes, I have.
(have) some bad accidents in the past.
For example, I (g )..................... (crash) W here were you when you broke it?
my bike at least five times. ~ 1 /
Dave: (h)............................you.................
(fall) off your bike last week?
Alan: No, I (i)...................... Last week I was
riding a horse and I (j).....................
(fall) off!

Unit 4 51
 Developing speaking « 9
Describing photos

1 SPEAKING W o rk w ith a partner. Look at these photos. W h a t

is th e connection b e tw e e n them ?

2a LISTENING ^ 27 Listen to a boy describing one o f th e photos.

W hich pho to is he describing?

2b @ 27 Listen again. W hich o f these questions does th e boy

answer? Tick ( / ) them .
1 Where are the people?
✓ i
*I 2 What type of people are they?
3 What are the people doing?
4 What are they wearing?
5 What things or objects are in the picture?
6 What has just happened before the scene?
7 When is the scene taking place (morning, night,
summer, winter, etc.)?
8 Have you ever been in a situation like the one in the
picture? When? What happened?
9 What do you think about the picture? □

3 SPEAKING C om pare answers w ith you r partner. Do you

re m em b e r w h a t inform ation th e boy gives? Together,
practise describing th e same photo.

4 Q 27 Fillers are w ords o r sounds which give you tim e to

think w ith o u t stopping th e conversation. Listen to the
boy again. Look a t th e Speaking bank and tick th e fillers
he uses. PRACTICE MAKES PERFECT

5 SPEAKING W o rk w ith a partner. Take it in

9 SPEAKING BANK
turns to describe one o f the photos,
Useful expressions fo r filling the conversation using the questions from 2b and the
Speaking bank to help you.
■ Errr... /
■ Well ...
Choose one of the photos on this page.
■ The thing is ...
■ Describe the photo.
■ I'm not (really/totally/completely) sure b u t...
■ Have you ever been in a situation like the
■ Maybe ...
one in the picture? When? What happened?
■ You know ...
■ What do you think about the picture?
■ I think...
■ I imagine that ... □

52 Unit 4
 and messages Look at the notes and messages again and
com plete th e inform ation in th e W ritin g bank.
; ead these th ree notes and messages. W rite one
^e-tence to explain th e situation in each one. ✓ 'W RITING BANK

Useful expressions in notes and messages

■ In notes and messages it is normal to begin
simply with the name of the person we are
end Phil/io ha.s had an a.eeident. He 'fell writing to.
■ We often use abbreviations like PS or
Ik hurf his Knee ч/hen u/e u/ere ^>/ay/n^ ba.ske-tba.il
to keep messages short.
l~ zehool. The sports tea.cher ~hook him -ho
■ We use expressions like / was really .................
Andrea/'s Hospita.1. X V e ^one f o see him. Can when we are writing about bad news, or
слпе and y>/c.K me a^> f/je re a f+ e r u/orK? Congratulations! when you are happy for
somebody.
V l'i ЛЛЛ
■ We use the expression..................... to say we
■_ Can you. ¿n'/n^ K/m .some ma^az./ne.s, X asKe+La// want somebody to recover from an Illness or
- u rrs or somet/i/n^? P W /'i rea//y bored. accident quickly.

3 M atch th e abbreviations and th e ir meanings.

1 PS as soon as possible
CîftWUe-; here is some additional Information to
2 e.g. my letter or note (Latin: post scrlptum)
X И/Я'нХ&Ь t o Я5К i f X W -и М

b o rro w W M r b . p f c p Ы лХ
for example (Latin: exempli gratia)
3 NB
w e-rfr-nT ke-re-. X 'Ke-e-b i f f o w rife - and other things of the same type
4 asap (Latin: etcetera)
1^р л p rc je -c -f a t sc.Ia.ool . X ve- f яКе-'Н
Please pay special attention
i f f o 5 C.Ia.oo î b -w f X p ro m ise- Х ’Я
5 Le. (Latin: Nota Bene)
iooK л - ff e - r i f . Yo-м b o V f V W ,
that Is, this is exactly what I mean
¿ 0 W I / t ? A - f f е-Г Я-Я; f l r t ^ f 5 wlAAf 6 etc. (Latin: Id est)
b r o m e r s я г е f o r ! Х ’Я bri'H g- i f

Ьяс-К я с я р . PRACTICE MAKES PERFECT

2ягя 4 a Look at th e task and w rite th e message. Use

th e expressions fro m th e W ritin g bank and the
abbreviations from 3.

You've just gone to visit your friend at his home because

Je.xxa, he hasn't been at school for two days. He's just gone out
to see the doctor. You don't have your mobile phone so
Y w as re-£tiiy sorry to h e a r t h a t you. re
leave him a message. Include this Information.
JM X oxfy -fouxd. ou t y e s t e r d a y wke.x ■ find out how he Is
M a rth a to id ме.. X kxow you. cfox t w a x t a x y
■ find out what he has done In the last two days
■ tell him what you've done at school
v is its a t t h e momcx L, soX ж se.xcU.xj t h a s ■ tell him some news about one or two of your friends.
•note a x d so7n.e chocoiates. X hope you c a x WRITING BANK > PAGE 150
e a t tk e V . f o x t worry about M ath s, ph ysics,

Гrerveh, e tc . X ve take-x xote.s for you axd. 4b Give you r message to your partner. W rite a reply
to you r partner's message.
X ll jiv e th eM to you w hex X s e e you.

G et we.il soon! У EXAM SUCC ESS

5ам 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 144
 Language checkpoint: Unit 4
Grammar reference
Present perfect

FORM We can use n e v e r in negative sentences in the present

perfect. It means 'at no time in your life'.
Affirmative subject + have/has + past participle.
She has taken h er m edicine. I ’ve never met a famous person.
Negative subject + haven't/hasn't + past N evercomes just after the first verb.
participle. Forand s in c e are used when the present perfect is
We haven't seen the doctor. describing actions or situations that began in the past
and continue in the present. We use for with periods of
Question have/has + subject + past participle?
time and since with moments in time. With this use of
Have you b een to the hospital?
the present perfect we use the question 'How long ...?'.
Short answers Yes, subject + has/have.
How long have you. had thoseglasses?
No, subject + hasn't/haven't.
Yes, / have. No, they haven't. I ’ve had themf i r three months,/ since,January.
F o r and s in c e go just before the time expression.
USE We use just with the present perfect to emphasise the
We use the present perfect to talk about: fact that something happened very recently.
■ an experience in someone's lifetime, without saying We've ju s t had lunch. (= We finished our lunch only a
the exact time when the event occurred. When it few moments ago.)
happened is not important. J u s t goes after the first verb.
I ’ve, broken, my leg Mice,. We use a lr e a d y to talk about something that has
■ recent events which have a result in the present. happened earlier than we expected.
She's lost her textbook. (= She hasn't got her textbook I don’t have any homework to do. I ’ve already done it.
now.) usually goes just after the first verb, or at the
A lr e a d y
* actions or situations that began in the past but continue end of the sentence for emphasis.
in the present. We use y e t to ask if something we expect has
Helens been a doctorfor ten years. (= Helen started happened, or to say that it hasn't. It is used in questions
to work as a doctor ten years ago and she is still a or negative sentences.
doctor now.) Have you. tidied your bedroom yet?
E v e r , n e v e r , fo r, s in c e , j u s t , a lr e a d y , y e t I havent had dinner yet.
■ We can use e v e r in questions with the present perfect. Yet usually goes at the end of a sentence or clause.
It means 'at any time in your life'.
Have yon ever appeared in afilm ?
E v e r comes just before the past participle.

Present perfect and past simple

USE
The present perfect describes actions in the past but If we say the specific moment in the past when something
without saying the specific moment when they happened. happened we must use the past simple.
I've won a prize. 1 Won a prize last year.

Vocabulary
1 Pa rts o f th e b o d y ankle • arm • back • cheek • chest • chin • ear • elbow • face • finger • foot • forehead
hand • head • heel • hip • knee * leg • mouth • neck • nose • shoulder • stomach • thigh • thumb • throat
toe • wrist
2 H e a lth p ro b le m s a n d illnesses ache • broken • cold • cough • earache • flu • headache • hurt • injure
pain • sore • stomach ache • temperature • virus
3 C o m p o u n d n o u n s c o n n e c te d w ith h e a lth a n d m e d ic in e first aid food poisoning • health centre
heart attack • painkiller • waiting room
4 O th e r w o rd s a n d p h ra s e s >- page 138

54
 ar revision
perfect (ever, never, for, since) / 7 points Present perfect (already, yet, ju st) / 6 points

~*oose the correct a lte rn ativ e. Lily has to do jobs around the house. Look at her
list o f jobs and w rite sentences in th e present
Vatt and I have t o o k /t a k e n a lot of photos.
p erfe ct w ith a lre a d y , y e t , and ju s t fo r th e things
1 - as/H a v e you and Jack started the project? she has and hasn't done. R em em ber! W e use
2 —-'ey've been friends fo r /s in c e they were kids. ju s t fo r things done a short tim e ago.
-i -a /e you eaten e v e r /e v e r e a te n Indian food?
5Myfri end and I have e v e r /n e v e r been to Scotland. Jo b s
6 «Ve haven't had an English test fo r /s in c e ages. w/xsb the. d ish e s S - tw o m in u te s clcjo!
-ow lo n q /m u c h tim e have you known Sam? busj the b re a d y
t a k e the rubbcsh out /
ring Mum a t w ork /
- t perfect and past simple / 6 points
m a k e the b e d s S - a m inute a go!
A e these sentences correct? C o rrect th em if m a k e som ething fo r d in ner S
-•ecessary.
'Danny has been to Bulgaria last year.
I-ave you seen the Eiffel Tower when you were in
^aris?
3 Did your sister ever ride a horse?
A /e seen this film twice.
5 My brother's 18. He went to the US three times.
6 D d you speak to the teacher yesterday?

bulary revision
OF THE BODY / 7 points HEALTH PROBLEMS AND ILLNESSES / 8 points
2 Look a t th e pictures and id e n tify th e
health problem s.
1 She's got

2 y He's got a ... leg.

3 ,— He's got a .... .......throat.

4 > A lot of people are ill

( because of a ...............

■■POUND NOUNS CONNECTED WITH HEALTH AND MEDICINE / 6 points

3 C om plete th e com pound nouns w ith th e correct w ords.

1 Sit in th e..................... room. The nurse will call you when it's your turn.
2 My sister had an accident but there was someone there who knew first..
3 She ate something bad and now she's got food......................
- Take this..................... killer three times a day if your back hurts.
5 My neighbour is a doctor at th e..................... centre down the road.
6 Quickly! Get a doctor. I think this man is having a heart......................
 / ~y / / y

y Gateway to exams: Units 3-4

Reading
1 SPEAKING W o rk w ith a partner. Ask and answ er Read these n ew sp aper articles. M atch each
y ' these questions. question in 1 w ith one o f th e th re e articles.
1 What do you think is good advice for somebody
with a stomach virus?
/ 2 How do you think speaking different languages can > TIP FOR R EAD IN G EX AM S
be good for your health?
In matching activities, remember...
/ 3 Do you sometimes feel sick when you travel by car, Read all the text once quickly to get a general
/ plane or ship? understanding. Then read the information that
you need to find. Look for the section of the text
A Health matters: This week’s neius where you think this information appears and look
at it again in more detail.
>■ EXAM SUCCESS page 144
Have you ever been on a unusual thing about her
boat or a ship? If you have, illness is that she only
you probably know about feels OK when she is
seasickness, that terrible moving in a car, boat or c BEING BILINGUAL IS GOOD FOR YOUR BRA
feeling caused by going up aeroplane. It’s difficult for a recent study says
and down non-stop on the Mrs Houghton to work ■ 1 th at speaking two
sea. But imagine feeling because when she sits at languages can help
seasick when you’re not at her computer she feels old people to stay
sea. Mrs Jane Houghton terrible. Mrs Houghton mentally active.
has been seasick since has created a website with Dr Ellen Bialystok
2001. She was at sea for information about her j and her team
three days. When she got illness. She wants people | ' :v V- Ai i of scientists at
off the boat, she started to know about it. Perhaps York University
to feel seasick and she one day doctors will be in Canada did
has never recovered. One able to help her. experiments with
104 people betwee:
the ages of 30 and
88. They came to
the conclusion ths
being bilingual
STAY AT HOME that patients take
A large number of people paracetamol, drink to think quickly.
have a stomach virus lots of water and, Ï Half of the people who W t e V t e ; came from
called norovirus at the most importantly, that
they wash their hands , canada and only spoke E n g l 0
moment. This virus can
cause stomach ache, regularly. The Health Î came from
a language called
tested
ahilitv They also
high temperatures and Protection Agency has
said that this year there I vocabulary skills and ma* Shf4 Y s The ones
pains in your arms and
legs. Doctors have told
patients to stay at home
are twice as many people
with the virus as last
I
! checked how fast they did the tes .
w h o c o u ld sp ^ ^ ^ ^ d td ^ e x e ^

for two days after the year. There are between quickly and well. Pnr)PTy,e British Alzheim-
illness has gone. They 600,000 and one million
are also recommending cases of norovirus in the
UK each year.

3 W hich article ...

1 talks about an illness which is very bad 6 mentions a new discovery in the world
when the patient isn't moving? of medicine?
2 talks about action that can help older people? 7 talks about the usual number of people
I' 3 recommends taking a type of drug? who suffer a specific Illness?
4 mentions one person with problems at work? 8 talks about an unusual illness?
5 talks about quick answers to questions? 9 mentions personal hygiene?

4 SPEAKING W h a t ab o u t you?
How serious do you think the different illnesses mentioned in the text are? Why?

nits 3-4
 ► TIP FOR USE OF EN G LIS H > TIP FOR W RITING EXAM S

In multiple-choice cloze activities, remember... In writing exams, remember ...

Read the complete text first without thinking Include all the information in the instructions or
about the gaps. This helps you to get a general you will lose marks. And don't forget to write in the
understanding of the text. correct style (formal or informal).
► EXAM SUCCESS page 144 > EXAM SUCCESS page 144

Read ab o u t acupuncture. Choose th e best answ er
A, B, C o r D) to com plete th e te x t.
In China they've used acupuncture for thousands
and thousands of years. But now a school in England
...............just started to use it with their
rrudents. Stanchester Community School is the school
Z ..................they have begun this project. At this
school they have a teacher who has spent time living
in China studying acupuncture with Chinese experts.
s teacher has (3 )..................... acupuncture to a
small group of students at the school (4).....................
September. A very common problem that the students
-ave is stress, usually stress caused by exams or
7 You are staying w ith an English te e n a g e r
called Joe. You h aven 't g o t a m obile phone.
This a ftern o o n you are at hom e alone but you
need to go o ut to th e chemist's to buy some
m edicine and then ta k e it to a friend . Leave Joe
a message. Include this inform ation.
■ Explain where you have gone and why.
■ Say who is ill.
■ Give the address of the person who is ill and their
telephone number.
■ Ask Joe to ring you there when he gets home.
pus PRO G RESS C H EC K UNITS 3 -4

H o w w ell can you do these things in

CEF l
- omework. People (5 )......................suffer from stress
English now? Give yourself a m ark
:~en have headaches, backache or stomach ache. The from 1 to 4.
scudents all say that the treatment has (6 ).....................
~e>oed them a lot. In fact, many of the students say that 1 = I can do it very well.
r-ey've started to sleep really well. Luckily they haven't 2 = I can do it quite well.
narted sleeping in class (7 ).....................! 3 = I have some problems.
4 = I can't do it.
«
A has B is c have D was
2 A that B who c where D which I can talk about different quantities. □
3 A give B gave c gives D given I can understand written and spoken texts
J
A since B for c at D on
about different languages. □
I can make negative adjectives by using
5
6
A -

A yet
B
B
who
for
c
c
when
at
D what
D already
prefixes. □
I can ask for information about language
7 A yet B ever c never D in courses and check that I have understood. □
I can write a text about my experiences of
creaking learning a language. □
I can report general and recent experiences
► TIP FOR S PEA K IN G EXAM S in the past using the present perfect. □
In speaking exams, remember... I can talk about activities which continue
ft's important to know what the examiners want to up to now using the present perfect with
''ear. Find out how many marks there are and what for and since. □
you need to do to get a good mark. I can discuss health problems and illnesses. □
> EXAM SUCCESS page 144 I can describe scenes in photos and
pictures using fillers. □
t E-TAKING W o rk w ith a partner. S tu d en t A: Look at J I can write basic notes and messages. □
photo A on page 147. S tu d en t B: Look at pho to B
on page 1 48 . Take it in turns to talk abo u t your N o w decide w h a t you need to do to im prove.
photos using th e questions below . 1 Look again at my book/notes.
1 Where are the people and what are they doing? 2 Do more practice exercises.
2 Who are the people and what are they wearing? ► WORKBOOK Units 3 and 4
3 What else can you see? Ask for help.
4 How do you prefer to learn a language? Other:

Units 3-4 57
 £ . -

Vocabulary
Television
Look at th e TV. W h a t typ es o f
p rogram m e can you see? Use the
w o rd s in th e b ox to help you.

advert • cartoon • chat show

comedy • cookery programme
documentary • drama • film
game show • reality show
soap • sports programme
the news

2 Think o f one o r tw o exam ples o f

each p rogram m e in 1.
cartoon, - The 5 impsans, Drayon
Bill Z

3 a PRONUNCIATION W h e re does th e stress com e in each 6 M atch some o f th e w ords in 5 w ith these sentences.
noun or com pound noun in 1?
1 when something gives a lot of information '■>'^G rm a t iv c
a d v e rt c a rt o o n
2 when something makes you feel frightened
3b @ 28 Listen, check and rep eat.

3 when something is very bad.....................

4 SPEAKING Look a t th e w o rd s in bold in these
questions. Check th a t you understand them . 4 when many people like something....................
Then use th e questions to in te rv ie w your 5 when something makes you laugh....................
partner.
6 when something makes you feel very emotional
1 Do you ever watch any live programmes? What
type?
2 What is your favourite series?
7 LISTENING Q 29 Listen and decide w h a t ty p e o f TV
3 What channel is it on? program m es these five p eo p le are talking about.
4 Who is your favourite TV presenter?
1 4
5 Who usually turns the TV on in your house?
6 What time do you usually switch the TV off? 2 5

7 Who is in charge of the remote control in your 3

house?
Adjectives describing TV programmes
5 Look a t these adjectives. Do th e y have a
positive meaning (+) o r a negative meaning (-)?
8a Think o f things o r p eople fo r each adjective in 5 and
make a note of them-
exciting - sutperkero film s, live football
8b SPEAKING W o rk w ith a p artn e r and com pare ideas.

awful • boring • cool ♦ exciting • funny I think superhero films

informative • interesting • moving are really exciting. I don't. I think
popular • scary they're boring!
I
N T

58 Unit 5
 Comedy Culture Drama Entertainment
itJWM-J.l-lW.ll.l Blog TV list ings News
SLOOOOOOOOOWTV
Es r - 3ay night. What would you like to watch on TV? How
■K ut 3 reality show to find the best singer in the country?
> r e funniest comedy programme on TV? Or how about
„g a comp|ete seven-and-a-half hour train journey from
3eac to Bergen in Norway?
I r e --c a y night in 2009, against all predictions, a million people
M lc r« a y (20% of the population) decided to watch the programme
n : .' r e longest railway In the country! This programme was the
f a new phenomenon called ‘Slow TV’.
; —e 100th anniversary of this route and we’d planned a couple
m : : i.re n ta rie s ,’ says Rune Moklebust, head of programming
* r e 'orwegian public TV channel (NRK). Then someone said
~ct film the whole trip?’. We thought it would be something
c r —r erely new ... and cheap’. The programme went out at the
■ r e rm e as The X Factor and a popular comedy programme. It
mes —5 most popular programme that night. Many people said
•*i=. c r . planned to watch for a few minutes, but they ended up
L k T ig for hours and hours.
5c—e Slow TV programmes are longer and slower than that first
erne. There has been a nine-hour programme which showed
rrc e s s of getting the wool from a sheep and turning It into a
: There has also been a 12-hour programme showing a wood
ru — ng. And an 18-hour programme showing somebody fishing
—c- four hours to catch the first fish!). The longest programme
.'.as 134 hours, showing the coast of Norway from a ship.
I.. ebust used 11 cameras and filmed for five and a half days.
ceople went to the coast to appear in the programme. 3.2
r oeople watched it. That’s more than half the country!
Work w ith a partner. W h a t can you see in the TV
screens? Each one is o f a T V program m e. Which
crogramme w ould you prefer to watch? W hy?
I t *ou are going to read a m agazine article abo u t
S o w TV. B efore you read, w h a t do you
rd n k Slow T V m ig h t be?
I = ead th e te x t and check your prediction in 1b.
Z Choose th e best answers.
1 .Vhen a lot of people watched the train
programme in 2009, it was ...
a because there was nothing good on the other
channels.
b a surprise.
c because Norwegians are interested in their
railway.
2 Originally, Rune Moklebust didn't...
a have a reason to make a programme about the
train journey.
b want to make a programme about the train
journey.
c plan to make a long programme of the train
journey.
3 In Norway ...
a there are approximately 5 million people.
b people generally live on the coast.
c they are only really interested in nature
programmes.
Sport Lifestyle Films
Re v ie w s A-Z M e s sa g e b oar d
So why is Slow TV so popular? Life is faster and more stressful
than In the past. For many people, Slow TV is more relaxing than
modern programmes where the pictures and sounds change
rapidly. Also, more and more people live in big cities. Maybe Slow
TV helps them to feel In contact with nature again. After all, this is
real ‘reality TV’, with no editing, not like the programmes they call
‘reality shows’.
Slow TV is getting bigger and bigger. And it Isn’t only Norwegians
who are interested in it. A US company has started to show the
programmes on over 100 channels. 1.1 million Americans watched
the famous seven-and-a-half-hour train programme. But some
Americans say that Slow TV was really an American invention. One
of the most famous American artists, Andy Warhol, made a film in
1963. It was called Sleep. In the film, a poet called John Giorno
sleeps for six hours!
4 Slow TV is 'real' because ...
a they only use one or two cameras,
b what they film is what you see.
c they only film nature and animals, not people.
5 On American TV ...
a there are channels that are starting to show
Norwegian programmes.
b they are saying that an American artist invented
Slow TV.
c there are channels which now only show Slow TV.
4 A n sw er these questions.
1 Why did Rune Moklebust and his team decide to make
their first long programme?
2 What reasons can explain the popularity of Slow TV?
3 What are the similarities between the film S leep and
Slow TV?
Think! Then com pare ideas w ith your class.
■ 'Reality shows do not show the real world'.
Do you agree? WhyAVhy not?
6 W h a t do th e underlined w o rd s in th e te x t mean?
Guess and then check in your dictionary.
7 SPEAKING W h a t ab o u t you?
Would you like to watch any of the Slow TV shows
mentioned in the text? WhyAA/hy not?
Grammar in context Flip p ed classroom: w a tc h th e g ram m ar
p re se n ta tio n v id eo .

3 a C o m p lete these sentences w ith the

Comparatives and superlatives com parative form o f th e adjectives giver
Look at th e com parative and superlative form o f and t h a n .
these adjectives.
1 Cookery programmes are
Adjective Comparative Superlative ..................................... documentaries.
1 long longer the longest (interesting)
2 big bigger the biggest 2 Adverts can sometimes be
3 funny funnier the funniest ......................................the programmes.
4 popular more popular the most popular (good)
5 good better the best 3 Reality shows are....................................
chat shows, (bad)
Now match the adjectives with the correct rule,
4 Watching films at the cinema is
a adjectives with two syllables or more,
......................................watching them on
use m ore/m ost + the adjective
TV. (exciting)
b one-syllable adjectives which end in one vowel
5 Ben Stiller is ......................................Will
+ one consonant, double the last consonant
Smith, (funny)
and add er
c two-syllable adjectives ending in y, omit y and 3b W o rk w ith a p artner. W hich o f the
add ¡er sentences in 3a do you agree w ith ?

d one-syllable adjectives, add er

4 Check th a t you understand th e w o rd s
e irregular adjectives have no set rule in th e box. They are w o rd s which
w e fre q u e n tly use w ith com parative
l b Use th e rules in 1a to w rite the com parative and adjectives to m o d ify th e m . Then choose
superlative form o f these adjectives. th e correct a lte rn ativ e.

1 crazy ............. a bit • a lot • far • much • slightly

2 bad ...............................................
3 boring ................................................. 1 Watching TV is far/a b it more popular as a
hobby than writing poetry.
4 short ................................................. 2 Jack Black (1m 68cm) is m uch/sliqhtly taller
5 sad than Daniel Radcliffe (1m 65cm).
3 For most people, watching football on TV is
l c C o m p lete th e sentences w ith th e correct w ords. a lot/a bit more exciting than watching yoga.
1 The new series is more popular..................... the old one. 4 The programme lasted 60 minutes. It was
far/a b it longer than normal, because it
2 It's the most popular series..................... the US at the usually lasts 55 minutes.
moment.
SPEAKING C o m p lete th e sentences w ith a
GRAMMAR REFERENCE > PAGE 68
logical opinion. Then w o rk w ith a partner
and com pare you r sentences.
2a PRONUNCIATION Q 30 Look at these sentences and listen. Then
1 5/cw TV programmes «re. a ,ot |onger
answ er questions 1 -3 .
t^an normal TV prdjwM m ej
a Films are longer than game shows,
b Books are more interesting than films, 2 ..................................... a lot younger than
c This programme was better than that one.
d Soaps are more popular than reading. 3 ................... slightly more
popular than.
1 Which colour represents the stress in the sentences:
red or blue? ........ far funnier than
2 Which types of word receive the stress: nouns, main or
auxiliary verbs, adjectives or articles?
much more
3 What sound does the other colour represent?
informative than
2b O 30 Listen again and re p e a t th e sentences. . a bit scarier than
 Developing vocabulary
*c . jstin Tim berlake has been a singer since 1 99 5 Adjectives ending in -mg and -ed
; td he is no w one o f th e m ost fam ous p eo p le in
~*e w o rld . H e sta rte d singing in a boy band and 1 Choose th e correct a lte rn ativ e in the
ne looked v e ry d iffe re n t. Look at him in these tw o exam ples and th e rule.
:-o to s . M ake notes com paring his appearance. Use
rne w ords in th e b ox fo r ideas. 1 When a film Is excitin q/excited , we feel
excitin q/excited .
5~'active • bad • dark • funny » good • curly • long 2 When a documentary is interestinq/interested,
old serious • short strong - young you feel interestinq/interested.

To describe how somebody feels, we use the

-in q /-ed ending.
■e 5*1.* s6 W o rk w ith a partner. Take it in turns to
compare th e tw o photos.
2 W rite the - in g or - e d form s o f the w ords in the
box. Check th a t you understand th e w ords.

boring • confusing • disappointing

embarrassed • exciting • frightened
Interesting • moving • relaxed
surprised • tired

3 C o m p lete th e sentences w ith th e - in g o r - e d

form o f th e w o rd s given.

1 I w as..................... (surprise) to hear that

they've stopped the series.
2 It was s o ..................... (embarrass) when the
presenter forgot what to say.
3 That new game show Is really.....................
-e's o ld e r in p h oto b. (confuse). I don't know what they have to do.
4 That film made me feel really emotional. I was
Yes, and his hair is much darker.
---------------------------------- (move).
5 The directors of the new show were very
Talk ab o u t you. H ave you changed since you
SPEAKING
...................... (disappoint) because not many
•sere seven?
people watched it.
' C om plete th e questions w ith th e superlative form o f 6 Some people think that classical music Is
t i e adjectives given. (bore).
1 1 What Is ^ie (Interesting) way to 7 I think classical music Is really.....................
spend free time In your opinion? (relax).
2 .Vhat is .....................................(difficult) day of the
4 a Look a t these things. Then m ake notes w ith
week for you? you r opinions o f them .
2 Who Is ..................................... (funny) person In
exams • pop music • reading • spiders
the class?
sport • theme parks • watching documentaries
- Who Is ......................................(happy) person
you know? extuvu - tiring, rmke. me fed frightened
5 .Vhat Is ...................................... (good) part of your day?
4 b SPEAKING C om pare your ideas w ith a partner.
I c SPIKING In te rv ie w d iffe re n t p eo p le in th e class using
me questions in 7. I think exam s
are really tiring.
Yes, and they som etim es
■ t ::-l;KING Tell th e class some interesting answers th a t ~ y m ake m e a b it frightened.
o-eople g ave you.
_zy thinks Sunday is the m ost difficult day o f the week!

Unit 5 61
 rr
a.
'V

■ To think about the consequences celebrity [n]: (1) A lo t o f c e le b r it ie s sta y a t th is h o te l. (2) S o m e

of wanting to be famous.
■ To consider different opinions
and attitudes to fame.
■ To give advice to somebody who
wants to become famous.
fa m o u s a c to rs d o n 't re a lly e n jo y t h e ir c e le b r it y a n d d o n 't w a n t to b e
r e c o g n is e d , qualifications [n]: H e d id n 't d o a n y e x a m s a n d le ft s c h o o l
w ith n o q u a lific a tio n s , miss/cut class [phrase]: D id h e m is s cla ss
b e c a u s e h e w as ill o r d id h e ju s t c u t cla ss b e c a u s e h e d id n 't w a n t to
c o m e ? bright [adj]: S h e 's a v e ry b r ig h t s tu d e n t. S h e u n d e rs ta n d s n e w
c o n c e p t s v e ry q u ick ly .

1 SPEAKING W o rk w ith a p artn e r and discuss 3 Read th e te x t again and answ er these questions.
these questions.
1 What does Murat Ucar want to be famous for?
1 Do you have an ambition in life? If so,
2 In the documentary, where does Murat go instead of going
what is it?
to school?
2 Would you like to be famous one day?
3 How easy is it to become famous thanks to a reality show?
Why/Why not?
4 What two reasons do most 16 to 19-year-olds give for
3 If you would like to be famous, what wanting to be famous?
would you like to be famous for?
5 What is the problem with some of the celebrities that young
2 people admire?
Read th e te x t quickly and w rite
one o r tw o sentences to summarise 6 What do we know about Michelle Obama when she was at
w h a t you think th e message o f the school?
te x t is.

/ rust w ant to
BE FAMOUS! Murat appears in a documentary they were’. Seven percent said

M
u ra t Ucar is a brigh t
16-year-old fro m
Tottenham , London,
but he is n ’t doing very w ell
a t school. H is teach ers are
w orried because he d o e sn ’t go
to m an y cla sses. M urat is n ’t
w orried because he believes
th a t one d a y he w ill be fa m o u s.
He d o e sn ’t m ind i f he becom es
a fa m o u s m odel, a cto r or
singer. The im p o rta n t thin g is
to be fa m o u s.
about young people today. In the
documentary, we see Murat miss
school for two weeks. Instead
of going to school, he goes to
Turkey to have an operation on
his nose. After the operation, he
tries to appear on The X Factor, to
join a modelling agency and then
a theatre company.
He isn’t the only student like
this in the UK. A survey says
that more than one in ten young
people would leave school to try
to be famous. Sixteen percent
of teenagers think that they can
become famous one day by
appearing in a reality show. In
fact, the chances of becoming
famous through a reality show are
30 million to one, worse than the
chances of winning the lottery.
Most of the 16- to 19-year-olds
in the survey said that they want
to be famous to have money
and feel successful. Nineteen
percent of the 777 young people
who answered said fame was a
way to ‘let everyone know who
it would ‘make them appear
more attractive’. But experts say
that the important thing is to do
something because you enjoy it,
not because you want to become
a celebrity.
Young people need inspiration.
Some teachers are worried
because today’s students admire
celebrities with money but no
qualifications. Some students
now believe that they don’t need
to study because they can make
lots of money by becoming
famous.
Luckily, some famous people
are trying to correct this idea.
Michelle Obama visited a
secondary school in London on
one visit to the UK. She told the
students about her own school
days. ‘I never cut class. I liked
being smart. I loved being on
time. I thought being smart was
cooler than anything in the world.’
Studying hard can lead to future
success. Dreaming of fame is just
that - dreams.
■*c <Vork w ith a partner. Look at these statem ents
t h t i the te x t on page 6 2. C om plete them w ith
n e correct word(s).
1 16% of teenagers think that they can become
•’arnous one day by appearing in a ......................
5 Y f 'M STENING Q 31 W atch o r listen to four
teenagers talking about fam e. Is fam e
im p o rtan t fo r them ? W h a t do th e y w an t
to do in life?
Molly: Yes/N o Wants to b e : .....................

2 7% said fame would 'make them appear more Kieran: Yes/N o Wants to b e : .....................
/ George: Yes/N o Wants to b e : ......................

3 Experts say that the important thing is to do Amelia: Yes/N o Wants to be: .....................

something because you..................... doing it, not

6a Q 31 W atch o r listen again. W h a t do you thin k o f
because you want to become a ..................... each person's a ttitu d e to fam e? Do you thin k it
is a sensible a ttitu d e o r not? W hy?
- Young people admire celebrities who have
........... but n o .......................
6b W o rk in a small g roup and com pare you r ideas.
5 Some students now believe that they don't need G ive reasons.
to ..................... because they can make lots of
7 Read a b o u t Eddie. W h a t do you think a b o u t his
money by becoming famous.
plans fo r th e future?
Jfc *Vhat is y o u r opinion o f th e statem ents?
Do you a g re e /d is a g re e /th in k th e y are
surprising, scary ...?
I like school and I g et
g o o d marks, but I
*c SHAKING Discuss you r opinions as a class. love playing football.
Do you have similar opinions? W h y /W h y not? I play four times a
week and I'd love to
b e a professional. You
do n 't n eed exams
and qualifications -
they're not important.
All you n eed is skill.
Footballers g et loads
o f m oney and have
a great lifestyle.
Everyone knows who
Eddie
you are when you are
a footballer. I know I
want to leave school
before my final exams,
but I don't really know
how to b ecom e a
professional footballer.

LIFE TASK

You w a n t t o p r e p a r e a v id e o m e s s a g e o r w r ite
an e m a il t o te ll E d d ie w h a t y o u th in k a b o u t his
p la n s . W o r k in a g r o u p .

F o llo w th is p la n :

1 Say hello.
2 G ive constructive com m ents about his idea to
b e c o m e a football player.
3 G ive opinions and suggestions about his idea
to leave school b efore d o in g his exams.
4 Make any other suggestions and com m ents
that can help him.

m m
 Listening Grammar in context
1 SPEAKING Do you e ve r w atch British or
less ... than, (not) as
Am erican TV shows? W hich ones? W h a t
do you think o f them ? l a Look at these sentences.
1 British TV is as good as TV in the US.
2 British series aren't as good as American series.
3 Their programmes are less informative than ours.

1 b A re these statem ents tru e o r f a ls e ?

1 We use as ... as to say that two things, people
or situations are similar.
2 Not as ... as and less ... than have a similar
meaning.
3 Not as ... as and iess ... than are the opposite
D o w n to n A b b e y - a popular British TV show. of more ... than.
GRAMMAR REFERENCE >- PAGE 6E
LISTENING ^ 32 Listen to a radio p rogram m e.
The people are calling to say w h a t th e y think
o f T V in th e UK and w h a t ty p e o f program m es R ew rite these sentences b u t k ee p th e same
th e y usually w atch . M atch th e speakers and th e ir m eaning. Use as ... a s , n o t a s ... as, l e s s ... th a n .
answer. There are tw o options you d o n 't need. Use each expression tw ic e.
a game shows d they don't watch TV 1 American TV series are more violent than
b sports programmes e documentaries European series.
c drama series f comedy programmes European series a ren 't as v icien t as A m e ric a n
Tyler 1 ....... T V je r ie s . .........................................................
2 Soaps are interesting, but game shows are equal;
Olivia 2 exciting.
Harry 3
Game shows
Lily 4

✓ EXAM S U CC ESS 3 Computer games are more popular with today's

In the next activity you need to identify the
statements that a speaker makes. Do you think the
speaker will say exactly the same words as in the
statements you read?
>► EXAM SUCCESS page 145
teenagers than TV programmes.
TV programmes
4 Football programmes on TV are exciting. Footba
programmes on the radio are equally exciting.
Football programmes on the radio

3 Q 32 Listen again. W hich speaker ...

5 Watching horror films in the cinema is scarier than
1 thinks having lots of different channels isn't watching them at home.
always a good thing? Watching horror films at home
2 finds that TV makes it difficult for them to
communicate with others? 6 Books are more informative than TV documentaries.
3 thinks TV today is the same as always? TV documentaries
4 just watches TV to be happy and relaxed?
5 watches TV to have fun and to learn things?
3 SPEAKING W o rk w ith a partner. Do you agree w ith
6 thinks some types of programmes are better th e opinions in 2?
in the UK than anywhere else?
What d o you think about
7 wants people to be more active?
the first senten ce?
8 thinks Americans make more exciting
programmes.
I agree. I think Am erican TV
series are often very violent.
4 SPEAKING W h a t a b o u t you?
In general, what do you think of TV in your country?

64 Unit 5
 ■ 6 C o m p lete th e sentences w ith th e verb
- to b e and to o o r n o t ... e n o u g h plus the
: Look a t th e sentences. adjective given.

People here are too lazy to switch the TV off. 1 This film is for adults, and Aisha is only
The programmes aren't good enough. fifteen.
3 People say they haven't got enough free time. She.....WH i old tn e u g k .....(old) to see it.
4 I'm happy enough with TV today.
2 This game show .....................................
M atch th e first and second halves o f th e rules. (easy). Everybody always wins.
1 We use too a to say a person, thing or situation 3 This cartoon......................................
is insufficient. (original). It's exactly the same as all the
2 We use b to say a person, thing or situation others.
n o t... enough is sufficient.
4 Owen needs to improve. He
3 We use enough c to say a person, thing or situation
is excessive. ......................................(good) to be in the
first team.
Look a t th e w o rd o rd er in th e sentences in 4a.
5 It......................................(hot) in. here.
1 Does too come before or after the adjective?
Can you open the window?
2 Does enough come before or after the adjective?
6 I can't understand this film. The story
3 Does enough come before or after the noun?
(confusing)!
GRAMMAR REFERENCE ► PAGE 68
7 That horror film was awful. It
..................................... (scary). I was so
C om plete th e te x t w ith the w o rd s in th e box.
bored I fell asleep!
as • as • enough • not
7a Look a t th e questions. M ake notes w ith
serious « than • too • young
ideas. Use th e adjectives in th e box w ith
to o and e n o u g h .
Doctor Who is a world-
famous science-fiction drama
series made by the BBC. It's
a British series, but it's as
popular (a)
many big American series. In
«K

most episodes there are scary

V art Smith as D octor W ho
moments. But the writers need
*c re careful. It can't be (b )..................... frightening because it's a
es for children. The great thing about the series is that children clever • fast • fit • good • healthy • lazy
long • old • serious • short • slow • young
t but it's exciting (c)..................... for adults to enjoy, too.
E : irrr Who travels in space and in time. He travels in a blue police 1 Could you be a newsreader on national TV
Erechone box called the TARDIS. From the outside, it seems that at the moment?
f c r e is ( d ) ............. .......enough space for two or three people to be 2 Could you win a gold medal running 100
metres at the Olympic games next week?
msde :he TARDIS. But, luckily, the inside of the TARDIS isn't
3 Could you win a Nobel Prize next year?
............small as the outside. In fact, it's enormous!
e series is already over 50 years old! Twelve actors have played 7b SPEAKING Tell you r p artn e r you r answers.

—e Doctor so far. Some of the actors have been less successful

We aren't old enough to read the news.
..........others. But one of the most popular was Matt Smith.
9k - *5 t some people thought he was too (g )..................... to be
A n d my hair's too long! The m en who
I : r r r Who, because he was only 26. And some people thought he read the news always have short hair!
ma~- t . .....................enough because he was always saying funny
— res. But he was such a great Doctor that, in the end, some people
—ac .‘.hen he left the series!

Unit 5 65
 Q
Developing speaking 9
Negotiating 4 SPEAKING W o rk w ith a partner. Take it in turns to
suggest w atching a pro g ram m e from 1 and
1 SPEAKING W o rk w ith a partner. Im agine these responding to th e suggestion.
program m es are on TV to n ig h t. Which one(s)
w o u ld you like to w atch? W hy? Shall we watch the cookery programme?

8 pm 8.00 PICK Earthwatch You're Nicked! Who Wants to be I'm not sure. I don't think it's
David Kent An insight into Incredibly Rich?
very exciting. What a b ou t... ?
explores the the life of Britain's James Kay hosts
gjQ wonders of the police force. the big money 4 ~
Amazon rainforest. quiz.
5 Look at these d iffe re n t w ays o f spending the
evening. W o rk w ith a partner. Think o f good and
9 pm 9.00 Space 2112 Catastrophes Food Nation
bad things ab o u t each activity.
First in a Experts predict Three chefs
spectacular new how the world will remain In the
9.30 Sci-Fi drama series. end. competition and
there's another
event to cook for.

10 pm 10.00 News FILM Three's a PICK Patterson's

Crowd (2009) *** People
10.30 Sports Roundup A young woman's Interviews with
Highlights from life is turned the rich and
this afternoon's upside down famous.
match between when her mother-
Liverpool and in-law moves into
Barcelona. the marital home.

2a listening 33 Listen to tw o friends deciding w h a t

to w atch on T V to n ig h t.
1 Tick (/) the types of TV programme you hear.
2 Put two ticks ( / / ) for the programme they decide to
watch.
chat show □ □ comedy □ □
drama series □ □ documentary □ □
game show □ □ cookery programme □ □

2b W h a t do th e tw o girls think ab o u t d iffe re n t typ es

o f program m e?
1 drama 3 documentaries
2 science fiction 4 cookery programmes
PRACTICE MAKES PERFECT

3 Q 3 3 Listen to th e dialogue again. Tick (✓ ) the 6 SPEAKING Work with a partner. Do this role-play
expressions th a t you hear. using your ideas from 5 and the Speaking bank
to help you.
9SPEAKIN G BANK
You and your partner want to spend the evening
Making suggestions together.
■ Shall we (do something)? ■ Suggest an activity and explain why you think it is a
■ Why don't we (do something)? good idea.
■ Let's (do something). ■ Listen to your partner's suggestion and explain why
* How about (doing something)? you don't want to do this activity.
Responding to suggestions ■ Talk about different activities until you come to a
■ Great! ■ Good idea. decision about what to do.
■ OK. ■ Me too./Me neither.
■ Fine. ■ Yes, but ...
У EXAM SUCC ESS
■ Yes, let's ... ■ I'm not sure.
■ I know what you mean, but ... In this type of activity, what can you do if you can't
■ No, I prefer ... think of anything to say?
■ But what about ...? > EXAM SUCCESS page 145

66 Unit 5
 iew 2b M ake notes w ith th e basic inform ation th a t the
w rite r gives.
: ead this re vie w o f a British TV p ro g ram m e. Do 1 Title: The Voice
. do know th e program m e? If so, do you like it?
- -o t, w ould you like to see it? W h y /W h y not? 2 Channel:
3 Day and time it's on:
Today Sun Mon Tue 4 Description of the programme:
5 Reasons why the writer likes it:
Review 3 Read th e re v ie w again and com plete th e
The Voice | Saturday 7 pm expressions in th e W ritin g bank.

./'W R IT IN G BANK

Useful expressions in a review

■ ........... , I love this programme ...
■ ......................................, The Voice is really cool
because ...
■ I ......................................that's much fairer
than ...
■ I ......................................The Voice to anybody
who ...
■ A s ......................................concerned, it's the
be st...
My favourite programme is The Voice. It’s on BBC1. It’s on
Saturdays at about 7 o ’clock in the evening and they repeat
~ e programme on BBC3 on Sundays. 4a W o rk w ith a partner. M ake a list o f TV
in The Voice, four famous singers listen to members of the program m es th a t are popular in your country at
cublic sing. Each star decides if they like the person’s voice th e m om ent.
and if they want the person to be part of their team. Then
die teams compete to see who has the best voice.
4b SPEAKING Tell you r p artn e r your opinion o f the
Personally, I love this programme because I love music and
program m es. Use th e expressions in the
also like game shows and reality shows. In my opinion,
W ritin g bank.
The Voice is really cool because the stars can’t see the
cerson who is singing. They can only listen. I think that’s
much fairer than on other singing shows where they choose 5 M ake notes ab o u t you r fav o u rite T V p rogram m e.
the winners because of their appearance, not because of Think ab o u t th e inform ation in 2a.
meir voice.
л/ould recommend The Voice to anybody who likes pop PRACTICE MAKES PERFECT
music and reality shows. As far as I’m concerned, it’s the
oest combination of those two types of programme that 6 Look a t this task and w rite you r review . Use the
/e ever seen. paragraph plan in 2a and th e expressions in the
W ritin g bank to help you.

I In which paragraphs does th e inform ation come? Write a review of your favourite TV programme. Include:
■ basic information about the programme (title,
Paragraph 1 : channel, time, day)
Paragraph 2 :................................................................... ■ a description of the programme
Paragraph 3 : ................................................................... * reasons why you like it
■ a recommendation (who is the programme
Paragraph 4: good for?).
« title, channel, time and day WRITING BANK > PAGE 150
■ why the writer likes the programme
* a recommendation to watch/not to watch the
programme
■ a description of the programme
 Language checkpoint: Unit 5
Grammar reference
Comparatives and superlatives

FORM USE

Adjective Comparative Superlative ■ We use the comparative to compare

two people, places or things.
One syllable long longer the longest
short shorter the shortest ■ We use the superlative to compare
more than two people, places or
One syllable ending big bigger the biggest things.
in one vowel and fat fatter the fattest
one consonant ■ We use t h a n in sentences that
compare two people, places or
Two syllables lazy lazier the laziest things.
ending in -y funny funnier the funniest
Some adverts are worse thatt others. ]
Two or more important more important the most important
syllables boring more boring the most boring ■ We use t h e before the superlative
form of the adjective and we often
Irregular bad worse the worst use in .
good better the best
far farther/further the farthest/furthest He's the. nicest person in the class, j

le s s ... than, (not) a s ... as

USE
Less is the opposite of m o r e .
Watching tennis is less popular th a n Watching football.
(= Watching football is more popular than watching tennis.)
■ We use as ... as to say two things are the same.
Bwropeanfilms are as good as Americanfilms.
■ We use n o t as ... as to say that the second person or
thing is more ... t h a n the first one.
Watching tennis isn't as popular as watching football.
(= Watching football is more popular than watching
tennis.)

too

FORM USE
The word to o comes before the adjective. ■ We use too to say that something is excessive. It is not the
This story is too confusing. People cant same as very because it has a negative meaning.
.understand it. He's Very clever. (= positive)
Ves, bat sometimes he’s too clever. (= negative)

enough, (not) ... enough

FORM USE
The word enough comes after adjectives and before ■ We use e n o u g h to say that something is sufficient.
nouns. ■ We use n o t e n o u g h to say that something is
He's old enough. insufficient.
He unit old enough. He's old enough to learn to drive.
j I haven't got enough money. I'm not good enough to win the competition.

Vocabulary
1 Television advert (ad/advertisement) • cartoon • channel • chat show • comedy • cookery programme
documentary • drama • film • game show • live (adj) • presenter • reality show • remote control • series • soao
sports programme • switch on/off • the news • turn on/off
2 A d jectives d escribing TV pro g ram m es awful • boring • cool • exciting • funny • informative • interesting
moving • popular • scary
3 A d jectives end in g in - in g a n d - e d bored • boring • confused • confusing • disappointed • disappointing
embarrassed • embarrassing • excited • exciting • frightened • frightening • interested • interesting • moved
moving • relaxed • relaxing • surprised • surprising • tired • tiring
4 O ther words a n d phrases >• page 139

68 Unit 5
 orafives and superlatives / 7 points le s s ... than, (not) a s ... as / 6 points

Correct th e mistakes in these sentences. M ak e tru e sentences using th e w o rd s and

as ... as, n o t a s ... as o r le s s .. . th a n .
* My school is more bigger than this school.
2 You look thlner than the last time I saw you. 1 Spain/big/the US

3 Some people think that watching sport is more 2 A kilo of sugar/heavy/a kilo of iron
boring that playing it. 3 To become a doctor, philosophy/important/
- - ne Volga is longest river in Europe. anatomy
5 Ethan is much worst at German than Jake. 4 Jamie (born 2001)/old/Brad (born 2000)

: Do you think this exercise is the most difficult of 5 l/good at maths/my best friend
the book? 6 Playing tennis/dangerous/parachuting
~nat's the sillyest thing you've said today.

not) enough / 7 points I

W rite sentences w ith too, (n o t) e n o u g h and th e w o rd s given.

1 Why is it difficult for people to climb Mt. Everest? 5 Why can't Amy drive?

It • (high) She's only 16. She (young)

2 Why can't your brother see that horror film? 6 Why can't palm trees grow in the Arctic?
)r He's only 15. He . (old) It . (warm)
3 Why can't you run a marathon? 7 Why don't you like that song?

Mv leqs (strong) It's boring! It . (slow)

4 Why can't you buy a sports car?

I (money)

pabulary revision ..
ISION / 6 points
Nam e these typ es o f T V p rogram m e.
1 It tells you information about today's events.
2 They interview famous people. .............
3 It's based on a competition.......................
4 It looks at facts or historical events.
5 It goes between programmes to persuade you
to buy something. ...................
6 It follows the lives of real people living in a
particular situation......................
ECTIVES DESCRIBING TV PROGRAMMES / 8 P ° ints
C om plete th e adjectives w ith vow els. Is each
w ord positive (+) o r n eg ative (-)?
5 m v ng
□ 6 p .. p .. I .. r . J
7 r ... I ... x . .. n g
8 sc ry
ADJECTIVES ENDING IN -INGAND -ED / 6 p o in ts
3 C o m p lete th e sentences w ith th e w ords in th e box.
There are tw e lv e w o rd s but only six sentences.
disappointed • disappointing • embarrassed
embarrassing • frightened • frightening • relaxed
relaxing • surprised • surprising • tired • tiring
1 I thought I was going to get ten in the exam, but I
only got five. I was......................
2 It's..................... to see you because I thought you
were on holiday.
3 I went out with one black shoe and one brown shoe. It
was real y ......................
4 I hate high places. Yesterday we went up a really big
tower. I was very......................
5 The examiner was so nice. She made me feel
.....................before the exam.
6 I'm very..................... after running. I can't move my
legs!
J

Total: / 40 points Unit 5 69

Geographical features SPEAKING Work with a partner. Use words from 4
to talk about the photos.
1 SPEAKING Work with a partner. Name one famous
example for each of the words in the box. Use a
dictionary if necessary.

beach • desert • forest • ice cap • island

jungle/rainforest • lake • mountain
mountain range • ocean/sea • river • valley

b m c k - Copacfftbaiw

2 Q 34 Listen and repeat.

3 Play a game. Draw a word from 1 on the board. Can

the class guess the word?

The environment
4 Work with a partner. Match the definitions with
some of the words in the box.

drought • flood • global warming

greenhouse effect • melt • nuclear disaster • oil spil
ozone layer * pollution • recycle • save • waste

1 when heat cannot escape from the atmosphere and the

temperature on Earth goes u p ... ‘j ’ctzwSxGiist tffcc t .....
2 when ice turns to water......................................
3 a long period of time when there is no rain 6 LISTENING @ 35 Listen to four descriptions
of environmental problems. Match each
description to a photo in 5.
4 the part of the Earth's atmosphere which protects the
earth from the sun......................................
5 the process of making the air, water or land worse, with 7 SPEAKING Work with a partner. Ask and answer
chemicals, for example...................................... these questions.

6 a large quantity of water that suddenly covers an area
7 the increase in the temperature on Earth
8 an accident with nuclear power, usually causing
radioactivity.....................................
1 How is global warming affecting your country?
2 Where and when do you have floods or droughts
in your country?
How do people waste water or electricity in your
country?
4 What do you do to save water or electricity?
What products or materials do you recycle?

9 an accident when oil comes out of its container, for

example at sea......................................
Work w ith a partner. Look a t th e tw o photos
the rig h t. Talk ab o u t w h a t you can
see. W h a t do you thin k is th e connection Is this the m ost im portant building in

THE WORLD?
re tw e e n them ?

_ook at th e title o f th e article and the

r~o to s. W h a t could 'th e m ost im p o rtan t
ruilding in th e w o rld ' be and w hy? □ Future problems
Each year, people are becoming
more and more worried about
vou have th re e m inutes to read th e te x t and
the future of our planet. People
check you r prediction. are now starting to agree -
global warming will definitely
Choose th e correct a lte rn a tiv e . W rite the make a difference to the
e tter o f th e paragraph w h e re you found the world’s weather. On the one
answer. hand, some parts of the world
may have more floods. But
1 Countries p a y/d o n 't pay to keep their seeds some other parts might suffer
there. terrible droughts. All of this will
Paragraph....... have a serious impact on the
2 If there is an electrical problem at the Seed world’s agriculture. And that
Vault, the temperature will/w on't be a problem.
could make it difficult for us to
get enough food to survive.
Paragraph.......
3 The most important thing about the location of m A possible solution
the Seed Vault is that it is easy to protect from This explains the idea behind
attacks/the altitude will ke e p the seeds dry. the Svalbard Global Seed Vault.
Paragraph....... The Seed Vault is built into a
mountain on an island near
4 In the case of a future catastrophe, the the North Pole. The aim of the
important thing is to have a lot/w ide variety of building is to protect the
seeds. world’s agriculture
Paragraph....... from future
catastrophes. This
5 The Svalbard Global Seed Vault has/doesn't
may not just be
have millions of types of seeds. a question of
Paragraph....... global warming.
6 Norway built the Svalbard Global Seed Perhaps there
Vault because of g lobal w arm inq/possible will be a major
environm ental disasters. nuclear disaster
or war one day. These
Paragraph....... things definitely won’t be a
7 People believe droughts and floods m iqht/will problem for Svalbard. Thanks
never make it difficult to find food in the future. to careful planning, experts say
Paragraph that it is going to survive any
catastrophe.
CRITICAL THINKING
S Protecting our plants
Think! Then com pare ideas w ith Some experts think that the
your class. population of the earth will
■ Do you agree that this is the most probably go up by 50% in
important building in the world? Why? the next 40 years. Because of
climate change, it probably
■ What plants from your country do you won’t be easy for some plants
think are important to protect? to survive. Having many
different types of plants will
be essential for agriculture
W h a t do th e underlined w ords in the to adapt to changes in the
te x t mean? Guess and then check in your environment. In the Svalbard
dictionary. Global Seed Vault, there is
space for 4.5 million types
SPEAKING W h a t ab o u t you? of seed. That’s 2.5 billion
individual seeds! At the
Are you generally optimistic or pessimistic about moment there are over 770,000
the future of the planet? Why? different types there.
Q Helping worldwide
Any country in the world
can leave seeds in Svalbard.
And the service is free. There
are 1,500 potatoes from Peru,
bananas from the Pacific
Islands, and rice from more
than a hundred different
countries. The seeds of
some plants, such as peas,
only survive for 20 to 30
years. But others will last for
hundreds of years.
I I The most
important building?
In 2028, the Svalbard
Vault will celebrate its 20th
anniversary. 200 years in the
future, it’s possible that the
ice caps will melt. Even if
this happens, Svalbard-will
be safe. That’s because it is
on a mountain and will
above the water
level. And because
it is so close to the
North Pole, even
if their electricity
stops working, the
ice will maintain
a cool temperature
of -3.5°C to keep the
seeds safe. But the best
protection is the fact that
it is in such a remote place.
After all, maybe one day this
will be the most important
building in the whole world.
 Grammar in context Flip p ed classroom: w a tc h th e gr
p r e s e n t a t io n v id e o .

be going to and w ill

l a Look at th e sentences. 1 b M atch these explanations o f th e use o f w i l l and b e g o i n g t o

w ith exam ple sentences a -e in 1a.
a They think the population will go
1 up by 50%. We use w ill...
b In 2028 the Svalbard Vault will 1 for decisions that we take at the moment of speaking.
celebrate its 20th anniversary.
2 to talk about an objective truth.
c Where can I find more information?
■
I know! I'll look on the Internet. 3 to make a general prediction. We often use think, hope,
d Yesterday the US decided what to expect with this use.
do. They're going to send more We use be going to ...
seeds.
4 to make predictions based on some sort of evidence.
e It's warm today. The ice is going to
melt. 5 to talk about plans or intentions.
GRAMMAR REFERENCE > PAGE 80

2a PRONUNCIATION Look a t these sentences. W h y do you think N o w w rite d ow n six predictions fo r the
some w ords are m arked in bold? fu tu re . W rite a b o u t these areas:

1 The situation is going to get worse. 1 the environment 4 fashion

2 Temperatures are going to go up. 2 TV 5 sport
3 It's going to be a hot summer. 3 politics 6 medicine
4 We're all going to have problems. I t h in k - the, p lc m e t w ill j e t h o tte r.

5 I'm going to do something to help.

1-I 6 SPEAKING W o rk w ith a partner. C om pare
you r plans and predictions from 4 and 5.
2b PRONUNCIATION @ 36 Listen. W h a t happens to th e w o rd s in
bold? W h a t is th e pronunciation o f be g o i n g t o ?
w ill, may, m ight

2c Q 36 Listen again and re p ea t. l a Look a t th e sentences and give an

ap p ro x im a te p ercentage o f certainty
fo r each expression in bold.
3 C o m p lete th e sentences w ith th e correct form o f the
verbs given using w i l l o r b e g o i n g t o . 1 The population will probably go up.

1 Experts expect that the ice cap...................................... 10-80% certain............................................

(disappear) one day. 2 Global warming will definitely make a
difference.
2 It's only 10 am but the sun is already strong. It
(bo) a hot day.
3 Perhaps there will be a nuclear disaster.
3 A: I'm really hot.
B: I .................................(open) the window.
4 It's possible that the ice caps will melt.
4 Next week..................................... (be) the anniversary of the
world's worst oil spill.
5 We may have more and more floods.
5 My friends have decided they......................................(write)
a letter about the environment to the local newspaper.
6 Parts of the world might suffer droughts.
6 People think that global warming....................................
(cause) lots of problems in the future.
7 It probably won't be easy.
7 A: I'm going to see a documentary about the environment.
B: I .......................................(come) with you.
8 It definitely won't be a problem.
4 W rite dow n six plans o r intentions you have. W rite abo u t
these areas:
1 school 4 sport/hobbies 7b Look at th e position o f th e adverbs
d e f i n i t e l y and p r o b a b l y in 7a. W h a t d
2 home 5 family
you notice?
3 work 6 friends
GRAMMAR REFERENCE ► PAG
I ' m j o i n j to do cn sch o o l p r o je c t n e x t w eek-
 Developing vocabulary

' EXAM S U CC ESS

vou are going to do a sentence transformation
activity. Read the instructions carefully. What
things are important to check when you finish an
activity like this?
> EXAM SUCCESS page 145
Different uses of g et
1 Look at g e t in these sentences and match each one
w ith th e correct meaning (a-e).
1 Summers are getting very hot.
I g o t your email yesterday.
Last week she g ot a book about pollution.

R ew rite th e sentences keeping th e same

4 What time will you g et to the meeting?
meaning. Use b etw e en tw o and five w ords, 5 Can you g e t me the pen that's on the desk?
including th e w o rd given.
It's possible that the sea level will go up in the a arrive c become e receive
next 50 years, may b bring d obtain or buy
The sea level...........................in the next
50 years. 2 C o m p lete th e sentences w ith th e w o rd s in th e box.
W h a t is th e m eaning o f g e t in each sentence?
It's certain that parts of the earth will
become deserts, definitely
dark • late • ready • red • thin • worse
Some parts of the earth
deserts.
1 You look hot. Your face is getting......................
There's a possibility that the consequences
will be catastrophic, perhaps 2 My brother needs to eat more. He's getting......................
catastrophic. 3 Come on! You need to get..................... for school.
It's certain life on the planet won't end in the 4 Scientists are very worried because they say the situation
next 20 years, definitely is getting......................
Life on the planet
5 Look at the time! It's getting......................Time for bed.
in the next 20 years.
6 I'll switch the light on. It's got very..................... in here.
It's probable that people won't change their
habits, won't
3 W h a t usually happens in these situations? W rite
People habits. sentences w ith g e t and the w ords in the box.
The situation might get worse, possible
an email with news • angry • bread
will get worse.
home late • presents • tired
H ow certain do you think these predictions
are? W rite sentences w ith th e expressions
1 Somebody is saying horrible things to you.
in 8. Yen get angry...........................................
1 Summers will get hotter. 2 You run for an hour or more.
Polar bears will become extinct.
Cars of the future won't use petrol. 3 It's your birthday tomorrow.
We will have another ice age.
Natural disasters will become more common.
4 You're out at 11 pm and there are no buses.
The south of Europe will become a desert

SPEAKING W o rk w ith a partner. C om pare you r 5 You're in a supermarket and you want to make a sandwich.
answers in 9.

6 Your friend in the US writes to tell you about what

I think they may g et happened last week.
hotter. I'm not sure.

4 a W o rk w ith a partner. W rite a story w h e re you use g e t

as many tim es as possible.

4b SPEAKING Tell you r sto ry to th e class. W h o uses g e t the

most?
yesterday I Y)0t up cut 7 a m a n d I j o t ready f o r sduioL.
 Gateway to life skills: The world around you

LIFE SKILLS O B JEC T IV ES K EY C O N C EP TS

■ To learn about carbon
footprints and water footprints.
■ To consider positive action
we can take to reduce our
ecological footprints.
■ To make an action plan to
reduce our impact on the
environment.
climate change [n]: P eople are w orried about climate
change. W e are having hotter sum m ers and co ld e r winters.
carbon dioxide emissions [phrase]: The carbon dioxid e em issions from
old cars are worse than from new cars, greenhouse gases [phrase]:
If we burn fossil fuels, the green h o use gases in the atm osphere
increase, fuel-efficient [adj]: M odern cars are m ore fuel-efficient and
use less petrol than before, charge/recharge (a mobile phone) [v]: My
m obile p h o n e has no power, I n eed to charge it.

1 W o rk w ith a partner. Look a t these things. A re th e y bad fo r th e environm ent? W h y /W h y not?

2 READING W o rk w ith a partner. S tu d en t A: Read te x t A. S tu d en t B: Read te x t B.

A n sw er th e 4 questions ab o u t your te x t. M ak e notes w ith you r answers.

Text A: Questions TextB: Questions

1 What is a carbon footprint?
2 What is the difference between the primary and
secondary footprint? Give examples.
3 Does the text mention any of the things in 1?
Does it say that each one is good or bad?
4 What does the text say people can do to reduce
their carbon footprint?
1 What is a water footprint?
2 What is the difference between the primary and
secondary footprint? Give examples.
3 Does the text mention any of the things in 1 ?
Does it say that each one is good or bad?
4 What does the text say people can do to reduce
their water footprint?

carbon footprint
Everyone leaves a carbon footprint. It is the impact each person has
on the environment through the emission of greenhouse gases. ■
Your c a rb o n footprint h a s two
p a rts: the p rim ary footprint an d the
se c o n d a r y footprint. The prim ary
footprint sh o w s the e m issio n s of
c arb o n dioxide an d other g re e n h o u se
g a s e s th at you a re directly
re sp o n sib le for. E x am p les a re the
e m issio n s p ro d u c e d by travellin g
an d u sin g electricity. The se c o n d a ry
footprint sh o w s the e m issio n s that
you a re in directly re sp o n sib le
for. T h ese in clu d e th in g s like the
e m issio n s p ro d u c e d w hen fa c to rie s
m ake the th in gs th at you buy. All
of th e se c a rb o n d ioxide e m issio n s
con tribute to g lo b a l w arm ing.
The siz e of your c a rb o n footprint
d e p e n d s on m any th in gs. How you
sp e n d your free tim e is on e of the
m ost im portant. Do you w atch TV
an d p lay v id eo g a m e s or do you re ad or
do sp o rt o u td o o rs? Do you fly w hen you
g o on h o lid ay ? If you do, your footprint
will b e m uch la rg e r than if you g o by train.
R ail trav el is th ree tim es m ore fu el-efficient
th an air travel. W here your foo d c o m e s from
will a ls o affect your se c o n d a ry footprint.
P r o c e s se d an d p a c k a g e d m eat h a s a b ig g e r
im p act on the environm ent.
You m ay think th at you a re not re sp o n sib le
for an y e m issio n s b e c a u s e y ou r p a re n ts do
all the sh o p p in g a n d d e c id e a lot of th in gs
at hom e. And it’s tru e that y ou r sc h o o l is
re sp o n sib le for the th in g s you do there.
But you c a n s u g g e s t w ay s to c h a n g e their
h ab its. You c a n a lso w atch le s s TV, sw itch
off the light w hen you le av e a room an d
u n p lu g y ou r m obile p h o n e w hen it h a s
fin ish ed ch argin g. E ach sm all actio n will
h elp m ake your footprint sm aller.

74
u water footprint
Water is essential in our daily lives. But sometimes the size of our water
footprint is shocking. It shows the amount of water a person uses, directly
or indirectly, every day.
All d ay w e u s e w ater directly. This is o u r
prim ary footprint. This in c lu d e s the w ater
we drink, th e w ater w e n e e d for a sh o w er
or the w ater w e u se to w a sh the d ish e s. But
w hat ab o u t th e w ater th at w e u se indirectly;
the w ater u se d to p rod u ce, grow or m ake
the th in g s w e b u y ? T his is our se c o n d a ry
footprint, an d so m e tim e s it is m uch b ig g e r
than we think. After all, 70% of the w orld ’s
fresh w ater is u s e d for agric u ltu re so the
th in gs w e e a t c a n m ake a b ig differen ce. And,
to m ake alm o st anything, from a co m p u ter to
a T-shirt, you n e e d water. H ere are so m e fa c ts
that m ay m ak e you think a b o u t how m uch
w ater w e u s e in a day:
(§ B ru sh in g your teeth u s e s ab o u t se v e n a n d a
half litres of water.
^ It ta k e s ap p rox im ately 1,286 litres of w ater to
p ro d u c e a loaf of b re a d . B ut it ta k e s ab o u t 2 ,310
litres to p ro d u c e a 1 5 0 g ste ak !
An au to m atic d ish w a sh e r u s e s ap p roxim ately
40 litres of w ater. W ash ing d ish e s by h an d c a n
u s e u p to 75 litres.
^ A ty p ic al in dividu al in the U nited S ta te s u s e s
5 0 0 litres of w ater e a c h day. But over 1 billion
p e o p le in the w orld u s e le s s th an 6 litres of
w ater p e r day.
^ The a v e ra g e toilet u s e s 8 litres of c le a n w ater
e a c h tim e you u s e it.

3 SPEAKING Use you r notes in 2 to explain to you r p artn e r w h a t c arb o n /

w a te r fo o tp rin ts are.
<&

4 W o rk in a small group. M ak e a list o f ideas ab o u t ho w you r school So-(

could reduce its carbon and w a te r fo o tp rin ts. ° ©
reduce, the paper We use - recycle it

5 LISTENING © 3 7 W atch th e video o r listen to students talking

ab o u t th e ir ideas fo r reducing carbon and w a te r fo o tp rin ts
a t th e ir school. Do th e y m ention any o f you r ideas in 4?

6 Q 37 C o m p lete each sentence w ith one or tw o

w ords. W atch o r listen again if necessary.

1 At the school they have a box for

and one for reusing all their old paper.
2 You need..................... litres of water to make a
sheet of paper.
3 They also recycle and
..................... at the school now.
4 People were wasting water and ....................
towels in the washrooms.
5 They wrote 'Every..................... thing helps!' on
their posters.
6 In the past, everybody..................... to switch
the lights off at the end of the day.
7 You need 10,000 litres of water to make a light
bulb shine for..................... hours.
7 H o w many o f th e things in 5 and 6 do you
alread y do at you r school?
LIFE TASK
Y ou w a n t t o le t o t h e r t e e n a g e r s k n o w a b o u t
e c o lo g ic a l fo o t p r in t s a n d w h a t c h a n g e s t h e y
ca n m a k e t o re d u c e th e ir fo o t p r in t a t sc h o o l.
In g r o u p s p r e p a r e a p o s t e r o r v id e o w ith id e a s
a b o u t h o w t o d o this.
F o llo w th is plan :
1 Make a list o f ideas for things you can do in your
school life to reduce you r footprints. Use the
ideas in the texts and in the video. A d d your
own ideas and search for others on the Internet.
2 D ecide if you are goin g to make a video or a
poster.
3 Organise you r ideas in a logical way. Think about
how you are goin g to persuade other students
to make changes.
4 Make you r video/poster.
5 Show it to the class.

75
 r \
Listening « » Il
1 a SPEAKING W o rk w ith a partner. Look a t th e photo.
W h a t can you see?
l b Look at th e w o rd s in th e box. Check th a t you
understand w h a t th e y mean. W h a t do you think
could be the connection b etw e en them ?
charge a mobile phone • corridor
dance floor • run • sustainable energy
2 LISTENING @ 38 Listen to a science p rogram m e on th e
radio. W h y do th e w ords in 1b appear?
3 @ 3 8 Listen again. A re th e sentences True (T) or
False (F)?
1 Simon Langton is the name of the school
involved in this project.
2 The idea came from a boy who is studying
at the school.
3 They think they can produce enough
electricity to make hundreds of mobiles
work for two and a half years.
4 The students walk on the special floor when
they go to technology lessons.
5 Laurence first had the idea for this project
when he was watching busy people moving
around his university.
6 The school is the first place to use this
technology.
7 You can use the technology to produce
electricity by dancing.
4 Look again a t th e false sentences. W h y are
th e y false?
5 SPEAKING W h a t ab o u t you?
1 Do you like this idea to produce sustainable energy?
Why/Why not?
2 Can you think of any other ideas at school or at home
to produce sustainable energy?
76 Unit 6
II Grammar in context
Zero conditional
l a Look a t th e sentences in the zero
conditional. Then choose th e correct
a lte rn ativ e.
1 If you run in the corridors, you get into
trouble.
2 You produce more energy if you walk fast.
We use the zero conditional to talk about sp ecific
situations/thinqs that are q e nerally tru e .
l b Look again at the sentences in 1a.
1 What tenses do we use in the zero
conditional?
I f + ..................... , ......................
2 Does the half of the sentences with if always
come first?
3 When do we use a comma in conditional
sentences?
GRAMMAR REFERENCE > PAGE 8C
2 C o m p lete these sentences w ith th e correct
form o f th e verbs given.
1 If it's sunny, people often..................... (go) to the
beach.
2 If i t .....................(not rain) for months, the result
is usually a drought.
3 If it rains a lot for months, there..................... (be
often floods.
4 If you don't water plants, they..................... (die)
T /F
5 If it..................... (be) very sunny, it's bad for you
T /F eyes.
6 If the sun..................... (shine) all day, the
temperature goes up.
T /F
3 a W rite sentences to m ake general statem ents
T /F using th e zero conditional.
1 If I'm late for school, m y teacher j& is angry.
W U k jn c . .........................................................
T /F
2 If you sit too close to the TV,
T /F
3 If you go to bee late,......................................
T /F 4 I foci sad i f ......................................................
5 I enjoy English classes if
6 My parents are happy if ..................................
3b SPEAKING W o rk w ith a Pa rtn e r- C om pare your
sentences from 3a. A re any sentences the
same?

rst conditional
Look a t these sentences in th e firs t conditional.
Then choose th e correct a lte rn ativ e.
1 If you run in the corridors at this school, the
teachers will be really happy.
2 The school will save money if they produce extra
electricity.
We use the first conditional to talk about p o s s ib le /
im possible situations and their consequences.
Choose th e correct a lte rn ativ e.
■
1 If we don't/w on 't recycle paper now, we need/w ill
n e e d to cut down more trees in the future.
he H i n t * A jiihs*
©
4b Look a t th e sentences again and choose the
correct a lte rn ativ e.
1 In the part of the sentence with if we use the
present sim ple/w ill o r won't.
In the other part of the sentence we use the
present sim ple/w ill o r w on't.
GRAMMAR REFERENCE > PAGE 80
Put th e verbs in th e correct tenses using th e first
conditional.
'If we (a)..................... (not do) something soon,
electronic products (b )..................... (create) serious
problems for the environment. We use more and more
energy because we buy more and more electronic
gadgets. If this situation (c)..................... (continue),
each house d ) ..................... (need) an incredible
quantity of energy. The popularity of computers,
tablets and mobile phones has created an enormous
need for more power. In the 1970s homes contained,
JAL
on average, just 17 electronic products. But now
some people think that they (e )..................... (not be)
able to brush their teeth if they (f) ..................... (not
have) an electric toothbrush. If we (g ).....................
(forget) to switch off all these electronic gadgets,
we (h)..................... (use) up all of our electricity for
nothing.'
SPEAKING W o rk in groups. Begin w ith this sentence.
I f I puss all my exams this year, I ’LL have it special
hcLiday m the summer.
Take it in turns to add conditional sentences. How many
sentences can you make?
If I pass all m y exam s this year, I'll
have a special holiday in the summer.
If I have a special holiday in the
summer, I'll g o with my friends.
If I g o with my friends, I 'l l ...
J
Unit 6 77
 Developing speaking
Making arrangements 5a PRONUNCIATION @ 39 Listen to th e start o f the
dialogue again. H o w do th e speakers use
th e ir voices to show enthusiasm?

5b SPEAKING W o rk w ith a partner. Practise

th e firs t six sentences o f th e dialogue.
R em em ber to show enthusiasm.

1 SPEAKING Work with a partner and answer these questions.

SPEAKING W o rk w ith a partner. Look a t the
Where do you like going at the weekend when it's ... places to go at th e w e ek en d in th e box.
1 sunny? 2 raining? 3 cold and snowing? Say if you like th e m . W hen is it best to c:
to them ?
2 LISTENING @ 39 Listen to tw o p eople making arrangem ents
fo r this w e ek en d and answ er these questions. beach • bowling alley • cinema
the mountains • park • shopping centre |
1 Where are they going?
sports centre • swimming pool
2 When and where are they going to meet?
3 What are they going to take?
4 What will they do if it rains? PRACTICE MAKES PERFECT

3 @ 3 9 C o m p lete th e dialogue. Listen again if necessary.

Jamie: Listen. Are you up to anything this weekend?
Danny: Not really. What about you?
Jamie: If the weather's (a)..................... , Alex and I are going
to go to the (b )......................Do you fancy coming?
Danny: Sure. What time shall we meet?
Jamie: How about (c)................... ?
Danny: OK. Why don't we meet at the (d)................... ?
Jamie: Fine. I'll bring some (e) .................... and we can
(f)
Danny: What will we do if it (g) ?
Jamie: I'll give you a (h)..................... and we'll go
somewhere else.
Danny: OK. Listen. I'll ring (i)..................... and ask her to come.
Jamie: Good idea. See you tomorrow at (j)....................

4 Tick ( / ) th e expressions in th e Speaking bank th a t a p p ear

in th e dialogue.

9 SPEAKING BANK

Useful expressions for making arrangements

Asking about somebody's plans
■ What are you up to at the weekend?
■ Are you up to anything this weekend? •/
■ Do you fancy verb +-in g ?
Arranging to meet
■ What time shall we meet?
■ Where shall we meet?
■ Why don't we meet a t..................... ?
Responding to plans and arrangements
■ Sure./Fine./OK./Great./Good idea.
■ Not really./Sorry, I can't./l prefer
Present continuous for future
Remember that we can use the present continuous as well as
be going to to talk about future arrangements.
Where, rtre We m eeting tomorrow?

1
 eveloping writing
formal letter
Read this n ew sp aper article a b o u t clim ate change. W h a t
does th e w rite r think ab o u t clim ate change and w hy?
THIS WEEK: CLIMATE CHANGE IS REAL!
Aliy do some people continue saying that climate change isn’t real?
Ha\'en’t they looked out of their windows recently? Winters are colder and
'iimmers are hotter. And humans keep producing more and more carbon
hoxide emissions. Just a coincidence?
1 don’t think so!
SPEAKING W o rk w ith a partner. W h a t do you thin k abo u t
climate change? D o you agree o r disagree w ith H arry
M acdonald? W hy?
H ere is a le tte r to th e e d ito r o f th e new spaper. Does the
read er ag ree or disagree w ith H arry M acdonald? A re any
of your ideas from 2 here?
Dear Editor,
I am w riting in response to H arry M acdonald’s com m ents about
climate change which appeared in your newspaper last week.
Personally I agree with many o f the things that M r M acdonald
says.
Firstly, it is clear that our weather is becom ing more extreme
each year. F u rth e rm o re , it appears that these changes are
affecting the whole world, not just one or two areas.
N ext, some people say that climate change is just a natural
process. N ev erth eless, there is evidence that man-made pollution
is making climate change worse.
Finally, many people say it is too late to do anything about
climate change. H ow ever, I think that governments and
multinational companies use this as an excuse to continue
polluting the atmosphere. W hat is m o re , I believe that if it is a
question o f the future o f our planet, it is never too late to take
action.
I will be interested in hearing other readers' opinions on this
subject.
Yours faithfully,
M ax Turner
✓
4 The w ords in bold are all linkers. Put
th em in th e correct place in th e W ritin g
bank below .
.✓ 'WRITING BANK
Linkers of sequence, addition and
contrast
■ Sequence: Firstly, ..................... ,
■ Addition: Fu rth erm o re, .................
" Contrast: H ow ever, .....................
5 C o m p lete th e sentences w ith linkers from
th e W ritin g bank.
1 I think climate change is a big problem.
, it is getting worse each year.
2 Let me explain what I think....................... ,
I want to explain my opinions about climate
changes in the summer. Next, I want to
tell you what I think about changes in the
winter...................... , I want to talk about
what we can do to stop the changes.
3 In general, I agree with the article.
..................... , there are some things in it
that I do not agree with.
PRACTICE MAKES PERFECT
6 a Look at this topic and m ake notes.
A newspaper journalist writes:
'Young p e o p le do n't really d o anything
to pro tect the environm ent. They do n't
believe that they can make a difference.
Write a letter to the newspaper editor
expressing your own opinion on this topic.
■ Begin by explaining why you are writing.
■ Express your opinion and explain your main
reason for it.
■ Give additional reasons for your opinion.
■ End your letter.
WRITING BANK >► PAGE 150
6b W rite you r le tte r using th e m odel in
3, you r notes and th e W ritin g bank to
help you.
EXAM SU C C ESS
When you write in exam conditions, what
can you do if you do not know a word or
if you are not sure how to use a specific
grammar structure?
> EXAM SUCCESS page 145
Unit 6 79
 Language checkpoint: Unit 6
Grammar reference
be going to

USE
■ We use be g o in g 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.
I've- decided that I'm join#
to study biology.
■ We can also use b e g o in g
to to make predictions
about the future, particularly
when we have evidence for
the prediction.
It's really cold. I think it’s
going to snow.
USE
We use w ill and w o n 't to make general predictions about the future. We often
use think, h op e, ex p e ct, im agine, etc. with will and w o n 't to express our
opinion about the future.
I don-'t think the- Weather will be, worse in- the future.
We also use w ill and w o n 't when we decide to do something at the moment of
speaking, for example when we suddenly offer to do something for someone.
You Look tired. I ’ll carry your bag.
We use w ill and w o n 't to talk about the future when we consider it to be an
objective truth.
It's my birthday next Week. I ’ll be seventeen.
We use defin itely, p ro b a b ly , perh a p s, it's p o s s ib le that with w ill to say how
certain we think something is. D efin itely is when we are very certain, p ro b a b ly
when we are quite certain, and p e rh a p s and it's p o s s ib le that when we are 50%
certain.
D e fin itely and p ro b a b ly come just after w i but just before w on't.
I'll definitely be there. I definitely Wont be there.

may, might Zero conditional

FORM FORM

Affirmative subject + may/might + verb in If + present simple, ... present simple.

infinitive If you go out in, the rain-, youget Wet.
The weather may g e t worse. The teachers arent happy if We don’t do oar homework.
Negative subject + may not/might not USE
(mightn't) + verb in infinitive
We use the zero conditional to talk about situations that
We may not b e able to do anything.
are generally or always true.
USE If you. take a fish oat of water, it dies. ( = This is not just
■ M ay and m ig h t are used in predictions when we are specific situation - it always happens.)
not sure about something. They express approximately
50% certainty.

First conditional

FORM
If + present simple, ... w ill + infinitive
If the climate changes, food will be a problem.
If We don’t do something soon, the situation will get worse.
The present simple comes in the part of the sentence with if.
W ill does not appear in this part of the sentence.
If it will be-rmny-it-will be
USE
We use the first conditional to talk about
possible and probable situations in the future
and their consequences.
If the sun comes oat (possible future situation)
well go to the beach (the consequence of this
situation).

Vocabulary .. - - — , ■ - - — ..... ... -

1 G e o g r a p h ic a l fe a tu re s beach • desert • forest • ice cap • island • jungle/rainforest • lake • mountain
mountain range • ocean/sea • river • valley
2 Th e e n v iro n m e n t drought • flood • global warming • greenhouse effect • melt • nuclear disaster • oil spill
ozone layer • pollution • recycle • save • waste
3 D iffe re n t uses o f get arrive • bring • become (= a process or change of state) • obtain or buy • receive
4 O th e r w o rd s a n d p h ra s e s >• page 140

80 Unit 6
 mar revision
going to, w ill / 4 points

C orrect th e mistakes in these sentences.

1 The students going to go on an excursion. 3 They say it's raining next week.
2 What are your plans? What do you do tomorrow? 4 I can't meet you tomorrow because I'll do an exam.

II, may, might / 6 points

C om plete th e sentences w ith th e w o rd s in th e box.

perhaps • may • probably • definitely will • won't
1 My team will.................... win tonight. I'm sure.
2 I ..................... go next week but I don't know.
3 ..................... the problem will disappear.
4 They..................... won't go out tonight because
they have an exam tomorrow, but it's not impossible.
5 She definitely..................... run tomorrow because
she's got a broken leg.
6 It's possible that I ..................... see him tomorrow.

ro conditional / 4 points First conditional

A nsw er these questions w ith com plete
sentences.
1 What happens if you mix blue and yellow?
2 What happens if you study hard for an exam?
3 What happens if you never brush your teeth?
4 What happens if you eat too much?
4 C o m p lete th e sentences w ith th e correct form o f the
w o rd s given.
1 If the sun..................... (shine), we'll be able to go out.
2 We'll go out if Mum..................... (finish) work early.
3 If you do the exercise carefully, you..................... (get) all
the answers right.
4 It'll be great if she .....................(come) tonight.
5 She'll leave hospital today if she..................... (be) OK.
6 I ..................... (not bring) the dog if you don't want me to.

abulary revision
PHICAL FEATURES / 7 points THE ENVIRONMENT / 7 points
Look at th e names. W h a t are th e 2 C o m p lete th e te x t w ith th e w o rd s in th e box.
geographical features?
droughts • floods • global warming
1 Sahara
ozone layer • recycle • save • waste
2 around the
Amazon (a).............. .......is getting worse - temperatures keep going
3 The Andes up because of the hole in the (b )...................... There have
4 Ipanema been (c)..................... where water has destroyed towns. There
5 Titicaca are (d) .......where it hasn't rained for a long time.
6 The North Pole But many people (e )..................... water - they use too much.

7 Mallorca it's important to (f)..................... water and (g )......................

things like bottles.

ERENT USES OF GET / 6 points

Decide on a synonym fo r g e t in these sentences.

1 I got some juice from the shop....................... 4 I got my exam marks yesterday.
2 Did you get home late last night?..................... 5 The book started well but it got boring.
3 I'll get you a glass of water...................... 6 She got an email from her friend..........
y Gateway to exams: Units 5-6
Listening Writing
> TIP FOR LISTEN IN G EXAM S ► TIP FOR W RITING EXAM S

In listening exams where you have to identify the
speaker, remember...
Read the tasks before you listen. But don't forget
that the speakers will probably express the same
ideas using different words and expressions.
> EXAM SUCCESS page 145
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.
► EXAM SUCCESS page 145

4 SPEAKING W o rk w ith a partner. Look at this topic

and discuss your ideas.
A newspaper journalist writes:

'I don't like it when famous people start talking

about serious world problems like global
warming. What do they know about it? I want
actors to act and singers to sing. I don't want to
listen to them telling me how to save the world.'

1 SPEAKING W o rk w ith a partner. The photos show

d iffe re n t w ays o f finding o u t th e news. Which do
you p re fe r and w hy?

2 LISTENING @ 40 Listen to a radio pro g ram m e w h ere

p eo p le are calling to say how th e y like to find
o ut th e news. M atch th e speakers and th e ir
p reference. There is one o ption th a t you do
not need.
A the Internet Amanda 1
В the radio
Jerry 2
C weekly news
magazine Sarah 3
D newspaper
Dan 4

3 Q 40 Listen again. W hich speaker ...

1 finds out the news at breakfast time?
Am anda/Jerry/Sarah/D an
2 thinks that pictures and images are an important
part of the news?
Am anda/Jerry/Sarah/D an
3 thinks the news on TV isn't very informative?
some famous people, such as A ngelina Jolie,
do a lot o f w o rk to help charities.
5 W rite a le tte r to th e n ew sp aper e d ito r expressing
your ow n opinion on this topic.

Am anda/Jerry/Sarah/D an ■ Begin by explaining why you are writing.

4 thinks the most important thing Is to find out the ■ Express your opinion and explain your main reason
news quickly? for it.
A m anda/Jerry/Sarah/D an ■ Give additional reasons for your opinion.
■ End your letter.
5 is tired of working with computers?
Am anda/Jerry/Sarah/D an

82 Units 5-6
Use of English
3 Temperatures won't be warm enough for some
> TIP FOR USE OF ENG LIS H
types of animals, too
In sentence transformation activities, remember ... Temperatures......................................for some
When you finish, check that you haven't changed types of animals.
the meaning of the original sentence and that you 4 The situation in Europe isn't as serious as in Africa,
haven't used more than the maximum number of more
words permitted.
The situation in Africa......................................in
> EXAM SUCCESS page 145 Europe.
5 It's possible that environmental problems will
R ew rite th e sentences keeping th e same become more serious, may
m eaning. Use b e tw e e n tw o and five w ords,
Environmental problems......................................
including th e w o rd given.
more serious.
1 Africa is hotter than India, as 6 It's certain that some animals will die. definitely
India..................................... Africa. Some animals......................................
2 Protecting the environment is more important than 7 It's probable things won't get better, probably
space exploration, not I think that......................................worse.
Space exploration......................................
protecting the environment.
B^SEE PRO G RESS C H EC K UNITS 5 -6 CEF
! 1 H
Hnw
o w w ell can you do these things
Speaking __________________________ in English now? G ive yourself a m ark
from 1 to 4.
> TIP FOR S PEA K IN G EXAM S

When negotiating, remember... 1 = I can do it very well.

If you can't think of something to say, use fillers 2 = I can do it quite well.
like Well, Hmm or Let m e think to give you time to 3 = I have some problems.
decide what you can say next. And don't be afraid 4 = I can't do it.
to say something that is obvious. a I can compare two or more things using
► EXAM SUCCESS page 145 different structures (m ore/less than, as ... as).
b I can name and describe different types of
7 W o rk w ith a partner. M ake a list o f d iffe re n t w ays TV programme.
o f making and responding to suggestions. c I can identify information in a radio
programme about the news. □
8a You w a n t to w atch T V w ith you r partner. Look at d I can make and respond to suggestions
w h a t program m es are on to n ig h t. about what to do in my free time. □
e I can write a basic review of a TV
No Place Like Home
A programme which
Incredible Stories
This series looks at
Sports Night
Tonight there's tennis,
programme, expressing my opinions. □
shows you some of normal people In athletics, and of f I can make predictions and talk about future
the best and biggest extreme situations. This course all the best plans and decisions using will, may, might,
houses in the world. All
the houses belong to
week we see the story
of a teenager who
International football.
b e g o in g to. □
famous people! rescued a surfer from a
shark attack.
g I can talk about situations and their
consequences using zero and first
Famlly-Ville It's Only Natural
conditionals. □
Yes, your favourite This nature h I can discuss the environment and pollution. □
cartoon Is back. Follow
the lives of the most
documentary looks
at the wildlife in one
I can make arrangements for the weekend. □
unusual family In of the most beautiful j I can write a simple, formal letter to a
the United States, places in the world - newspaper, organising my ideas with linkers
and all their hilarious
adventures.
New Zealand.
and in paragraphs. □
2 N o w decide w h a t you need to do to
8b SPEAKING W o rk w ith you r partner. M ake and
im prove.
respond to suggestions ab o u t w h a t to w atch .
A fte r tw o o r th re e minutes, m ake a decision. 1 Look again at my book/notes.
2 Do more practice exercises.
► WORKBOOK Units 5 and 6
3 Ask for
 V o c a b u la r y
Jobs and work
SPEAKING W o rk w ith a partner.
W h a t are th e jobs in photos
a -d ? Use th e w o rd s in th e box
to help you. Check th a t you
understand all th e w ords.
builder • fashion designer
firefighter • journalist • librarian
mechanic • nurse • plumber
A *- police officer • receptionist
shop assistant • vet
2 Q 41 Listen and re p ea t.
3a W o rk w ith a partner. For each
le tte r o f th e alphabet, can you
think o f a job?
A - a rc h ite c t, S> - b u ild e x ,
C - co m p a n y d ir e c t o r ...
3b Is th e re a le tte r th a t you can't
thin k o f a w o rd for? Ask o th e r
students.
4 Think o f tw o o r th re e jobs fo r
these d iffe re n t categories. You
can use w ords from 1 and your
dictionary to help you.
1 People who work with children:
te a c h e rs , tftt p a ir s , d o cto rs
2 People who work outdoors:
3 People who do paperwork:
4 People who do manual work:
5 People who work with the public:
6 People who work in an office,
with numbers or with computers:
84 Unit 7
Personal qualities
5 C o m p lete th e sentences w ith th e w o rd s in th e box.
ambitious • calm • caring • clever/bright • confident
creative • fit • hard-working • patient • reliable
sensitive • sociable • strong • well-organised
1 I'm a very ^ e ll-o iy a n ise person | always plan very
carefully and I know exactly what I'm doing.
2 You need to b e ..................... and.......................if you I
work with children because children need to know that j
you like them and will help them. You also need to be
.....................and......................because it's bad for
the children if you get angry with them.
3 Police officers are usually..................... and
..................... because in some situations they need to
run fast and use force.
4 Top scientists are usually very......................They can
find the answer to very complicated problems. They are
also...................... They need lots of imagination to
think of new ideas.
5 Philip works in a bank. He's very..................... - you
know that he'll do his work well. He's..................... too. j
He's often the first to start work and the last to leave.
6 Susan is very good at working in a team. She's very
, she loves being with other people.
7 Firefighters need to b e ..................... in difficult or
dangerous situations in order to help people.
8 Charles is really......................He won't be happy unt:
he's the company director!
LISTENING 42 Listen to fo u r p eople describing th e ir
jobs. W h a t jobs do you think th e y are?
3
4
7 SPEAKING W o rk w ith a partner. Which w o rd s in 5 can
you use to describe yourselves and w hy?
I think I'm quite sociable because I'm
friendly with p e o p le in class.
 *[*
Read a message board ab o u t th ree
people w h o have unusual jobs. M atch
each person w ith th e correct photo.
W h a t are th e ir jobs? W rite a nam e or
simple explanation fo r each one.
✓ EXAM S U CC ESS
You are going to do a True/False activity.
What should you do after reading the
text quickly for the first time to get a
general idea?
► EXAM SUCCESS page 145
Read th e te x ts again and decide if the
statem ents are True (T) or False (F).
1 There are two different sides to Ryan's
job........
2 Ryan's job suits any type of person.........
3 Ryan believes that his job can have a
positive Influence on people........
4 Grace has to act In her job.........
5 Shop assistants never know what Grace's
real job is.........
6 Grace sometimes writes articles In
magazines.........
7 Grace never writes bad things about the
shop assistants because she feels sorry
for them.........
8 Some people are trying to get rickshaws
off the roads.........
9 All the personal qualities that a rickshaw
driver needs are physical.........
10 The worst time to find a customer is a
week day in the winter.
jim w iff
Think! Then com pare ideas w ith
your class.
■ Do you think these jobs are important
for society? WhyAA/hy not?
W h a t do th e underlined w o rd s in the
te x t mean? Guess and then check in
your dictionary.
SPEAKING W h a t ab o u t you?
1 What do you think of the different jobs?
2 Which of the three jobs in the text would
you like to do the most? Why?
N
J3 In this photo I’m not the rft.
one who’s going to jump. I’m w
getting that person ready. That’s
my unusual job, and it’s more
difficult than it looks. You have
to prepare people both physically it
and mentally. Some get really
frightened so you have to make
10 them feel confident. And you
must check all the equipment
very carefully If anything goes
wrong, you’re responsible. Of
course, you mustn’t be afraid of
15 heights! I like my job because I’m
sociable and I can meet people
from all over the world. All sorts
of people come to do bungee­
jumping. For some of them the
20 jump changes their life. It makes
them feel more confident, like
they can do anything! It’s nice
to know that by doing your job,
you’re making a difference. It can
25 be hard work though. At busy
times we get 25 people jumping
in an hour.
Ryan O’Connor, W ellington - 6th
M ar 2.25 pm p a I’m a rickshaw driver.
pSA lot of people like shopping. Rickshaws are a mixture of a bike
Me, I’m a professional ‘mystery and a taxi. TWo or three people
30 shopper’. It’s like being an actor, 55 can sit at the back and you pull
or a spy. For example, I go to them by cycling. Nowadays there
a clothes shop and tell a shop are a lot in London. Some taxi
assistant that I want to buy a and bus drivers say we shouldn’t
coat. I pretend to be a normal be on the streets because we’re
35 member of the public. I mustn’t 60 dangerous. It’s important to
tell them who I really am. stay calm in this job because
But when I finish, I have to do those drivers often shout at
paperwork, answering questions us. But nearly all the work is
about the service. Usually shops late at night, when there isn’t
40 pay me to do this. The boss wants 65 much traffic. You don’t have to
to know if the shop assistants are have any qualifications to be a
doing a good job. Or sometimes rickshaw driver, but you have to
magazines pay me because be fit and strong. You must be
they want to write an article patient too because sometimes
45 comparing different shops. It’s 70 you have to wait a very long time
difficult because sometimes you before finding a customer. Friday,
have to say bad things about Saturday and Sunday nights
somebody who may lose their are the busiest. And rickshaws
job because of your report. But I are much more popular in the
50 suppose shop assistants should 75 summer. In the winter you get
always treat their customers well. cold and wet.
Grace Sim m o n s, M anch ester - Gavin H enderson, London - 6th
6th M ar 3.02 pm M ar 4.14 pm
 R ew rite each sentence using a m odal v erb o f Compound adjectives
obligation, prohibition or advice.
1 It is not necessary to have experience to do the job. 1 Look a t these w ords. They are com pound
adjectives, adjectives m ade by joining tw o
You don't have to have, experience to do the job w ords. The tw o w ords are usually connected
2 It is obligatory for builders to wear hard hats here. w ith a hyphen (-).

Builders Well-organised hard-working

3 It is a good idea for Frank to work in the summer. C o m p lete th e com pound adjectives in the
definitions w ith th e w ords in the box.
Frank
4 In our school, teachers are not allowed to wear jeans. badly • blue/brown/green • easy
In our school, full • good • part • right/left • well
5 It isn't a good idea to wear very informal clothes for a job
interview. 1 when you don't work all day or all week in
your job
You......................................................................................
..................... -time
6 It is not obligatory for our receptionists to speak French.
2 relaxed and calm
Our receptionists
-going
7 It is essential for Karen to be calm in her job.
3 when you don't get much money in your job
Karen
-paid
fc SPEAKING Look a t th e photos and choose a jo b . M ake 4 when you work all day and all week in your job
a note o f things you h a v e t o / d o n 't h a v e t o / m u s t / .....................-time
m u s t n 't / s h o u l d / s h o u l d n 't do in this jo b .
5 when you get paid a lot of money in your job
..................... -paid
6 with blue/brown/green eyes
.....................eyed
7 when you write with your right/left hand
..................... -handed
8 attractive
.....................-looking
9 famous
..................... -known
10 rich
..................... -off

2 Q 44 Listen and check your answers.

3a PRONUNCIATION ^ 44 Listen again and re p ea t.

W h e re is th e stress in th e com pound
adjectives? Is it on th e firs t w o rd , the
second w o rd or on both?
W ork w ith a partner. Describe th e jo b . Can your
p artn er guess w h a t it is?
3b Practise saying the
You have to work at the w eekend. You have w o rd s w ith the
to work in a team. You should learn other correct stress.
languages in case you g o to play in a different
country. You shouldn't eat fast food. You must 4 Which o f the
b e am bitious if you want to win com petitions. com pound adjectives
on this page can you
Is it a football player? use to describe:
1 yourself?
Yes, it is.
2 your mother/father?
3 Rafael Nadal?

Unit 7 87
y j( Gateway to life skills: The world of work
J vour TRANSFERABLE
LIFE SKILLS O B JEC TIV ES
To learn about transferable skills and
their importance in finding a job.
To consider practical examples of
transferable skills in daily life.
To assess and express your own
transferable skills.
1 W o rk w ith a partner. W h a t skills o r qualities
do both mechanics and chefs need?
They both need to be reliable.
They both need to voork. voith th eir hands.
READING Read th e article. W h a t are 'tran sferab le
skills' and w h y are th e y im p o rtan t?
SKILLS
^ K EY C O N C EPTS
(un-)employed [adj]: W hen his com pany closed, he
beca m e u nem ployed and had to look for a new jo b .
employer, employee [n]: Em ployers usually look for am bitious
p e o p le to b eco m e their em ployees, problem solving [n]: She's
g o o d at pro blem solving, finding solutions in difficult situations.
leadership [n]: People with g o o d leadership can motivate and
organise a g ro u p o f people.
TRANSFERABLE
S
T n th e p a st, p e o p le left
I s c h o o l, fou n d a jo b
an d th en con tin u ed to
do th at jo b for the re st o f th eir lives. So, th ey only
le arn e d th e sk ills for on e specific jo b . But n o w ad ay s,
m o s t p eo p le do a n u m b e r o f jo b s d u rin g th eir lifetime.
T h is m ig h t b e b e c a u s e th ey w a n t to c h an g e jo b s
or p e rh a p s th ey h av e to c h an g e jo b s b e c a u s e they
b e c o m e u n em p loy ed . T oday it is still im p o rta n t to
le a m sk ills for a p articu lar jo b , b u t it is a ls o im portant
to le arn ‘tran sfe rab le sk ills’. T h e se a re sk ills th at w e
c an u s e in n o t j u s t on e jo b b u t in a lm o st an y jo b .
So, what are the most important transferable skills
for the 21st century? Of course, in just about any job
you need IT skills. Computers and new technology are
everywhere. If you’re a shop assistant, an architect
or a mechanic, you must be comfortable using new
technology.
But even a highly-skilled user of
new technologies needs other
skills. Very few people work
completely alone. So in order
to be successful you have
to be able to communicate
well with others. Good
communication is an
interpersonal skill. Other
interpersonal skills include .
leadership and teamwork.
These are highly valued
by employers. Can
you motivate others
and direct them if
necessary? On the
other hand, are you
able to listen to and
take orders from
others? Can you
work together as part
of a bigger team?
That’s important if
you work for a top
international bank or
 Read th e te x t again and answ er these questions. 4 Look back at your lists in 1. Did you w rite
dow n any tran sferab le skills? W h a t im p o rtan t
Why were transferable skills less important in
tran sferab le skills from th e te x t could be useful
the past?
in the tw o jobs?
Who needs IT skills and why?
What are examples of 'interpersonal' skills and why
are they necessary?
Who is maths important for?
What skill is important when there are situations we
5a
Q LISTENING @ U5 W atch o r listen to th re e
young p eo p le talking ab o u t things th e y
do o r did in th e ir fre e tim e . Tick ( / ) the
tran sferab le skills th a t are p art o f w h a t
th e y do or did.
did not expect?
Do employers usually want ambitious or
unambitious people? Why?
Am.e-£ia tAolly-
Kiera-n -------- g—
1 Frie--ndht- a-nd
C-ari-
2. &ood
c.ow.m.'M-nic.af' io-M
if you work in a local café. Creating a good impression sKiffs
on customers and colleagues is essential in almost all 3 &ood a f
jobs, too. vxofivaf i-ng-
Other general skills are important too. Maths is one of oflA.e.rs
them. A waiter needs to be able to count money and 4- &ood ah
give correct change. Bankers work with numbers and ora-a-HÎsi-ng-
so do shop assistants. Using your hands can be useful otWe-rs
in a number of jobs, too. And then there’s problem 5 IC-T sKiJffs
solving. In any job there are situations that we are not
ready for. It’s important that you can react to those 6 L&ade.rsh.ip
situations in a positive way and find solutions. ? Mafks a -nd
Finally, employers are interested in your personal n.O-ne/lfj-
qualities. Are you well-organised? Are you reliable and 8 Paf ie.'noe.
responsible? Most employers will also look for people 9 Probfe-n.
who are ambitious and want to continue learning and sofvi-
improving in their job, so that the company moves 10 Tfi-aw-wcrK
forward too. In the end, perhaps this is the most
important transferable skill of all - the desire to keep
learning new things. As Albert Einstein said, ‘Once you
stop learning, you start dying!’
5b © 4 5 Listen again and m ake a n o te o f exam ples
to ju stify your answers in 5a.

6 W o rk in a small g roup and com pare your

answers in 5.

LIFE TASK

You w ant to c o n s id e r y o u r ow n tra n sfera b le

skills.
F o llo w this plan:
1 L o o k at a list o f tra n s fe ra b le sk ills o n p a g e 14 7.
G iv e y o u r s e lf a m a rk fro m 5 (b rillia n t) to i (p o o r)
fo r e a c h skill. A d d a n y o t h e r sk ills w h ich y o u
h a v e w h ich a re n o t o n th e list.

2 F o r all o f th e sk ills w h e re y o u h a v e 3 o r m o re ,
th in k o f an e x a m p le to ju s t ify y o u r answ er. It
c o u ld b e b a s e d o n th in g s y o u d o at s c h o o l, in
y o u r fre e tim e o r to h e lp o u t at h o m e a n d /o r in
a jo b , if y o u h a v e o n e

3 U se th e list a n d y o u r e x a m p le s to w rite a
d e s c r ip t io n o f y o u r tra n s fe ra b le skills. You c o u ld
u s e th is w h e n y o u a p p ly fo r a c o u r s e o r a jo b .
 Listening «O»i ir \
i» Grammar in context

Second conditional

l a Look at these sentences. Then

choose th e correct a lte rn a tiv e in
sentences a-c.
1 If I went. I'd meet some famous
actors.
2 If I were you, I'd do it.
3 I would earn a hundred pounds if I
worked all weekend.

a We use the second conditional for

p o ssib le and p ro b a b le /im p ro b a b le
1 SPEAKING Extras are th e p eo p le w h o a p p e ar in th e background, and im aginary situations and their
behind th e main actors in films and TV series. W h a t do you consequences.
thin k are th e good and bad things ab o u t w o rkin g as an b We use the second conditional to
extra? M ake tw o lists w ith a partner. talk about the past/the p resent or
future.
2 LISTENING Q 46 Listen to som eone talking ab o u t being an e xtra. c We can use the expression If I were/
Tick th e ideas in you r lists which th e y m ention. was you, I'd ... to give a d v ice/
express oblig ation .
y EXAM S U CC ESS
1 b Choose the correct a lte rn ativ e.
You are going to do a multiple-choice listening task. In this type of
exercise you have to choose one of a number of statements which 1 In the part of the sentence with if
corresponds to the information in the listening text. What should we use the past sim ple/w ould(n't) +
you do if you don't hear the answer to one of the questions? infinitive.

► EXAM SUCCESS page 145 2 In the other part of the sentence

we use the past sim ple/w ould(n't) +
infinitive.
3 Q 46 Listen again and choose th e correct answers. 3 We can/can't use was or were with
if l/he/she ...
1 Sarah doesn't know what to do because ...
a they haven't offered her the job. GRAMMAR REFERENCE ► PAGE 94

b she isn't a professional actress,

c she doesn't know if she likes the job they've offered. 2 Look a t th e situations and w rite
sentences using th e second
2 Sarah probably won't get a famous actor's autograph because ...
conditional.
a you can't say hello to the actors.
1 I don't work because I'm still at school.
b they don't allow you to ask for autographs,
c all of the actors there are just normal people. I f 1 arn't still 0t sckocL, IW Kirk,
3 Extras ... 2 He isn't a pilot because he can't see
very well.
a spend more time waiting than acting.
b only work five or ten minutes a day.
c always have to repeat the same scene many times.
3 She doesn't repair computers because
she doesn't know how to.
4 The main reason why Sarah may decide to take the job is
because ...
a it is quite well-paid, 4 I'm not a professional athlete because
b she has a cousin who works as an extra,
I'm not fast enough.
c she really likes historical films.
5 Evan convinces Sarah to take the job by suggesting that 5 I don't work as an interpreter because
she should ... I only speak two languages.
a speak to the director.
b make good use of the time when she isn't actually filming, 6 We want to leave this company
c become a film director one day. because we aren't happy here.

4 SPEAKING W h a t a b o u t you?
7 She can't take part in the concert
Would you like to work as an extra in a film or TV series? because she doesn't sing very well.
Why/Why not?

90 Unit 7
 C o m p lete th e te x t w ith th e correct form o f the 4b SPEAKING W o rk w ith a partner. Take it in turns to ask
verbs in th e box. fo r and give advice using I f I w e r e y o u ...

be • do • eat • look • play • put I n eed money.

~ v If I were you, I'd look for a job.
There are some very unusual jobs!
If people (a)..................... golf better, this first job
5 a SPEAKING Look a t th e situations and think abo u t
wouldn't exist. Some golf clubs pay professional divers w h a t you w ould do in each one and why.
to go into lakes and collect all the golf balls that go into M ak e notes.

the water. 1 When you arrive

at school, you see
If you (b )..................... like a famous person, you would that you aren't
be able to make money. You could pretend to be the wearing shoes.
famous person and appear at parties or in adverts or TV You're wearing your
slippers! What would
shows. you do?
Believe it or not, some people taste dog food
professionally to check that it tastes good. If I
(c).................... dog food, I'd be ill!
2 You tell your best friend that you are too busy to
One hotel in London had a professional bed warmer. go out tonight. Later, another friend persuades you
They paid somebody to get into the bed for five to go out. Suddenly, you see your best friend 50
minutes and make it warm. If I (d )..................... that metres away, but they haven't seen you yet. What
would you do?
job, I'd fall asleep all the time!
3 Your mother is
Would you buy an orange if it (e)..................... green
trying on some very
or yellow? Most people wouldn't. But in some warm unusual clothes in
places the natural colour of oranges isn't actually a clothes shop. She
obviously likes them.
orange. That's why some people's job is to make
She asks what you
oranges orange - by suddenly making them cold or by think of them. What
exposing them to ethylene gas. would you do?
If people (f)..................... their chewing gum in the
bin, we wouldn't need 'Gum Busters'. These are people
4 You buy a pair of jeans. When you get home,
who use water at high pressure to take away chewing you find a very nice jacket inside the bag with
gum from any type of surface. your jeans. You didn't buy the jacket. What would
you do?

5 Somebody offers to
buy you a tablet if
you do a bungee-
jump. You really
need a tablet but
you are afraid of
heights. What would
you do?

5b W o rk w ith a partner. C om pare you r ideas fo r each

4a Look a t these situations. Think o f good advice to situation.
give som ebody in these situations. M ak e notes.
I would g o hom e again.
1 I need money.
2 I want to work in the US one day.
I wouldn't. The teachers w ouldn't be
3 I want to help to protect the environment.
happy if you m issed class.
4 I'm always tired in the morning.
5 I can't sleep at night.
6 I make a lot of spelling mistakes.
 Developing speaking © A

Making polite requests

RedLemonFashions
We are looking fo r shop assistants fo r the summer. If
you love fashion, w e w ant you to join our team . G ood
conditions. P erfect fo r students.
P hone 0151 897 6543 fo r in fo rm a tio n a b o u t h o w to apply.
¿nr-
m m

CINERAMA CINEMAS ARE YOU MAD ABOUT SPOF

Would you like to spend all
summer teaching sport to peop^
W e n e e d p e o p le to w o rk from around the world? Then
e v e n in g s and at the come and work at our internatic*
w e e k e n d . R e sp o n sib ilitie s sports camp!
in c lu d e ch e ck in g tick ets US Au pairs Phone 0191 121 5533 for informa: :
an d se llin g p o p c o rn and about where to send CVs, etc.
so ft drin ks. W atch th e
late st film s ... fre e ! J o in ou r
y o u n g an d d yn am ic team !

accommodation!

.C'AC'VAM' Ai'..-y ;;A .M J> . ■ v* ' '//

l a SPEAKING Look at th e adverts fo r sum m er SPEAKING W o rk w ith a partner. Take it in turns to use th e
jobs. If you w e re looking fo r a jo b , which ta b le to m ake p o lite requests fo r inform ation.
w o u ld you be in terested in and w hy?
W o rk w ith a p artn e r and com pare your if the job starts?
answers. what I can apply?
Could you tell me
when you are looking for?
Could I ask
how we have to do?
1 b W o rk w ith a partner. Choose a jo b and Can you tell me
how much you need experience?
m ake a list o f questions th a t you w ould
what sort of person the wages are?
w a n t to ask to find o ut m ore inform ation
ab o u t th e jo b .
PRACTICE MAKES PERFECT
Is ike, job fu ll- t im e or p a rt-tim e? W hat are
th e wages? 5 a SPEAKING W o rk w ith a partner. D o this role-play using th e
p o lite requests from th e Speaking bank.
2 LISTENING ^ 47 Listen to a te e n a g e r calling
ab o u t one o f th e adverts. Which a d v e rt You are speaking to somebody about a summer job. Find out:
is she calling about? Does she ask any o f ■ the dates and wages
you r questions from 1?
■ if the job is full-time or part-time
■ necessary personal qualities
3 Q U1 All th e expressions in th e Speaking
■ if experience is necessary or not.
bank are p o lite w ays o f requesting
in fo rm atio n . Listen to th e dialogue again Student A: Prepare questions to ask for information about the
and p ut th e requests in th e o rd er th a t job at Cinerama Cinemas.
you hear them .
Student B: You have information about the job at Cinerama
Cinemas on page 148. Invent any extra information if necessary.
9 SPEAKIN G BANK
G o o d afternoon. I'm calling about you r
Useful expressions for making polite
jo b offer in the new spaper yesterday.
requests
Can you tell me what the wages are? Yes. What w ould you like to know?
Could I ask for some information first?
Could you tell me if the job Is full-time or
5b N o w change roles.
part-time?.......
Student B: Prepare questions to ask about the job at Sports
Star Camp.
Student A: You have information about the job at Sports Star
Camp on page 148. Invent any extra information if necessary.

92 Unit 7
A letter of application and CV 3 Read th e le tte r and CV again and find the
inform ation in 2.
Read this le tte r o f application and CV. Which 1 The, Stoke, Tim e r newspaper on 10th F e b ru a ry
sum mer jo b o ffe r on page 92 do you think this
person is replying to? W hy? 4 W rite you r own CV. Use th e C V in 1 as a m odel.

34 Norton Road 5 Look again at th e le tte r in 1 and com plete the

Stoke inform ation in th e W ritin g bank.
S03 6HT
14th February ✓ WRITING BANK

Dear Ms Simpson, Useful expressions and conventions in formal

I am writing in response to your advertisement in The letters.
Stoke Times. I would like to apply for the job which you ■ In formal letters, we write 0 lir address
advertised in this newspaper on 10th February.
in the top, right-hand corner.
I enclose a CV with information about myself, including
education and work experience. As you can see, I have ■ We write Mr for men, Mrs for married women
experience of working with children and I also think that and .....................for women when we do not
I am caring, patient and very hard-working.
make any distinction if they are married or not.
I look forward to hearing from you.
■ We can use the phrase I
Yours sincerely,
to hearing from you at the end of formal letters.
Diana Huxley
■ When we know the name of the person we are
writing to, we end the letter Yours....................
■ We do not usually use ................... in formal
letters. For example, we would write I would like
CURRICULUM VITAE
not I'd like.

6 W o rk w ith a partner. Look at this jo b a d v e rt.

------------------ G E N E R A L I N F O R M A T I O N -------------------
W h a t qualities, skills or experience w ould be
Address 34 Norton Road, Stoke, S03 6HT
useful fo r this job?
Telephone (home) 0342 455 3212
Telephone (mobile) 632 12 34 56 JOB OPPORTUNITY
Email dhuxley@anynet.uk
We need waiters and waitresses
------ E D U C A T I O N AND Q U A L I F I C A T I O N S ------ to work in our new, 21st century
Green Coat School, Stoke fast-food restaurant. Are you
A levels in Economics (Grade A), Sociology (Grade B) and friendly? Are you fun? You are?
English (Grade B) Come and work for us!

------------------------ W O R K E X P E R I E N C E ------------------------ Email a letter and CV to Gary Daly gdaly@21 stcenturyfood.co.uk

March 2013 - March 2015
Part-time teaching assistant at Sunnydale Kindergarten, Stoke You need to be, sociable.. Experience, in a f a s t fo o d
July - August 2012 resta u ra n t mould b e useful.
Helper at Green Valley Summer Camp, Brighton

--------------------------------- I N T E R E S T S --------------------------------- PRACTICE MAKES PERFECT

Cookery, Surfing
Good knowledge of computers - MS Office, PowerPoint, Excel,
7a W rite a le tte r o f application. Use th e le tte r in 1,
Word your ideas from 6, and the W riting bank to help
you.

Read th e le tte r and C V again. W h e re does Diana Write a letter to apply for the job at the fast-food
give th e follo w in g inform ation - in her le tte r, in restaurant and:
her C V o r in both? ■ state which job you are applying for
1 where and when she saw the ■ say what experience you have
job offer letter / CV / both ■ describe your personal qualities
2 her personal qualities letter / CV / both ■ end your letter.
3 her contact details letter / CV / both WRITING BANK > PAGE 151
4 her hobbies letter / CV / both
5 information about her experience letter / CV / both 7b Read le tte rs by o th e r students. W h o w ould you
give th e jo b to? W hy?
 Language checkpoint: Unit 7
Grammar reference
have to, don't have to must, mustn't

FORM FORM

Affirmative Police officers have to wear a Affirmative You must switch off your mobile
uniform. phone in class.
Negative Teachers don't have to wear a Negative You mustn't use your mobile phone
uniform. when driving.
Question Do police officers have to wear a
USE
uniform?
We use m u s t to talk about rules, regulations, and
Short answers Yes, they do./No, they don't.
obligations.
USE We use m u s t n 't to talk about prohibitions.
■ We use h a v e t o to talk about things which are M u s t is not very common in the question form.

obligatory or necessary. We usually use h a v e t o .

■ We use d o n ' t h a v e t o to talk about things which are
not obligatory or necessary.

should, shouldn't

FORM USE

Affirmative You should arrive on time. We use s h o u l d and s h o u l d n 't to give and ask for
advice and recommendations.
Negative You shouldn't be late.
Question Should I wait outside?
Short answers Yes, I should./No, I shouldn't.

Second conditional

FORM ■ We can use w e re instead of was with if.

lf + past simple, ... w o u l d / w o u l d n 't + infinitive If I Were/Was a millionaire, I wouldgive money to
If I knew about cars, I ’d become a mechanic. that charity.
If we didn’t listen, we wouldn’t understand his USE
explanations. We use the second conditional to talk about imaginary or
If I Was a Millionaire, I wouldn't know what to do with improbable situations and their consequences.
my money. The imaginary or improbable sentences are in the presen:
The past simple comes in the part of the sentence with if. or future, NOT in the past.
W o u ld does not appear in this part of the sentence. If I fo u n d money in the street (imaginary present
If I Would need help, ¡-Would call you. situation), I Would j i v e it to the police (the consequence
of this situation).
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. We use I f I w e r e y o u , I ' d to give advice and
However, if the part with if goes at the start of the recommendations.
sentence we must use a comma before the second half of If I were you, I ’d study more.
the sentence.
If I had a bike, I ’d cycle to school.
I ’d cycle to school if I had a bike.

Vocabulary
1 Jobs a n d work architect • builder • company director • fashion designer • firefighter • journalist • librarian
mechanic • nurse • plumber • police officer • receptionist • shop assistant • vet
2 Personal q u alities ambitious • calm • caring • clever/bright • confident • creative • fit hard-working
patient • reliable • sensitive • sociable • strong • well-organised
3 C o m p ou n d a d je c tiv e s badly-paid • blue/brown/green-eyed • easy-going full-time • good-looking
part-time • right/left-handed • well-known • well-off • well-paid
4 O ther words a n d phrases >- page 140

94 Unit 7
 must, mustn't, have to, don't have to TT^TI
1 Choose th e correct a lte rn a tiv e . If tw o 4 You has to/have to/m ust know how to use a
a ltern atives are correct, choose both. computer to work in a bank.
1 People m ust/m ustn't/don't have to make a lot of 5 Visitors to the museum m ustn't/m ust/don't have to
noise in a hospital. take photos. It is prohibited.
2 You m ust/m ustn't/have to study a lot to be an 6 A professional football player m ustn't/doesn't have
architect. to /d o n 't have to work in an office.
3 People who work in a bank d o esn 't have to /d on 't 7 You m ust/don't have to/m ustn't drink and drive.
have to/m ustn't wear a uniform.

should, shouldn't, If I were you / 5 points

2 Choose th e correct a lte rn ativ e. Tanya: Yes, if I were you I (c) s ent/w ould send a
letter and a CV by email. But you (d) sh ou ld /
Sam: I want to work in the US. Can you give me
shouldn't worry if it takes a long time for an
some advice?
answer. They probably have hundreds of
Tanya: You should (a) look/to look for job adverts on
people sending CVs. If I were you, I (e) w ould /
the Internet.
should be patient.
Sam: (b) / should/Should I send my CV?

Second conditional / 8 po'htsHf

3 W rite sentences in th e second conditional. 5 we/not have a TV >• talk more

1 l/see a bear > take a photo of it
6 he/not be very good at football >- not play in the
first division
2 my brother/be angry > shout

7 l/live in Italy >- speak Italian

3 my parents/win the lottery >- give me a present

8 we/have wings >- be able to fly

4 l/not have a pen > ask my friend for one

or

înt
/ocabulary revision
JOBS AND WORK / 8 points COMPOUND ADJECTIVES / 6 points
1 C o m p lete th e jobs w ith vow els. 3 C o m p lete w ith th e a p p ro p ria te w o rd .

j .... r n .... 1... St 5 r .... c ... p t ... ... n St 1 a job which gives you a
b .... 1d .... r 6 V t well-...........
7 f .... s h .....n d .... s .. g n r 2 relaxed and calm: easy-
p 1 mb r
sh p ss s t .... n t 8 m ... c h n. c 3 famous: well-..............
4 when you write with your right hand:
/ 6 points right-..................
PERSONAL QUALITIES
2 C o m p lete th e sentences in a logical way.
5 attractive: good-..................
6 when you work all day in your job:
1 Alex is very ambitious because............................................. .
full-..........
2 He's very reliable. H e .............................................................
3 She's very caring. Do you remember when she ?
4 Dean is very sociable. He always............................................
5 When you're creative, you..................................................... .
6 If you are very bright, you.......................................................

/4 0 points

V o c a b u la r y
Friendships
1 Look at th e pictures. Read th e story and
m atch th e pictures to an a p p ro p ria te w o rd o r
phrase (a-j).
Maybe it's because I'm shy, but I've got quite a small
(a) circle of friends. I'm really good friends with a
small group of (b) classmates. I often (c) hang out
with them at my house after school and sometimes
we play sports in the park near school or go to the
cinema. Apart from my classmates, I've got one other
(d) close friend. His name's Adrian and he's a friend
of my cousin. In fact, I met him at my cousin's house.
The first time I chatted to Adrian, we found that we
(e) see eye to eye on lots of things. There are many
things that we (f) have in common. We like the same
sports, the same subjects at school, the same TV
programmes ... Maybe that's no surprise, because I
(g) get on really well with my cousin, too. Adrian and
I never (h) have arguments with each other and we've
never (i) fallen out. But I know that even if we had
an argument one day, we would (j) make it up very
quickly. That's what true friendship is about.
M atch th e w ords and phrases in th e story in 1
w ith th e ir definitions.
1 to have a good relationship with somebody.......
2 to stop being friendly with someone because you
have had a disagreement with them.......
3 to become friends again after a disagreement
4 to meet and spend time together.......
5 to have angry disagreements with somebody
6 to agree with somebody
7 to have the same interests or opinions as
someone.......
8 a group of friends.......
9 people in your class at school.......
1 0 a good friend.......
96 Unit 8
I,* "
•*
3 C o m p lete these questions w ith th e correct
preposition.
1 Have you got a big or small circle.......... friends?
2 Do you see eye.......... eye with your parents?
3 When you have an argument.......... somebody, do you
find it easy to make it......... with them afterwards?
4 Have you ever fallen.......... with your best friend?
5 Do you have a lot.......... common with the people in
your close family?
6 Do you usually get ......... well........... your classmates'
7 Do you hang.......... with your friends every day
after school?
4 SPEAKING Use th e com pleted questions in 3 to
in te rv ie w your partner.
Have you g o t a b ig o r small circle o f friends?
It's quite big, I think. I've g o t a
lot o f friends outside school.
Feelings
5 W rite th e w o rd s in tw o columns (adjectives and
nouns) in your no teb o ok.
afraid • anger • angry • bored • boredom
excited • excitement • fear • happiness • happy
loneliness • lonely • sad » sadness
6 @ 4 8 Listen, check and rep eat.
7 LISTENING @ 49 Listen. W rite dow n the feeling
expressed by each speaker.
8 SPEAKING W o rk w ith a partner. Ask and answ er
questions abo u t th e feelings in 5.
W hen d o you feel b o re d ?
W hen I'm waiting for my friends.
 teading

water carried both boys into the river.

A LESSON IN FRIENDSHIP
Zafar and Nadeem had been great
friends since the age of five. They
used to go to the same primary
school. When they finished primary
school, they both went to the same
secondary school. That school was a
ID-minute walk from their village in
s town on the other side of the river.
Every morning Zafar and Nadeem
used to walk there and back together.
Zafar and Nadeem didn’t always see
eye to eye. They didn't use to argue
much, but occasionally they had
arguments about school. They were
both competitive and wanted to get
me best marks in their class. One
wet Wednesday afternoon, they were
walking back from school together,
as always. But on this occasion Zafar
was angry with Nadeem. Nadeem
had got the highest mark in a test
that day and he kept on talking about
it. Zafar thought Nadeem was only
doing it to make him feel bad. Anger
took control of him and finally, in a
moment of madness, he turned and
slapped Nadeem in the face. Nadeem
was shocked at first, but then he
picked up a stick, and wrote in the
sand by the side of the road: ‘Today
my friend Zafar slapped me’.
The pair of friends carried on their
way home in silence. The rain kept
on falling. As they got closer to the
river, a section of the river bank
broke because of the rain and the
Nadeem couldn’t swim but straight
away Zafar was there by his side,
pulling him to safety. After Nadeem
had calmed down, he took a sharp
stone and wrote on a big rock: ‘Today
my friend Zafar saved my life’.
Zafar said: ‘Earlier, you wrote in
the sand saying that I hit you. But
now you’ve written on a rock. Why?’
Nadeem replied: ‘Writing in the sand
disappears quickly. When our friends
do something bad to us, we should
forget it quickly. But when friends do
good things and show us kindness,
we should always remember it, just
as the writing on a rock remains
forever.’ When Nadeem had finished
speaking, Zafar put his arm round his
shoulder and they continued on their
way home.

Read this story about tw o friends called N adeem
and Zafar. A re N adeem and Zafar still friends at
the end o f th e story?
Put these events in th e story in the correct order.
a Nadeem and Zafar started studying at secondary
school.........
b Zafar wanted Nadeem to explain his actions.........
c Nadeem wrote a message on a rock.......
d Nadeem did very well in a test one day at school.
e Nadeem gave Zafar a lesson in friendship.........
f Zafar hit Nadeem......
g Nadeem and Zafar met for the first time.
h Nadeem wrote a message in the sand.....
i Zafar saved Nadeem's life,
j Zafar got particularly angry with Nadeem.
3 Read th e story again and answer these questions.
1 What was the only problem in Nadeem and Zafar's
relationship?
2 Why did Zafar hit Nadeem?
3 What happened to the river on this particular day?
4 Why did Zafar need to help Nadeem?
5 What did Nadeem need to write his second message?
6 What was the lesson that Nadeem gave Zafar about
friendship?
q CRITICAL THINKING
ri
Think! Then com pare ideas w ith your class. 11
■ What do you think about the message in this
story? Do you agree with it? Why/Why not?
1
5 W h a t do the underlined w ords in th e te x t mean?
Guess and then check in your dictionary.
6 SPEAKING W h a t about you?
1 What do you think is the secret of friendship?
2 What other stories about friends or friendship do you
know?

Unit 8 97
 Grammar in context Flip p ed classroom: w a tc h th e g ra m m ar
p re se n ta tio n v id eo .

3b R ew rite th e sentences in 3a as one sentence. Put one

Past perfect v e rb in th e past p erfe ct and th e o th e r in th e past simple.
l a Look a t th e sentences. W hich actions Use w hen o r a fter.
happened first, th e green or th e red?
1 When. I lu*rd p u t m y pyjam as m , I .got \y\to heft...............
1 Zafar was angry with Nadeem because
he had got the highest mark.
2 When Nadeem had finished speaking,
they continued on their way home.

lb Choose th e correct a lte rn ativ e.

We use the past perfect to talk about an
activity in the past which happened before/
after another activity in the past. 4 C o m p lete these sentences in a logical w a y using th e past
p erfect.
l c C o m p lete th e rule.
1 I was lonely because everybody h a d le ft,...........................
To make the past perfect, we use the past
o f..................... + the....................... 2 I was feeling ill because......................................................
GRAMMAR REFERENCE >> PAGE 106 3 They were very happy because
4 She was bored because......................................................
2a PRONUNCIATION The contracted form o f had 5 We were angry because
i s 'd . Look a t these sentences. A d d ' d
to th e sentences th a t should be in th e 6 He was feeling sad because..............................................
past p erfect. 7 Yesterday I was excited because........................................
1 He .....................known him since he 8 They were afraid because...................................................
was five.
5 C o m p lete th e te x t w ith th e past p erfe ct fo rm o f the
2 They..................... went to live in another
verbs given.
town.
3 She .....................gone to the shops.
4 W e ..................... seen him that morning.
«Ai
5 S h e .....................took her phone with her. V Jr
6 I given him my pen.

2b Q 50 Listen and check you r answers.

2c Q 50 Listen again and re p e a t the

sentences w it h 'd . .1 ' &
>. >
3 a M atch th e sentences.
1 i put my pyjamas on. Ryan was always an amazing student. Before he was seven,
2 She finished the shopping. he (a).............. ...... (learn) to speak five languages. Before he
3 They finished their lunch. was 16, he (b )..................... (pass) all his university entrance
4 He got out of the pool. exams. When he left school, he went to live in Cambridge
5 We finished the test.
because they (c)..................... (give) him a place to study
6 I found my keys.
there. Ryan (d )..................... (not make) many friends when he
a They left the restaurant, (e )..................... (be) at school. But by the end of the first week
b I got into bed. at university, he (f)..................... (meet) lots of people with
c I opened the door,
similar interests to him. At school he (g )..................... (not see)
d She carried it home,
eye to eye with most of his classmates. It seemed to him that
e We gave it to the teacher,
he had much more in common with his university friends. It
f He dried himself with a towel.
(h)..................... (take) him a long time, but finally he had a
circle of friends to chat to about his studies.

98 Unit 8
 SPEAKING W o rk w ith a partner. Find o u t which o f these Noun suffixes -ness, -ship, -dom
things you r p artn e r had done by th e age o f seven.
1 begin to learn English 5 start to ride a bike 1 Look a t the w ords. W hich suffix, - n e s s , - s h ip ,
o r - d o m , can w e add to them ? Does the
2 travel to a different 6 go on holiday without
spelling o f any o f th e w o rd s change?
country his/her parents
3 learn to read 7 use a computer
bored • free • friend • happy • ill • king
4 swim in the sea leader • lonely • mad • relation • sad • weak

" d b e g u n to le a rn E n g lis h b y
th e a g e o f s e v e n . A n d y o u ?
b ortd - bortdowi
Yes, m e to o . I th in k I'd
s ta rte d b y th e a g e o f fiv e !
2 @ 5 1 Listen, check and re p ea t.

used to 3 C o m p lete th e sentences using th e noun

form o f th e a p p ro p ria te w o rd in 1.
Look a t th e sentences and choose th e correct
a lte rn ativ e in the rules. 1 That's a crazy idea. It's..................... !
1 Every morning Zafar and Nadeem used to walk there 2 ...............is being able to control and
and back together. direct a group of people.
2 They didn't use to argue much.
3 To beat the other team we need to find their
a We use used to to talk about s in g le a c t io n s /h a b it s in
.....................There must be something that
the past.
b After used to we use the in fin itiv e /p a s t s im p le .
they aren't very good at.

GRAMMAR REFERENCE > PAGE 106

4 He loves th e..................... of being able to do
what he likes, when he likes.

Isabel used to live in a small village on th e Costa del 5 What's the between Lucas and
Sol in Spain. N o w she lives in N e w York. C o m p lete the Hannah? Are they family or friends?
sentences w ith u s e d t o o r d i d n 't u s e t o .
6 Flu is a very common......................
1 Isabel ..................................... speak Spanish all the time. 7 Money can't buy you......................
2 She......................................travel by Subway. 8 I think television is popular because of the
3 She..................................... swim in the sea. ..................... that people feel when they have
4 She......................................see thousands of people or nothing to do.
the streets.
4 a C o m p lete th e questions w ith th e correct
5 She ..................................... know everybody who lived noun suffix.
in her street.
1 What is important for a good
f\ 9hp w e a r w a r m r l n t h p ç in w i n t e r
frien d .....................?
2 What is your biggest w eak .....................?
3 How much free ..................... do you think
you have?
4 What do you think is the secret of
happ(y). ?
5 How do you stop bore ..................... ?
9a SPEAKING C o m p lete these sentences abo u t yourself w hen
you w e re seven w ith u s e d t o o r d i d n 't u s e t o . 6 Would you like to go to the United
King ..................... ore day?
1 I ..................................... have lots of homework.
7 Have you ever had a moment of
2 I ......................................like drawing and painting.
mad.....................?
3 I ..................................... play computer games.
4 I ......................................read books in English. 4b SPEAKING W o rk w ith a partner. Ask and answer
these questions.
5 I ......................................spend a lot of time alone.
6 I ......................................spend a lot of time at home.

9b W o rk w ith a partner. C om pare you r answers.

 yjC Gateway to life skills: Personal well-being

Managing frie n d sh ip sM i ^aÊ/SHÊÊBÊIÎtlS№ m ai

LIFE SKILLS O B JEC T IV ES K EY C O N C EPTS

To learn about friendship styles. feel part of [phrase]: N o w I fe e l p a rt o f th e g r o u p - w e 're

To think about situations when you all c lo s e a n d g e t o n w ell, share [v]: W h e n I h a v e fo o d
need to make new friends. a t b r e a k tim e , I sh a re it w ith m y frie n d s s o th e y all h a v e
s o m e , isolated, disconnected [adj]: I d o n 't h a v e a n y
To decide the best way for new
frie n d s h e re . I fe e l is o la t e d /d is c o n n e c t e d fro m th e o th e rs .
students to make friends at school
take part in [phrase]: S o m e p e o p l e lik e ta k in g p a rt in s p o rts
and locally.
e v e n t s b u t o t h e rs p r e f e r to w atch.

l a Choose th e best a lte rn ativ e fo r you. 1 b In w h a t situations do w e have to make

n ew friends? W o rk w ith a partner. Mab t
1 I prefer spending my time a lo n e /w ith m y fa m ily/w ith o n e g o o d
a list.
frie n d /w ith a sm a ll g r o u p o f frie n d s /w ith a b ig g r o u p o f fr ie n d s .
2 I've known most of my friends fo r a v e ry lo n g t im e /f o r a y e a r o r
2 Read this page from a website,
s o /s in c e o n ly re c e n t ly .
many o f your ideas from 1b can you find'
3 I find it v e ry e a s y /e a s y /d iffic u lt to chat to somebody I meet for
the first time.

FACTFILE A -Z HELPLINES
ADVICE | CATEGORIES

Making new friends

We all need to make new friends sometimes.There are
many reasons why, including:
You may have moved to a new town or even a new
country! f r
Your close friend or friends may have changed school or
moved away.
You may have fallen out with your circle of friends or you
may have less in common with them than you used to.
You may be away from your friends and family on a
i holiday camp or an educational trip.

WHAT YOU rills

IlilliY CAN DO:« -m
When you don't have friends, you can feel lonely. Remember that loneliness is very common. Almost
everyone feels it at some time. It does not mean that there is something wrong with you. It is a situation
that you can change. Changing the situation may involve finding and developing a circle of friends. But it
may also mean learning to enjoy your times alone; to use them more constructively and enjoyably.

15
Do not wait for other people to visit you or speak to you.Try to talk to people you sit next to in class or at
meals or in breaks. Say hello or even just smile at people you pass in the building.
Try to put yourself in new situations where you will meet people with similar interests to you. Join
in with activities that you are genuinely interested in and enjoy - clubs, sports or voluntary work.
But do not do too much - don't fill your tim e with too many things just so that you are not alone.

Try not to be critical of your efforts. Remind yourself that close friendships take time to develop.
20

Build relationships by being a good friend to others.

Respond to others and their interests (but do not pretend to be interested if you aren't really).
Some people are more comfortable in groups and others in 'one-to-one' situations. Consider your own
preferences and 'style'. Find others with similar preferences.

mn
 * «■'
hA<\ À.
r a r e s __________________________________________ A

3 According to th e inform ation in th e te x t, are these 5b LISTENING Q 52 Listen and put th e

statem ents True (T) or False (F)? Put th e number(s) o f fo u r pictures in th e o rd er in which
th e line(s) w h e re you found th e answer. th e students m ention them .

The only way to change your loneliness is by

5c @ 52 Explain th e significance o f each
being with other people. T /F picture and ho w th e y helped to make
It is important to take the first step when you friends. Listen again if necessary.

are lonely. T /F
6 @ 5 2 Which speaker (1 -4 ) ...
To stop loneliness, go out at every possible moment. T /F
a made friends thanks to a skill they had?
If you're lonely, don't go alone to do your
favourite activities. T /F
b made friends almost without moving?
You need to be patient when you are lonely. T /F

It's always better to be in big groups of friends

c needed time to make friends?.....................
than just with one friend. T /F
d made friends by helping other people to
W o rk w ith a partner. Discuss your answers to
SPEAKING relax from their studies?.....................
these questions.
e had other people offering to do the same
Imagine you are at a language school in the UK for three
weeks. Do you think you will find it difficult to make new as them?.....................
friends? Why/Why not? f did an activity that they really enjoyed in
What's the best idea to help you make friends in the order to make friends?.....................
article?
W hose idea do you think w ould w o rk best
5a Look a t th e photos. W o rk w ith a partner. H o w do you fo r you? W hy?
thin k th e y could help p eo p le to m ake n ew friends
a t university?

LIFE TASK

Y ou w a n t t o h e lp n e w s t u d e n t s a t y o u r
s c h o o l o r in th e a re a w h e r e y o u liv e w h o
f in d it d iffic u lt t o m a k e n e w frie n d s .

F o llo w th is p la n :

1 Think o f ideas to make new friends at

school. Are there any official or unofficial
ISËfes: clubs, societies or sports teams? D oes the
school organise any special social events?
C ould you begin a club o r event to help
new students? Is there som ebod y to speak
to for advice and help if som ebod y is very
lonely? Make a list o f ideas.
2 N ow do the same for the area where
you live. For example, where do p eo p le
usually hang out at the w eekend?
3 D ecide if you want to create a leaflet or a
w eb pag e with the information. Organise
you r information and ideas.
4 Create you r leaflet or webpage.
5 Let other students see it and evaluate it.
Make any necessary changes to im prove it.
 Listening « il i» Grammar in context
SPEAKING Do this questionnaire. W h en you
Gerunds and infinitives
finish, com pare results w ith a partner.
l a Look at th e sentences.
D IS C O V E R Y O U R Put a tick ( / ) next
1 When I go shopping, I don't buy anything.
to any statem ents

SECRET SELF! which you think

are true for you.
2
3
I love giving presents.
Understanding other people's opinions isn't easy.
4 I find it easy to talk about how I feel.
Sectum
5 I learn by watching.
I feel I have to be right all the time.
If I don’t do my best, I get angry with myself. 6 Nobody wanted to make the decision.
When I go shopping, I don’t buy anything if I’m not 7 A: Why did you shout at the waiter?
100% happy with it. B: To tell him the food was no good.
I enjoy criticising other people but I hate people
criticising me.
l b Put th e rules b e lo w in th e correct column.
J Understanding other people's opinions isn’t easy
for me.
We use the gerund: We use the infinitive:
Section
I love giving presents to my friends and family. 5
I’m good at drawing, writing and acting.
I find it easy to talk about how I feel.
When I feel sad or lonely I feel very sad or lonely.
I hate rules and obligations because my freedom is
the most important thing
Section 3 1 ...as the subject of a sentence.
2 ...to explain why somebody does something.
My idea of excitement is doing sudokus and
crosswords. 3 ... immediately after adjectives.
I always think hard before making a decision. 4 ... after certain verbs like want.
I’m usually very hard-working at school. 5 ... with g o to talk about physical activities.
I stay calm in difficult situations.
I learn by watching and reading more than by doing. 6 ... after prepositions.
7 ... after verbs of liking or disliking.
Section ^
In a group, I'm the one who makes decisions.
GRAMMAR REFERENCE > PAGE 10c
I hate being with people who can’t make decisions.
I love having a good argument.
I’m not afraid of telling people what I think. 2 Look at these statem ents. W hich rule in 1b explains
I find it hard to say sorry. w h y w e use th e gerund o r infinitive in each one?

2 N o w tu rn to page 148 to discover w h a t your

results mean.
3 LISTENING @ 53 Listen to Jessica talking to
Jack abo u t th e questionnaire. A nsw er these
questions.
1 Which section (1-4) do they talk about?
2 Do Jessica and Jack agree with the results?4
56
□ I find it difficult to say no if someone asks me to do
something.......................
I love making other people feel good.......................
People often come to me to get advice......................
I always want to help my friends and family.
□ I’m interested in becoming a doctor or a nurse one day.

4 Q 53 Listen again and choose the correct

a lte rn ativ e.
1 Last week Jessica decided where they w ent/
what they saw.
2 Jack thinks Jessica isn't very good at w aiting/
listening.
3 Jessica and Jack have an argument about why/
how long he waited last week.
4 Jessica a g rees/d oesn 't agree that she likes
arguing.
5 Jessica didn't like the service/guality o f the food
last night.
6 Jessica often/never apologises.
I hate having arguments........................
When I have a problem, I don’t fight, I go running.
□ I think it’s stupid to disagree about small things.
Shouting is horrible, in my opinion........................
I make problems disappear by not thinking about them.
3 Tick ( / ) th e statem ents in 2 th a t are tru e fo r you.
W h e re do you have m ore ticks, in Section 5 or
Section 6? N o w find o u t w h a t each section means on
the n ex t page.

102 Unit 8

C o m p lete th e te x ts w ith th e gerund or infinitive
form o f th e verbs w ith to.
Ml
M m
mm
iP ew so n ctiittf: You're warm and caring and you think
it's easy (a)..................... (make) friends. You do many
things (b)..................... (make) your friends' lives better.
But (c)..................... (be) helpful can sometimes get you
into trouble because you want (d)..................... (know)
what problems people are having.
¿ R o m a n c e : You like (e)..................... (show)
your emotions but you can be possessive. Don't go
(f) ...................(fall) in love too fast!
J d e a t jo b s : Nurse, doctor, primary school teacher
lld m c e : Learn to say no and don't be afraid
(g) ...................(make) it clear what you want from life.
[¡jkosTLY
¿PexSomditif: You never want (h).....................
(argue) about anything. You're calm and open-minded.
You enjoy (i)..................... (listen) to other people and
you think it's important (j)..................... (hear) different
opinions. But (k)..................... (do) what other people
want all the time can be tiring.
iR o m a n c e : By (I)......................(accept) your partner's
ideas, you seem an ideal partner. But it's important
(m)..................... (spend) time doing what you want.
J d e a t ja ils : Social worker, receptionist, gardener
(Id m c e : (n)..................... (defend) your own opinions
isn't the same as being aggressive. Do it more often.
Why? (o)..................... (get) the respect of other people
is important.
Do you agree w ith th e results? W h y /W h y not?
m
i
6 Read this te x t and find e ig h t m istakes w ith
gerunds and infinitives.
William Hanna and Joseph Barbera were the creators of
popular cartoons. They were responsible for create Tom
and Jerry, The Flintstones, and Scooby-Doo. Hanna and
Barbera had different skills. Hanna, for example, liked
singing and play music. Barbera was very good at think
of funny situations for the characters. Hanna used to go
walk and he enjoyed to be outdoors. Barbera relaxed
by go to the beach. Eat good food was another of his
hobbies. They had different personalities but they got
on really well. They were always excited about work
together. They remained partners and friends for over
60 years.
7 Finish these questions using a gerund or an
infinitive.
What type of person are you?
1 Are you interested in m eeting new people ?
2 Do you enjoy.............................................................?
3 One day do you want............................................... ?
4 Do you ever g o ......................................................... ?
5 Do you find it easy ?
6 Is it important for you............................................... ?
7 Do you hate ?
8 Why do you g o ......................................................... ?
9 Do you think is a good idea?
10 Are you excited about ?
8a SPEAKING Ask you r p artn e r your questions from 7.
8b SPEAKING Tell th e class some things you discovered
ab o u t you r partner.
1 d iscovered that my partner is interested
in watching old black-and-white films.
U n its 103
Developing speaking « 0
Reporting a past event 3 L o o k a t t h e s e n t e n c e s in t h e S p e a k i n g b a n k .
M a t c h t h e v e r b f o r m s in b o l d w i t h t h e c o r r e c t
la SPEAKING W o r k w i t h a p a r t n e r . W h a t t y p e s o f t h i n g s n a m e o f t h e te n s e a n d t h e e x p la n a t io n o f it s u s e .
d o y o u lik e d o in g w it h y o u r f r ie n d s ? M a k e a lis t .
0 SPEAKIN G BANK
1 bL o o k a t t h e p h o t o s . W h a t c a n y o u s e e in e a c h U s in g d i f f e r e n t p a s t t e n s e s
p h o t o ? W h ic h e v e n t w o u ld y o u p r e f e r t o b e a t
1 I went to a barbecue.
and w hy?
2 We used to go there a lot.
3 They'd made a lot of food.
4 When I was getting food, I met Oliver,
a past continuous
b past perfect
c past simple
d u sed to
i an activity in progress at a moment in the past.
We often use it to describe scenes in the past.
ii a completed action in the past.
iii a past habit
iv an activity that happened before another action
in the past.

4 Think o f an e v e n t th a t you w e n t to w ith your

friends o r fam ily. Prepare to talk a b o u t it by
looking a t these questions. M ak e notes b ut do
not w rite com plete sentences.
1 Where did you go?
2 Who did you go with?
3 What did you do there?
4 How many people were there?
5 Did you know everybody there?
6 Who did you meet or chat to?
7 Was there any food? What was it like?
8 What did you wear?
9 Did you enjoy yourself?
10 What time did the event end?

PRACTICE MAKES PERFECT

5 SPEAKING W o rk w ith a partner. Take it in turns to
do this task. Use your notes from 4 and the
Speaking bank to help you.

Tell your partner about an event that you went to with

your friends or family. Tell them:
2 ISTENING Q 54 L i s t e n t o a c o n v e r s a t i o n a b o u t
■ what the event was
t h e b a r b e c u e in p ic t u r e b a n d a n s w e r t h e s e
q u e s tio n s . ■ what you did there
■ your opinion of the event, giving reasons.
1 Why did Joe have a barbecue?
2 Where was the barbecue?
3 What was the music like and why? y EXAM SU CC ESS
4 How many people went?
What language is useful in tasks where you have to
5 Who had made all the food? report past events?
6 Who did Lee meet at the barbecue? >- EXAM SUCCESS page 146
 veloping writing
Read this em ail. W h a t p roblem does th e w rite r o f
the le tte r have?
Dear Sophie,
I’m writing to you because I need some advice. Do
you remember Ellie? We’ve been best friends since
primary school. But recently I’ve realised that I
don’t have anything in common with her any more.
Maybe it’s because I sing in a band now and I spend
a lot of time hanging out with them. When I’m with
my friends in the band, we always talk about music
and Ellie isn’t really interested in that. So when she
asks if she can come with us, I always have to invent
reasons why she can’t. I feel bad about lying to her. I
know she’s having a hard time. What should I do?
Please write back soon,
Rachel
SPEAKING W o rk w ith a partner. W h a t advice w ould
you give Rachel?
Read Sophie's reply. Is her advice similar
to yours? D o you think it's good advice?
W h y /W h y not?
Dear Rachel,
It was good to hear from you, but I’m sorry to hear
about your problem. Here’s my advice.
First of all, I think you really should chat to Ellie.
Tell her the truth, that you’ve got a new hobby and
new friends. Next, explain that it’s difficult because
your new friends don’t have much in common with
her. So, suggest spending some time alone with Ellie
but say that you also need time alone with your new
friends. After that, tell her that this new situation
isn’t her fault or your fault. Who knows? Maybe one
day in the future you’ll both have more in common
again. Lastly, tell Ellie that you’re sure she’ll find a
new group of friends soon, just like you have.
Anyway, I hope you find this advice useful.
Good luck!
Sophie
4 Look at th e em ail again. Find w o rd s to com plete
th e W ritin g bank.
/■'WRITING BANK
Useful words and expressions to ord er your
ideas
■ First,
* Firstly,
Then,
Finally,
WRITING BANK > PAGE 151
5 a Read this em ail. W h a t problem does this w rite r
have? W h a t advice w o u ld you give? Think o f at
least th re e d iffe re n t ideas.
X
Dear Henry,
I hope you’re well. I’ve got a bit of a problem at the
moment and I wanted to ask you for help.
Do you remember my friend Jonathan? He used to
be in the basketball team with me. Recently, he’s
stopped talking to me. About a month ago he started
going out with a new circle of friends. At about the
same time, he left the basketball team. And at school
his marks are getting worse. I really like Jonathan,
and I don’t mind if he goes out with other friends.
But I’m worried about him. I think his new friends
are having a really bad influence on him. What
should I do?
Please write back soon and tell me what you think.
All the best,
Dan
5b SPEAKING W o rk w ith a partner. C om pare you r ideas.
A re th e y similar?
6 PRACTICE MAKES PERFECT W rite an email giving
advice to Dan. Use th e email in 3, you r ideas from
5, and th e W ritin g bank to help you.
< / EXAM SU CC ESS
Why is It important to read the question carefully in
writing exams?
> EXAM SUCCESS page 146
 Language checkpoint: Unit 8
Gram m ar reference

Past perfect

FORM USE

Affirmative subject + had ('d) + past participle
She had left the classroom.
Negative subject + had not (hadn't) + past participle
They hadn't seen her.
Question had + subject + past participle
H ad you finished the exercise?
Short answers Yes, subject + had. No, subject + hadn't.
Yes, I had. No, they hadn't.
We use the past perfect to talk about actions that
happened before another action or actions in
the past.
I had done my homework. when, my mum came
home. (= First I did my homework and then my
mum came home.)
We often use time expressions such as when, after |
b y the time, as soo n as with the past perfect.

FORM USE

Affirmative I used to play with dolls when I was small. We use used to to talk about past habits,
things we did regularly in the past but not
Negative She didn't use to have so many exams when
she was at primary school. now.

Gerunds and infinitives

USE

We use the gerund: We use the infinitive:

as the subject of a sentence.
Running is good for you..
after prepositions.
I'm interested in, learning Languages.
after verbs of liking or disliking, e.g. like, love, enjoy,
can't stand, d o n 't mind, hate.
I enjoy going out.
with g o to talk about physical activities.
go running, go swimming, go cycling, go shopping,
go fishing
to explain why somebody does something.
Why did he go to the shops? To buy milk..
immediately after adjectives.
It's good to express your feelings.
after certain verbs, e.g. want, learn, agree, d ecid e, expect,
hope, seem , try, w ould like.
I Want to work, for a newspaper.

Vocabulary

1 Friendships circle of friends • classmates • close friend • to fall out with somebody
to get on well with somebody • to hang out with somebody • to have an argument with somebody
to have in common • to make it up with somebody • to see eye to eye
2 Feelings afraid (adj) • anger (n) • angry (adj) • bored (adj) • boredom (n) • excited (adj) • excitement (n)
fear(n) • happiness (n) • happy (adj) • loneliness (n) • lonely (adj) • sad (adj) • sadness (n)
3 Noun suffixes - n e s s , - s h ip , - d o m boredom • freedom • friendship • happiness • illness • kingdom
leadership • loneliness • madness • relationship • sadness • weakness
4 Other words and phrases >• page 141

10 6
 mmmmammmmm
Past perfect / 7 points |

1 C o m p l e t e t h e s e n t e n c e s in a l o g i c a l w a y . P u t o n e They (take) her to the hospital

v e r b in t h e p a s t p e r f e c t a n d t h e o t h e r in t h e p a s t
s im p le . because she..................... (have) an accident.
They didn't see the start of the film because
1 When I .....................(finish) my breakfast, I
when they..................... (arrive) at the cinema it
..................... (brush) my teeth.
..................... (start).
2 When the students..................... (do) the exam, the
When h e ..................... (write) the email, he
teacher..................... (say) they could go.
..................... (send) it.
3 She..................... (dry) her hair after she
They..................... (go) into the museum when they
..................... (wash) it.
.....................(buy) the tickets.

/ 4 points 1

2 A n d y w a s v e r y u n f i t f i v e y e a r s a g o , b u t n o w h e 's c h a n g e d . W r i t e l o g i c a l s e n t e n c e s u s i n g u s e d t o o r
d id n 't use to.

H e ......................................eat a lot of fast food. H e......................................prepare healthy meals.

He ..................................... do exercise. H e......................................sit watching TV all day.

Gerunds and infinitives / 8 points

3 C h o o s e t h e c o r r e c t a lt e r n a t iv e . W h y d o w e u s e t h e g e r u n d o r in f in i t iv e in e a c h c a s e ?
1 I went to the shops buyin q/to buy food. 5 Sam can't stand cyclinq/to cycle to school.
2 Are you interested in se e in q /se e that film? 6 I want listeninq/to listen to that new album.
3 Sm okinq/To sm oke is bad for your health. 7 The burglar got in by o p e n in q /o p e n the window.
4 Why don't we go fishinq/to fish this weekend? 8 Are you ready h elpin q/to help me?

>cabulary revision

¡IE N D S H IP S / 7 points NOUN SUFFIXES -NESS, -SHIP, -DOM / ? points

M a t c h t h e w o r d s f r o m e a c h c o lu m n t o c o m p le t e 3 R e a d t h e d e f in it io n s a n d w r i t e w o r d s e n d in g
th e p h ra s e s . w i t h - n e s s , -ship o r -dom.
1 to get on a in common 1 the opposite of strength: w ...................
2 to have b eye to eye
2 the feeling when nobody is with you and you
3 to have things C with somebody
feel bad: I ...........................
4 to see d well with somebody
5 to fall out e an argument with somebody 3 something that affects people and makes them
6 to hang f up with somebody do crazy things: m ..................
7 to make it 9 out with somebody 4 the connection between two people:
r ..................................

EELINGS / 7 points 5 something which makes you feel bad or

W r i t e t h e n o u n s f o r t h e s e a d j e c t i v e s , is e a c h f e e l i n g unhealthy: i ..................
g e n e r a lly p o s it iv e ( + ), n e g a t iv e ( - ) o r i t d e p e n d s ( = ) ? 6 being able to do what you want, with no
1 sad >- . . . . □ 5 angry >- n obligations: f ..................
2 afraid >- ......... □ 6 excited ► ......... □ 7 the ability to organise and lead others:

3 lonely > ....... □ 7 happy > ... □ I ...........................

4 bored > • ..... ........ o

Total: / 40 points
 X X X
y Gateway to exams: Units 7-8
HT"
/ Reading
3 Read th e te x t again and d e c :
> TIP FOR R EAD IN G EXAM S
if th e statem ents are True T
/ In True/False activities, re m e m b e r ... o r F a l s e ( F ) . W r it e d o w n t h e
n u m b e r ( s ) o f t h e lin e (s ) w h e r e
Read the sentences that you need to prove true or false and find the
found th e answer.
section of the text where the information comes. Read those sections
again in more detail. 1 Fraser Doherty's jams are
>• EXAM SUCCESS page 145 a mixture of tradition and
new ideas......
2 Fraser started by producing
1 You are going to read a te x t ab o u t a young man called Fraser
1,000 jars of jam a week.......

i
D oherty. First, m atch th e w ords to th e pictures.
3 At first, Fraser made and sold
jam grapes recipe factory the jam in his free time....... T -I
4 Fraser still makes jam at
home.......

II 5 Fraser has a very positive

opinion of typical,
old jam.......
6 Fraser wanted to make a
2 Read th e te x t. H o w has Fraser D o h e rty becom e a millionaire? new type of jam but he
didn't know what people
would think.......
7 Fraser's dad was happy when
THE JAM MILLIONAIRE Fraser used their home for
business....

F
raser Doherty is very hard-working and ambitious. In fact, he’s so hard­ 8 Fraser's dreams at university
working and ambitious that at the age of 24 he was already a millionaire!
came true....... T /F
Fraser was 14 when he started making jam. There had been a special
way of making jam for generations and generations in the Doherty family. One
day his grandmother told Fraser the secret and, with her help, he began to Writing
invent his own unusual jams, all called SuperJam.
The jam was obviously good because soon Fraser was making it and selling it
► TIP FOR W RITING EX AM S
to his friends and neighbours after school. Within four years he was producing
1,000 jars of jam a week from his parents' home in Edinburgh, Scotland. In
In writing exams, remember...
10 2007, when he was just 17, he won a contract to produce 120,000 jars of
jam a week for a big British supermarket. That meant that he needed to start You lose marks if you do not
producing jam in a factory, not at home. answer the question and include all
When Fraser was 18 he studied business at Strathclyde University in the information that appears in it.
Glasgow. He hoped that his business would go well and grow and if it did he >- EXAM SUCCESS page 146
15 could sell to other supermarkets. Things went really well. Today he sells jam
to over 2,000 supermarkets around the world, from Australia

!
to Russia! W o rk w ith a partner. Look a t this
Traditional jams are often 80 per cent sugar, but Mr Doherty, advice fo r w ritin g a le tte r to apply
whose company is called SuperJam, has created a fo r a jo b . W h a t o th e r advice can
20 healthy alternative. He uses grape juice, not sugar. His aim you think of?
was to make jam as healthy as possible. He wanted to
replace the traditionally unhealthy 1 Say which advertisement you are
jam with a ‘super jam ’. ‘It was quite writing about.
frightening to change a product that 2 Write expressions like I look
25 people have made the same way forward to hearing from you.
for hundreds of years, but I wanted
to add a new dimension.’ Fraser 3 Do not use contractions.
has also been creative with new
ingredients like kiwi and lime. A food You see an a d v ertis e m en t fo r a
30 expert said: ’Fraser has taken an old sum m er jo b at Fraser D oherty's
product and he has made it young, jam factory. W rite a le tte r to
exciting and modern.’
apply and include this inform ation.
Mr Doherty’s father, Robert, said that he You can invent it.
was sad when Fraser moved to a factory
1 35 because he used to like watching Fraser ■ Why you are writing
making the jams at their family home in ■ Personal qualities you have that
Edinburgh. But now he can certainly be could help to get the job
happy with his son’s incredible international
success, based on a grandmother’s
■ What experience you have
secret recipe!
Listening
> TIP FOR LISTEN IN G EX AM S
In multiple-choice listening activities,
remember...
If you don't hear the answer to one
question, start listening immediately for
the answer to the next question. Don't
panic. You will probably be able to hear the
dialogue again.
> EXAM SUCCESS page 145
6 LISTENING @ 55 Lis te n t o t w o te e n a g e rs
ta lk in g a b o u t w o rk in g in th e su m m er.
W h a t jo b d o th e y ta lk a b o u t and in w hich
place?
7 @ 5 5 Lis te n again and cho o se th e co rre ct
a n s w e rs .
1 Sarah doesn't know what to do because
a nobody has offered her a job for the
summer.
b she doesn't want to go away,
c she doesn't know if she likes the job
they've offered.
2 Sarah is worried because
a she doesn't have any experience of
working with children,
b the last time she worked with children it
didn't go very well,
c she doesn't like little children.
3 When Jim worked with kids he was
a tired.
b bored.
c angry all the time.
4 The family will
a pay Sarah something,
b pay for Sarah to go to New York but not
to return.
c only give Sarah free food and a room.
5 Jim thinks Sarah should
a think hard before she takes the job.
b get experience of working with kids
before taking the job.
c accept the job now and worry later.
8 W hat about you?
Do you think that looking after little children is
a difficult job? WhyA/Vhy not?
Speaking
>■TIP FOR S PEA K IN G EXAM S
In activities where you report past events, remember ...
Use a variety of past tenses and different expressions of time
and sequence {first, next, then, later).
> EXAM SUCCESS page 146
9 L o o k a t this e xa m ta s k . Y o u h a v e a fe w m in u tes t o m ake a
n o te o f th in g s y o u are g o in g t o say o r q u e s tio n s y o u are
g o in g t o a sk. D o n o t w r ite c o m p le te s en ten ces.
Tell your partner about a time when you made a new friend. Tell
your partner:
■ when and where you met the person
■ how you became friends
■ information about the person and your relationship with
them
10 SPEAKING S tu d e n t A , tell y o u r p a rtn e r a b o u t y o u r
e x p e rie n c e . W h e n y o u fin ish , chang e roles.
PRO G RESS C H EC K UNITS 7 - 8
l CEF
1 H o w w e ll can y o u d o th e s e th in g s
in En g lis h n o w ? G iv e y o u rs e lf a m ark
fro m 1 t o 4 .
1 = I can do it very well.
2 = I can do it quite well.
3 = I have some problems.
4 = I can't do it.
a I can express obligation, prohibition and advice
using modal verbs like must and should. □
b I can talk about imaginary situations and their
consequences using the second conditional. □
c I can describe jobs and the personal qualities you
need to do them. □
d I can ask about jobs, making polite requests. □
e I can write a simple job application. □
f I can talk about the past using the past perfect and
u sed to. □
9 I can talk about friendships and feelings. □
h I can understand texts about different personalities
and relationships. □
I can make nouns using the suffixes -ness, -ship,
and -do m . □
j I can write an email giving advice to a friend. □
2 N o w d e cid e w h a t y o u n eed t o d o n e x t to im p ro v e .
1 Look again at my book/notes.
2 Do more practice exercises.
> WORKBOOK Units 7 and 8
3 Ask for help.
4 Other:
 Bestsellers
t e a

e ' - Î - 4

W o rk w ith a p artn e r and match some o f

these w ords w ith th e book covers. Check
th a t you understand all th e w ords.

comic • crime novel • fairytale • fantasy

graphic novel • historical fiction • horror
play • romance • science fiction • thriller

2 Q 56 Listen and re p ea t.

3 SPEAKING W o rk w ith a partner. Ask and

answ er these questions.
1 Do you like reading fiction?
2 How often do you read fiction?
3 Which types of fiction do you enjoy reading
the most? Why? 5 a PRONUNCIATION Practise saying th e w o rd s in 4 and p ut th em in
4 Are there any types of fiction which you th e correct column.
dislike? Which? Why?
•• •m •••
atlas
Non-fiction
4 M atch the w ords w ith th e book titles
( 1- 10 ). 5b @ 57 Listen, check and re p ea t.

atlas • autobiography • biography 5c Look again a t the w o rd s in 1. Can you p u t any o f them
cookbook • encyclopaedia * guidebook into these columns?
magazine • manual • newspaper
textbook LISTENING @ 58 Listen to th e conversations. W h a t typ e s o f
book o r publication are th e p eo p le talking ab o u t in each
conversation? They can be fiction o r non-fiction.
1 E x p lo re N e w York

2 H o w to g e t th e m o s t fro m y o u r ta b le t

M y life by Bill Clinton.....................

S h a k e s p e a re by Bill Bryson
7 SPEAKING W o rk w ith a partner. C om pare ho w o fte n , and in
M y G ra n d m o th e r's M e x ic a n K itc h e n : w h a t situations, you read d iffe re n t non-fiction.
W O F a m ily R e c ip e s ........................
I re a d c o o k b o o k s s o m e t im e s b e c a u s e I e n jo y
6 A s ia (W o rld in m a p s ) ........................
c o o k in g . I re a d th e m to fin d n e w th in g s to m a ke .
7 T h e T im e s ......................

8 G a t e w a y ........................ I n e v e r re a d c o o k b o o k s b e c a u s e I
9 N a tio n a l G e o g r a p h ic ........................ n e v e r c o o k . W h a t a b o u t m a n u a ls ?

10 B rita n n ica
 Look at these photos and then read th e article. N u m b er th e photos in th e o rd e r th a t th e y a p p ear in the
article. D o n 't w o rry ab o u t th e missing sentences a t this stage.

THE LIFE OF A TOP CHILDREN’S AUTHOR

is is a top children’s author. He loves writing fiction for kids, but he also does many other things!
..... Before, most people
knew him as one of the two
main actors in the British
comedy series Little Britain. But
now, especially with children, he
is probably more famous as a
bestselling author. In fact, some
now say that he is the UK’s most
successful children’s writer, having
sold 2.8 million copies of his first six
books in five years.
..... He started acting at
school. Then he went to
university and after that he
joined the National Youth Theatre.
That was where he met Matt Lucas
who became his partner in creating
the Little Britain series in 2003.
......He showed that he could
act in serious plays and films,
not just comedies. He also
worked as a judge on the popular
reality show, Britain’s Got Talent.
......The second of these two
books, Mr Stink, was for teenagers.
It won the Children’s Award in
the People’s Book Prize in 2010.
The books were so popular that he
continued writing.
......It is about a boy who is the
richest 12-year-old in the world.
He has a Formula One racing car,
a thousand pairs of trainers, a billion
pounds, but there’s just one thing he
needs: a friend. The book came with a
billion pound note that readers could
use to enter a competition to win a day
as a billionaire in London!
......His sixth book, Demon
Dentist, sold more than 220,000
copies in just the first two
months of being on sale. Walliams
said: 'Demon Dentist is my very first
horror story ... I hope children of
all ages will love the new book’s
combination of chills, action and of
course comedy.’
f ......He swims. But not
just in his local swimming
pool. In 2006, he swam
from England to France. He
made about one million
pounds for charity. Since then
he’s also swum about 225
kilometres of the River Thames,
this time raising two million
pounds. When he finished,
he told reporters: ‘I think I’ve
just swum the length of the
Thames! I feel quite tired. I
think a bath is the only water I
want to see for quite a while.’
......A boat was carrying
copies of one of his books
from China to the UK. A
storm hit the boat and 30,000
copies of the book fell into the
sea! His publisher said that they
were making an extra 30,000
copies of the book in Europe to
substitute the copies that the sea
had destroyed.

✓ EXAM S U CC ESS 3 Look a t th e photos in 1 again.

Explain th e significance o f each one.
You are going to do a missing sentences activity. In this type of
activity you have to find the best place to put various sentences q CRITICAL THINKING
taken from a text. How can you check this activity when you finish?
Think! Then com pare ideas w ith
> EXAM SUCCESS page 146
you r class.
■ How important is it for children to
2 Read th e article again and p ut sentences a -h into gaps 1 -8 in read? Why?
the te x t.
a But it was in 2008 that he signed a contract to write two children's
5 W h a t do th e underlined w o rd s in the
books. te x t mean? Guess and then check in
b Walliams was born in 1971. you r dictionary.
c His books have continued to sell well.
d When he isn't acting or writing, Walliams has an interesting hobby, 6 SPEAKING W h a t a b o u t you?
e He continued appearing on TV in different types of programmes, 1 What were your favourite books or
f David Walliams is a man of many talents, stories when you were younger?
g However, he wasn't very lucky with water in 2013. 2 Who is your favourite author now,
and why?
h His t h 'd book was called Billionaire Boy.
G r a m m a r in c o n t e x t F lip p e d c la s sro o m : w a tc h th e g ra m m a r
p re s e n ta tio n v id e o .

3 L o o k a t th e e xa m p le s in 2 and p u t th e te n se s and
Reported speech - statements
v e rb s in th e co rre c t places in th e ta b le .
l a L o o k a t w h a t D a v id W alliam s said to
jo u rn a lis ts . cou ld had to * m ight past continuous
past perfect past simple » w ould
1 D em on Dentist is my very first horror story.
2 I hope children of all ages will love the new
book. Direct speech Reported speech
3 I think I've just swum the length of the Thames! 1 present simple >- past s im p le
4 I feel quite tired. 2 present continuous >•
3 past simple >•
Now look at what the journalist wrote.
a Mr Walliams said D em on Dentist was his very 4 present perfect >-
first horror story. 5 will >-
b He told us he hoped children of all ages would 6 can >-
love the new book. 7 may >■
c He said that he thought he had just swum the 8 m ust/have to >
length of the Thames.
d He told the interviewer that he felt quite tired. 4 C o m p le te th e sentences w ith s a id o r to ld . W hich
fiction al cha ra cter is 'h e '?
1 b A n s w e r th e s e q u e s tio n s .
1 He he sometimes wore glasses.
1 What happens to the verbs when they go into
reported speech? 2 H e......................me he had come to Earth from a
2 What happens to most pronouns and possessive different planet.
adjectives when they go into reported speech? 3 He us that he could fly.
3 What is the difference between say and tell?
4 H e......................that he was working as a journalist.
4 After say and tell do we always need to use that?
5 He he didn't like kryptonite.
GRAMMAR REFERENCE >►PAGE 120
6 H e..................... that he had an 'S' on the front of
his costume.
2 M atch these sentences in direct and re p o rte d
speech. O n e o f th e re p o rte d speech sentences 5 R e w r ite th e sentences in 4 as d ire c t speech .
can go w ith m ore than one o f th e sentences in
1 I som etim es vVetfrglasses.
direct speech.

1 I write novels........ 6 T h e re are o th e r w o rd s w h ich w e o fte n change

w h e n w e p u t s ta te m e n ts in to re p o rte d sp e e ch .
2 I'm writing a novel.........
L o o k a t this e x a m p le .
3 I wrote a novel......... 7 read this b o o k last w eek.'
4 I've written a novel......... She said she had read that b o o k the previous week.
5 I'll write a novel.........
U s e th e w o rd s in th e b o x t o c o m p le te th e ta b le .
6 I can write novels.........
7 I may write a novel........ a (week/month/year) ago here
last (week/month/year) next (week/month/year)
8 I have to write a novel......... tb/s • today • tomorrow • tonight • yesterday
a She said she could write novels,
b She said she was writing a novel, Direct speech Reported speech
c She said she had written a novel, 1 th is that
d She said she'd write a novel, 2 there
e She said she might write a novel, 3 that day
f She said she wrote novels. 4 the day before
g She said she had to write a novel. 5 the next/following day
6 that night
7 the following (week/month/year)
8 the previous (week/month/year)
9 a (week/month/year) before

it 9
 R eport w h a t this w rite r said in an
interview . Use say and t e ll.
1 S he s a id th a t h e r name, Was A nna
C altabiano.
1 My name is Anna
Caltabiano.
2 I'm 17 years old.
3 I've already written
two novels.
4 I started writing when
I was 14.
5 I live in California but
I was born in Hong
Kong.
6 The first language I
spoke was Japanese.
7 Apart from writing.
I'm just a regular
teenage girl.
8 My next novel will be
out this summer.
3a W rite a tru e sentence ab o u t you rself and
th e summer. It can be ab o u t last summer,
n ex t summer, o r th e sum m er in general.
I Went to a sports cam p Last summer.
I always j o to th e bea ch in, th e sum m er.
8b Read o u t you r sentence to th e o th e r
p eople in y o u r class o r group.
8c W h en e ve ryb o d y has read o ut th e ir
sentence, w rite d ow n w h a t d iffe re n t
p eople said. Can you rem em ber
everyone's sentence?
M ia s a id th a t sh e h a d jo n e to a sports
cam p th e previous sum m er.
J a c k to ld us th a t he always w ent to the
bea ch in th e sum m er.
8 d SPEAKING W o rk w ith a partner. C om pare
you r answers. Do you have th e same?
If not, find o ut w h o is rig h t by asking
th e person.
Phrasal verbs connected with reading
and writing
1 Read these sentences. Can you guess th e meaning o f the
phrasal verbs in it a lic s ?
1 I don't want to stop now. I want to r e a d o n to the end.
2 Can you read o u t your answer to the next question so that
we can all hear it?
3 I don't understand some of these words. I'm going to l o o k
them u p in my dictionary.
4 I want you all to t u r n o v e r the page and continue reading.
5 Read the sentences and then fill in the gaps.
6 He f l ic k e d t h r o u g h the book quickly to see if he liked it
before he bought it.
7 It doesn't look good when you make lots of mistakes and
then you c r o s s them o u t .
2 M atch th e phrasal verbs in 1 w ith th e definitions.
a Read so that other people can hear you.
b Draw an X or a line through some writing to show that it's not
correct.
c Write information in empty spaces,
d Try to find a particular piece of information in a book,
e Continue reading.
f Turn a page or piece of paper to see the other side,
g Turn the pages of a book quickly, not looking carefully.
3 C o m p lete th e te x t w ith th e w ords in th e box.
cross • flick • look • on • out • over
The other day I was in a bookshop. I picked up a novel by a new
writer and began to (a)..................... through it. I didn't really
read any of it, but I decided to buy it and took it home. When
I started to read it carefully I didn't like the start much. But I
decided to read (b) ........ There were lots of unusual
words that I had to (c)..................... up in the dictionary. I turned
(d) .......another page and then another but I still didn't
like it. I told my friend and he asked me to read (e).....................
a section so that he could hear. He said that the writer was
using too many words to say something simple and that it was
repetitive. He could (f)..................... out half the words because
they were unnecessary. In the end, I stopped reading that book
and picked up another one.
 G a t e w a y t o life s k ills : A r t a n d c u lt u r e

IfjJy y b Jd
LIFE SKILLS O B JEC T IV ES K EY C O N C EPTS

To read and think about the start of browse [v]: / was brow sing an online b ookshop because I wanted to
a novel. buy a b o o k but I wasn't looking for a specific title, blurb [n]: / read
To hear people recommending the blurb on the back o f the b oo k and it said that the b o o k was 'a
books to read. unique horror experience', back cover [n]: Usually on the book's back
To read a book and discuss it in a cover it tells you about the b o o k and the author, prologue [n]: Before
'book club'. the novel really began, there was a prologue.

Look at th e cover o f this novel and answ er these questions.

JflMESPflTTERSON
1 What can you see on the cover?
2 What type of novel do you think it is?
3 What do you think the novel is about? Guess.

Read th e prologue to the novel and answer these questions.

1 What type of novel is it?
2 What does the prologue tell us about the 'angel experiment'?

/A
56% m
ill 4G 9:20

Prologue
so

Congratulations. The fact that We grew up in a science laboratory/prison

you’ re reading this m eans 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, hut
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.
OK, I’m Max, I’m 14. 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 ever 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.
called the School. It’s pretty amazing that we
can think or speak at all. But we can —and
so much more.
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. They
want to kill us. And make sure the world
never finds out about us.
But I’m not lying down just yet. I’m telling
you, right?
This story could be about you —or your
children. If 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. And my family: Fang. Iggy, Nudge, the
Gasman and Angel.
Welcome to our nightmare.
 < f\ Grammar in context
SPEAKING W o rk w ith a p a rtn e r.
Reported speech - questions
A s k and a n s w e r th e s e q u e s tio n s .
1 Can you think of any books that l a L o o k a t th e s e q u e s tio n s and s ta te m e n ts .
have become films, like The W hich are d ire c t q u e s tio n s ( D Q ) and w hich
H un ger G am es ? are r e p o rte d q u e s tio n s (R Q )?

2 Generally, do you prefer reading 1 He asked her what she was reading at
the book or watching the film that moment.
adaptation? Why? 2 He wanted to know if she had seen

y EXAM S U CC ESS The H unger Games.

In the next activity you listen and complete gaps in 3 How often do you go to the cinema?
some notes with the word(s) you hear. Is it possible to 4 Have you seen the The H un ger G am es ?
predict the type of words that are missing? How?
5 He asked her how often she went to
> EXAM SUCCESS page 146
the cinema.
6 What are you reading at the moment?
2 LISTENING @ 60 Lis te n and c o m p le te th e n o te s . U s e ju s t 7 Do you prefer reading fiction or
o n e o r t w o w o rd s fo r each space.
non-fiction? .......
8 He asked her whether she preferred
N otepad
reading fiction or non-fiction. ......
BOOK.vs. FILMSURVEY
l b C h o o s e th e co rre c t a lte rn a tiv e .
C om m en ts
1 We ch a n qe/d on 't change tenses, pronouns
R oads one or two books a (a)
and words like this and here in the same
At the moment, rending a (b) way in reported statements and reported
questions.
book.
2 We u se/d o n 't use question marks in reported
Qoes to th e cin em a two or three tim e s a questions.
(c) ...................... 3 We u se/d o n 't use the auxiliary verb do in
reported questions.
^ ................... 3 0 ts s t <cf i l m ad ap tation s.
4 We p u t/d o n 't put the verb before the subject
Thinks t h a t w ith books you. know w h at the in reported questions.
ch aracters ( e ) .............. 5 We u se/d o n 't use if or w hether in reported
questions when there is no question word
The ch aracters a re a lm o st like
(who, what, why, etc.) in the original question.
(f) - .
GRAMMAR REFERENCE > PAGE 120
S o m e tim e s g e t s a shock Watching f i lm s b ecau se
th e ch aracters ( g ) ................... t0 tUc m y sk& 2 C o m p le te th e sentences w ith a q u e s tio n w o rd
im agin ed. o r if / w h e t h e r .

1 They asked the novelist..................... her

favourite writer was. She said Tolkien.
3 @ 6 0 A r e th e s e s ta te m e n ts Tru e (T) o r False (F)?
Lis te n again if necessary. 2 Kate asked Jenny..................... she wanted to do
1 The interviewer asked her how often she bought 3 Paul wanted to know..................... I had come
books. T /F by bus or by car.
2 He wanted to know how often she read science
4 Hannah asked m e..................... I wanted a
fiction. T /F
coffee and I said yes.
3 He asked her what she was reading at that
moment. T /F 5 They asked me .....................I had brothers or
4 The man asked the girl how often she went sisters and I said no.
to the cinema. T /F
6 My teacher asked m e..................... I hadn't been
5 He asked her if she had seen The H un ger
Games films. T /F at school the day before.
6 He asked her whether she preferred reading 7 Karen's mum asked her..................... she had
fiction or non-fiction. T /F had a good time.
W rite w h a t th e p e o p le a ctually said in each s itu a tio n . 4 W rite this c o n v e rs a tio n in re p o rte d
1 The journalist asked the film director if he was making a film sp e e ch .
at that moment. He said that he wasn't but that he was going Keira: What did you do last night?
to start a new one soon. Matt: I didn't do much. I just watched TV
Journalist: with my parents.
Keira: Did you study for the literature
exam?
Matt: When do we have the exam?
Film director: Keira: We're doing it today.
Matt: Why didn't you remind me?
Keira: I told you but you weren't listening.
Why do you never pay attention to
me?
2 The writer asked the man if he had enjoyed her book. He
said that he thought it was the most beautiful thing he'd ever
read. 5a A s a class, choose a fa m o u s p e rs o n w h o
Writer: y o u w o u ld like t o in te rv ie w . It can b e an
a cto r, p o litician , singer, s p o rts s ta r . . .

5b Im ag ine th a t this p e rs o n is com ing to

y o u r s ch o o l. W ith y o u r p a rtn e r, p re p a re
Man: fiv e q u e s tio n s t o ask th e m .

3 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 album and that she wasn't going to talk about
anything else.
Reporter:
5c SPEAKING C h o o s e a s tu d e n t t o b e th e
fa m o u s p e rs o n . In te rv ie w th e m and m ake
a n o te o f th e ir a n sw ers t o y o u r q u e s tio n s .
5d SPEAKING W h e n y o u fin ish , w o r k in pairs.
Take it in tu rn s t o re p o rt b ack th e
in te rv ie w .

First we asked him why he had d e c id e d

to com e to ou r school. He said that
h e 'd b een a student here.
Singer:
- y
Then we wanted to know ...

4 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:

5 Julie wanted to know how many times I'd read my comic and
I told her that I'd read it three times.
Julie:
 Q
Developing speaking 9
A presentation

1 W h a t is, in y o u r o p in io n , th e m o s t e n jo ya b le b o o k y o u h a ve e v e r re a d ? M a k e n o te s a b o u t it using th e
'Y o u ' colum n in this ta b le .

You Speaker
Title
Author
Type of book
Reasons why you 1 1
like it - the story,
descriptions, 2 ................. 2 ..................
characters, style, 3 .................. 3 ...................
etc.

2 LISTENING 61 Lis te n t o a s tu d e n t g ivin g a 4 Jo in th e sen ten ce halves w ith a d vice a b o u t g ivin g a

p re s e n ta tio n a b o u t th e ir fa v o u r ite b o o k . p re s e n ta tio n .
C o m p le te th e ta b le w ith n o te s . 1 Write notes with your a a loud, clear voice,
main ideas but ... b the audience,
3 Q 61 C o m p le te th e e xp re s sio n s in th e S p e a kin g 2 Include an introduction
b a n k . Lis te n again if necessary.
c a logical order,
and ...
d a conclusion,
3 Put your ideas in ...
9 SPEAKIN G BANK e not a complete text,
4 Don't just read ...
f aloud.
Useful expressions in presentations 5 Look up a t ...
Beginning a presentation 6 Speak in ...
* I'm going to talk about...
■ I'd ..................... to ...................... by saying ... PRACTICE MAKES PERFECT
Introducing arguments
5a P re p a re a p re s e n ta tio n a b o u t th e b e s t b o o k th a t
■ Firstly,
y o u h a ve e v e r re a d . U s e y o u r n o te s in 1 and th e
■ First............................................ , e xp re s sio n s in th e S p e a k in g b a n k . D o n o t w r ite a
■ What's....................., c o m p le te t e x t .
■ It's also that...
■ Another thing is that ... 5 b SPEAKING G iv e y o u r p re s e n ta tio n t o th e class o r in
■ L a s t ........................................................................................................................................... , g ro u p s . R e m e m b e r t o fo llo w th e a d vic e in 4 and
Ending a presentation th e a d vice a b o u t public s p e a kin g on p a g e s 36
■ Finally, and 3 7 .
■ To sum ....................,

118 Unit 9
Developing writing £

A story

1 SPEAKING W o r k w ith a p a rtn e r. P u t th e pictures in 5 L o o k a t th e a d vic e in th e W ritin g b a n k .

o rd e r and te ll th e s to ry .
2 L o o k a t th is s e n te n c e .
A woman was writing.
Look at picture e and expand the sentence by adding
words to describe the scene in more detail. How many
words can you add?
3 L o o k a t this s e n te n c e . W h a t ty p e s o f w o rd s h a ve
b e e n a d d e d t o th e se n te n ce in 2? Is th e sentence
m o re in te re stin g th a n th e o n e in 2? W h y ?
It was the m iddle o f a cold winter and a bright youn g
woman was sitting quietly at hom e writing her very first
novel.
4 R e a d th e s e se nte nce s and m atch each o n e t o a
pictu re fro m th e s to ry .
1 It was autumn and the g o ld e n leaves were falling
softly and slowly from the trees.
2 Soon after, they started printing thousands o f co p ies
o f the novel.
3 When the boss o f the com pany had finished reading
the book, he was extrem ely happy.
W h a t e xa m p le s o f th e a d vice can y o u fin d in
th e sentences in 4?
. / ' w r it in g b a n k
Useful advice for writing interesting stories
■ Use adjectives and adverbs to make your writing
more descriptive.
The. young w riter im m ed ia tely took her novel
to a fa m o u s publisher.
■ Use a variety of past tenses.
When, she h u d f in is h e d th e book, th e young
winter im m ed ia tely took ...
* Use words and expressions of time and
sequence.
O n e d a y in spring, a stu d en t iven t ...
S u d d en ly he saw ...
Two m onths Inter, th e young m a n left ...
WRITING BANK > PAGE 151
6 PRACTICE MAKES PERFECT W rite th e s to ry in 1 . U se
th e sentences o n this p a g e and th e a d vice in th e
W ritin g b a n k t o help y o u .

It 9 9
 Language checkpoint: Unit 9
Grammar reference
Reported speech - statements

FORM Here are some other words which change from direct to
When the reporting verb (say, tell) is in the past, the tense reported speech.
of the verb in reported speech usually changes, going one
tense 'back'. Direct speech Reported speech
this/these that/those
Direct speech - Reported speech - here there
tenses tenses
today that day
'I work at home.' She said she worked at
Present sim ple home. Past simple yesterday the day before
'I'm working.' She said she was tomorrow the next/following day
Present continuous working. Past continuous last night the night before
'I have worked.' She said she had worked. next (week/month/year) the following (week/
Present perfect Past perfect month/year)
'I worked.' She said she had worked. last (week/month/year) the previous (week/
Past simple Past perfect month/year)
'I had worked.' She said she had worked. a (week/month/year) ago a (week/month/year)
Past perfect Past perfect before
'I will work.' She said she would work.
will w ould With say you do not need to use a personal object to say
who you are saying something to.
'I can work/ She said she could work.
can cou ld He said (...) he had been, there.
He said Jo h n he had been th ere.
'I may work/ She said she might work.
may m ight With tell you must use a personal object to say who you
are saying something to.
'I must/have to work.' She said she had to work.
m ust/have to had to He told Jo h n he had been, there.
He told that he hadheen, there:
C ould, w ould, sh o u ld and m ig h t do not change from
USE
direct to reported speech.
In reported speech, pronouns and possessive adjectives We use reported speech to report the words spoken by
also change. another person.
Ï saw your brother. ’ >■ Anna said she. had seen, There is nothing new in, art except talent,’ said Chekhov.
m y brother. ChekPwv said that there Was nothing new in, art
except talent.

Reported speech - questions

FORM
The same changes occur with tenses, pronouns and other
words as with reported statements. We do not use the
auxiliary verb d o in reported questions.
“Do you. read novels?’ >■ She asked me i f I read novels.
There is no inversion of subject and verb in reported
questions.
‘Who is she?' >■ They asked me who she Was.
Reported questions are not real questions so they do not
need question marks.
When there is no question word (who, what, how, why,
etc.), we use if or w hether.
‘A re yon OK.?' > She asked me i f I was OK..

Vocabulary
1 Fic tio n comic • crime novel • fairytale • fantasy • graphic novel • historical fiction • horror • play • romance
science fiction • thriller
2 N o n -fic tio n atlas • autobiography • biography • cookbook • encyclopaedia • guidebook • magazine
manual • newspaper • textbook
3 P h ra s a l v e rb s c o n n e c te d w ith re a d in g a n d w ritin g cross out fill in - flick through lookup read on
read out • turn over
4 O th e r w o rd s a n d p h ra s e s >- page 142

120 Unit 9
 .1
Grammar revision
Reported speech - statements
1 W rite th e se nte nce s in re p o rte d spe e ch .
1 'I'm going to a concert next week,' my sister said.
2 'I'll be late tomorrow,' Daniel told the teacher.
3 'This is my dictionary,' said Holly.
4 'I've always wanted to write stories,' said Sylvia.
Reported speech - questions
2 W rite th e s e q u e s tio n s in re p o rte d sp e e ch .
1 'Are you from Mexico?' she asked me.
2 'What time are you going to leave?' Jo asked Paul.
3 'Why were you crying?' I asked Katie.
4 'Have you ever read this book?' the teacher asked me.
Vocabulary revision
FICTION / 8 points
1 C o m p le te th e se nte nce s w ith th e co rre ct
w o rd s .
1 A .....................story is often about
dragons, trolls or other imaginary
creatures.
2 A .......................is an exciting story
about spies and assassinations.
3 You can read a ........... or see it at a
theatre.
4 A ..................... is a story about people
who fall in love.
5 A ............................. is usually about a
prince, a princess or a witch.
6 In .............................. fiction, the story
takes place in the past.
7 A ...................................... combines
writing and art.
8 A ..................story should be frightening.
PHRASAL VERBS CONNECTED WITH READING AND WRITING
3 M a tc h th e se nte nce h a lve s.
1 I love this book, I want to read ...
2 When you finish that page, turn ...
3 You have to fill ...
4 Because the text was difficult, I had to look ...
5 I can't read what he wrote because he crossed ...
6 I looked at the magazine quickly. I flicked ...
7 I want to hear your answers so please read ...
/ 8 points
5 'There is going to be a concert in this room,' they
told us.
6 'The play will start at 7 pm tomorrow,' they said.
7 'We haven't read any of your books,' the students
told the writer.
8 'I wrote the article yesterday,' said the journalist.
/ 8 points |
5 'Will you help me tomorrow?' Tom asked her.
6 'Did the doctor see Sam yesterday?' Abigail asked
her dad.
7 'Do you know the answer to this question?' our
teacher asked us.
8 'How many pages does it have?' I asked Jo.
NON-FICTION / 9 points
2 W h ich t y p e o f b o o k o r p ub licatio n is b e s t in th e se
situa tions?
1 You want to find out about the geography of a country.
2 You want to read about the life of a person, in his/her own
woras.......................
3 You want to find new ideas for dinner......................
4 You want to learn how to use your computer well.
5 You're going to Prague and want to know what to visit.
6 You want to know what's happening in the world today.
7 You want to revise maths for an exam.......................
8 You want to find out information about lots of different
topics, to write a quiz......................
9 Once a month you want to read new articles and texts
with photographs and illustrations.......................
/ 7 points
a them out to me in a loud voice,
b it out with a big X.
c over and read the next one.
d through it looking at the pictures,
e up lots of words,
f in the answers on your sheet,
g on tonight until I get to the end of it.
 Vocabulary
Using a computer
W o r k w ith a p a rtn e r. M a tc h th e w o rd s in th e
b o x w ith th e te c h n o lo g y in th e p ic tu re .

hard drive • headset (headphones/microphone)

fiashdrive/pendrive » keyboard
monitor/screen • mouse « mouse mat
printer • scanner • speaker • tablet
USB cable • USB port « webcam

2 Q b l Lis te n , check and re p e a t.

3 Match the sentence halves.

Look at these two sentences. Is
5 a PRONUNCIATION d o w n lo a d a
1 When you copy a document, verb or a noun in each sentence?
2 When you click on something with your mouse, 1 I want to dow nload this song.
3 When you save something on a computer, 2 The dow nload didn't work.
4 When you make a hardcopy of a document,
5 When you cut and paste something, 5b ^ 66 Listen to the two sentences. Is the pronunciation
6 When you log on/off, of the same in each sentence?
d o w n lo a d

a you make it work.

b you start/finish using a computer by giving
some information (e.g. a password),
c you keep the information that you put into it.
d you make another one that is the same as the
original.
e you print it on paper.
f you take it from one document and put it in
another place or document.
The Internet
4 LISTENING ^ 63 Read and listen to this
description by a teenager of how she uses
the Internet. Check that you understand the
words in red. Use a dictionary if necessary.
'I've got broadband so my connection to the Net
is quite fast. I usually go online in the evenings,
after I've finished my homework, but sometimes
I use the Net for schoolwork, too. I surf the Net
and look at my favourite websites (my homepage
is a website about fashion). My favourite search
engine is Google. I sometimes download music
and films, but not often. I haven't got a blog
but I chat online with my friends using a social
networking website.'
5c Q 64 Listen again and choose the correct alternative.
1 In two-syllable verbs the stress is usually on the
first/seco n d syllable.
2 In two-syllable nouns the stress is usually on the
first/second syllable.
6 a SPEAKINGWork with a partner. How often do you do
these things ( n e v e r , s o m e t i m e s , o f t e n , v e r y o f t e n ) ?
1 print documents or photos
2 scan documents or photos
3 use a webcam
4 go online and surf the Net
5 download music or films
6 read or write blogs
7 chat online
8 use social networking sites
6 b SPEAKING Take it in turns to ask how often you do the
different things. Are your answers similar?
How often do you print docum ents o r p h otos?
N ot often. I do n 't usually n eed to make
hardcopies. I ju st m ake a cop y on my flashdrive.

122
Reading
W o rk w ith a p a rtn e r. A n s w e r th e q u e s tio n s . If y o u d o n 't k n o w th e a n s w e rs , guess!
1 Who invented the World Wide Web?
2 When did they invent it?
2 R e a d th e article and fin d th e a n s w e rs t o th e q u iz in 1 .
THE COMPUTER THAT BEGAN IT ALL
A t the Science Museum in London.
photographers try to get pictures
of an old-fashioned black computer
and keyboard. It doesn't look
particularly special. But this computer
was the machine that was used by
British computer scientist Sir Tim
Berners-Lee to create the World Wide
Web back in 1989.
In the beginning, there was no big
plan to change the world. The
only idea was to improve
communication between
the thousands of scientists
working for CERN (the
European Organisation for
Nuclear Research). Sir Tim was
a 34-year-old physics graduate
working as a software engineer at CERN
in Switzerland in 1989. He saw the
need for ‘a universal linked information
system’, a way of using networks of
computers to talk to each other. To do
this, he created the first ever web browser.
This web browser became the World
Wide Web. Sir Tim thought of this name
in 1990. Before that, probably not very
seriously, he had considered the name
The Information Mine, or T.I.M. for short.
3 R e a d th e article again and cho o se th e b e st
a n s w e rs .
1 People are taking photos of a computer at the
Science Museum because ...
a it's very old.
b a famous scientist uses it.
c it has historic importance.
2 The original idea of the World Wide Web was ...
a to allow communication between a group of
computers.
b to make information free all around the world,
c to connect all the scientists in Switzerland.
3 The World Wide Web has always ...
a been free.
b been open for the whole world to use.
c had billions of users.
4 Sir Tim Berners-Lee believes that ...
a the future does not look good for the World
Wide Web.
3 Approximately how many websites are there at the moment?
4 When did the Web become freely available to the public?
In 1993, CERN allowed the technology that if you’ve got a bright idea for
to be freely used by all. And, within
a few years, millions of people
the Web, you can make it happen.
You don’t have to ask anyone. You
worldwide were using it. Now should just do it.
there are more than 600 million But the Web is not perfect. Some
websites worldwide and the web people think that the Internet
has changed things forever. People
reflects the best and worst of
are able to access information and people. But whatever people think,
share things in a way which was not Sir Tim’s old computer is going to
possible before. It has provided a new be a star attraction at the Science
dimension of communication. And Museum because the Web is so
it’s enormous. Billions of people significant to people’s lives. Many
are online every day. Hundreds people will want to see the first
of millions of messages and Web server, the first machine in the
pictures are sent and billions of world to ever deliver a webpage.
dollars are spent every day by
online shoppers.
Today, Sir Tim believes
we need to defend the
principles that have made
the Web successful, and
to continue expanding the
possibilities of the Web.
The main principle is that
the Web should continue
to be free for everybody
to use and participate in.
Sir Tim is optimistic about
its future. He still believes
It is dangerous that everyone can use the World
b
Wide Web.
c everyone should be part of the future World
Wide Web.
5 The author thinks that ...
a the Web is nothing special because it belongs
to everyone.
b the Web is a perfect invention,
c Sir Tim's computer will be a popular exhibit.
^ C R I T I C A L THINKING
T h in k ! T h e n c o m p a re ideas w ith y o u r class.
■ How important do you think the Internet is
in today's world? Explain your answer.
5 W h a t d o th e u n d e rlin e d w o rd s in th e t e x t m ean?
G u e s s and th e n check in y o u r d ic tio n a ry.
6 SPEAKING W h a t a b o u t y o u ?
How important is the Internet to you? Why?
Unit 10 123
Grammar in context

The passive - present simple

l a L o o k a t th e s e s e n te n ce s . W hich are a c tive a n d w h ich are

passive?
1 Hundreds of millions of messages are sent every day.
2 People send hundreds of millions of messages every day.
3 Online shoppers spend billions of dollars.
4 Billions of dollars are spent by online shoppers.

1 b A r e th e s e s ta te m e n ts t ru e o r fa ls e ?
1 We use the passive when we are more interested in the action
than in the person who does it.
2 We use the passive when we don't know who exactly does the
action.
3 We use the passive when it is obvious who does the action.

l c C o m p le te th e rules.

1 To make the present simple passive we u s e .....................+ the

past participle.
2 We use the preposition..................... to introduce the agent, the
person or thing which does the action.
GRAMMAR REFERENCE > PAGE 132

2 C o m p le te th e sentences w ith th e co rre c t fo rm o f th e p re s e n t sim ple passive

BASIC GUIDE TO MAKING

SILICONCHIPS
1 Silicon........................................................ (find) in sand.
2 The silicon........................................................ (refine) to be 100% pure.
3 The pure silicon........................................................ (heat) and
........................................................ (make) into small blocks called Ingots.
4 The Ingots........................................................ (cut) into very small pieces and
then later become thin chips.
5 Tiny components........................................................(add) to the chips.
6 Eight hundred transistors....................................................... (put) onto an area
with the diameter of a human hair!
7 Special clothes and masks........................................................ (wear) by workers
to protect the chips.
8 Finally, the chips........................................................(send) to computer factories.
 eveioping vocaouiary
C h a n g e th e s e se nte nce s fro m a c tive to p a ssive, Collocations with em ail
o r fro m passive t o a c tiv e . Include b y plus th e
a g e n t o n ly w h e n necessary. R e a d th e t e x t . T h e w o rd s in ita lics fre q u e n tly g o
They make a lot of silicon chips in India. w ith th e w o r d em a il. W h ich o f th e w o rd s b e lo w in
They employ many people in the computer red m atch th e s e icons?
industry.
They invent amazing new technology every day.
Most new games consoles are created by Sony,
Nintendo and Microsoft.
Millions of kids play computer games every day.
Some governments control the use of the Internet.
You don't need a password to enter this site.

The other day I tried to (a) send an email to my cousin

but it (b) b o u n ce d back. The email (c) address wasn't
correct. The problem was that my cousin had recently
changed his email (d) account. He'd sent me a message
with his new email address but I had accidentally
(e) d eleted it, so I didn't have it any more. I knew that
one of my friends had my cousin's new email address
so I sent my original email to my friend and asked
her to (f) forward it to my cousin. The next day I was
(g) checking my email and I saw that my cousin had
(H) rep lied to my message.

M a tc h fiv e o f th e w o rd s in ita lics in 1 w ith th e se

d e fin itio n s .

1 an arrangement you have with an Internet company

to use email.... AC.cGu.nt
2 when an email doesn't go to the person you send it
to and it comes back to you.....................
3 the letters, numbers and symbols you need to write
to send someone an email.....................
4 to see if you have any emails.....................
5 to send an email on to somebody.....................

SPEAKING W o r k w ith a p a rtn e r. A s k and a n s w e r

th e s e q u e s tio n s .
1 Have you got an email address? If so, how do you
say it in English?
2 Do you have a free email account or do you pay?
3 When do you usually check your email?
4 How often do you delete the emails you receive?
5 Have any of your emails ever bounced back? Do
you know why?
6 How much spam do you get via email?
X'K Gateway to life skills: ICT

LIFE SK ILLS O B JEC T IV ES K EY C O N C EP TS

To think about social media
profiles.
To think about good advice
for safe social networking.
To give advice to others
about how to protect yourself
online.
social media [n]: She is an expert in social m edia, o r the different ways
p e o p le use new technologies to com m unicate, profile [n]: His personal
profile gives the im pression that he only likes sport and that he thinks
he's b etter than everyone else, post [v, n]: I only p o st m essages on
the w ebsite when I have som ething im portant to say. share [v]: When
you pu t a p h oto on a p u b lic w ebsite you share it with other people.
privacy [n]: She's famous but her privacy is im portant to her. She d oesn't
talk about her private life in public.

1 a W o r k w ith a p a rtn e r. W h a t can y o u d o o n social

n e tw o rk in g w e b s ite s ? M a k e a list o f id e as.
Y<JK CflU cWott online.
1 b SPEAKING W h a t d o y o u th in k are g o o d a n d bad
th in g s a b o u t using social n e tw o rk in g w e b s ite s ?
You can com m unicate with
p e o p le all ov er the world.
Yes, but you 're p ro ba b ly giving information
to p e o p le that you do n 't know.
2 R e a d this t e x t and a n sw e r th e se q u e s tio n s .
1 What main problem with social networking does
the text talk about?
2 Does the text say that social networking is always
good/alw ays bad/som etim es g o o d and som etim es
b a d ? Explain your answer.
SOCIAL NETWORKING TODAY
m a g in e y o u h a ve app lied fo r a jo b . W o u ld y o u
I be h a p p y fo r y o u r fu tu re e m p lo ye r to lo o k at
y o u r social n e tw o rk in g profile? N o ? W e ll, be
careful w h e n y o u p o s t o n lin e .
The things we say and show are public and usually
remain online for a long time. So when we apply to
university or for a job, it is usually very easy for the
university or company to find out lots of information
about us from our activity on social media. In some
cases, this can be a positive thing. But in others it
may go against us. It all depends on how we look
after our online identity or profile.
A survey in the US discovered that 43% of
all companies use social networking sites to
investigate job candidates. In 51% of these cases,
the company has found information that has made
them decide not to give the person the job.There
are a number of different reasons why companies
decided to reject the candidate after looking at their
social networking profile.Typical reasons were:
A The candidate posted inappropriate photos or
information (46%)
A There was information about inappropriate
behaviour (41%)
i t The candidate said something bad or
inappropriate about their previous employer
(36%)
JL The candidate had poor communication skills
(32%)
i t The candidate made discriminatory comments
(28%)
It became clear that the candidate had lied
about their qualifications (25%)

However, some employers (33%) also noted that
they found information on social media sites that
made a candidate more attractive or helped them
to decide to offer the candidate the job.They
mentioned these aspects as positive:
m The candidate gave a professional image
(43%)
^ Their online profile helped to get a good
impression of their personality (46%)
J*. The candidate showed that they had a good
variety of interests (40%)
A The information confirmed that they had the
qualifications mentioned in their application
(45%)
A The candidate was creative (36%)
A The candidate showed great communication
skills (40%)
Other people made very positive comments
about the candidate (30%)
The research suggests that companies are
using social media to get an idea of candidates'
behaviour and personality outside of the
interview.That means that your social media
profile needs to send out the right message.
Article from C a re e rB u ild e r
3 R e a d th e t e x t again and a n s w e r th e s e q u e s tio n s .
1 How many US companies investigate a candidate's
social media profile?
2 Is it more common for this investigation to have
a positive or negative consequence for the
candidate?
3 What is the most common problem with a
candidate's social media profile?
4 What can an employer discover about a person's
qualifications by looking at social media?
5 In what different ways can your social media profile
help you to get a job?
6 Why do companies look at social media to help
them decide about a candidate?
7 What is the basic message of the text?
L o o k a t th e s e w o rd s o r e xp re s s io n s . T h e y
a p p e a r in a v id e o g ivin g advice a b o u t using
social n e tw o rk in g sensibly. W o rk w ith a p a rtn e r.
W h a t d o y o u th in k th e a d vic e w ill be?
a Password 1234 The right age
b Keep it private Kind words
c Think first!
LISTENING © 65 W a tc h o r listen . P u t th e
I w o rd s and phrases in 4 in th e o rd e r
th a t y o u hea r th e m . W e re y o u r ideas in
4 rig h t?
6 o 65 W a tc h o r listen a g a in . W h a t advice d o th e
s p ea kers g iv e a b o u t . . .
1 age limits? 4 good passwords?
2 photos and videos? 5 being cruel?
3 phone numbers?
7 W o rk w ith a p a rtn e r. W h a t d o y o u th in k o f th e
a d vice in 6?
LIFE TASK
You w ant to g iv e a p re s e n ta tio n a b o u t
p ro te c tin g y o u rs e lf on th e In tern et.
F o llo w this plan:
1 W ork in a group. Think o f m ore advice about
safe use o f social netw orking websites. Look for
ideas on the Internet if necessary.
2 O rganise y o u r ideas in a logical way and d e cid e
what you are g o in g to say for each point.
3 D ecid e what type o f presentation you are
g o in g to g ive and create it Include illustrations
o r graphics.
4 G ive y o u r presentation to the class.
 Listening Grammar in context

Main Page Discussion

The passive - other tenses

l a L o o k a t th e s e passive se n te n c e s . W h a t te n s e is
each o n e ?
Welcome to Wikipedia, 1 It was started in 2001.
( ip e d i A the free encyclopedia that anyone can edf
2 In 2007, 1,700 articles were being added every day.
:e Encyclopedia
3,516,706 articles in English
3 Over 24 million articles have been written.
3ge 4 Articles are being changed as we speak.
Today's featured article
nts
red content The Laplace-Runge-Lenz vector l b To change th e te n s e in a passive s e n te n c e , d o w e
chang e th e v e rb to b e o r th e p a s t pa rticiple?
nt events of 0 « b0<l,a“
om article GRAMMAR REFERENCE ► PAGE 132
Wo bod,es M M "V
ite to Wikipedia
. ______ More generally , toe LKC
2 C h a n g e th e s e sentences fro m a c tive t o p a ssive .
1 SPEAKING W o rk w ith a p a rtn e r. W h a t d o 1 Wikipedia has transformed traditional encyclopaedias.
y o u k n o w a b o u t W ik ip e d ia ? M a k e n o te s .
U s e q u e s tio n w o rd s (w h o , w h a t, w h y ,
e tc .) f o r id e as.
An, encyclopaedia, fre e ... 2 Sir Tim Berners-Lee didn't start Wikipedia.

2 LISTENING @ 66 Lis te n t o a ra d io p ro g ra m m e
a b o u t W ik ip e d ia . D id a n y o f y o u r ideas in
1 a p p e a r? W e re th e y co rre ct? 3 They are changing Wikipedia articles at this moment.

3 @ 6 6 L o o k a t this t e x t a b o u t W ik ip e d ia . It
contains s e ve n m is ta k e s . F in d and co rre ct
th e m is ta k e s . T h e n listen again t o check 4 Ordinary people have written most of the articles for
y o u r a n s w e rs. Wikipedia.
Wikipedia is the sixth most popular website
in the world. It has about 365 million readers.
It was started in 2001 by two Australians but 5 'Vandals' have ruined some Wikipedia articles.
' it isn't written by them. Their original website
became a 'wiki', a website that visitors can
change and add information to. In 2007,
approximately 170 articles were being 6 They were creating a Wikipedia for children.
added every day. 'Wiki Wiki' is an African
expression which means 'quick'. Wikipedia
articles can change quickly when things 7 They have copied the article from Wikipedia.
change in the world. Some people think this
is a problem, because articles aren't always
correct. Biographies are the most popular
topic. 40% of articles on Wikipedia are about 8 A famous scientist wrote a Wikipedia article last year.
geography and places. There are more than
280 different language versions of Wikipedia.
The English, German and French versions have
a total of over four million articles.

4 W hat about you?

1 Do you ever use Wikipedia? When and
what for?
2 Would you like to write an article for
Wikipedia? What would you write about?

128 Unit TO
 y EXAM S U CC ESS have som ething done

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 146
5 L o o k a t th e s e sentences and choose th e
co rre ct a lte rn a tiv e .
1 The writers get their work checked and edited by
other readers.
2 They had the articles written by other people.

3 C o m p le te th e t e x t b y filling in each space w ith
one w o rd .
C an te c h n o lo g y help children learn?
a We use the expression have something done
when we do an action ou rselves/so m eb od y does
an action for us.
b The structure is have + object + qeru nd/pa st
p articiple.
c Have and get are/aren't similar in these sentences.
d We use by/with to introduce the person who
does the activity for us.
e We can/can't use have and get in any tense.
GRAMMAR REFERENCE > PAGE 132

6 L o o k a t th e s e pictures and th e v e rb g iv e n .
In 2012, twenty tablets (a ) ..................... given to W rite sentences a b o u t w h a t th e p e o p le had d o n e
last w e e k .
some children in Wenchi, (b )..................... is a poor
1
village in Ethiopia. Nine months later, the children
could say the alphabet in English and some could
fix >- H e Wu com puter fv etd .
spell words. They weren't taught (c)...................
a teacher because there are no teachers in the
village. They (d) ..................... learned thanks to the
tablets. The children's progress has (e ).....................
cut I
observed by experts from the Massachusetts Institute
of Technology. It is part (f) ..................... a project to
see if children (g) teach themselves to
read with new technology. The project is for some of
the poorest places (h).....................the world, places test I
where (i)..................... aren't any teachers or schools.
One hundred million children around the world have
no school or teacher. At this very moment, thanks to
technology, something is ( j) ..................... done to help make >-
some of those children.

4 a SPEAKING W o rk w ith a p a rtn e r. L o o k a t th e s e trivia 7 a A r e th e s e q u e s tio n s correct? If n o t, re w rite th e m .

q u e s tio n s . D o y o u k n o w th e a nsw e rs?
1 How often do you get your hair cut?
1 How many Iron Man films have been made? 2 Have you ever had fixed your computer?
2 Where was the last World Cup played? 3 Do you like having your photo taken?
3 Who were Firework and Roar sung by? 4 When was the last time you had tested your eyes?
4 Who is the Xbox made by?
5 In which century was the Colosseum built? 7 b W o rk w ith a p a rtn e r. A s k and a n s w e r th e c o rre ct
q u e s tio n s .
4b W ith y o u r p a rtn e r, w r ite fiv e trivia q u e s tio n s in
th e p a s s ive . Y o u m u s t k n o w th e a n sw e rs t o all
y o u r q u e s tio n s .

4c Jo in a n o th e r pair and ask th e m y o u r q u e s tio n s .

W h o g o t th e m o s t co rre c t an sw e rs?

129

1
 Developing speaking

1 SPEAKING W o rk w ith a p a rtn e r. W h a t 4 C o m p le te th e sentences w ith w o rd s fro m th e

sim ilarities can y o u fin d b e tw e e n p h o to s
a and b? W h a t d iffe re n c e s are th e re ?
2 LISTENING © 67 Lis te n t o a s tu d e n t
c o m p a rin g a n d c o n tra s tin g p h o to s a
and b . D o e s she m e n tio n a n y o f y o u r
ideas in 1 ?
3 © 67 P u t th e s e e xp re s sio n s in th e c o rre ct
sectio n in th e S p e a k in g b a n k . W h ich o f
th e e xp re s sio n s d id th e s tu d e n t use?
Lis te n again if necessary.
1 In this photo ... but/whereas in the other
photo ...
2 Both of the photos show ...
0 SPEAKING BANK
S p e a k in g b a n k .
1 One important.....................is that the people in the photos
are all using computers.
2 ..................... photos show people working, either indoors or
outdoors.
3 In the first photo the people seem serious,.....................
in the second they seem happier.
4 In this photo they're using computers for fun....................... ,
in the other one they're using them for school work.
5 Another thing that they have in .....................is that they
both show people in their free time.
6 This photo shows us an outdoor sport. In ..................... ,
the other photo shows us people doing sport indoors.

U se fu l expressions to co m p a re and y EXAM SU CC ESS

c o n tra s t p h o to s
Comparing When you are describing photos, what can you do when you
are not 100% sure of what you can see in the photo(s)?
■
> EXAM SUCCESS page 146
■ One/Another (big/important) similarity
between the photos is ...
■ Another thing they have in common is
PRACTICE MAKES p e r f e c t
that ...
Contrasting 5a W o rk w ith a p a rtn e r.
■ Student A: Look at the two photos at the bottom of page 148.
■ One/Another (big/important) difference Student B: Look at the two photos at the top of page 148. Make
between the photos is ... notes about similarities and differences between the photos.
■ In this photo ... However, in the other
photo ... 5b SPEAKING Take it in tu rn s t o ta lk fo r a b o u t a m in u te a b o u t
y o u r t w o p h o to s . T h e n say w hich p h o to y o u p re fe r and
■ In contrast, ...
w h y . U s e expressions fro m th e S p e a kin g b an k t o com pare
and c o n tra s t th e p h o to s .

L
130 Unit 10
ú
Developing writing
Text messages 4 R e a d th e in fo rm a tio n in th e W ritin g b a n k .
W h a t d o y o u th in k th e c o m p le te w o rd s are?
M a tc h th e w o rd s w ith th e

r a b b re v ia tio n s used in t e x t
m e ssa ge s.
1 are
2 at
a 2nite
b 2
✓ 'W RITING BANK

H o w to w rite t e x t m essages
■ We often use abbreviations instead of writing
the complete word.
3 before c YR ■ To make abbreviations, we sometimes take
4 great d L8R away vowels from the word (e.g. PLS =
5 later e @ please) or we replace words with symbols
(e.g. @= at) or numbers (e.g. L8R = later).
6 please f C
■ Here are some more common examples:
7 see g PLS B BCZ HMWK L8 MSG SPK THX
8 to/too h U 2DAY 2MORO WKND XLNT
9 tonight i WOT Remember! It is not correct to use these
what abbreviations in other types of writing like
10 j R
essays, formal letters, etc.
11 you k B4
* We can also use emoticons like © or © in text
12 your I GR8 messages to show emotions.

2 R e a d th e s e fiv e t e x t m e ssa g e s. W h a t o rd e r w e re
th e y s e n t in?
5 U se a b b re v ia tio n s t o m a k e th e s e t e x t
m essages s h o rte r.
1 What are you doing at the weekend?

WOT R lA do'wA ® the WKND?

2 Thanks for helping me with my homework.

3 Can you come tomorrow to fix my computer?

4 You should be happy because your exam results

are excellent.

5 Don't forget to send me a message later

tonight.

6 I want to see you and Jo before I speak to the

teacher tomorrow.

PRACTICE MAKES PERFECT

4 6a L o o k a t th e ta s k and w r ite a t e x t m e s sa g e .
U s e a b b re v ia tio n s and th e W ritin g b a n k to
2 5 help y o u .

3
You need to use the Internet tomorrow to do a
piece of work for school, but your connection at
3 W rite o u t th e t e x t m essages in 2 as full s en ten ces.
home doesn't work. Write a text message to a friend
U s e th e in fo rm a tio n in 1 to h e lp y o u .
asking if you can go to their house tomorrow to use
1 Are, you, com ing to do yo u r hûmtvJûrk, here, ton ig h t? the Net.
2 WRITING BANK > - PAGE 151

3
N o w g iv e y o u r m essa ge t o y o u r p a rtn e r and
4
w r ite a re p ly t o th e ir m e s sa g e . K e e p sen din g
5 m essages until y o u b o th k n o w e x a c tly w h e n ,
w h e re and w h y y o u are m e e tin g and w h a t
y o u can d o later.

Unit 10 131
 Language checkpoint: Unit 10
Grammar reference
The passive

FORM USE
Subject + be + past participle (+ by + agent) We use the passive when:
Computers are made in China. (present simple) ■ we are more interested in
I The Internet is being used by millions of people, (present continuous) the action than the people
who do the action.
| These computers have been used by NASA, (present perfect)
My computer has beenfixed.
The Internet was created in 1484. (past simple)
■ we do not know who exactly
The Internet will be transformed in the future, (will) does the action.
We make the passive with the appropriate tense and form of the verb to b e and the Her laptop has been stolen.
past participle of the verb.
■ it is obvious or understood
To make object questions in the passive, we put the first auxiliary verb before the
who did the action.
subject.
The criminal was arrested at
j Is the match being shown on TV?
5.30 pm.
I Who Was the World Wide Web invented by?
■ ■ We use the preposition by to introduce the agent, that is, the person or thing
which does the action.

have something done

FORM
Subject + have or g e t + object
+ past participle (by + agent)
I get my hair cut once every two
months, (present simple)
He had cable TV installed, (past
simple)
With this structure we make
different tenses by changing
the tense of have or get.
USE
We use h a v e /g e t so m eth in g d o n e to talk about actions which we don't do
ourselves; somebody or something does them for us. We often pay them to do
this action. Get is slightly more informal.
I don’t know anything about computers so when I have a problem I have my
computer fixed by a friend who studied computers at university.
We can use the preposition by to introduce the agent, that is, the person or
thing which does the action. If it is not important who does the action, we do not
put anything.

Vocabulary
1 U sin g a c o m p u te r click on • copy • cut and paste • flashdrive • hardcopy • hard drive • headphones
headset • keyboard • log on/off • microphone • monitor • mouse • mouse mat • password • pendrive
printer • save • scanner • screen • speaker • tablet • USB cable and port • webcam
2 Th e Inte rne t blog • broadband • chat online • download • homepage • online • search engine
social networking • surf the Net • website
3 C o llo c a tio n s w ith email bounce back • check email • delete an email • email account • email address
forward an email • reply to an email • send an email
4 O th e r w o rd s a n d ph ra s e s >- page 143

132 Unit 10
Grammar revision
The passive - present simple / 8 points

1 Write sentences in the present simple passive. 5 Flsh/not sell/at the butcher's.
1 Computers/use/everywhere.
6 Cars/make/by robots in this factory.
2 A lot of chocolate/eat/in the UK.
7 This programme/watch/by thousands of people.
3 Shoes/not wear/in mosques.
8 The New Year/celebrate/in many countries.
4 Portuguese/speak/in Brazil.

The passive - other tenses

2 Each sentence contains a mistake. Find the
mistake and rewrite the sentence correctly.
1 The song 'Thriller' was sang by Michael Jackson.
2 The Champions Leaque is won by Real Madrid
in 2014.
3 London is visited for thousands of people.
4 The radio invented by Marconi.
5 Many products made in China nowadays.
6 The eclipse was saw by people around the world.
7 Oh no! His car has stolen.
8 The dog was been hit by a car yesterday.

have something done

3 Write sentences with h a v e /g e t so m e th in g d o n e . 3 We didn't build the swimming pool ourselves. We ..

1 My parents didn't paint the house. They ... 4 I didn't correct the text myself. I ...
2 He doesn't repair the car himself. He ... 5 She doesn't do her hair herself. She ...

Vocabulary revision
USING A COMPUTER / 7 points COLLOCATIONS WITH EMAIL / 6 points
1 Match to make words or phrases. 3 Complete the sentences with six of the
words in the box.
1 pen a port
2 key b board account • address • bounce • check
3 USB C copy delete • forward • reply ♦ send
4 hard d cam
5 head e phones
1 When you get an email you should
6 web f drive
7 mouse g mat
to It quickly.
2 When you get an email that you send to
/ 6 points another person, you..................... it.
THE INTERNET
2 R e a d th e d e fin itio n s . W rite th e w o rd s . 3 When you don't want an email, you
it.
1 look at various places on the Net.....r
4 When emails don't go to the correct
2 a computer program used for looking for information on the
address they..................... back.
Internet........ r ...............g ........
5 My email .....................is
3 a type of diary on a website that changes regularly .... I .....
fredbloggs@bloggs.co.uk.
4 connected to the Internet o ..............
6 When I go online, I .....................
5 move information to your computer from the Internet
my email.
.....w ................
6 the first place that you choose to appear on your screen
when you connect to the Internet p ........

Total; / 40 points
У Gateway to exams: Units 9-10

Reading
2 P u t th e s e sentences in th e co rre c t place
> TIP FOR R EAD IN G EXAM S
in th e t e x t . T h e re is o n e e x tra sentence
In reading activities where you complete a text with missing th a t y o u d o n o t n e e d .
sentences, remember... A Barclay Littlewood is the owner of one
When you finish, check the activity by reading the text with online essay-writing organisation.
your answers in the correct place. Do the sentences go B However, Internet cheating is now an
together logically? Do words like this or it make sense? enormous problem for schools and
>EXAM SUCCESS page 146 universities and it might make them go
back to older, more traditional methods.
C Millions of pounds are spent each year on
R e a d th e t e x t qu ickly. W h a t is th e c o n n e ctio n b e tw e e n
s tu d y in g a n d th e In te rn e t in th e te x t ? Internet cheating.
D But teachers are not convinced that
students are using them in this way.
E Barclay Littlewood, on the other hand, says
..... There are tens of thousands of websites where you
he doesn't help students to cheat.
can buy essays. With most essay-writing companies,
students pay per word. Sometimes they pay per page. Some
companies offer to write a special, personalised essay, but 3 R e a d th e t e x t again and choose th e b e st
at an extra cost. You can also pay extra for faster essays. a n s w e rs .
1 The price of a basic online essay usually
..... 3,500 specialists are employed by his company. They depends on ...
have written more than 15,000 essays for students. The a who writes it.
company made £90,000 in just one week in May. Thanks to
b what the subject is.
his company, Littlewood has a Ferrari and a Lamborghini
in his garage. Universities say that the UK’s academic c how long it is.
reputation is suffering because of online essay companies, 2 Barclay Littlewood is ...
and education experts have predicted that schools will a a businessman.
have to stop continuous assessment and start doing more
exams again. b a writer of online essays,
c an ex-teacher.
..... He says he simply offers them a guide. ‘The essays are a 3 Educational specialists think that online
starting point. Students use them to create their own work. cheating will ...
Students analyse our answers and then they write their a change the way teachers teach,
own. We’re just showing them how to write a great essay.’
b change the way teachers assess
students.
..... As one teacher replied: 'The suggestion that these
essays are used by students as 'guides’ is crazy and c make it easier for students to pass
dishonest. We need to do something to stop it.’ Many exams.
colleges and universities now have software which allows 4 Barclay Littlewood says ...
teachers to check if students are copying from five billion a students shouldn't just give teachers the
web pages. Many universities have somebody doing this essay that they buy.
full-time. ‘It's not a question of catching people and
punishing them. It’s a question of helping students to b he is helping students to copy work,
understand what education really is. Education is research c his objective is to help students get the
and investigation. In the end, the students who are using best marks.
these services are just not learning 5 The text says that teachers ...
the skills they need for their
a have no way of knowing if students are
studies or for the rest of
their lives.’ copying essays.
b are using technology to find people
who are cheating.
c want to make cheats suffer.

4 SPEAKING W hat about you?

What do you think about buying online essays?

13 4 Units 9-10
Wordlist: Units 1-2

(adj) = adjective
(adv) = a d v e rb
(conj) = conjuction
(det) = d e te rm in e r
(n/n pi) = nou n/nou n plural
(phr) = phrase
(prep) = p reposition
(pron) = p ro n o u n
(v) = v e rb
The m ost com m on and useful w ords in English are m arked according to the
Macmillan Dictionary 'star ra tin g '. This is so you can easily recognise the
vocabulary you need to know especially w ell.
= very com m on w ords ★ ★ = com m on w ords ★ = fairly com m on words
If there is no star next to the w o rd , this means that it is not very com m on.
In th e M acm illan D iction a ry, (r) is used to indicate w h e re th e sound I r l
is p ro n o u n ce d in A m e ric a n English and som e o th e r regional varieties o f
En g lis h . In a stand ard British accent, (r) is on ly p ro n o u n c e d if it occurs
at th e en d o f a w o rd w hich is fo llo w e d b y a n o th e r w o rd starting w ith a
v o w e l s o u n d , fo r e xa m p le fa r a w ay /fair a'wei/.

stepfather (n) /'step,fa:ôa(r)/ government (n) /'gAva(r)nmant/

Unit 1 stepmother (n) /'step,mAÔa(r)/ hard time (n) /,ha:(r)d 'taim/
Ages and stages of life uncle (n) ★ ★ /'Ar)k(a)l/ headphones (n pi) /'hed.faunz/
adolescence (n) /,aeda'les(a)n s/ wife (n) ★ ★ ★ /waif/ impossible (adj) ★ ★ ★ /im'pDsab(a)l/
baby (n) ★ ** /'beibi/ interrupt (v) ★ ★ /.inta'rApt/
Noun suffixes -ment, -ion,
birth (n) /b3:(r)0/ knock (v) ★ ★ ★ /rmk/
-ence
child (n) ★ ★ ★ /tjaild/ late (adj) ★ ★ ★ /leit/
argument (n) /'a :(r)g ju m a n t/
childhood (n) ★ ★ /'tJaild.hud/ limit (n) /'limit/
concentration (n)
death (n) ★ ★ ★ /de0/ /.k D n sfajn 'tre iJO jn / loud (adj) ★ ★ /laud/
middle age (n) /,m id(a)l 'eid 3/ confidence (n) /'kD nfid(a)ns/ make sure (phr) /,m eik 'Ja :(r)/
middle-aged (adj) /,mid(a)l 'eid3d/ description (n) ★ ★ ★ /d i'sk rip j(a )n / meal (n) ★ ★ ★ /mid/
old age (n) ★ /,au ld 'eid3/ difference (n) /'d ifra n s/ order (v) *** /'o:(r)da(r)/
senior citizen (n) /,si:n ia(r) 'sitiz (a )n / discussion (n) ★ ★ ★ /d i'sk A j(a )n / personal (adj) ★ ★ ★ /'p3:(r)s(a)nal/
teenager (n) ★ ★ /'ti:n,eid3a(r)/ improvement (n) ★ ★ ★ /im 'p rm v m an t/ privacy (n) ★ / ‘privasi/, /'praivasi/
young adult (n) /jAr) 'aedAlt/ independence (n) ★ ★ ★ /.in d i'p e n d an s/ private space (phr) /.praivat 'speis/
information (n) /.in fa frl'm e ij/a fn / provide (v) ★ ★ ★ /pra'vaid/
The family realise (v) /'rialaiz/
aunt (n) ★ ★ ★ /a:nt/
movement (n) **★ /'m u iv m an t/
retirement (n) * /ri'taia (r)m an t/ reasonable (adj) /'ri:z(a)nab(a)l/
born (adj) /ba:(r)n/
respect (n) ★ ★ ★ /ri'spekt/
brother (n) /'brAda(r)/ Other words and phrases responsibility (n) /ri.spmisa'bilati/
brother-in-law (n) /'brAdar in ,lo:/ accept (v) ★ ★ ★ /ak'sept/ right(s) (n pi) **★ /rait(z)/
cousin (n) ★ ★ /'kAz(a)n/ advice (n) ★ ★ ★ /ad'vais/ shout (v) ★ ★ ★ /Jaut/
daughter (n) ★ ★ ★ /'da:ta(r)/ alone (adj) /a'laun/ special (adj) ★ ★ ★ /'spej(a)l/
divorced (adj) /di'vo:(r)st/ approximately (adv) ★ ★ style (n) /stall/
father-in-law (n) /'fa:dar in ,lo:/ /a'p rn k sim a tli/
timetable (n) *★ /'taim,teib(a)l/
granddaughter (n) ★ argue (v) ★ ★ ★ /'a :(r )g ju /
turn (music) down (v phr)
/'gran(d),da:ta(r)/ calmly (adv) /'kaimli/ /,t3:(r)n 'daun/
grandfather (n) *★ /'granfd^faidafr)/ chance (n) /tjams/ unique (adj) ★ ★ ★ /judnhk/
grandmother (n) ★ * communicate (v) *★ /k a 'm ju in ik e it/ untidy (adj) ★ /An'taidi/
/'gran(d),mAd3(r)/
completely (adv) ★ ★ ★ /kam 'p liitli/ volume (n) ★ ★ ★ /'vDljuim/
grandson (n) ★ /'gran(d),SAn/
computer technician (n)
husband (n) ★ ** /'hAzband/ /kam'pju:ta(r) tek,mj(a)n/
mother-in-law (n) /'mAdar in ,1a:/ contribute (v) ★ ★ ★ /kan'tribjuit/
Unit 2
nephew (n) ★ /'nefju:/ convenient (adj) ★ ★ /kan'viiniant/ Crimes
niece (n) ★ /nils/ decision (n) /di'si 3 (a)n/ break into (v phr) /,breik 'in tu :/
one-parent family (n) demand (v) ★ ★ ★ /di'maind/ burglary (n) * /'b3:(r)glari/
/,wAn p earan t 'fam (a)li/
disagreement (n) ★ /,disa'gri:mant/ damage (v) /'daemid3/
only child (n) /.aunli 'tja ild /
discuss (v) *** /di'skAs/ fraud (n) ★ ★ /fra:d/
partner (n) ★ ★ ★ /'p a:(r)tn a(r)/
e-pal (n) /'i: ,pæl/ mugging (n) /'mAgir)/
single (adj) /'sii)g(a)l/
exercise (n) ★ ★ ★ /'eksa(r)saiz/ piracy (n) /'pairasi/
sister (n) ★ ★ ★ /'sista (r )/
expert (n) ★ ★ ★ /'eksp3i(r)t/ robbery (n) ★ /Tabari/
sister-in-law (n) /'s is t a r in ,1a:/
fridge (n) ★ /frid 3/ shoplifting (n) /'jDp,liftirj/
son (n) /sAn/
steal (v) ★ ★ ★ /sti:l/
theft (n) ★ ★ /0eft/
vandalism (n) /'v£enda,liz(a)m/
Criminals
burglar (n) ★ /'Ьз:(г)д1э(г)/
fraudster (n) /'fra:dsta(r)/
mugger (n) /'тлдэ(г)/
pirate (n) /'pairat/
robber (n) ★ /'гоЬэ(г)/
shoplifter (n) /'jDp,lifta(r)/
thief (n) ★ ★ /0i:f/
vandal (n) /'vajnd(3)l/
Detective work
accuse a suspect (phr)
/a,kju:z э 'sAspekt/
analyse evidence (phr)
/,aenalaiz 'evid(a)ns/
arrest (n & v) ★ /a'rest/
arrest a suspect (phr)
/a,rest э 'sAspekt/
charge (n & v) ★ ★ ★ /tja:(r)d 3/
charge a suspect (phr)
/,tja:(r)d3 э 'sAspekt/
collect evidence (phr)
/ka.lekt 'evid(3)ns/
collection (n) ★ ★ ★ /кэ'1ек/(э)п/
investigate a case (phr)
/in.vestigeit э 'keis/
investigation (n) ★ ★ ★
/in^esti'geiJXajn/
proof (n) ★ ★ /pru:f/
prove (v) /pru:v/
question (n & v) ★ ★ ★ /'kwestj(a)n/
question a suspect (phr)
/,kwestj(a)n э 'sAspekt/
Phrasal verbs connected
with investigating and
finding
come across (v phr) /,к л т a'kros/
find out (v phr) /,faind 'aut/
look for (v phr) /'luk fo:(r)/
look into (v phr) /Дик 'intu:/
turn up (v phr) /Дз:(г)п 'лр/
work out (v phr) /,w3:(r)k 'aut/
Other words and phrases
accessory (n) ★ ★ /ak'sesari/
account (n) ★ ★ ★ /a'kaunt/
afterwards (adv) ★ ★ ★
/'a:fta(r)wa(r)dz/
apologise (v) ★ ★ /a'pnlad3aiz/
behave (v) ★ ★ /bi'heiv/
belief (n) ★ ★ ★ /bi'liif/
blog post (n) /'blog ,paust/
case (n) ★ ★ ★ /keis/
domplicated (adj) ★ ★ /'kranplpkeitid/
detective (adj & n) ★ ★ /di'tektiv/
display (v) ★ ★ ★ /di'splei/
escape (v) ★ ★ ★ /dskeip/
experienced (adj) ★ ★ /ik'spiarianst/
festival (n) ★ ★ ★ /'festiv(a)l/
human (n & adj) ★ ★ ★ /'h ju im an /
hurt (v) ★ ★ ★ /h3:(r)t/
lie (v & n) ★ ★ ★ /lai/
lock (v) ★ ★ ★ /Ink/
luxury (adj) ★ /'lAkJsri/
melted (adj) /'meltid/
newspaper (n) ★ ★ ★ /'njuiz,peipa(r)/
pair (n) ★ ★ ★ /pea(r)/
possession (n) ★ ★ /p3'zej(3)n/
pretend (v) ★ ★ /pri'tend/
property (n) ★ ★ ★ /'prDp3(r)ti/
run away (v phr) /,rAn a'wei/
smart (adj) ★ ★ /sma:(r)t/
stand up for (v phr) /,staend 'ap foi(r)/
still (adv) ★ ★ ★ /st 11/
suit (n) ★ ★ ★ /suit/
tell the truth (phr) /,tel da 'tru:0/
theory (n) ★ ★ ★ /'0i3ri/
unprotected (adj) /.Anpra'tektid/
value (n) ★ ★ ★ /'vaelju:/
violence (n) ★ ★ ★ /'vaialans/
work of art (n) /,w3i(r)k av 'a:(r)t/
worth (adj) ★ ★ ★ /w3i(r)0/
Gateway to exams: Units 1-2
bunker (n) /'bAr)ka(r)/
complain (v) ★ ★ ★ /kam'plein/
delicatessen (n) /.delika'tes/ajn/
dish (n) ★ ★ /diJ7
emergency (adj) ★ /i'm3i(r)d3(a)nsi/
headquarters (n pi) ★ ★
/hed'kwai(r)ta(r)z/
manually (adv) /'mEenjusli/
order (v & n) ★ ★ ★ /'oi(r)d3(r)/
responsibly (adv) /ri'spDnsabli/
Unit 3
Countries, nationalities and
languages
Arabic (adj & n) /'asrabik/
Argentina (nj/.aijrjdsan'tiina/
Argentinian (adj & n)
/,a:(r)d33n'tini3n/
Austria (nj/'Dstria/
Austrian (adj & n) /'nstrisn/
Brazil (nj/bra'zil/
Brazilian (adj & nj/brs'zilisn/
Bulgaria (n) /bAl'gesris/
Bulgarian (adj & n) /bAl'gesrisn/
Egypt (n)/'i:d 3 ipt/
Egyptian (adj & n)/i'd3ipj(3)n/
German (adj & n)/'d33i(r)m3n/
Japan (n) /d33'paen/
Japanese (adj & n) /,d32ep3 'ni:z/
Mexican (adj & n) /'meksiksn/
Mexico (n) /'meksikau/
Poland (n)/'psuland/
Polish (adj & nJ/'pauliJV
Portuguese (adj & n) /,poi(r)t/3'giiz/
Russia (n) /'rAja/
Russian (adj & n) /'rAj(3)n/
Spanish (adj & n) /'spasniJV
Swiss (adj & n)/swis/
Switzerland (n)/'swits3(r)l3nd/
Thai (adj & n) /tai/
Thailand (n) /'tailand/
Turkey (n) /'t3i(r)ki/
Turkish (adj & n) /'t3i(r)kiJ7
Learning a language
do an essay (phr) /,du: an 'esei/
do an exercise (phr)
/,du: an 'eksa(r)saiz/
do homework (phr)
/,du: 'haum,w3:(r)k/
do/study English (phr)
/,du:/,stAdi 'igglij/
do/take an exam (phr)
/,dui/,teik an ig'zcem/
make a mistake (phr)
/,meik a mis'teik/
memorise (v) ★ /'memaraiz/
practice (n) ★ ★ ★ /'prasktis/
practise (v) ★ ★ /'praektis/
revise (v) ★ /ri'vaiz/
revision (n) ★ ★ /ri'v i 3 (a)n/
student (n) ★ ★ ★ /'stju:d(a)nt/
study (v) ★ ★ ★ /'stAdi/
translate (v) ★ ★ /trans'leit/
translation (n) ★ ★ /trans'leij(a)n/
Negative prefixes
illegal (adj) ★ ★ /i'li:g(a)l/
impossible (adj) ★ ★ ★ /im'pDsab(a)l/
 Wordlist: Units 3-4
incorrect (adj) ★ /.inka'rekt/
informal (adj) ★ ★ /m'fo:(r)m(a)l/
invisible (adj) ★ ★ /in'vizab(a)l/
irregular (adj) ★ /i'regjula(r)/
unhappy (adj) ★ ★ /An'hæpi/
unusual (adj) ★ ★ ★ /An'ju:3ual/
Other words and phrases
accommodation (n) ★ ★
/ajDma'deiJXajn/
area (n) ★ ★ ★ /'earia/
artificial (adj) ★ ★ /,a:(r)ti'fij(a)l/
audience (n) ★ ★ ★ /'o:dians/
based (adj) /beist/
block (n) ★ ★ ★ /blok/
body language (n) /'bodi .læggwidg/
character (n) ★ ★ ★ /'kærikta(r)/
closely (adv) ★ ★ ★ /'klausli/
co-exist (v) /.kauig'zist/
collect (v) ★ ★ ★ /ka'lekt/
concentrated (adj) /'kDns(a)n,treitid/
confusion (n) ★ ★ /kan'fjui3(a)n/
culture (n) ★ ★ ★ /'kAltJa(r)/
data (n) ★ ★ ★ /'delta/
detailed (adj) ★ ★ ★ /'diiteild/
do business (phr) /,du: 'biznas/
experiment (n) ★ ★ ★ /ik'sperimant/
explanation (n) ★ ★ ★ /.ekspla'neiJXajn/
fascinating (adj) ★ ★ /’fæsineitir)/
fold (v) ★ ★ /fauld/
gesture (n) ★ ★ /’d3estja(r)/
impolite (adj) ★ /.impa'lait/
insecure (adj) /,insi'kjua(r)/
interview (n) ★ ★ ★ /'inta(r),vju:/
main (adj) ★ ★ ★ /mein/
manga comic (n) /'mægga ,komik/
map (n) ★ ★ ★ /mæp/
map (v) ★ /mæp/
multinational company (n)
/,mAlti,næJ(a)nal 'kAmp(a)ni/
nod (v) /nod/
non-verbal (adj) /,non 'V3i(r)b(a)l/
North America (n) /,na:(r)9 a'menka/
origin (n) ★ ★ ★ /'Drid3in/
peace (n) ★ ★ ★ /pi:s/
polite (adj) ★ /pa'lait/
prepare (v) ★ ★ ★ /pri'pea(r)/
public (adj) ★ ★ ★ /'pAblik/
rainbow (n) ★ /'rein.bau/
region (n) ★ ★ ★ /'ri:d3(3)n/
secure (adj) ★ ★ /si'kjua(r)/
series (n) ★ ★ ★ /'siari:z/
138
shake (v) ★ ★ ★ /Jeik/ headache (n) ★ /'hedeik/
sincerity (n) /sin'serati/ hurt (v) ★ ★ ★ /h3i(r)t/
social network (n) injure (v) ★ ★ /lind3a(r)/
/,saujal 'netw3:(r)k/ pain (n) ★ ★ ★ /pern/
soft (adj) ★ ★ ★ /soft/ sore (adj) ★ /sa:(r)/
straight (adj) ★ ★ /streit/ stomach ache (n)/'stAmak ,eik/
the Philippines (n) /03 'fila.piinz/ temperature (n) ★ ★ ★ /'te m p r itja (r )/
tourism (n) ★ ★ /'tü3nz(3)m/ toothache (n)/'tu:0eik/
universal (adj) *★ /,ju:m'v3:(r)s(3)l/ virus (n) ★ ★ ★ /'vairas/
verbal (adj) ★ /lv3:(r)b(3)l/
voice (n) ★ ★ ★ /vois/ Compound nouns
war (n) ★ ★ ★ /woi(r)/
connected with health and
medicine
first aid (n) /,f3 :(r)st 'eid/
Unit 4 food poisoning (n )/'fu :d ,p a iz(a)m g /
Parts of the body health centre (n)/'hel0 ,sen ta(r)/
ankle (n) ★ ★ /'ier)k(3)l/ heart attack (n) ★ /'h a :(r)t a.taek/
arm (n) ★ **/a:(r)m / painkiller (n) /'p ein ,k ila(r)/
back (n) ★ ★ ★ /baek/ waiting room (n)/'w eitir) ,ru:m /
cheek (n) ★ * /tji:k/
Other words and phrases
chest (n) ★ ★ ★ /tJest/
action (n) ★ ★ ★ /'aekjfajn/
chin (n) ★ ★ /tJin/
airway (n) /'ea(r)wei/
ear (n) ★ ★ ★ /ia(r)/
ambulance (n) ★ ★ /'asmbjulans/
elbow (n) ★ ★ ★ /'elbau/
bandage (n) ★ /'b£endid3/
face (n) ★ ★ ★ /feis/
bleed (v) ★ /bli:d/
finger (n) ★ ★ ★ /'figgsfr)/
blood (n) ★ ★ ★ /bUd/
foot (n) ★ ★ ★ /fut/
breathe (v) ★ ★ /bri:d/
forehead (n) ★ ★ /'fnrid/, /'f3:(r),hed/
cancer (n) ★ ★ ★ /'kmnsa(r)/
hand (n) ★ ★ ★ /hand/
collapse (v) ★ ★ /ka'lasps/
head (n) ★ ★ ★ /hed/
common (adj) ★ ★ ★ /'koman/
heel (n) ★ ★ /hi:l/
compression (n) /kankprej/aln/
hip (n) ★ ★ /hip/
conscious (adj) ★ ★ /'konjas/
knee (n) ★ ★ ★ /ni:/
cure (n) ★ ★ /kjua(r)/
leg (n) ★ ★ ★ /leg/
cushion (n) ★ /'koJ(a)n/
mouth (n) ★ ★ ★ /mau0/
double (n) ★ /'dAb(a)l/
neck (n) ★ ★ ★ /nek/
elevation (n) /.ela'veijialn/
nose (n) ★ ★ ★ /nauz/
get rid of (v) /,get 'rid d v /
shoulder (n) ★ ★ ★ /'Jauldstr)/
ground (n) ★ ★ ★ /graund/
stomach (n) ★ ★ /'stAmak/
healthy (adj) ★ ★ ★ /'hel0i/
thigh (n) ★ ★ /0ai/
hit (v) ★ ★ ★ /hit/
throat (n) ★ ★ ★ /©raut/
ice rink (n) /'ais ,rir)k/
thumb (n) ★ ★ /0Am/
increase (n) ★ ★ ★ /'ir)kri:s/
toe (n) ★ ★ /tsu/
increase (v) ★ ★ ★ /in'kriis/
wrist (n) ★ ★ /rist/
injury (n) ★ ★ ★ /'ind3ari/
Health problems and insufficient (adj) ★ ★ /,insa'fij(a)nt/
illnesses law (n) ★ ★ ★ /la:/
broken (adj) ★ ★ /'breukan/ lie down (v phr) ★ ★ ★ /,lai 'daon/
cold (n) ★ ★ ★ /kauld/ list (n) ★ ★ ★ /list/
cough (n) ★ /kof/ medicine (n) ★ ★ /'m ed (a)s(a)n /
earache (n)/'iareik/ moment (n) ★ ★ ★ /'m au m an t/
flu (n) ★ /flu:/ note (n) ★ ★ ★ /naut/
obsession (n) * /3b'seJ(3)n/
painful (adj) ★ ★ /'peinf(a)l/
period (n) /'piariad/
physical (adj) ★ ★ ★ /'fizik(a)l/
promote (v) ★ ★ ★ /pra'maut/
pushchair (n) /'puj,t Jes(r)/
recent (adj) ★ ★ ★ /'ri:s(a)nt/
recovery position (n)
/ri'kAV(a)ri pa,zij(a)n/
remedy (n) ★ ★ /'remadi/
right angle (n) /'rait ,aer)g(a)l/
scene (n) ★ ★ ★ /si:n/
scientific (adj) ★ ★ ★ /.saian'tifik/
serious (adj) ★ ★ ★ /'siarias/
simple (adj) ★ ★ ★ /'simp(a)l/
skin (n) /skin/
sore (adj) ★ /sa:(r)/
suntan (n) /'sAiptasn/
survey (n) ★ ★ ★ /'s3:(r)vei/
tight (adj) ★ ★ /tait/
tip (n) ★ * /tip/
unconscious (adj) ★ /An'knnjas/
well-being (n) /,wel 'biiir)/
Gateway to exams: Units 3-4
active (adj) ★ ★ ★ /'æktiv/
acupuncture (n) /'ækju,pAr)ktJa(r)/
at sea (phr) /æt 'si:/
bilingual (adj) /bai'hggwal/
brain (n) ★ ★ ★ /brein/
case (n) ★ ★ ★ /keis/
drug (n) /drAg/
dry (adj) ★ ★ ★ /drai/
hygiene (n) ★ /'haid 3i:n/
land (n) ★ ★ ★ /lænd/
paracetamol (n) /,pæra'si:tamDl/,
/,pæra'setamDl/
recover (v) ★ ★ ★ /ri'kAva(r)/
regularly (adv) ★ ★ ★ /'regjula(r)li/
seasick (n) /'si:,sik/
seasickness (n) /'sipsiknas/
treatment (n) /'triitmant/
Unit 5
TV programmes
advert (ad/advertisement) (n) ★
/'adv3:(r)t/
cartoon (n) */k a :(r)'tu :n /
channel (n) ★ ★ ★ /'tjæ n(a)l/
chat show (n) ★ /'tjæ t Jau/
comedy (n) ★ * /'knmadi/
cookery programme (n)
/'kok(3)ri .prsügræm/
documentary (n) ★ /ldnkju'ment(a)ri/
drama (n) ★ ★ ★ /'dra:ma/
film (n) ★ ★ ★ /film/
game show (n)/'geim Jau/
live (adj) ★ ★ /laiv/
programme (n) ★ ★ ★ /'praugræm/
reality show (n)/ri'æl3ti Jsu /
remote control (n) ★ /rpmaut
kan'traul/
series (n) ★ ★ ★ /'siariiz/
soap (n) **/s3up/
sports programme (n)
/'sp3:(r)ts .praugræm/
the news (n) ★ ★ ★ /03 'nju:z/
turn/switch on/off (v phr) ★ ★ ★
/,t3:(r)n/,switj 'Dn/'of/
TV presenter (n) /,ti: 'vi: pri,zent3(r)/
Adjectives describing TV
programmes
awful (adj)**/'o:f(3)l/
boring (adj) ★ ★ /'boirip/
cool (adj) ★ ★ ★ /ku:l/
exciting (adj) ★ ★ /ik'saitirj/
funny (adj) ★ ★ ★ /'fAni/
informative (adj) ★ /in'fo:(r)m3tiv/
interesting (adj) ★ ★ ★ /'intrastig/
moving (adj) ★ ★ /'m u:vig/
popular (adj) *★ * /'pDpjula/r)/
scary (adj) ★ /'skeari/
Adjectives ending in -ing
and -ed
boring/ed (adj) /'ba:rig/
ba:(r)d/
confusing/ed (adj) ★ ★ /★
/kan'fju:zig/kan'fju:zd/
disappointing/ed (adj) ★ /*
/.disa'paintig/.disa'pamtid/
embarrassing/ed (adj) ★ /★
/im'bærasig/im'bærast/
exciting/ed (adj)
/ik'saitig/ik'saitid/
frightening/ed (adj) ★ /★
/'frait(a)mg/'frait(a)nd/
interesting/ed (adj) ★ ★ ★ /★ ★ ★
/'intrastig/'intrastid/
moving/ed (adj) /'mu:vig/
mu:vd/
relaxing/ed (adj) - / ★ /ri'læksig/
ri'lækst/
surprising/ed (adj) ★ ★ ★ /★ ★ ★
/sa(r)'praizig/sa(r)'praizd/
tiring/ed (adj) - /★ ★ ★ /'taiang/
'taia(r)d/
Other words and phrases
a bit (adv) /a 'bit/
addict (n) ★ /'aedikt/
admire (v) ★ ★ /ad'maia(r)/
anniversary (n) ★ ★ /,8eni'v3:(r)s(a)ri/
appear (v) ★ ★ ★ /a'pia(r)/
burn (v) ★ ★ ★ /b3:(r)n/
celebrity (n) ★ /sa'lebrati/
cheap (adj) ★ ★ ★ /tji:p/
coast (n) ★ ★ ★ /kaust/
complete (adj) ★ ★ ★ /kam'pliit/
edit (v) ★ ★ /'edit/
end up (v phr) /,end 'Ap/
fame (n) ★ ★ /feim/
invent (v) ★ ★ /in'vent/
invention (n) ★ ★ /in'venj(a)n/
journey (n) ★ ★ ★ /'d33i(r)ni/
lazy (adj) ★ ★ /'leizi/
leave school (phr) /,li:v 'skuil/
lifestyle (n) *★ /'laif,stall/
lottery (n) ★ /'lDtari/
miss/cut class (phr) /,mis/,kAt 'kla:s/
model (n) ★ ★ ★ /'mDd(a)l/
modelling agency (n)
/'mnd(a)lir) ,eid3 (a)nsi/
nature programme (n) /'neitja(r)
.praugraem/
negotiate (v) ★ ★ /m'gaujieit/
Norway (n) /'na:(r)wei/
operation (n) ★ ★ ★ /,Dpa'reiJ(a)n/
Oslo (n) /'ozlau/
phenomenon (n) ★ ★ /fa'nDminan/
poet (n) ★ ★ /'pauit/
population (n) ★ ★ ★ /,pDpju'leiJ(a)n/
professional (adj) ★ ★ ★ /pra'fej(a)nal/
qualification (n) ★ ★ ★
/,kwDlifi'keiJ(a)n/
rapidly (adv) /'raepidli/
route (n) ★ ★ ★ /ruit/
single (n) ★ ★ /'sigg(a)l/
slightly (adv) /'slaitli/
smart (adj) ★ * /sma:(r)t/
stressful (adj) /'stresf(a)l/
theatre company (n)
/'0iata(r) ,kAmp(a)ni/
trip (n) /trip/
wool (n) ★ ★ /wul/
 Wordlist: Units 6-7
Unit 6
Geographical features
beach (n) ★ ★ ★ /bi:t//
desert (n) ★ ★ /'dez3(r)t/
forest (n) ★ ★ ★ /'forist/
ice cap (n)/'ais ,kaep/
island (n) ★ ★ ★ /'ailand/
jungle (n)*/'d3Ar)g(3)l/
lake (n) ★ ★ /leik/
mountain (n) ★ ★ ★ /'mauntin/
mountain range (n) /'mauntin ,reind3/
ocean (n) ★ ★ /' 30/ ( 3)11/
rainforest (n) * /'rein/Drist/
river (n) ★ ★ ★ /'riv3(r)/
sea (n) ★ ★ ★ /si:/
valley (n) ★ ★ ★ /'vaeli/
The environment
drought (n) /draot/
environment (n) ★ ★ ★ /in'vairenmant/
flood (n) ★ ★ /fU d/
global warming (n) ★
/,gl3ub(3)l 'wo:(r)mip/
greenhouse effect (n)/'gri:nhaus
i.fekt/
melt (v) ★ ★ /melt/
nuclear disaster (n)
/,nju:kli3(r) di'za:st3(r)/
oil spill (n)/'oil ,spil/
ozone layer (n) /'auzsun ,lei3(r)/
pollution (n)/p3'lu:/(3)n/
recycle (v) ★ /ri:'saik(3)l/
save (v) ★ ★ ★ /seiv/
waste (n & v) ★ ★ ★ /★ ★ /weist/
Different uses of get
arrive (v) ★ ★ ★ /s'raiv/
become (a process or change of
state) (v) ★ ★ ★ /bi'kAm/
bring (v) ★ ★ ★ /brip/
obtain/buy (v) ★ ★ ★ /ab'tein/bai/
receive (v) ★ ★ ★ /ri'siiv/
Other words and phrases
altitude (n) ★ /'aelti.tju:d/
asteroid (n) /'aests.roid/
atmosphere (n) ★ ★ /'a2tm3S,fi3(r)/
bulb (n) ★ /bAlb/
carbon dioxide emissions (phr)
/,ka:(r)b3n dai'Dksaid i,mi/(3)nz/
carbon footprint (n)
/,ka:(r)b3n 'futprint/
140
catastrophe (n) /k s'tae stre fi/
charge/recharge (a mobile phone) (v)
/ t /a :( r ) d 3/r i:'t/a :(r )d 3/
climate (n) ★ ★ /'k laim at/
corridor (n) ★ ★ /'k o rid o :(r)/
definitely (adv) ★ ★ /'d ef(3)n 3tli/
electrical (adj) ★ ★ /i'lektrik(3)l/
electricity (n) ★ ★ ★ /i/e k 'tr is a ti/
energy (n) ★ ★ ★ /'en3(r)d3i/
extinct (adj) ★ /ik 'stip k t/
formal (adj) ★ ★ ★ /'fo:(r)m (3)l/
fuel-efficient (adj) /'fju re l i,fi/(3 )n t/
go up (v phr) /,gau '\p/
greenhouse gases (n pi)
/'grimhaos .gaesiz/
hole (n) ★ ★ ★ /haul/
impact (n) ★ ★ ★ /'impaekt/
indirectly (adv) /.inds'rektli/
level (n) ★ ★ ★ /'lev(3)l/
litre (n) ★ /'li:t3(r)/
peas (n pi) ★ /pi:z/
petrol (n) ★ ★ /'petrel/
planet (n) ★ ★ /'plaemt/
plant (n) ★ ★ ★ /plaint/
primary (adj) /'praimari/
rail (n) ★ ★ ★ /reil/
reduce (v) ★ ★ ★ /ri'djm s/
remote (adj) ★ ★ /ri'maut/
secondary (adj) ★ ★ ★ /'sekandO/ri/
seed (n) ★ ★ ★ /slid/
survive (v) ★ ★ ★ /s3(r)'vaiv/
sustainable energy (phr)
/s3,stein3b(3)l 'en3(r)d3i/
technology (n) /tek'nol3d3i/
tile (n) /tail/
variety (n) ★ ★ ★ /vs'raisti/
vault (n) /vodt/
Gateway to exams: Units 5-6
extreme (adj) ★ ★ /ik'striim /
informative (adj) * /in'fo:(r)m3tiv/
space exploration (n)
/'speis ekspl3,rei/(3)n/
Unit 7
Jobs and work
builder (n) ★ */'bild3(r)/
fashion designer (n)/'fce/(3)n
di,zain3(r)/
firefighter (n) /'fai3(r),fait3(r)/
journalist (n) ★ ★ / ld 3 3 :(r)n 3 list/ 1 <
librarian (n) ★ /la i'b re srisn /
mechanic (n) ★ /m i'k aem k / I 1
nurse (n) ★ ★ ★ /n3:(r)s/ I '
plumber (n) ★ /'plAmsfr)/ I 1
police officer (n) ★ /p a 'liis .n fisatr)/
receptionist (n) * / r i's e p /( 3 )n is t/
shop assistant (n)/'/Dp 3 ,sist(3 )n t/
vet (n) /vet/
Personal qualities
ambitious (adj) ★ ★ /a e m 'b i/ss/
bright (adj) ★ ★ ★ /brait/
calm (adj) ★ ★ /k a:m /
caring (adj)/'kesrir)/
clever (adj) ★ */'k le v 3 (r )/
confident (adj) ★ ★ /'k n n fid (3)n t/
creative (adj) ★ ★ /k ri'e itiv /
fit (adj) ★ ★ ★ / f it /
hard-working (adj) ★
/,h u :(r)d 'W3:(r)kirj/
patient (adj) ★ ★ /'p e i/(3 )n t/
reliable (adj) ★ ★ /ri'lai3b(3)l/
sensitive (adj) ★ ★ ★ /'sensativ/
sociable (adj)/'s3 u /3 b (3 )l/
strong (adj) ★ ★ ★ /stro p /
well-organised (adj)
/,w el 'o :(r)g3 n aizd /
Compound adjectives
badly-paid (adj) /,basdli 'peid/
blue/brown/green-eyed (adj)
/'b lu :/'b rao n /'g ri:n ,aid/
easy-going (adj) /,i:zi 'gaoip/
full-time (adj) ★ ★ /'fu l ,taim /
good-looking (adj) ★ ★ / ,g u d 'lukip/
part-time (adj) ★ ★ /'p a :(r )t ,taim /
right/left-handed (adj)
/,ra it/,le ft 'heendid/
well-known (adj) ★ ★ /,w el 'nsun/
well-off (adj) /,wel 'of/
well-paid (adj)/,wel 'peid/
Other words and phrases
application (n) ★ ★ ★ /,asp li'k eij(3 )n /
autograph (n) /'o :t3 ,g r a :f/
background (n) ★ ★ ★ /'b aek ^ rau n d /
bungee jumping (n)
/'bAnd3i: ,d3Ampip/
contact details (n) /'kmitaekt ,di:teilz/
CV/Curriculum Vitae (n) ★ /,si: 'v i :/
k s.rik jo la m 'v iitai/
Word list: Units 7-8
director (n) ★ ** /da'rekta(r)/,
/dai'rekt3(r)/
diver (n) /'daiva(r)/
employed (adj) /im 'p b id /
employee (n) ★ ★ ★ /im 'p b ii:/,
/.e m p b i'i:/
employer (n) /im 'p b ia (r)/
equipm ent (n) ★ ★ ★ /I'kw ipm a nt/
extra (n) ★ /'ekstra/
gas (n) /gaes/
get dressed up (phr) /.get drest b p /
heights (n pi) ★ ★ ★ /haitz/
highly (adv) ★ ★ ★ /'h a ili/
historical fiction (n)
/hi,stDrik(a)l 'fik j(3 )n /
hunt (v) ★ ★ /hAnt/
impression (n) ★ ★ ★ /im 'prej(a)n/
interpersonal (adj)
/,inta(r)'p3:(r)s(a)nal/
interpreter (n) ★ /in't3 :(r)p rita (r)/
magazine (n) /.msega'zim/
manual (adj) ★ /'rricenjoal/
member (n) ★ ★ ★ /'m em bsfr)/
mentally (adv) /'m ent(a)li/
mixture (n) ★ ★ ★ /'m ik s tja (r)/
motivate (v) ★ ★ /'m a u tive it/
obligation (n) ★ ★ ★ /.Dbli'geiJXajn/
paperwork (n) ★ /'peipa(r),W3:(r)k/
problem-solving (n) /'prnblam ,snlvig/
prohibition (n) /,praui'bij(a)n/
qualifications (n pi)
/,k w n lifi'k e ij(a )n z /
quality (n) ★ ★ ★ /'kw n la ti/
repair (v) ★ ★ /ri'pea(r)/
rickshaw (n) / 'r ik ja : /
scene (n) ★ ★ ★ /si:n/
Unit 8
Friendships
circle of friends (phr)
/,s3:(r)k(3)l sv 'frendz/
classmate (n) /'kla:s,m eit/
close friend (phr) /,kbus 'frend/
fall out (with somebody) (v phr)
/,fod 'aut/
get on well (with somebody) (phr)
/.get on 'wel/
hang out (with) (v phr) /,hser) 'aut/
have arguments (with somebody)
(phr)/,haev 'a:(r)gjum 3ntz/
have in common (v phr) /,hasv
in 'kDinsn/
make (it) up (v phr) /,m eik b p /
see eye to eye (phr) /si: ,ai tu: 'ai/
Feelings
anger (n) ★ ★ /'aeggsfr)/
boredom (n) ★ /'bo:(r)d3m/
excitement (n) ★ ★ /ik'saitmsnt/
fear (n) ★ ★ ★ /fi3(r)/
happiness (n) ★ ★ /'haepinas/
loneliness (n)/'bunlin3s/
sadness (n) ★ /'saednss/
Adjectives
afraid (adj) ★ ★ ★ /s'freid/
angry (adj) ★ ★ ★ /'aeggri/
bored (adj) ★ ★ /bo:(r)d/
excited (adj) *★ /ik'saitid/
happy (adj) ★ ★ ★ /'haepi/
lonely (adj) ★ ★ /'bunli/
sad (adj) ★ ★ ★ /saed/
constructively (adv) /kan'strA ktivli/
critical (adj) ★ ★ ★ /'k ritik (a )l/
criticise (v) ★ ★ /'k ritis a iz /
disconnected (adj) /.diska'nektid/
expectation (n) ★ ★ ★ /,ekspek'tei/(a)n/
fall in love (phr) /,fa:l in 'Iav /
fault (n) /fa :lt/
feel part of (phr) /,fi:l 'pa:(r)t dv/
forever (adv) ★ ★ /far'eva(r)/
ideal (adj) /ai'dial/
isolated (adj) ★ /'aisa.leitid/
keep on (v phr) /,ki:p b n /
leaflet (n) ★ ★ /'liifla t/
locally (adv) ★ ★ /'lauk(a)li/
marks (n pi) ★ ★ ★ /m a:(r)kz/
occasion (n) ★ ★ ★ /a'kei 3 (a)n/
official (adj) ★ ★ ★ /a 'fij(a )l/
personality (n) ★ ★ ★ /,p3:(r)sa'nælati/
primary school (n) ★ /'praim ari .skuil/
replace (v) ★ ★ ★ /ri'ple is/
river bank (n) /'riva(r) ,bægk/
romance (n) ★ /rau'mæns/
safety (n) ★ ★ ★ /'s e ifti/
secondary school (n)
/'sekand(a)ri ,sku:l/
section (n) ★ ★ ★ /'sekj(a)n/
share (v) /Jea(r)/
sharp (adj) ★ ★ ★ /Ja:(r)p/
shocked (adj) ★ /Jnkt/
silence (n) /'sailans/
slap (v) ★ /slæp/
stick (n) ★ ★ /stik/
subway (n) /'sAb.wei/
sudoku (n) /su'dauku:/
take part in (phr) /,te ik 'pa:(r)t in/

service (n) ★ ★ ★ /'s3:(r)vis/

shout at (v phr) /'/a u t set/
skill (n) ★ ** /skil/
society (n) ★ ★ ★ /sa'saiati/
solution (n) ★ ★ ★ /sa'lu:J(a)n/
sorts (n pi) ★ ★ ★ /sa:(r)ts/
spy (n) ★ /spai/
suit (v) ★ ★ ★ /suit/
take orders (phr) /,te ik b:(r)da(r)z/
teamwork (n) /'ti:m ,w 3 :(r)k/
train (v) ★ ★ ★ /trein/
transferable (adj) /trsens'f3:r3b(3)l/
treat (v) ★ ★ ★ /tr iit/
unambitious (adj) /.Ansem'bijas/
unemployed (adj)
Noun suffixes unofficial (adj) /,Ana'fiJ(a)l/
freedom (n) /'friidsm/ voluntary (adj) ★ ★ /'vDlant(a)ri/
friendship (n) ★ ★ /'fren(d)J’ip/ wet (adj) /w et/
illness (n) ★ ★ ★ /'ilnas/
kingdom (n) ★ ★ ★ /'kigdam/ Gateway to exams: Units 7-8
leadership (n) ★ ★ ★ /'li:d3(r)Jip/
alternative (n) ★ ★ ★ /ad't3(r)nativ/
madness (n) ★ /'maednas/
business (n) /'biznas/
relationship (n) ★ ★ ★ /ri'leij(a)njip/
generation (n) /,d 3 ena'reij(a)n/
weakness (n) ★ ★ /'wi:knas/
Other words and phrases
beat (v) ★ ★ ★ /b i:t/
carry on (v phr) /.kaeri b n /
club (n) ★ ★ ★ /k b b /
com petitive (adj) ★ ★ /kam 'petativ/
/.A n im 'p b id /

141
 Word list: Units 9-10
Unit 9
Fiction
comic (n)/'kD m ik/
crime novel (n )/'kraim ,ггоу( э )1/
fairy tale (n) /'fe a ri ,teil/
fantasy (n) W f a e n t a s i /
graphic novel (n)/,graefik 'nnv(a)l/
historical fiction (n)
/h i,stn rik (a)l 'fik f(a)n /
horror (n) ★ * /'h orafr)/
play (n) ★ ★ ★ /p le i/
romance (n) ★ /rau'm aens/
science fiction (n) nr/.saians 'fik j(a )n /
thriller (n) ★ /l0rila(r)/
Non-fiction
atlas (n)/'aetlas/
autobiography (n) /,o :tau b ai'D grafi/
biography (n) ★ /b ai'D g rafi/
cookbook (n)/'ku k,bu k/
encyclopaedia (n) */in ,s a ik la 'p i:d ia /
guidebook (n) ★ /'g aid .b u k /
magazine (n) ★ ★ ★ /.тагдэ'гкп/
manual (n) ★ ★ /'m aen ju al/
newspaper (n) ★ ★ ★ /'n ju :z ,p e ip a (r )/
textbook (n )/'tek s(t),b u k /
Phrasal verbs connected
with reading and writing
cross out (v phr) /,k m s 'aut/
fill in (v phr) /,fil 'in/
flick through (v phr) /,flik '0ru:/
look up (v phr) /Дик 'лр/
read on (v phr) /,ri:d 'on/
read out (v phr) /,ri:d 'aut/
turn o v er (v phr) /,t3:(r)n 'auva(r)/
Other words and phrases
action (n) ★ ★ ★ /'aekj(a)n/
adaptation (n) ★ /,aedaep'teij(a)n/
author (n) / ’a:0a(r)/
award (n) ★ ★ ★ /a'w o :(r)d /
back cover (n) /.bask 'клуэ(г)/
bestseller (n) /.b e st 'sela(r)/
billionaire (n) /.b ilja 'n e a(r)/
blurb (n) /Ыз:(г)Ь/
browse (v) ★ /brauz/
charity (n) ★ ★ ★ /'t/te rati/
Unit 10
chills (n pi) * /tjilz /
congratulations (n pi) ★ Using a computer
/kan.graetJu'leiJX ajn z/
click on (v phr) /'klik nn/
contract (n) /'kontraekt/
copy (v) ★ ★ /'knpi/
creature (n) ★ ** /'k r iit Ja (r)/
cut and paste (v) /,k A t an(d) 'peist/
dramatically (adv) /dra'm aetik(a)li/
flashdrive (n) /'flaej.draiv/
enter (a competition) (v)
hard drive (n)/'ha:(r)d .draiv/
/'en ta(r)/
headset (n) /'h e d .se t/
evil (adj) ★ ★ /'i:v(a)l/
headphones (n pi) /'h ed .fau n z/
frequently (adv) ★ ★ ★ /'friik w a n tli/
keyboard (n) ★ /'ki:,ba:(r)d/
giant (adj) ★ ★ /'dgaiant/
log o n /off (v phr) /.log 'Dn/'of/
guard (n) /gu:(r)d/
make a hardcopy (phr)
intrigue (n) /'in triig /
/.meik a ha:(r)d'kDpi/
judge (n) ★ ★ ★ /d 3 Ad3 /
microphone (n) ★ /'m aikra.faun/
main (adj) ★ ★ ★ /mein/
m onitor (n) ★ /'m nnitafr)/
matter (v & n) /'meetafr)/
mouse (n) ★ ★ /maus/
natural (adj) /'nastJXajral/
mouse mat (n)/'maus ,maet/
nightmare (n) ★ ★ /'nait.mea(r)/
password (n) * /'pa:s,w3:(r)d/
novel (n) ★ ★ ★ /'nDv(a)l/
pendrive (n) /'pen.draiv/
on sale (phr) /.Dn 'sell/
print (v) ★ ★ ★ /p rin t/
pound note (n) /.paund 'naut/
printer (n) ★ ★ /'printa(r)/
predator (n) ★ ★ /'predata(r)/
save (v) ★ ★ ★ /seiv/
presentation (n)
scanner (n) * /'skaena(r)/
/,prez(a)n'teij(a)n/
screen (n) /skriin/
prison (n) ★ ★ ★ /'priz(a)n/
speaker (n) ★ ★ ★ /'spi:ka(r)/
prologue (n) /'praulog/
tablet (n) ★ ★ /'taeblat/
publisher (n) ** /'pAbliJa(r)/
USB c a b le (n) /,ju: e s 'bi: ,keib(a)l/
racing car (n) /'reisir) ,kai(r)/
USB port (n)/,ju: e s 'bi: ,pa:(r)t/
raise (v) /reiz/
w e b c am (n) /'w eb .k am /
recipe (n) ★ * /'resapi/
related (adj) ★ ★ /ri'le it id/ The Internet
repetitive (adj) /ri'p e ta tiv / blog (n & v) /blog/
risk (v) * * /risk/ broadband (n)/'bra:d,baend/
science laboratory (n) chat/go online (phr)/,tJaet/
/'sa ia n s la,b n rat(a)ri/ ,gau Dn'lain/
separate (v) ★ ★ ★ /'separeit/ download (n) /'d au n .lau d/
serious (adj) ★ ★ ★ /'siarias/ download (v)/,d au n 'lau d /
significance (n) ★ * /sig'nifikans/ homepage (n) ★ /'h au m ,p e id 3/
step (n) ★ ★ ★ /step/ search engine (n) ★ /'s3:(r)tj' ,end3in/
storm (n) ★ ★ /stai(r)m / social networking (n)
talent (n) ★ ★ /'taelant/ /.s a u ja l 'netw 3:(r)kirj/
technique (n) ★ ★ ★ /tek'niik/ surf the Net (p h r)/,s3 :(r)f d a 'net/
trilogy (n) /'trila d 3 i/ website (n) ★ ★ /'w e b .sa it/
visible (adj) ★ ★ /'vizab(a)!/
Collocations with email
youth (n & adj) ★ ★ ★ /ju:0/
bounce back (v phr) /.b au n s 'baek/
check email (phr) / .tje k 'iim eil/
Word list: Unit 10
delete an email (phr) silicon chip (n) /.silikan 'tjip /
/d s.liit an 'iim eil/ social media (n) */,sauJal 'm iidia/
email account (n)/'i:m eil a.kaunt/ software engineer (n)
email address (n)/'i:m eil a,d res/ /'sDf(t)wea(r) end3 i,ma(r)/
forward an email (phr) typical (adj) ★ ★ ★ /'tip ik (a )l/
/,fo:(r)w 3(r)d an 'i:m eil / version (n) ★ ★ ★ /'v3:(r)J(a)n/
reply to an email (phr) worldwide (adj) ★ /,w 3:(r)ld'w aid/
/ri.p lai to an 'i:m eil /
send an email (phr) /.sen d an 'i:m eil/
Gateway to exams: Units 9-10
Other words and phrases (alphabet) characters (n)
abbreviation (n) ★ /a ,b ri:v i'e ij(a )n / /('ælfa.bet) 'kæ rikta(r)z/
access (v) /'aekses/ edition (n) ★ ★ /i'diJO )n/
apply (v) /a'p lai/ entertainment (n) ★ ★
available (adj) ★ ★ ★ /a'v eilab (a)!/ /.entatrj'teinm ant/
browser (n) /'b rau za(r)/ explorer (n) /ik'sp b :ra (r)/
candidate (n) ★ ★ ★ /'krendideit/, Latin alphabet (n) /,læ tin 'ælfabet/
/'kaendidat/ pick up (v phr) /,pik b p /
comment (n) ★ ★ ★ /'kom ent/ SMS (Short Message Service) (n)
cruel (adj) ★ ★ /'kru:al/ /,es em 'es (,Ja:(r)t 'mesid 3
's3:(r)vis)/
defend (v) /di'fe nd/
diam eter (n) ★ /dai'aemita(r)/
discriminatory (adj) /d i'sk rim in at(a)ri/
docum ent (n) ★ ★ ★ /'dn kjum ant/
expand (v) ★ ★ ★ /ik'spaend/
for short (phr) /fa(r) 'Jo :(r)t/
go against (v phr) /,gao a 'g e n st/
graduate (n) ★ ★ /'grredguat/
graphic (n) /'graefik/
grow (v) ★ ★ ★ /grau /
identity (n) ★ ★ ★ /a i'd e n titi/
image (n) /'im id j/
inappropriate (adj) ★ * /.in a'p ra u p riat/
mask (n) ★ ★ /ma:sk/
media (n) /'m i:dia/
network (n) ★ ★ ★ /'net,w 3:(r)k/
old-fashioned (adj) ★ ★
/,aold 'frejfajnd/
original (n) ★ /a 'rid 3 (a)nal/
post (v & n) ★ ★ /★ ★ ★ /paust/
principle (n) ★ ★ ★ /'prinsap(a)l/
profile (n) ★ ★ /'pra ufail/
pure (adj) ★ ★ ★ /pjua(r)/
reference (n) ★ ★ ★ /'ref(a)rans/
remain (v) ★ ★ ★ /ri'mein/
server (n) ★ ★ /'s3:(r)va(r)/
share (v) ★ ★ ★ /Jea(r)/

143
y Exam success

Unit 1 Unit 2 Unit 3

R EAD IN G : M U LTIPLE-C H O IC E LISTENING:TRUE/FALSE/NOT USE OF ENG LISH : M ULTIPLE-CHOICE

ACTIVITIES
Step 1: Read the text quickly to get a
general understanding.
Step 2: Read all the answers carefully.
Sometimes the difference between
two answers is just one word.
Step 3: Find the section of the text
where you think each answer comes
and read it again slowly, in more detail.
Step 4: If you aren't 100% sure which
answer is best, take away any answers
which you know are not correct.
Step 5: When you finish, check that
you have an answer for each question.
Never leave answers blank in an exam.
SPEAKIN G: INFORMATION ROLE-PLAYS
■ If you don't understand what the
examiner or your partner says,
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.' 'D o 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.
M ENTION ED ACTIVITIES
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.
W RITING: KNOW ING ABOUT
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
want to see if you:
* answer the question and include
the information they ask for
■ write clearly
■ organise your ideas logically
■ use accurate and varied grammar
■ use accurate and varied vocabulary
■ use punctuation and capital letters
correctly
C LO ZE ACTIVITIES
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
that they give you, think about the
type of word you need (noun, verb,
pronoun, article, etc.) and the general
meaning.
Step 3: Read the answers that they
give you. Choose the one which you
think is best. Look very carefully at the
words which come just before and
after the gap. Do they help you to find
the 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.
Step 6: When you finish, check that
you have an answer for each question.
Never leave answers blank in an exam.
SPEAKIN G : KNOW ING ABOUT
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:
■ communicate successfully
■ speak fluently
■ use accurate and varied grammar
■ use accurate and varied vocabulary
■ pronounce words clearly

Unit 4
R EAD IN G : M ATCHING ACTIVITIES
In this type of activity, you have to say which text or part of a text contains a 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 to find the 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 you finish, check that you have an answer for each question. Never leave answers blank in an exam.
W RITING: C ONTENT A N D STYLE
■ When a question tells you to put information in your text, you lose marks if you do not Include the information. You can
use your imagination but you must remember to include all the information in the instructions.
■ When you write letters, messages and notes it is essential to write in the correct style. When you write to a friend, use
contractions and informal expressions. When you write a formal or semi-formal letter, message or note, do not use
contractions or informal language. If your letter is grammatically correct but not in the correct style, you lose marks.
 Unit 5
LISTENING: IDENTIFYING THE S PEAKER 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 what you
are going to listen to. 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 listening text
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 to find the answers you didn't hear the first time and
to check the answers you already have.
SPEAKIN G: 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. Basically, 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? This
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 you think is obvious.
■ 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?
Unit 7
R EA D IN G :T R U E-FA LS E ACTIVITIES
Step 1: Read the text quickly to get a general understanding.
Step 2: Read the sentences that you need to prove 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 6
USE OF ENG LISH : SEN TEN C E TRANSFORM ATION 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 and five
words, 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 you finish, check that you:
■ have not changed the meaning of the original sentence.
■ have not changed the form of the word they gave you.
■ have not used more that the maximum number of words
permitted.
W RITING: EXAM CONDITIONS
■ When you write in exam conditions, you cannot usually
use a dictionary or grammar book. If you do not know a
word, think of a similar word or a more basic or general
word. Do not leave a gap or write the word in your own
language. If necessary, change what you were going to
say.
■ If you are not sure how to use a grammatical structure,
think of a different way to say the same thing.
■ Answer the question. You might not get any points if you
don't answer the question properly.
■ Pay attention to the maximum and minimum number of
words in the instructions. Plan and organise your essay
before you write and check it carefully for mistakes when
you finish.
LISTENING: M ULTIPLE-CHOICE
Step 1: Read the different answers before you listen. They
can give you ideas about the topic of the text and the
vocabulary you are going to hear in it. Remember that
sometimes the difference between two answers is just one
word.
Step 2: You 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.
145
y Exam success
Unit 8
SPEAKIN G: REPORTING ACTIVITIES
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. Used to is for past habits.
■ 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?
W here? How? Why? to help you think of more things to
say.
■ Use fillers like Well, Hmm or Let me think to give you
time to think of what you want to say next.
■ 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?
W RITING: AN SW ERING THE QUESTION
■ Remember that in writing exams you lose marks if you
do not answer the question. It is not enough to write a
composition with 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.
Unit 10
USE OF ENGLISH : C LO ZE ACTIVITIES
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 word fits in grammatically. Sometimes there may be
more than one possible answer but you only need to put
one.
Step 4: When you finish, check that you have one answer for
each question. Never leave answers blank in an exam.
146
Unit 9
R EAD IN G : M ISSING S EN T EN C ES ACTIVITIES
In this type of activity you have to fill gaps in a text with
sentences taken out of the text. There are sometimes more
sentences than spaces.
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 space.
Step 4: When you finish, 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.
LISTENING: C OM PLETIN G NOTES
■ Always read the incomplete notes before you listen. This
helps you to know what to listen for. Look carefully at
the words that come just before or after each space and
think about what type of word is missing (noun, verb,
adjective, adverb, etc.).
■ It is not usually necessary to understand every word that
you hear. Listen out for the sections which correspond
to the information in the notes. Pay special attention to
these sections.
■ Usually you only need to write one or two words in each
space. Be careful with spelling and your handwriting.
■ Don't worry if you don't understand everything the first
time you listen. Usually you listen twice. Use the second
listening to find the answers you didn't hear the first time
and to check the answers you already have.
SPEAKIN G: COM PARING AN D CONTRASTING PHOTOS
■ If you cannot think of things to say, use the questions
What? Who? W here? Why? When? etc. to give you ideas.
■ Think of possible questions that the examiner will ask you
about the photo. If you don't know a word, don't worry.
Think of similar words, more basic or general words, or
explain the word.
■ Use words and expressions like Both of the photos show,
One similarity is th a t..., One thing they have in common
is ... to say things that are similar in the two photos.
■ Use words and expressions like but, whereas, however,
One difference between the photos is th a t ... to say
things that are different in the two photos.
■ Use fillers like Well, Hmm or Let me think to give yourself
time to think of what you are going to say next.
■ If you aren't 100% sure of what you can see, speculate
using expressions like It may/might be, I'm not sure but
I think, It looks like, It seems that, etc. Don't be afraid of
saying simple, obvious things. The important thing is to
say something because the examiner basically wants to
hear you speaking English.
Communication activities

Unit 2 Unit 3
GRAMMAR IN CONTEXT GATEWAY TO LIFE SKILLS
Exercise 7b, page 21 Exercise 1 b, page 36
Student B: look at the information below. Prepare questions 1 B 2 A3 A
to ask your partner to find the missing information.
DEVELOPING SPEAKING
Sir Arthur Conan Doyle was the creator of the world-famous Exercise 6a, page 40
detective, Sherlock Holmes. He was born in 1859 in
Student A: You are the receptionist at the Sydney English
(a)
Centre, Australia.
Conan Doyle was a doctor. He began writing stories when
(b ) .................................. ......................When he began
work he didn't have many patients. He started writing stories THESYDNEYENGLISHCENTRE, AUSTRALIA
again. Conan Doyle wrote the first Sherlock Holmes novel in
(c) ...................The title was A Study in Scarlet.
Course begins: 16thAugust
The idea for Sherlock Holmes came from one of Conan Course lasts: 12 days
Doyle's teachers at university. The teacher's name was Accommodation organised
Joseph Bell. Apart from Sherlock Holmes, Conan Doyle
created another interesting character, Sherlock's great friend, Price: 930 Australian dollars
(d ) ....................................... Other activities include:
Sherlock Holmes was always a very popular character. swimming, surfing,
He appeared in (e) excursion to the Blue
short stories and four novels. Conan Doyle tried to Mountains
(f) .........................................................in 1893. But the
public wanted more Sherlock Holmes stories and Conan Doyle
(g) .........................................................in 1903. Unit 7
Conan Doyle died when he was 71 years old. But his famous
character Sherlock Holmes is still very much alive. He continues GATEWAY TO LIFE SKILLS
to appear in new films, TV series and novels. Life task, page 89
Give yourself a mark from 5 (brilliant) to 1 (poor) for each skill.
Unit 3
DEVELOPING SPEAKING TRANSFERABLE
Exercise 6b, page 40 SKILLS J
Student B: You are the receptionist at the San Francisco
English Centre, USA. PERSONAL SKILLS
Ambitious
THESANFRANCISCOENGLISHCENTRE, US Responsible and reliable
Course begins: 21st July Well-organised
Other:...........................
Course lasts: One month
Accommodation organised INTERPERSONAL SKILLS
Price: 4,325 US dollars Friendly and caring.......
Good at leading, motivating and organising others
Other activities include: mountain
biking, excursion to a theme park, Good at working with others and taking orders......
karaoke evenings Patient.......
Other:.................................................................
Gateway to exams: Units 3-4 OTHER SKILLS
Exercise 6, page 57 Good communication skills
Photo A: Good with your hands.......
ICT skills.......
Maths, money and numeracy.
Problem-solving skills.......

OTHER:

147
L- ------ .______ _______ - . _ .— ■ им
Communication activities • ф

Я ш ш ш ш ш ш т 1 Unit 7 _____________" 4
DEV ELOPIN G SPEAKING D EV ELO P IN G SPEA K IN G
Exercise 5a, page 92 Exercise 5b, page 92
Student B: Student A:

CINERAMA CINEMAS SPORTS STAR CAMP

No experience necessary Good to have experience of sports camps, but not essential
Job is for July and September
Job is from 20thJune to 20thSeptember
Full-time work only: residential, living with the children doing the camp
Part-time work: 24 hours a week
Salary: £8.90 an hour
Don't work Mondays Need to be fit, interested in sport, caring, responsible
Wages: £7.80 an hour Don’t need to speak foreign languages
Need to be reliable and sociable Email letter and CV to: cjones@sportsstarcamp.co.uk
Don’t need to be an expert in films
Email letter and CVto: jdoors@cineramacinemas.co.uk
Unit 8
LISTENING
Unit 10
Exercise 2, page 102
D EV ELO PIN G SPEAKING Count how many ticks you have in each section (1-4) on page 102. Read
Exercise 5a, page 130 below about the section where you have most ticks. Do you agree with
Student B: the result?
MOSTLY SECTION 1: YOU ARE A PERFECTIONIST.
Personality: You’re very hard-working and always want to do your best, but sometimes
you’re too serious.
Romance: Your relationships are intense but short. If your partner isn’t perfect, you
always have arguments.
Idealjobs: Fashion designer, TV producer, journalist
Advice^You should be more relaxed. Not everybody is as perfect as you.
MOSTLY SECTION 2: YOU ARE A ROMANTIC.
Personality: You’re very caring and get on well with others, but you can get very sad
when people don't think about you.
Romance: You’re a total romantic and believe in true love. You need your partner to be
100% in love with you.
Ideal jobs: Artist, novelist, actor
Advice: You shouldn’t get too unhappy if things go wrong.
SPEAKING
Exercise 6, page 57 MOSTLY SECTION 3: YOU’RE A THINKER.
Personality: You’re a reliable friend because you’re good at listening to people and

■
Photo B:
helping them with problems. But sometimes you spend too much time alone, thinking
about things.
Romance: You're very practical about relationships but you need to relax and enjoy
yourself more.
Ideal jobs: Politician, teacher, computer programmer
Advice: You have to do more and think less. Don’t worry about the consequences of
your actions - just do it!
MOSTLY SECTION 4: YOU'RE A LEADER.
Personality: You have to be in control. You’re strong and ambitious. But that can be a
weakness too because some people will think you are too interested in being the boss.
Romance: You think it’s easy to make somebody fall in love with you. But some people
may think you are frightening!
Gateway to exams: Units 9-10 Idealjobs: Company director, police officer, bank manager
SPEAKING
Advice: You should think of others. Be more tolerant of people who aren’t as direct as you.
Exercises 6a & 6b, page 135
Photo A: Photo B: Unit 10
D EV ELO P IN G SPEA K IN G
Exercise 5a, page 130
Student A:
Irregular verbs .©
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 fo rg o t 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 though t 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