Bright 10 - Teacher Book

BRIGHT
TEACHER’S BOOK
Preface
Tiếng Anh 10 Bright is a textbook based on the latest English curriculum of the Ministry of
Education and Training. The book is specially designed to enable students to develop the
skills they need to face the challenges of the 21st century.
Tiếng Anh 10 Bright consists of eight units. Each unit contains Vocabulary, Grammar, Reading,
Listening, Speaking, and Writing sections, along with Culture Spot and Values sections. All
Reading texts are accompanied by theme-related videos. Grammar features language
presented in context with engaging practice activities. In addition, Think! exercises aim to
develop students’ critical thinking skills. Study Skills sections help students become
autonomous learners while ICT tasks aim to develop students’ information and
communication technology skills. There are also a variety of tasks that promote collaboration
and creativity. For every two units, there are Culture Corner, CLIL, and Progress Check
sections. For every four units, there is a Review section.
We wish to thank the Board of Review from the Ministry of Education and Training for
reviewing Tiếng Anh 10 Bright and providing valuable insights into how to bring the book to
perfection.
2
Symbols
Key to symbols used in the Student’s Book
to indicate that students are encouraged to answer the exercises in writing using a pencil
audio
VIDEO videos thematically linked to the theme of the text they accompany
pairwork
groupwork
words to be explained using the context each appears in
sections to develop students’ information and communication technology skills
suggestions to help students become autonomous learners
sections to develop students’ critical thinking skills
short texts to give students information of the culture of their country, and
SP T develop cross-cultural awareness
VALUE sections to help students develop critical thinking skills & values
plan to help students do their writing tasks
sections to boost students’ vocabulary
Culture Corner sections to familiarise students with the culture of their country
CLIL sections that link the themes of the unit to a subject from the school curriculum
3
Scope and Sequence
Unit Vocabulary Reading Grammar Listening
pp. 6–14 • school subjects • subject/object pronouns –
• classroom language possessive adjectives
• family • the imperative
• home – furniture/ • to be
appliances • have got
Hello! • hobbies • there is/there are
• food & drinks • like/love/hate + -ing form
• means of transport • quantifiers
• places in town • wh-questions
• prepositions of movement
• prepositions of place
Round the clock • daily routines A magic helping • Present Simple & • dialogues (matching)
pp. 15–22 • household chores hand (an article – Present Continuous • a monologue (gap filling)
1 • free-time activities T/F statements; • adverbs of frequency

question answering) • stative verbs
• a dialogue (multiple choice)
• Phrasal verbs:
look after/look forward to
Entertainment • entertaining activities A visit to the Thă ng • Past Simple & Past • monologues (matching)
pp. 23–30 • types of Long Water Puppet Continuous • a dialogue (multiple choice)
2
performances Theatre (an email – • when/while • dialogues (multiple choice)
• types of music text completion; • Phrasal verbs:
question answering) put on/put up
Community • community service Making a difference • Present Perfect • monologues (note taking)
services activities (an article – sentence • have been to/have gone • a presentation (multiple
• charity organisations completion; to choice)
3 pp. 35–42
• volunteer activities T/F statements) • a monologue (gap filling)
• Phrasal verbs:
give away/give out
Gender equality • famous women & A woman’s work is • will/be going to/Present • monologues (gap filling)
pp. 43–50 jobs never done! Simple/Present • an interview (matching)
4 • job descriptions
• job qualities
(an article – multiple
matching; question
answering)
Continuous (expressing
futurity)
• conditionals (types 1 and 2)
• a dialogue (T/F statements)
• Phrasal verbs:
fit in/fit out
Review (Units 1–4) pp. 55–56

The environment • environmental Cleaning up the • gerund/to-infinitive/ • a dialogue (question
pp. 57–64 problems ocean (an article – bare infinitive answering)
5
• environmental T/F/DS statements; • relative clauses (defining/ • an interview
protection activities sentence correction) non-defining) (T/F statements)
• eco-friendly • dialogues (multiple choice)
activities • Phrasal verbs:
turn off/turn on
Eco-tourism • holiday activities Eco-destinations: • comparative/superlative • monologues (gap filling)
• eco-tourism Galápagos Islands • modifying comparisons • an interview (sequencing;
6 pp. 65–72
• ways to protect
heritage
(an advert – multiple • definite article the
choice; question
multiple choice)
• a dialogue (matching)
answering) • Phrasal verbs:
get away/get on
7 New ways to • online education Apps of the future • the passive • monologues (matching)
learn • technology in (an article – T/F/DS • the passive with modal • an interview (multiple choice)
pp. 77–84 education statements; author’s verbs • a dialogue (gap filling)
• new ways to learn purpose) • Phrasal verbs:
a foreign language keep up with/keep on
Technology and • inventions that Pepper the • reported speech • a presentation (gap filling)
8 inventions
pp. 85–92
changed the world
• inventions of the 21st
century
emotional robot
(an article – multiple
choice; question
• reported questions • a dialogue (multiple choice)
• a dialogue (multiple matching)
• Phrasal verbs:
• the Internet answering) back up/back off
Review (Units 5–8) pp. 97–98
Grammar Reference pp. 99 –115 Wordlist pp. 117–121 American English – British English Guide p. 123
Rules of Punctuation p. 116 Pronunciation p. 122 Irregular Verbs p. 124
4
Speaking Writing
• talking about school timetable for Monday Values
• talking about rules for classroom
• presenting your family tree Unit 1 Value your routine p. 17
• saying what furniture/appliances you have got in your Unit 2 Value entertainment p. 25
house
Unit 3 Value our community p. 37
• talking about your/your friends’ favourite hobbies
• saying what you have for breakfast, lunch and dinner Unit 4 Value gender equality p. 45
• talking about means of transport Unit 5 Value our environment p. 59
• saying what places are in your area Unit 6 Value eco-tourism p. 67
• giving personal information
• giving directions Unit 7 Value online education p. 79
Unit 8 Value inventions p. 87
• discussing having a robot doing household chores • a weekly list of chores
• talking about daily routine and free-time activities • a note Culture Spot
• inviting & suggesting • an informal email to a
• Pronunciation: \aI\ - \eI\; \g\ - \dZ\ friend Unit 1 Families in Vietnam p. 17
Unit 2 Chèo -- a traditional
• talking about entertaining activities • an email performance in
• talking about types of performances • a short paragraph about Vietnam p. 25
• talking about types of music an experience Unit 3 Thúy’s Dream
• narrating an experience • a narrative letter to a Foundation p. 37
• Pronunciation: \s\ - \z\; interjections friend
Unit 4 Vietnam Women’s
• making suggestions to raise money for a charity • a poster Union (VWU) p. 45
• presenting a charity • a letter inviting a friend Unit 5 350 Vietnam p. 59
• expressing concerns & making suggestions to an event
• Pronunciation: \e\ - \œ\; disapprearing consonants Unit 6 Cúc Phương
“\t\ - \d\‘ National Park p. 67
Unit 7 Smart boards p. 79
• talking about jobs • a paragraph describing Unit 8 Language apps p. 87
• discussing jobs for men/women a dream job
• expressing opinions • an opinion paragraph Culture Corner
• Pronunciation: \‰…\ - \´\; intonation in
A The Mường people p. 31
Yes-No questions and Wh-questions
B The Association in
Support of Vietnamese
Handicapped and
• talking about causes & effects • a poster illustrating Orphans (ASVHO) p. 51
• discussing the importance of an invention for the environmental problems
environment and possible solutions C A national park in
• discussing environmentally-friendly lifestyle • a paragraph making Vietnam p. 73
• making suggestions suggestions D Education in Vietnam
• Pronunciation: \I\ - \i…\; word stress in verbs continues despite
Covid-19 p. 93
• talking about your favourite type of holiday • a summary of a text
• giving reasons why someone should visit eco-destinations • an email describing CLIL
• presenting eco-destinations in your country and a holiday A (History)
compare them
• suggesting how to protect heritage Native Americans p. 32
• asking for & giving advice B (History)
• Pronunciation: \f\ - \v\; digraphs Votes for women p. 52
• talking about online education • a paragraph about how C (Geography) Are we
• discussing the future of education technology has improved skating on thin ice? p. 74
• making suggestions education D (Science)
• Pronunciation: blended consonants; word stress in • an email giving advice DNA-The blueprint
nouns, adjectives and adverbs
of life p. 94
• talking about inventions that changed the world • a summary of a text
• discussing having a robot • an opinion paragraph Progress Check
• talking about the Internet
A Units 1–2 pp. 33–34
• Pronunciation: \e´\ - \Ú\; stress in compound nouns
B Units 3–4 pp. 53–54
C Units 5–6 pp. 75–76
D Units 7–8 pp. 95–96
Audioscripts pp. A1-A9 Evaluations pp. E1-E17
5
Introduction to the Teacher
Tiếng Anh 10 Bright is a textbook based on the latest for students to further practise their English and
English curriculum of the Ministry of Education and expand their knowledge. Furthermore, it includes
Training. There are eight units in the book and each games for students to revise vocabulary and
consists of 6 lessons plus Values, Culture Spot, grammar taught.
Culture Corner, CLIL, Review and Progress Check
ELEMENTS OF THE TEXTBOOK
sections. The corresponding unit in the Workbook
provides additional practice. Each unit begins with a modular spread that contains
a brief overview of what will be covered in the unit,
COURSE COMPONENTS pictures and words/phrases related to the theme of
Student’s Book the unit, and exercises to practise the vocabulary
The Student’s Book is the main component of the presented.
course. Each unit is based on specific themes and
Each unit contains the following sections:
the topics covered are of general interest. All units
follow the same basic structure. (see Elements of Vocabulary
the Textbook) Vocabulary is introduced in a functional and
meaningful context. It is practised through a variety
Workbook
of exercises such as picture-word association and
The Workbook is in full colour and contains units
completing set phrases in order to help students use
corresponding to those in the Student’s Book. Each
everyday English correctly. Practice on topic related
units contains Vocabulary and Reading,
vocabulary and collocations is also included.
Grammar, Listening, Speaking and Writing. There is
a Review Section every two units for students to Reading
revise vocabulary and grammar. There is also a Skills Each unit contains reading texts, such as emails,
Practice section for students to have more practice articles and adverts. These allow skills, such as
on Reading, Everyday English, Listening and Writing, reading for gist and reading for specific information,
and a Grammar Bank with exercises. to be systematically practised.
The Workbook Teacher’s Book contains overprinted
Grammar
answers to all the exercises and audioscripts for the
The grammar items taught in each unit are clarified
listening tasks as well as suggested models for the
by means of clear, concise theory boxes. Specific
writing tasks.
exercises and activities methodically reinforce
Teacher’s Book students’ understanding and mastery of each item.
The Teacher’s Book contains step-by-step lesson The Workbook contains practice on each grammar
plans and suggestions on how to present the material. structure presented within each unit as well as
It also includes the audioscripts of all the listening exercises in the Grammar Bank.
material, suggested speaking and writing models as
Listening
well as evaluation sheets.
Students develop their listening skills through a
Class Audio CDs variety of tasks which employ the vocabulary and
The Class Audio CDs contain all the recorded grammar practised in the unit in realistic contexts.
material which accompanies the course. This includes This reinforces students’ understanding of the language
the monologues/dialogues and texts in the Listening taught in the unit.
and Reading sections as well as the Pronunciation
Speaking
section in the Student’s Book, and the material for all
Controlled speaking activities have been carefully
listening tasks in the Workbook.
designed to give students guided practice before
IWB leading them to less structured speaking activities.
The IWB contains all the material in the Student’s
Everyday English
Book, Teacher’s Book, Workbook and Audio CDs
Functional dialogues set in everyday contexts
and aims to facilitate lessons in the classroom. It also
familiarise students with natural language. The
contains grammar presentation of all the grammar
dialogues also present useful expressions so that
structures in the Student’s Book as well as videos
students can practise everyday English.
tightly linked to the texts in the course and activities
i
Pronunciation Wordlist
Pronunciation activities help students to recognise A complete Wordlist contains the new vocabulary
the various sounds of the English language, presented in each unit, listed alphabetically, with a
distinguish between them and reproduce them phonetic transcription of each word and meaning in
correctly. They also provide students guidance on L1 (Vietnamese).
the common patterns for different parts of speech to Pronunciation
help them improve their speaking skills. This section appears at the back of the book and
helps students with pronunciation.
Phrasal Verbs
Phrasal verbs are presented in each unit with illustrative American English – British English Guide
pictures for students to get to learn them. This section appears at the back of the book and
aims to familiarise students with differences between
Writing
American English and British English.
There are writing activities throughout the units,
based on realistic types and styles of writing, such as Irregular Verbs
letters, texts and emails. This provides students with a quick reference list for
verb forms they might be unsure of at times.
Culture Spot/Culture Corner/CLIL
• In each Culture Spot/Culture Corner section,
SUGGESTED TEACHING TECHNIQUES
students are provided with cultural information
about aspects of Vietnam that are thematically A Presenting new vocabulary
linked to the unit. Students are given the chance Most of the new vocabulary in Tiếng Anh 10 Bright is
to process the information they have learnt presented through pictures. Students are asked to
and find out more about the culture of English match the pictures to listed words/phrases. (See
speaking countries. Student’s Book, Unit 5, p.57, Exercise 1.) Vocabulary
• There are four CLIL sections to enable students is also present in context. (See Student’s Book, Unit
to link the themes of the units to a subject from 4, p. 43, Exercise 1.)
their school curriculum, thus helping them
Further techniques that you may use to introduce
contextualise the language they have learnt
new vocabulary include:
by relating it to their own personal frame of
• Miming. Mime the word you want to introduce.
reference. Lively and creative tasks stimulate
For instance, to present the verb sing, pretend
students and allow them to consolidate the
you are singing and ask students to guess the
language they have learnt throughout the unit.
meaning of the word.
Study Skills • Synonyms, opposites, paraphrasing, and
Brief tips, explanations and reminders, at various giving definitions. Examples:
points throughout each unit, help students to – present the word strong by giving a synonym:
develop strategies which improve holistic learning ‘powerful’.
skills and enable students to become autonomous – present the word strong by giving its opposite:
learners of the English language. ‘weak’.
– present the word weekend by paraphrasing
Progress Check
it: ‘Saturday and Sunday’.
This section appears at the end of every two units,
– present the word well-known by giving its
and reinforces students’ understanding of the topics,
definition: ‘very famous (person or thing)’.
vocabulary and structures that have been presented
• Example. Use of examples places vocabulary into
in the unit as well as Reading and Listening.
context and consequently makes understanding
Review easier. For instance, introduce the words city
There are two Review sections. They appear every and town by referring to a city and a town in the
four units and revise what taught in previous units. students’ country: ‘Rome is a city, but Parma is a
town.’
Rules of Punctuation
• Sketching. Draw a simple sketch of the word
This section appears at the end of the book and
or words you want to explain on the board. For
provides students with rules of punctuation.
instance:
ii
tall p. 16, Exercise 2. Students will have to read the
text in order to do the task. They are looking for
short specific details in the text and not for general
information.)
Note: VIDEOS
Main texts in the Student’s Book are accompanied
• Use of L1 (Vietnamese). In a monolingual class,
by videos that are included in the IWB. The videos
you may explain vocabulary in the students’
can be watched after students have read the text.
native language. This method, though, should be
Activities that accompany the videos can be done in
employed in moderation.
class or assigned as HW.
• Use of a Dictionary. In a multilingual class,
students may occasionally refer to a bilingual D Speaking
dictionary. • Speaking activities are initially controlled, allowing
The choice of technique depends on the type of for guided practice. (See Student’s Book, Unit 1,
word or expression. For example, you may find it p. 21, Exercise 1b where students use the same
easier to describe an action verb through miming structures to act out short exchanges.)
than through a synonym or a definition. • Students are led to free speaking activities. (See
Student’s Book, Unit 1, p. 21, Exercise 4 where
Note: sections can be treated as follows: students are provided with the necessary lexical
Go through the list of words after students have items and structures and are asked to act out
read the text and ask students to explain the their dialogue.)
words using the context they appear in. Students
can give examples, mime/draw the meaning, or E Writing
look up the meaning in their dictionaries. All writing tasks in the course have been carefully
designed to closely guide students to produce a
successful piece of writing. The writing section
B Choral & individual repetition
in each unit contains model texts, exercises and
Repetition will ensure that students are thoroughly phrases that aim to help students improve their
familiar with the sound and pronunciation of the writing skills.
lexical items and structures being taught and
• Make sure that students understand that they
confident in their ability to reproduce them.
Always ask students to repeat chorally before you are writing for a purpose. Go through the writing
ask them to repeat individually. Repeating chorally task so that students are fully aware of why they
will help students feel confident enough to perform are writing and who they are writing to. (See
the task on their own. Student’s Book, Unit 1, p. 22, Exercise 6. Students
are asked to write an informal email to a friend.)
• It would be well-advised to actually complete the
C Listening & Reading
task orally in class before assigning it as written
You may ask students to read and listen for a variety
homework. Students will then feel more confident in
of purposes:
producing a complete piece of writing on their own.
• Listening and reading for gist. Ask students
to read or listen to get the gist of the text being
F Assigning homework
dealt with. (See Student’s Book, Unit 1, p. 16,
Exercise 1. Tell students that in order to complete When assigning writing tasks, prepare students as
this task successfully, they do not need to well as possible in advance. This will help them avoid
understand every single detail in the dialogue.) errors and get maximum benefit from the task.
• Listening for detail. Students listen for specific
Commonly assigned tasks include:
information. (See Student’s Book, Unit 1, p. 20, Copy – Students copy an assigned extract;
Exercise 2) Dictation – Students learn the spelling of particular
• Reading for detail. Ask students to read for
words without memorising the text in which they
specific information. (See Student’s Book, Unit 1, appear;
iii
Vocabulary – Students memorise the meaning • Stages of pairwork
of words and phrases or use the new words in – Put students in pairs.
sentences of their own; – Explain the task and set a time limit.
Reading Aloud – Assisted by the audio CDs, students – Rehearse the task in open pairs.
practise at home in preparation for reading aloud in – In closed pairs, get students to do the task.
class; – Go around the class and help students.
Writing – After thorough preparation in class, students – Open pairs report back to the class.
are asked to produce a complete piece of writing.
• Group work
Groups of three or more students work together
G Correcting students’ work
on a task or an activity. Class projects or role
All learners make errors – it is part of the learning play are most easily done in groups. Again, give
process. The way you deal with errors depends on students a solid understanding of the task in
what the students are doing. advance.
• Oral accuracy work: • Rolling questions

Correct students on the spot, either by providing Ask students one after the other to ask and
the correct answer and allowing them to repeat, answer questions based on the texts.
or by indicating the error but allowing students to
correct it. Alternatively, indicate the error and ask I Using L1 (Vietnamese) in class
other students to provide the answer. Use L1 (Vietnamese) in moderation and only when
necessary.
• Oral fluency work:
Allow students to finish the task without
ABBREVIATIONS
interrupting, but make a note of the errors made
and correct them afterwards. Abbreviations used in the Student’s Book and
Teacher’s
• Written work:
Do not over-correct; focus on errors that are T Teacher
directly relevant to the point of the exercise. S(s) Student(s)
When giving feedback, you may write the most HW Homework
common errors on the board and get the class to L1 Students’ first language
attempt to correct them. p(p). Page(s)
e.g. For example
Remember that rewarding work and praising i.e. That is
students is of great importance. Post good written etc. Et cetera
work on a display board in your classroom or school, sb Somebody
or give ‘reward’ stickers. Praise effort as well as sth Something
success.
H Class organisation
• Open pairs
The class focuses its attention on two students
doing the set task together. Use this technique
when you want your students to offer an example
of how a task is done. (See Unit 2, Exercise 2 on
p. 23 of the Student’s Book.)
• Closed pairs
Pairs of students work together on a task
or activity while you move around offering
assistance and suggestions. Explain the task
clearly before beginning closed pairwork. (See
Unit 2, Exercise 4 on p. 29 of the Student’s Book)
iv
Hello!
Vocabulary Classroom language
School subjects 3 1.3Complete the sentences with the

verbs in the list. Then listen and check.
1 1.2 Label the pictures with the school
subjects in the list.
• listen • raise • do • don’t eat
1 • bring • don’t use
Then listen and check.
• maths • science
• English • geography
• history • art • PE
• ICT • literature
___________________________
2 3
1 ___________________________ 2 ___________________________
to your teacher. your mobile phone
in class.
___________________________ ___________________________
4 5
3 ___________________________ 4 ___________________________
___________________________ ___________________________
in the classroom. your books to class.
6 7
___________________________ ___________________________
8 9 5 ___________________________ 6 ___________________________
your hand to ask your homework.
a question.
___________________________ ___________________________
4 Think of rules for your classroom.

Tell the class.
2 Which of these school subjects
have you got on Mondays?
6
1 To revise vocabulary for school
subjects
• Ask Ss to look at the pictures and explain
the task.
• Give Ss time to complete the task.
• Play the recording. Ss listen and check their
answers.
Answer Key
1 art 6 science
2 geography 7 maths
3 literature 8 English
4 ICT 9 history
5 PE
2 To revise vocabulary for school

subjects; to talk about school subjects
• Explain the task.
• Give Ss time to complete the task in pairs.
• Ask various Ss around the class to share
their answers with the class.
Suggested Answer Key
I have got maths, literature and art on Mondays.
3 To revise vocabulary for classroom

language
the task.
answers.
Answer Key
1 Listen 3 Don’t eat 5 Raise
2 Don’t use 4 Bring 6 Do
4 To talk about classroom rules

• Give Ss time to complete the task in groups.
Don’t talk during a lesson.
Don’t bring mobile phones to school.
Be quiet in the school library.
11
6(T)
Hello!
5 To revise and practise subject/
object pronouns & possessive adjectives
• Ask Ss to read the table.
• Check Ss’ answers.
Answer Key
2 They 6 you 10 me
3 it 7 them 11 He
4 I 8 him 12 you
5 her 9 We
6 To revise and practise subject/

object pronouns & possessive adjectives
Answer Key
2 his 5 my 8 your
3 our 6 his
4 your 7 her
7 To revise and practise the imperative

• Ask Ss to look at the pictures.
Answer Key
1 C 2D 3A 4F 5B 6E
8 To revise and practise the imperative

Answer Key
1 turn 4 Don’t open
2 Don’t talk 5 Look
3 Don’t write 6 Don’t eat
12
7(T)
Grammar The imperative
Subject / Object pronouns &
Possessive adjectives
7 Match the signs (1–6) to the sentences
(A–F).
Subject I you he she it

pronouns we you they 1 2
Object me you him her it
pronouns us you them
Possessive my your his her its
adjectives our your their
p. 100
3 4
5 Fill in each gap with the correct subject

or object pronoun.
1 Dad is still at work. Call him .
2 Mel and John aren’t American. ___________ are
British.
5 6
3 This is my dog, Sam. Do you like ___________?
4 ___________ can speak Spanish. Listen to me!
5 Emma is in the garden. You can play with
___________ .
6 Trung and you are from Vietnam. ___________
are Vietnamese.
7 My sisters can run fast. Look at ___________ !
A Turn right.
8 John can paint. These paints are for
___________ .
B Don’t swim here.
9 ___________ can climb. Watch us! C Don’t ride bikes here.
10 I’m a new student. My name’s Michael. You D Throw rubbish in the bin.
can call ___________ Mike. E Don’t play ball games here.
11 This is Tom. ___________ is 12 years old. F Wash your hands.
12 Hi, Mum! Can I cook dinner with ___________?
6 Fill in each gap with the correct

possessive adjective.
8 Complete the sentences with the correct
forms of the verbs in the list.
1 It’s their camera. • not/write • not/open • turn
2 It’s _________ notebook. • not/talk • not/eat • look
1 Anna & 3 It’s ________ tablet. 1 Please ______________________________ to page 12.
Mary 8 You
4 It’s ________ umbrella. 2 ______________________________ to your partner.
5 It’s _________ book. Be quiet!
6 It’s _________ bone. 3 ______________________________ in your books.
7 It’s _________ scarf. Use your notebooks.
2 Steve 8 It’s _________ schoolbag. 7 Kate 4 ______________________________ your books.
5 ______________________________ at the board.
6 ______________________________ in the class. Go to
the canteen.
3 Tony & I 4 Jean & you 5 I 6 Toby
7
Hello!
Vocabulary Home – Furniture / Appliances
Family 4 Match the numbers (1–10) in the
1.5
pictures with the words below. Then listen
1 Look at Emily’s family tree and
1.4
underline the correct option. Then listen
and check.
and check. bath(tub) painting sink

bookcase pillow toilet
cooker rug washbasin
1 cushion
Jack Lisa
living room 2
John Jessica Emily 1
Bill David Amy

dining room
1 Jack is Lisa’s husband/brother.

2 Lisa is Jack’s grandmother/wife.
3 Jack and Lisa are Amy’s parents/
grandparents. 3
4 Jessica is Emily’s mother/sister. bathroom
5 Emily is Jack’s daughter/granddaughter.
6 John is David’s grandfather/father.
7 David is Jack’s nephew/grandson.
5
8 Bill is Jessica’s uncle/son. 6
9 Bill is Amy’s cousin/sibling. 4
10 David is Emily’s nephew/brother.
bedroom
7
8
2 Complete the pairs with words from
Exercise 1.
1 grandfather – grandmother
2 mother – _________________
3 husband – _________________ kitchen
4 son – _________________
5 brother – _________________
6 aunt – _________________
7 niece – _________________ 10
8 grandson – _________________ 9
3 Draw your family tree and present

it to the class.
5 Which of the things in Exercise 4
have you got in your house?
8
1 To revise vocabulary for family Answer Key
members 2 bookcase 7 painting
• Ask Ss to look at the family tree. 3 rug 8 pillow
• Explain the task. 4 washbasin 9 cooker
• Give Ss time to complete the task. 5 bath(tub) 10 sink
• Play the recording and Ss listen and check 6 toilet
their answers.
5 To revise vocabulary for home –
Answer Key
furniture/appliances; to talk about home –
2 wife 7 grandson
furniture/appliances
3 grandparents 8 son
4 sister 9 sibling • Explain the task.
5 daughter 10 nephew • Give Ss time to complete the task in pairs.
6 father • Ask various Ss around the class to share
2 To revise vocabulary for family Suggested Answer Key
members I have got a bookcase, a sink, a washbasin, a
• Explain the task. toilet and a cooker in my house.
Answer Key
2 father 6 uncle
3 wife 7 nephew
4 daughter 8 granddaughter
5 sister
3 To talk about family

•
Explain the task.
•
Give Ss time to complete the task in pairs.
•
Check Ss’ answers.
•
Alternatively, assign the task as HW and
ask various Ss to present their family trees
to the class in the next lesson.
(Ss’ own answers)
4 To revise vocabulary for home –

furniture/appliances
• Play the recording. Ss listen and check
their answers.
15
8(T)
Hello!
6 To revise and practise the verb to be 10 To revise there is/there are
• Explain the task. • Explain the task.
• Give Ss time to complete the task. • Give Ss time to complete the task.
• Check Ss’ answers. • Check Ss’ answers.
Answer Key Answer Key
2 Is, isn’t, is 4 Are, aren’t, are 1 there is 4 there are
3 am, are, am 5 Are, aren’t, is, is 2 there aren’t 5 there are
3 there is
7 To revise and practise the verb to be
• Give Ss time to complete the task in pairs. 11 To revise and practise there is/
• Monitor the activity around the class. there are
• Ask various pairs around the class to share • Explain the task.
their answers. • Give Ss time to complete the task in pairs.
Answer Key • Monitor the activity around the class.
• Ask various pairs around the class to share
2 A: Is she 15 years old?
their answers.
B: Yes, she is.
Answer Key
3 A: Are they your cousins?
A: Is there a painting in Steve’s living room?
B: Yes, they are.
B: Yes, there is. Is there a bookcase?
4 A: Is he your brother? A: No, there isn’t. Is there a bed?
B: No, he isn’t. He is my cousin. B: No, there isn’t. Is there a rug?
A: Yes, there is. Is there a washbasin?
5 A: Are you Vietnamese?
B: No, there isn’t. Are there any pillows?
B: Yes, I am.
A: No, there aren’t. Is there a table?
B: Yes, there is. Are there two armchairs?
8 To revise the verb have got A: Yes, there are.
• Ask Ss to look at the table.
Answer Key
2 have got 4 haven’t got
3 hasn’t got 5 has got
9 To revise the verb have got

Answer Key
2 Have … got, have, haven’t got
3 Have … got, haven’t, have got
4 Has … got, has, hasn’t got
16
9(T)
Grammar 9 Fill in each gap with the correct form of
have got.
to be 1 A: Has James got a brother?
B: No, he hasn’t , but he has got a sister.
6 Fill in each gap with am, is, are, ’m not,
isn’t or aren’t. 2 A: _______________ Frank and Bob _______________
a bookcase?
1 A: Are you 15 years old, Alice? B: Yes, they _____________ , but they _____________
B: No I’m not .I am 14 years old. a rug.
2 A: ______________ this Adam’s bedroom? 3 A: _______________ you _______________ an aunt?
B: No, it ______________ . It ______________ Paul’s B: No, I _____________ , but I ______________
bedroom. an uncle.
3 A: I ______________ Julia and this is my cousin, 4 A: _______________ Marissa _______________
Lisa. We ______________ 13 years old. a cooker?
B: Really? I ______________ 13 years old, too. B: Yes, she _______________ , but she _______________
4 A: ______________ John and Luke your siblings? a microwave oven.
B: No, they ______________ . They ______________
my cousins. there is / there are
5 A: ______________ they your parents?
B: No, they ______________ . Jim ______________ my 10 Fill in each gap with there is, there are,
there isn’t or there aren’t.
uncle and Irene ______________ my aunt.
7 Ask and answer questions as in

the example.
1 you / Chilean? No – Brazilian
A: Are you Chilean?
B: No, I’m not. I’m Brazilian.
2 she / 15 years old? Yes
3 they / your cousins? Yes
4 he / your brother? No – my cousin In Steve’s living room, ...
5 you / Vietnamese? Yes 1 ______________________ a sofa.
2 ______________________ any beds.
have got 3 ______________________ a rug.
4 ______________________ two armchairs.
8 Look at the table and fill in each gap
with have/has got or haven’t/hasn’t got.
5 ______________________ some cushions.
Hugo Lina Trung and Mai 11 Look at the picture in Exercise 10.
Ask and answer questions as in the example.
cousin  
aunt  • painting • bookcase • bed • pillows
• washbasin • rug • table • two armchairs
uncle  
1 Hugo has got a cousin. A: Is there a painting in Steve’s living room?
2 Trung and Mai a cousin. B: Yes, there is. Is there a bookcase?
3 Lina an aunt.
4 Trung and Mai an uncle.
5 Hugo an uncle.
9
Hello!
Vocabulary Food & Drinks
Hobbies 3 Put the food/drinks in the list under

1.7
the categories. Then listen and check.
1 1.6 Label the pictures. Use the words
from the list. Then listen and check.
• cheese • yoghurt • strawberries • bread
• onions • lettuce • lemonade • rice
• travel • cook • dance • do the gardening • chicken • noodles • orange juice • tea
• paint • play computer games • read • oranges • carrots • butter • lemons
• play the guitar • swim • take photos • meat • milk • fish
1 2
Dairy
Grain products
bread cheese
_________________ ________________________
travel ___________________________ _________________ ________________________
_________________
3 4 ________________________
_________________ ________________________
_________________ ________________________
___________________________ ___________________________
Vegetables Fruit
5 6 carrots oranges
________________________
Food _________________
________________________
& _________________
________________________
Drinks _________________
________________________ _________________
___________________________ ___________________________ ________________________ _________________
7 8
Animal Drinks
products
tea
chicken
_________________
___________________________ ___________________________ _________________
_________________
_________________
9 10 _________________
_________________
_________________
_________________
_________________
_________________
___________________________ ___________________________
2 What are your hobbies? Talk with

your friend.
4 Which of the food/drinks in
Exercise 3 do you usually have for breakfast,
lunch or dinner?
A: I like playing the guitar. What about you?
B: I like travelling. I usually have bread and milk for breakfast.
10
1 To revise vocabulary for hobbies Suggested Answer Key
• Ask Ss to look at the pictures. I usually have bread and milk for breakfast.
• Explain the task. I have rice, meat and lettuce for lunch. I have
• Give Ss time to complete the task. noodles for dinner.
• Play the recording and Ss listen and check
their answers.
Answer Key
2 take photos 7 paint
3 dance 8 read
4 swim 9 play computer
5 do the gardening games
6 play the guitar 10 cook
2 To talk about hobbies

• Monitor the activity around the class.
• Ask various pairs around the class to share
their answers.
A: I like playing computer games. What about you?
B: I like dancing
3 To revise vocabulary for food &

drinks
their answers.
Answer Key
Grain: rice, noodles
Dairy products: yogurt, butter, milk
Vegetables: onions, lettuce
Fruit: strawberries, lemons
Animal products: fish, meat
Drinks: lemonade, orange juice
4 To talk about food & drinks

19
10(T)
Hello!
5 To revise and practise like / love / 9 To revise quantifiers
hate + -ing form • Explain the task.
• Explain the task. • Give Ss time to complete the task.
• Give Ss time to complete the task. • Check Ss’ answers.
2 likes travelling 4 don’t like taking 2 There is only a few cake left. a little
3 loves painting 5 loves swimming 3 Can you get me any milk, please? some
4 Do you need a few butter to put on your
6 To talk about what you like / love / hate bread? any
doing in free-time 5 There is any coffee in the pot. Do you want a
cup? some/ a lot of
6 We only have little eggs, so we need to buy
some more. a few
7 How much slices of pizza do you want?
Suggested Answer Key many
A: What do you like doing in your free time? 8 There isn’t some rice, I’m afraid. any
B: I like reading books. I love travelling.
But I hate painting. What about you?
7 To revise quantifiers
Answer Key
2 C 4 B 6 C 8 B 10 A
3 B 5 A 7 C 9 C
8 To revise quantifiers
Answer Key
2 some, any
3 How many, few
4 How much, much
5 any, little
6 a few, some
7 some/a little, how much
8 some, any
Note: a little can be also accepted but in reality,
people normally would not use it.
20
11(T)
Grammar 8 Fill in each gap with how much,
how many, some, any, a lot of, few, a few,
like / love / hate + -ing form little or a little.
1 A: How much is this cake, please?
5 Use the verbs in the list and the verbs
in brackets to complete the sentences.
B: It’s £15. £15
2 A: Let’s make _____________ biscuits!
• paint • play • swim • take • travel B: We can’t. We don’t have _____________ flour.
1 Donald hates playing computer 3 A: _____________ apples are there?
games. (hate) B: Very _____________ . There are only two.
2 Miriam ___________________ around the world. 4 A: _____________ sugar do you need?
(like) B: Not _____________ . A kilo.
3 Sam ___________________ in his free time. This 5 A: Is there _____________ lemonade left?
painting is his. (love) B: There is very _____________ . Half a glass,
4 Lina and Mike ___________________ photographs. maybe less.
(not/like) 6 A: Let’s make an omelette for lunch. It only
5 Sue ___________________ in the sea. (love) takes _____________ minutes.
B: OK. There are _____________ eggs in the
fridge.
6 What do you like / love / hate doing
in your free time?
7 A: Can you get _____________ butter from the
supermarket, please?
B: Sure. _____________ do you want?
Quantifiers 8 A: Can I have _____________ orange juice,
please?
7 Circle the correct option.
B: Sorry, we haven’t got _____________ oranges.
1 We have ______ apples. Let’s make an apple
pie.
A some B much C a little 9 Correct the mistakes.
2 How ______ sugar do you put in your tea? 1 How many flour do we need? much
A any B many C much 2 There is only a few cake left. ______________
3 Can you get me any milk, please?
3 Is there ______ juice in the fridge?
______________
A a few B any C some
4 Do you need a few butter to put on your
4 Can I have ______ cake, please? bread? ______________
A a few B some C any 5 There is any coffee in the pot. Do you want
5 There are ______ lemons. Let’s make lemonade. a cup? ______________
A a few B a little C any 6 We only have got little eggs, so we need to
6 How ______ carrots do you need? buy some more. ______________
A lots of B little C many 7 How much slices of pizza do you want?
______________
7 There are ______ eggs in the fridge.
8 There isn’t some rice, I’m afraid. ______________
A a little B any C a lot of
8 Can you buy me ______ bread, please?
A any B some C many
9 There is very ______ butter. I can’t make a cake.
A a little B few C little RICE
10 Have ______ chicken, please.
A some B a lot C a few
11
Hello!
Vocabulary Places in town
Means of transport 3 a) 1.9 Complete the spidergram.

1 1.8 Label the pictures. Use the words

in the list. Then listen and check.
• museum • shopping centre • bank
• stadium • sports centre • cinema
• plane • train • taxi • helicopter • hospital • police station
• coach • boat • van • ship
Where can you … 1
do shopping?
2 shopping centre 3
1 helicopter 2 ________________
see ancient
things? watch a film?
__________________ __________________
4 5
3 ________________ 4 ________________
change Places practise

money? in a taekwondo?
______________ town ________________
5 ________________ 6 ________________
6 7
watch a meet a
football match? policeman?
_________________ _________________
7 ________________ 8 ________________
8
2 Use the adjectives in the list

to make sentences about the means of see doctors?
transport in Exercise 1. __________________
• fast – slow • cheap – expensive

• relaxing – tiring • dangerous – safe
b) Which of these places are in
Planes are fast but expensive. your area?
12
1 To revise vocabulary for means of
transport
• Play the recording and Ss listen and check
their answers.
Answer Key
2 ship 6 coach
3 train 7 boat
4 plane 8 van
5 taxi
2 To talk about the means of transport

Coaches are cheap but tiring.
Boats are slow but relaxing.
3 a) To revise vocabulary for places in

town
their answers.
Answer Key
2 museum 6 stadium
3 cinema 7 police station
4 bank 8 hospital
5 spots centre
b) To talk about places in town

A: Which of these places are in your area?
B: There is a police station, a park, a hospital
and a shopping centre in my area.
23
12(T)
Hello!
4 To revise Wh-questions 8 To practise giving directions using
• Explain the task. prepositions of place and movement
• Give Ss time to complete the task. • Explain the task.
• Check Ss’ answers. • Give Ss time to do the task in pairs.
Answer Key • Monitor the activity around the class and
then ask various pairs to act out the dialogue
1 What 4 Who
in front of the class.
2 How old 5 When
3 Where Suggested Answer Key
A: Excuse me, can you tell me the way to the
5 To practise Wh-questions department store, please?
B: Of course. Go across William Street, go past
the cinema and turn right. Walk along King
• Give Ss time to do the task in pairs.
Street. The department store is on the left,
next to the police station.
• Ask various pairs to act out the dialogue in
A: Thank you.
front of the class.
B: You’re welcome.
A: Hi! I’m Max. What’s your name?
B: I’m Laura. I’m 15 years old. How old are you,
Max?
A: I’m 15, too! I’m from New York in the USA.
Where are you from?
B: Sydney in Australia.
A: Who is this girl?
B: She is my cousin, Mary. We go to school
together.
A: When does school start?
B: At 8:00.
6 To revise prepositions of movement

Answer Key
1 up 4 past
2 along 5 through
3 out of 6 across
7 To revise prepositions of place

• Ask Ss to look at the map.
Answer Key
1 opposite 3 behind
2 between 4 next to
24
13(T)
Grammar Prepositions of place
Wh-questions 7 Look at the map and choose the

correct preposition of place in sentences
4 Fill in each gap with who, what, where,
when or how old.
(1–4) below.
Café
Department store
Alex: Hi! I’m Alex. 1) __________________ ’s your Or
ch
name? Police station Post office ard
Ro
ad
Jenny: I’m Jenny. I’m 15 years old.
Restaurant
2) __________________ are you, Alex? Bank
Alex: I’m 15, too! I’m from Brisbane in Australia.
Fire station
3) __________________ are you from? t Cinema
ee
Jenny: Auckland in New Zealand. g Str
Kin Ba
Alex: 4) __________________ is this boy? ke
rS
tre
Jenny: He is my cousin, Jack. We go to school et
together. Museum
t t
Alex: 5) __________________ does school start? ee e
Str St
re
m
Jenny: At 8:30. llia low
Wi Wi
l
You are
O
liv
here.
e
St
re
te
5 Act out a dialogue similar to the

one in Exercise 4.
1 The museum is opposite/behind the fire station.
2 The department store is in front of/between
Prepositions of movement
the police station and the café.
6 Choose the correct preposition. 3 The bank is in front of/behind the fire station.
4 The police station is behind/next to the
department store.
1 Go up/down the 2 Run along/across

stairs. the street. 8 Look at the map in Exercise 7. You
are at the museum. Act out short dialogues
as in the example.
A: Excuse me, can you tell me the way to the
café, please?
B: Of course. Go across William Street, go
3 Get into/out of the 4 Walk past/through past the cinema and turn right. Walk along
supermarket. the bank. King Street. The café is on the left, next to
the department store.
A: Thank you.
B: You’re welcome.
5 Walk under/ 6 Walk along/across

through the forest. the street.
13
Hello!
Make your own plan, using the prompts from
My
the box.
This year,
• do my best at school.
I am going to ...
• respect my teachers and my classmates.
_____________________________________________
• be late for my lessons.
_____________________________________________ • help out my classmates when they need my help.
_____________________________________________
• do my best to work with my classmates.
• keep my desk and my classroom clean and tidy.
_____________________________________________
• take care of my books and school materials.
_____________________________________________ • eat in class.
I’m not going to ... • stay up late.

• bother my classmates during lessons.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Date: ________________
Signature: ________________
14
My Plan
their answers.
(Ss’ own answers)
27
14(T)
What are the main tasks in this unit? • Play the recording with pauses for Ss to listen
Go through the What are the main tasks in this unit? and repeat chorally and/or individually.
box and tell Ss that these are the topics, skills and • Ask Ss to practise saying the words in pairs.
activities this unit will cover. • Monitor the activity around the class. Pay
attention to Ss’ pronunciation and make
1 To present vocabulary for daily routines corrections as necessary.
• Ask Ss to look at the verbs and the words and Answer Key
explain the task.
• Give Ss time to complete the task. \aI\ \eI\
I, like, my make, play, take
answers.
Answer Key
2 catch the bus 5 To listen for specific information
3 do my hair • Explain the task.
4 answer the door • Play the recording, twice if necessary. Ss listen
5 make breakfast and complete the task.
6 take a nap • Check Ss’ answers. You can play the recording
7 watch the news with pauses for Ss to check their answers.
8 play music Answer Key
A 5 B3 C6 D1 E2 F4
2 To practise vocabulary for daily
routines
• Ask Ss to look at the pictures and explain the
task.
Answer Key
1 have lunch 4 play music
2 catch the bus 5 do my hair
3 watch the news 6 make breakfast
3 To talk about daily routines

• Explain the task and give Ss time to do the
task in pairs.
• Ask various Ss to share their answers with the
class.
Every morning, I have breakfast, catch the bus and
go to school. I come back from school at about
4:00 in the afternoon. Then I do my homework and
play video games.
4 To practise pronunciation for \aI\ and \eI\

• Play the recording for Ss to listen and complete
the task.
28
15(T)
Unit 1 Round the clock
Vocabulary
What are the main tasks in
this unit? Daily routines
• Vocabulary
– daily routines
1 1.10 Complete the phrases using the words in the box.
– household chores the bus music the door lunch
– free-time activities the news my hair breakfast a nap
• Grammar
1 have lunch 5 make ___________________
– Present Simple / Present
2 catch ___________________ 6 take ___________________
Continuous
3 do ___________________ 7 watch ___________________
– adverbs of frequency
– stative verbs 4 answer ___________________ 8 play ___________________
• Reading
A magic helping hand
2 Label the pictures (1–6) with the phrases from Exercise 1.
(an article – T/F statements;

question answering)
• Listening
– dialogues (matching)
– a monologue (gap filling)
– a dialogue (multiple 1 _________________________ 2 _________________________ 3 _________________________
choice)
• Speaking
– discussing having a
robot doing household
chores
– talking about daily
routine & free-time 4 _________________________ 5 _________________________ 6 _________________________
activities
– inviting & suggesting 3 What is your daily routine like? Tell the class.
– Pronunciation:
/aI/ - /eI/; /g/ - /dZ/ Pronunciation \aI\ - \eI\
• Writing
– a weekly list of chores 4 1.11 Listen and put the words I, make, my, like, play and take
in the correct column. Practise saying them with a partner.
– a note
/aI/ /eI/
– an informal email to a
friend
• Culture Spot Listening
Families in Vietnam
• Values
Value your routine
5 1.12 Listen and match the dialogues (A–F) to the
pictures (1–6) in Exercise 2.
• Phrasal verbs Dialogue A Dialogue C Dialogue E
look after / look forward to Dialogue B Dialogue D Dialogue F
15
1a Reading
Reading
1 Look at the title of the text
and the picture. What do VIDEO
you think the text is about?
1.13Listen and read to
check.
No one likes doing chores. They’re boring, messy, Meet the SpotMini Robot from Boston Dynamics!
and you don’t often have the time to do them in your SpotMini is just like a robot butler. It can load the
busy lives. However, now there’s a way to spend your dishwasher for you, set and clear the table, bring
weekends enjoying yourself, and make the most of you drinks, carry your groceries and even sort
your free time, instead of cleaning! Give your boring recycling. SpotMini has four legs just like a robot
chores to a house robot! dog, and a long arm which it uses to do its chores.
Lots of shops are selling home robots at the This gentle robot can move around a room, avoid
moment. From robot vacuum cleaners to robot your furniture and even walk up and down stairs.
mops and even robots that clean your windows! This means SpotMini can take your laundry from
However, all of these robots are very basic and can your bedroom upstairs to your washing machine
only do one job. But is there a robot that does lots downstairs. So, for a life of luxury, invite SpotMini
of different household chores, just as well as a into your home. You won’t regret it!
human? Believe it or not, the answer is yes!
• chore • messy • butler • sort

• recycling • avoid • regret
2 Read the text and decide if each of the statements

(1–5) is T (true) or F (false).
3 Read the text again and answer
the questions.
1 People don’t often have time to do chores. _____ 1 How can a home robot help
2 You can only buy home robots in some shops. _____ you to make the most of your
3 Robot vacuums can do lots of jobs. _____ weekend?
4 SpotMini does the grocery shopping. _____ 2 How does the SpotMini differ
5 SpotMini can climb stairs. _____ from basic home robots?
3 What can SpotMini do?
16
1a
1 To introduce the topic and predict
the content of the text; to listen and read for
gist
• Ask Ss to read the title and look at the
picture.
• Then ask Ss about what they think the text
is about.
• Play the recording. Ss listen and read the text
and check their answers.
Answer Key
The text is about a home robot that can do daily
chores around the house.
2 To read for detail

• Explain the task and teach Ss the words in
the box.
• Ask Ss to read the text and give them time
to mark the statements according to what
they read.
Answer Key
1 T 3 F 5 T
2 F 4 F
3 To consolidate comprehension of
the text
• Ask Ss to read the text again and answer
the questions.
Answer Key
1 A home robot can do your boring chores and in
this way, you can spend your weekend enjoying
yourself.
2 Basic home robots can do only one job, but
SpotMini can do many chores around the
house.
3 SpotMini can load the dishwasher, set and
clear the table, bring you drinks, carry your
groceries and sort recycling. It can even take
the laundry from a bedroom upstairs to a
washing machine downstairs.
Video: Play the video for Ss to watch. Then ask
questions to consolidate information from the
text.
31
16(T)
1a
4 To present and practise vocabulary Suggested Answer Key
for household chores
Day Chores
the task. Monday • set and clean the table
• Give Ss time to complete the task. • mop the floor
• Play the recording for Ss to check their
answers. Tuesday • set and clean the table
• mop the floor
Answer Key
Wednesday • set and clean the table
1 load 5 clear
• mop the floor
2 mop 6 do
3 set 7 do Thursday • set and clean the table
4 vacuum 8 dust • mop the floor
• do the laundry
5 To consolidate information from the Friday • set and clean the table
text; to talk about household chores • dust the furniture
• Ask Ss to look at the pictures in Exercise 4
Saturday • set and clean the table
and say which chores SpotMini can do.
• do the laundry
• Give Ss time to complete the task. Then ask
• dust the furniture
Ss which chores they/their family members
do. Sunday • set and clean the table
• Check Ss’ answers. • do the laundry
Answer Key • tidy my bedroom
SpotMini can load the dishwasher, set the table
and clear the table. Value your routine
Suggested Answer Key Ask Ss to work in groups and discuss which

I usually clear the table and load the dishwasher. statements they agree/don’t agree with.
My sister sets the table and sometimes dusts (Ss’ own answers)
the furniture. We both mop the floor.
Culture Spot
6 To express a preference
To develop cultural awareness; to
• Explain the task and ask Ss to work in pairs. practise research skills
• Give Ss time to consider their opinions.
• Ask various Ss around the class to share Ask Ss to read the information in the box and
their opinions with the class. give them time to research online and find out
about families in other countries.
Yes, I would like a robot to help me out with my
household chores. In this way, I will have more Families in the UK, USA and Australia are not
free time. the same as ones in Vietnam. A family in the UK,
USA and Australia is the classic nuclear family
(with a husband, a wife and children). Extended
7 To write a list of weekly chores
family members live separately.
• Explain the task and give Ss time to
complete it.
• Ss compare their answers with their partners’.
32
17(T)
1a
Vocabulary Speaking
Household chores
6 Would you like a robot to do
your household chores? Why/Why not?
4 1.14 Fill in each gap with set, vacuum
mop, load, do (x2), dust or clear. Then listen
and check.
Writing
7 Make a list of your weekly chores.

Compare it with your partner’s.
VALUE YOUR ROUTINE
1 _______ the dishwasher 2 _______ the floor

Do you agree with the following
statements? Why/Why not?
A routine helps me ...
1 have control of my day.
2 form good habits.
3 feel less stressed as I know what to do.
3 _______ the table 4 _______ the rug
SP T
5 _______ the table 6 _______ the laundry
Family is an integral part of Vietnamese life

and it may be common for three generations
– grandparents, parents, uncles, aunts, and
children – to live in the one home.
Weekdays start early. Parents go to work,
children go to school and the elderly members
look after small children.
7 _______ the ironing 8 _______ the furniture Respect is very important in the family.
Children show respect to their parents and
grandparents.
5 Which of the chores in Exercise 4 does
SpotMini Robot do? Which chores do you/
Do you think it is the same in other
your family members do?
countries?
17
1b Grammar
Present Simple &
Present Continuous
4 Form wh-questions based on the
text in Exercise 2, then answer them.
1 Identify the tenses of the verbs in bold

in sentences (1–6). Then match them to
A: What time does Pete wake up every day?
B: He wakes up at 6:30 a.m.
their uses (a–f).
ADVERBS OF FREQUENCY
1 Claire is staying with her aunt these days. Adverbs of frequency tell us how always 100%
2 She lives in Key West. often something happens. usually
often
3 The film starts at 8:00.
4 They are watching TV at the moment.
5 sometimes
He goes to the gym twice a week.
6 We are going on holiday next week. occasionally
hardly ever
a a habit/routine never 0%
b a temporary situation They go before the main verb, but after the
c an action happening now, at the moment verb be or auxiliary verbs.
of speaking I usually get up early. I’m never late for school.
d a permanent state p. 104
e a fixed future arrangement
f a schedule
pp. 103–104 5 Put the adverbs of frequency in
brackets into the correct place.
1 Hugo never gets up _____________ at
2 Put the verbs in brackets into the
Present Simple.
7 o’clock on Sundays. (never)
2 He and his friends _____________ ride _____________
their bikes to school. (always)
Every day, Pete 1) wakes (wake) up at 6:30 in the 3 Hugo _____________ is _____________ back home at
morning. He 2) _____________ (not/catch) the bus to school. 3:30 and does his homework. (usually)
He walks to school with his friends. In the afternoon, Pete 4 He _____________ takes _____________ his little
3) _____________ (finish) his lessons at 3:15. He 4) _____________ brother to football practice. (sometimes)
(not/go) to the gym. He and his close friend, Steve usually 5 Hugo _____________ helps _____________ his parents
5) _____________(visit) a café afterwards. In the evening, Pete with the chores. (often)
6) _____________ (have) dinner with his family at about 7
o’clock. Then, he 7) _____________ (do) his homework. He 8)
_______________ (watch) TV with his brother before they go to
6 Choose the appropriate verbs in the list
to complete the sentences. Put them into
bed at about 10 o’clock. the Present Continuous.
• not/visit • wait • wear • not/do • jog
1 He is jogging around the park.
3 Underline the correct option, then
complete the answers.
2 They _________________________ the ironing now.
3 Sheila _________________________ her grandparents
1 Do/Does you go to the cinema? Yes, I do . tomorrow.
2 Do/Does he mop the floor? No, _____________ . 4 I _________________________ a wonderful suit.
3 Do/Does they play golf? Yes, _____________ . 5 Ben _________________________ for you just in
4 Do/Does she tidy her room? No, _____________ . front of the school.
5 Do/Does he go jogging? No, _____________ .
18
1b
1 To present and revise the Present Suggested Answer Key
Simple and the Present Continuous A: How does Pete go to school?
• Explain the task and give Ss time to B: He walks to school.
complete it. A: When does Pete finish his lessons?
• Check Ss’ answers. B: He finishes his lessons at 3:15.
Answer Key
A: What do Pete and his friend do after the
1 is staying - Present Continuous lessons?
2 lives - Present Simple B: They visit a café.
3 starts - Present Simple
4 are watching - Present Continuous A: What does Pete do after dinner?
5 goes - Present Simple B: He does his homework and watches TV with
6 are going - Present Continuous his brother.
Answer Key A: What time do Pete and his brother go to bed?

1 b 2 d 3 f 4 c 5 a 6 e B: They go to bed at about 10 o’clock.
2 To practise the Present Simple 5 To revise and practise adverbs of

(affirmative and negative) frequency
• Explain the task and give Ss time to • Read out the theory box.
complete it. • Explain the task and give Ss time to
• Check Ss’ answers. complete it.
Answer Key
2 doesn’t catch 6 has Answer Key
3 finishes 7 does 2 He and his friends always ride ___ their
4 doesn’t go 8 watches bikes to school.
5 visit 3 Hugo ___ is usually back home at 3:30 and
does his homework.
4 He sometimes takes ___ his little brother to
3 To practise the Present Simple
football practice.
(interrogative & short answers)
5 Hugo often helps ___ his parents with the
• Explain the task and give Ss time to chores.
complete it.
6 To practise the Present Continuous
Answer Key (affirmative and negative)
2 Does, he doesn’t • Explain the task and give Ss time to
3 Do, they do complete it.
4 Does, she doesn’t • Check Ss’ answers.
5 Does, he doesn’t
Answer Key
4 To practise the Present Simple
2 aren’t doing 4 am wearing
(wh-questions)
3 isn’t visiting 5 is waiting
complete it in pairs.
• Monitor the activity around the class and
check Ss’ answers.
35
18(T)
1b
7 To practise the Present Continuous Answer Key
(interrogative & short answers) 1 A: look, don’t usually wear
• Explain the task and give Ss time to B: know, am going
complete it. 2 A: plays
• Check Ss’ answers. B: helps
Answer Key 3 A: Are you watching
2 Are you going, I am/we are B: are hanging out
3 Is he sleeping, he is
4 Is she doing, she is 4 A: Is Lucy using
5 Are you taking, I’m not/we aren’t B: is tidying
5 A: am looking
8 To practise the Present Continuous B: don’t sell
(wh-questions)
• Explain the task and give Ss time to 11 To practise the Present Simple and
complete it in pairs. the Present Continuous
• Monitor the activity around the class. • Explain the task and give Ss time to prepare
• Check Ss’ answers. sentences about themselves and their friends.
Answer Key/Suggested Answer Key • Check Ss’ answers.
2 A: Who are you having dinner with tonight? Suggested Answer Key
B: I’m having dinner with my parents. I’m reading a book now.
3 A: Where are you going after school today? I go to football practice every Monday.
B: I’m going to football practice. My family and I are watching a film tonight.
I’m studying for a maths exam these days.
4 A: What book are you reading these days? My sister always clears the table.
B: I’m reading a comic book. I am helping my mom do laundry on Sunday
5 A: Who are you hanging out with this afternoon.
weekend? Eric and I are playing video games at the
B: I’m hanging out with my friend, Max. weekend.
My family often watch TV together in the
evening.
9 To practise the Present Simple and
My brother usually goes to bed late.
the Present Continuous (stative verbs)
• Read out the theory box.
12 To write a note
complete it. • Explain the task.
• Check Ss’ answers. • Remind Ss to use the Present Simple and
the Present Continuous.
Answer Key
1 likes 4 is tasting • Ask various Ss to read their notes to the class
2 feels 5 are you smelling and check Ss’ answers.
3 Does this car belong • Alternatively, assign the task as HW and
check their answers in the next lesson.
10 To practice the Present Simple and
the Present Continuous
Dear Mum,
• Explain the task and give Ss time to I’m going to the Galaxy Cinema with my friend,
complete it. Giang. The film starts at 6:00 p.m. and finishes at
• Check Ss’ answers. 8:00 p.m. We are coming back home by taxi.
Trang
36
19(T)
1b
Present Continuous. Then complete the
Present Simple or the Present Continuous.
short answers.
1 A: You __________________ (look) lovely,
1 Is Sandy going (Sandy/go) to the Emma! You __________________ (not/
supermarket? – No, she isn’t . usually/wear) dresses.
2 ___________ (you/go) out? – Yes, ___________. B: I __________________ (know), but I
3 ___________ (he/sleep)? – Yes, ___________. __________________ (go) to my cousin’s
4 ___________ (she/do) her hair? – Yes, ___________. wedding today.
5 ___________ (you/take) a taxi? – No, ___________. 2 A: Kevin never __________________ (play)
basketball with us on Saturday mornings.
B: Actually, he __________________ (help) his
8 Form questions in the Present
Continuous, then answer them. grandma with her shopping.
3 A: __________________ (you/watch) a film at
1 what / your parents / do / now? the cinema this evening?
A: What are your parents doing now? B: No, we __________________ (hang out) at
B: They are having lunch. Tom’s house.
2 who / you / have / dinner / with / tonight? 4 A: __________________ (Lucy/use) the computer
3 where / you / go / after school / today? at the moment?
4 what / book / you / read / these days? B: No, she __________________ (tidy) her bedroom.
5 who / you / hang out / with / this weekend? 5 A: Excuse me, I __________________ (look) for a
STATIVE VERBS leather jacket.
• Stative verbs are verbs that describe a state B: I’m afraid we __________________ (not/sell)
rather than an action and do not usually have leather clothes in this shop.
a continuous form.
She knows Claudia. (NOT: She’s knowing
Claudia.)
Speaking
• Stative verbs include verbs of emotion (want,
like, love, hate, know, need, etc.), verbs of
11 Make sentences about you and your friends
using these time expressions.
thoughts (know, think, believe, etc.), verbs of
• usually • every Monday • in the evening
perception (see, hear, feel, smell, taste, feel,
• always • tonight • at the weekend • now
look, etc.) and verbs of possession (have,
own, belong, etc.)
• these days • on Sunday afternoon
• We can use some of these verbs in continuous

forms when they describe a temporary action, Writing
not a state.
Why are you tasting the soup? 12 Write a short note to a family member
telling him/her that you are going to the
Jack is having dinner now.
p. 105 cinema, using the Present Simple and the
Present Continuous. Follow the prompts
from the template.
1 Tony _____________________ (like) mopping the Dear/Hi …,

floor. • where you are going
2 This material _____________________ (feel) like silk. • who you are going with
3 _____________________ (this car/belong) to Hugo? • what time the film starts/finishes
4 Dad _____________________ (taste) the noodles to
• how you are getting home
check if they need more salt.
(Your name)
5 Why _____________________ (you/smell) the soup?
19
1c Listening
Gap filling 3 1.16 Listen to a dialogue between
Mark and Nancy. For questions (1–5),
choose the best answer (A, B or C).
• Read the task and the sentences. 1 Where does Mark go on Saturdays?
• Guess what kind of word or information is A the mall
missing in each gap (e.g. a noun, a verb, an B basketball practice
adjective, etc.; a date, a number, time, etc.) C the supermarket
2 Who likes shopping for clothes?
A Nancy
1 Read the sentences. What is the recording
about? What type of word is missing in
B Mark
C Mark’s sister
each gap?
3 Nancy doesn’t ______ .
A do the washing-up
Stephen’s B do the laundry

C vacuum the rugs
hobby 4 What does Mark usually do in summer?
A He goes on a picnic.
• Stephen works on his robots in his mum and
B He visits a museum.
dad’s 1) _________________________. C He visits his cousin.
• He watches 2) ____________________________ videos to
learn about robotics. 5 What time do Mark and Nancy agree to
meet?
• Stephen’s club plans to take part in a robotics
A 7:00
competition on 3) _____________________.
B 10:00
• Stephen’s robots can do 4) ______________________ for C 11:30
his mum and dad.
• Stephen doesn’t mind when he makes mistakes
because it’s fun to fix them.
Look at the cartoon. Circle
• He hopes one day his robots can go into space
the correct phrasal verb.
or help save lives in a(n) 5) _______________________.
2 1.15 Now listen and fill in the gaps (1–5)

in Exercise 1.
Multiple choice
• Read the questions before you listen to the

recording. A: What are you doing?
• Choose the answers the first time you hear B: I’m looking after/looking forward to my dog.
the recording. about something that is going to happen
• Check your answers when you listen for the
• look forward to: to feel pleased and excited
second time.
• look after: to take care of
20
1c
1 To prepare for a listening task
(gap filling)
• Read out the Note box.
• Ask Ss to look at the sentences and explain
the task.
Suggested Answers
The recording is about Stephen’s hobby.
1 a noun 3 a noun (date) 5 a noun
2 an adjective 4 a noun
2 To listen for key information

• Play the recording, twice if necessary. Ss
listen and complete the task.
• Check Ss’ answers. You can play the
recording with pauses for Ss to check their
answers with their partners’.
Answer Key
1 garage 4 chores
2 online 5 hospital
3 8(th) May/May 8(th)
3 To listen for specific information

• Play the recording twice if necessary. Ss
recording with pauses for Ss to check their
answers.
Answer Key
1 C 2 C 3 A 4 A 5 C
Fun Time
To learn phrasal verbs with look

• Explain the task and ask Ss to do the task.
• Ask Ss to read the upside down box and
Answer Key
looking after
39
20(T)
1d
1 a) To present vocabulary for • Refer Ss back to the dialogue and explain
free-time activities the task.
• Direct Ss’ attention to the pictures.
• Play the recording with pauses for Ss to
repeat chorally and/or individually. Suggested Answer Key
Do you want to – Would you like to
b) To practise vocabulary for how about – what about
free-time activities How about – What about
• Explain the task and ask Ss to work in pairs
as in the example. 4 To practise role-playing
• Monitor the activity around the class. • Explain the task and remind Ss that they can
• Ask various pairs around the class to check use the dialogue in Exercise 2 as a model as
their answers. well as any ideas of their own to complete
• Check Ss’ pronunciation and intonation. the task.
Suggested Answer Key • Ss complete the task in pairs. To help Ss,
draw Ss attention to the Useful Language
2 A: Do you build robots?
box and the diagram, which they can use
B: No, I don’t. I think they are difficult.
while doing the task.
3 A: Do you play football? • Monitor the activity around the class and
B: Yes, I do. I think it’s exciting. ask some pairs to act out the dialogue in
4 A: Do you go to the mall? front of the class. Mind Ss’ intonation.
B: No, I don’t. I think it’s boring. Suggested Answer Key
5 A: Do you read books? A: Hi, Tom! Where are you off to?
B: Yes, a lot. I think they are interesting. B: Hi, Jim! I’m going to play football.
A: Cool. Do you like it?
6 A: Do you go on picnics? B: I love it! Would you like to come with me?
B: Yes, I do. I think they are relaxing. A: Sorry! I’m playing video games with Tony.
7 A: Do you attend sporting events? B: Well, what about tomorrow?
B: Yes, I do. I think they are fun. A: I’d love to.
B: Great! Is 4:00 fine with you?
8 A: Do you go to museums? A: Sure!
B: Yes, I do. I think they are interesting. B: See you tomorrow then. Have fun.
A: Thanks. See you.
2 To listen and read for specific
information 5 To learn and practise pronunciation
• Play the recording for Ss to listen to the for \g\ and \dZ\
dialogue. • Play the recording with pauses for Ss to
• Give Ss time to read the dialogue in pairs listen and repeat chorally and/or individually.
and then elicit answers to the questions. • Pay attention to Ss’ pronunciation and make
• Check Ss’ answers. corrections as necessary.
Answer Key • Ask Ss to think of two more words of the
Tara is going to the mall. same sound.
3 To learn synonymous phrases/ Suggested Answer Key
sentences for inviting & suggesting \g\: goal, gum
\dZ\: giraffe, dangerous
• Read out the phrases in the Useful
Language box.
40
21(T)
Speaking 1d
Vocabulary
Tara: Hi, Ann! Where are you off to?
Free-time activities Ann: Hi, Tara! I’m going to play tennis.
Tara: Cool. Do you like it?
1 a) 1.17 Listen and repeat. Ann: I love it! Do you want to come with me?
Tara: Sorry! I’m going to the mall with Emma.
Ann: Well, how about tomorrow?
Tara: I’d love to.
Ann: Great! How about at 5:30?
Tara: Sure!
1 play video games 2 build robots Ann: See you tomorrow then. Have fun.
Tara: Thanks. See you.
3 Replace the underlined phrases in

the dialogue in Exercise 2 with the ones
from the Useful Language box.
3 play football 4 go to the mall
Useful Language
Inviting Suggesting
• Would you like to …? • Why don’t you …?
• Let’s … • What about …?
5 read books 6 go on a picnic 4 Act out a dialogue similar to the

one in Exercise 2. Use phrases from the
Useful Language box and the diagram
below. Mind the intonation.
A B
Greet B. Ask where Greet A. Reply.
7 attend a sporting event 8 go to museums B is going.
Reply. Invite A
Ask if B likes it. to come with
you.
b) Use the activities in the Refuse B’s invitation
pictures above and the adjectives below and give a reason. Suggest
to ask and answer questions as in the another day.
Accept B’s
example.
suggestion. Suggest time.
• exciting • interesting • fun • relaxing
Agree with B. Say goodbye
• boring • difficult to A.
Say goodbye to B.
A: Do you play video games?
B: Yes, a lot. I think they are fun.
Pronunciation \g\ - \dZ\
Everyday English 5 1.19 Listen and repeat. Think of two more
words for each sound. Practise saying
Inviting & Suggesting them with a partner.
\g\ go, give, leg, golf
2 1.18 Listen and read the dialogue.
Who is going to the mall?
\dZ\ gym, giant, magic, gentle
21
1e Writing
An informal email to a friend 3 Mark the sentences as O (opening
remarks) or C (closing remarks).
1 Read the email and complete the gaps
(1–3) with the sentences (A–D). There is one 1 I hope you’re well. _______
extra sentence. 2 Write and let me know what
you think. _______
3 Don’t forget to stay in touch. _______
4 How are you getting on? _______
5 Drop me a line soon. _______
Hi Jack,
1 I’m doing well. Thanks for the email. I’m
sorry to hear that you’re so busy with your 4 Find the opening/closing remarks in
Ryan’s email in Exercise 1.
studies and have too many chores to do.
It’s true, we don’t have much free time, but Your turn
doing a few chores doesn’t take long. I think we
should try to help our parents because it’s not 5 PLANNING You are going to write to an
English friend to tell him/her what you do
fair for them to do everything. 2 , but I still in your free time and what chores you do
help around the house. I make my bed every day to help your parents. Answer the questions.
and clean my room twice a week. I also dust the
furniture. It makes my parents happy and I like 1 What do you like doing in your free time?
helping. 2 What do you think about doing chores?
3 We’re having a barbecue in the garden. 3 What chores do you do to help your parents?
Talk to you soon!
Best, 6 WRITING Write your email (about 120–150 words).
Ryan • Use Ryan’s email as a model.

• Use your answers in Exercise 5.
• Write appropriate opening/closing remarks.
• Use the plan below.
A I am very busy with school and

other activities too
B Have to go now. Hi + (your friend’s first name),
C I agree that your parents should (Para 1) writing the opening remarks
help you with your homework. (Para 2) writing what you like doing in your free
D How are you? time, what you think about doing chores,
and what chores you do to help your
parents
2 Read the email again and answer the
questions.
(Para 3) writing the closing remarks
(your first name)

1 Who is the email from?
2 Who is the email for?
3 What is the email about?
4 Which of the following phrases can you use 7 CHECK/CORRECT Check your email for
spelling/grammar mistakes. Then, in pairs,
instead of Best? Tick (✓). swap your emails and check each other’s
a Thanks again. work.
b Best wishes,
c Lots of love,
d Fine,
22
1e
1 To read for cohesion and coherence 6 To write an informal email to a friend
• Ask Ss to read the email. • Give Ss time to write their email.
• Explain the task and give Ss time to • Remind Ss to use the plan and Ryan’s email
complete it. in Exercise 1 as a model to help them.
• Check Ss’ answers. • Alternatively, assign the task as HW and
Answer Key check Ss’ work in the next lesson.
1 D 2 A 3 B Suggested Answer Key
Hi Paul,
2 To read for specific information I hope you’re well. Thanks for your email. I’m really
sorry to hear that your parents complain about your
• Explain the task and give Ss time to read the
playing too much video games.
email again and complete it.
When I have some spare time, I love reading
books and I sometimes play video games. I enjoy
Answer Key playing video games, and my parents do not
1 It’s from Ryan. complain. But I help my parents with chores too
2 It’s for Jack. because I think I should help them. Also, I think
3 The email is about doing chores. it does not take long. I help load the dishwasher
4 Lots of love, and mop the floor. I also dust the furniture. This
makes my parents happy. So am I.
3 To learn opening/closing remarks I have to go now. My mum is making dinner and
I want to help. Drop me a line soon.
Best,
complete it.
Jamie
Answer Key
7 To check and correct one’s writing
1 O 2C 3C 4O 5C
• Give Ss time to check and correct their emails.
• Then have Ss swap their emails with their
4 To practise opening/closing remarks
partners’.
• Explain the task and give Ss time to find the • Each S tries to correct the other S’ email.
opening and closing remarks in Ryan’s email
in Exercise 1.
Answer Key
Opening: How are you?
Closing: Talk to you soon.
5 To prepare for a writing task

• Explain the task and give Ss time to answer
the questions.
1 I read books and sometimes play video games
in my free time.
2 I think doing chores does not take time.
3 I load the dishwasher and mop the floor.
I also dust the furniture.
43
22(T)
What are the main tasks in this unit? 4 To listen for specific information
Go through the What are the main tasks in this unit?
box and tell Ss that these are the topics, skills and
• Play the recording twice if necessary. Ss
activities this unit will cover.
• Check Ss’ answers. You can play the recording
1 To present vocabulary for entertaining with pauses for Ss to check their answers.
activities
Answer Key
• Direct Ss’ attention to the pictures. Speaker A - 2 (attend a classical performance)
• Play the recording with pauses for Ss to Speaker B - 6 (visit a local museum)
repeat chorally and/or individually. Speaker C - 3 (attend a sports game)
• Check Ss’ pronunciation and intonation.
2 To practise vocabulary for

entertaining activities
• Explain the task and give Ss time to work in
pairs.
their answers.
I enjoy going to art exhibitions. I don’t enjoy
watching dance performances.
3 To practise pronunciation for \s\ and \z\

the task.
• Play the recording with pauses for Ss to listen
and repeat chorally and/or individually.
• Ask Ss to practise saying the words in pairs.
• Monitor the activity around the class. Pay
corrections as necessary.
Answer Key
\s\ \z\
classical, dance, music, visit, museum
concert, cinema
44
23(T)
Unit 2 Entertainment
Vocabulary
What are the main tasks
in this unit? Entertaining activities
• Vocabulary
– entertaining activities
1 1
1.20 Listen and repeat.
2
– types of performances
– types of music
• Grammar
– Past Simple / Past
Continuous go to a music concert attend a classical performance
– when / while 3 4
• Reading
A visit to the Thăng Long
Water Puppet Theatre (an
email – text completion;
question answering) attend a sports game go to an art exhibition
• Listening 5 6
– monologues (matching)
– a dialogue (multiple choice)
– dialogues (multiple choice)
• Speaking
– talking about attend a local festival visit a local museum
entertaining activities 7 8
– talking about types of
performances
– talking about types of
music
– narrating an experience go to the cinema watch a dance performance
– Pronunciation: \s\ - \z\;
interjections 2 Which activities in Exercise 1 do/don’t you enjoy?
• Writing
– an email Pronunciation \s\ - \z\
– a short paragraph about
a bad experience 3 1.21 Listen and put the words music, classical, dance,
visit, concert, cinema and museum in the correct column.
– a narrative letter to a friend Practise saying them with a partner.
• Culture Spot /s/ /z/
Chèo – a traditional
performance in Vietnam
• Values Listening
Value entertainment
• Phrasal Verbs 4 1.22 Listen and match the speakers (A–C) to the activities
(1–8) in Exercise 1.
put on / put up Speaker A ________ Speaker B ________ Speaker C ________
23
2a Reading
Reading
1 Look at the picture. What is special about
this theatre? Read Kevin’s email to find out.
VIDEO
New message
Hi Michelle‚
I had an incredible experience in Hanoi today! Cory and I went to see a traditional water puppet show at the Thăng
Long Water Puppet Theatre. We were excited because these performances are an important part of Vietnam’s
cultural heritage.
When the performance started‚ I was completely surprised to see a colourful dragon moving across water. 1
While a band was playing traditional music‚ the puppets were moving and dancing on the surface of the water. The
puppeteers hid behind a bamboo screen and used underwater rods to move the wooden puppets. The singers in
the band were encouraging the characters in the stories with their songs. I couldn’t understand what they were
saying in Vietnamese. 2 At one point‚ a dragon sprayed water at the audience!
The stories in the show are about farm life as well as folk tales and legends. 3 Back then‚ villagers performed
water puppet shows to celebrate the rice harvest and other special occasions. They made characters from wood and
used rods to make them move on the water‚ just like the puppeteers do today.
I am so happy we had the chance to see this unique performance that goes back thousands of years!
See you soon.
Kevin • puppet • stage • surface
• folk tale • legend • harvest
2 a) Read the email again. Then read sentences (A–C)

and choose the one that best fits each gap (1–3).
3 Answer the questions.
1 What city is the Thăng Long

A This type of storytelling started in the 11th century. Water Puppet Theatre located in?
B You see, the stage was a giant swimming pool. 2 What are the puppets made of?
C I didn’t mind, though, as the puppets were so entertaining. 3 Why did people originally do
water puppet shows?
b) 1.23 Now listen and check.
24
2a
1 To introduce the topic; to read for
gist
picture.
• Then ask Ss to read the question and give
them time to consider their answers.
• Ss read the email and check their answers.
Answer Key
In this theatre, the stage is a pool of water.
2 a) To read for cohesion and

coherence
the box.
• Ask Ss to read the email again and give them
time to complete the task.
b) To listen for cohesion and

coherence
Play the recording. Ss listen to the email and
check their answers.
Answer Key
1 B 2 C 3 A
3 To consolidate comprehension of an
email.
• Ask Ss to read the email again and answer
the questions.
Answer Key
1 It is in Hanoi.
2 The puppets/They are made of wood.
3 They started doing water puppet shows to
celebrate the rice harvest and other special
occasions.

text.
47
24(T)
2a
4 To present and practise vocabulary 7 To write an email
for types of performances
• Explain the task and ask Ss to write an email
• Direct Ss’ attention to the pictures. to an English friend.
• Play the recording with pauses for Ss to • Give Ss time to complete the task.
repeat chorally and/or individually. • Ask various Ss to read their emails to the
• Check Ss’ pronunciation. class and check Ss’ answers.
• Explain the task and give Ss time to • Alternatively, assign the task as HW and
complete it. check their answers in the next lesson.
Answer Key Hi Betty,
A 5 C 3 E 2 How are you? I’m still here in Hanoi, Vietnam with
B 6 D 4 F 1 my family. We went to see a performance at the
Thăng Long Water Puppet Theatre yesterday. It
5 To practise vocabulary for types of was amazing!
It wasn’t an ordinary theatre. Its stage was a
performances
giant swimming pool! When the performance
• Explain the task and give Ss time to work in started, a dragon appeared and moved across
pairs. the water. Then the puppets appeared, moving
• Remind Ss to use the types of performances in and dancing on the surface of the water while the
Exercise 1 and the adjectives given in the list. band was playing traditional music. We watched
• Monitor the activity around the class. a Vietnamese folk tale and legend, the “Lê Lợi’s
• Ask various pairs around the class to check Magic Sword”. This form of entertainment goes
Ss’ answers. back thousands of years and it is quite popular
in northern Vietnam. It’s also a way to keep
Vietnamese traditions alive.
A: Do you like musicals? What did you and your family do over the weekend?
B: I love them. I find them interesting. Take care.
Sam
6 To talk about a performance attended
at the Thăng Long Water Puppet Theatre Value entertainment
• Explain the task and give Ss time to complete Ask Ss to work in groups and discuss which
it in pairs. statements they agree/don’t agree with.
(Ss’ own answers)
Culture Spot
A: When did you watch the performance?
B: I watched it yesterday. To develop cultural awareness; to
practise research skills
A: Who did you go with?
B: I went with my family. Ask Ss to read the information in the box and
then give them time to research online and find
A: What was the theatre like?
out a traditional performance in other countries.
B: It wasn’t an ordinary theatre. Its stage was a
giant swimming pool. Suggested Answer Key
Morris dance is a form of traditional English folk
A: What happened during the performance?
dance. It is a dance in which a group of people,
B: When the performance started, a dragon
usually men, dance together. Dancers wear
appeared and moved across the water. Then
special clothes decorated with little bells and
the puppets appeared, moving and dancing
carry handkerchiefs or sticks.
on the surface of the water while the band
was playing traditional music.
48
25(T)
2a
Vocabulary Speaking
Types of performances
4 1.24 Listen and repeat. Match the 6 Imagine you attended a

performance at the Thăng Long Water
types of performances (1–6) to the
Puppet Theatre. Take turns asking and
descriptions (A–F).
answering the questions.
– When did you watch the performance?
– Who did you go with?
– What was the theatre like?
– What happened during the performance?
– How did you feel about the performance?
1 ballet 2 comedy
Writing
7 Now write an email (about 120 words) to
your English friend about the performance
in Exercise 6.
3 drama 4 musical
VALUE ENTERTAINMENT

Watching performances …
5 opera 6 tragedy 1 makes us creative.
2 is a waste of time.
A a musical play in which performers sing most 3 reduces stress.
of the words while a live orchestra plays music 4 helps us learn about other cultures.
B a performance with a sad ending
C a serious play usually about an emotional tale
D a play that tells a story with the help of song
and dance
E a play that makes the audience laugh
F a play that tells a story with the help of dance
SP T
Chèo is a traditional form of
5 Talk about the types of performances
in Exercise 4 as in the example. Use amusing,
musical theatre in Vietnam. It
dates back to the 12th century
entertaining, exciting, boring, funny or interesting. in the Lý Dynasty and consists
A: Do you like musicals? of folk songs, music and
B: I love them. I find them entertaining. / I’m not dances. In Chèo, performers
crazy about them. I think they are boring. also use lots of body language to show stories
from legends, history, poetry and daily life.
Do you know any traditional performances
in other countries?
25
2 b Grammar
Past Simple & Past Continuous 3 Form questions in the Past Simple,
then answer them.
1 Identify the tenses of the verbs in bold
in sentences (1–5). Then match them to 1 you / get up early / yesterday?
their uses (a–e). A: Did you get up early yesterday?
B: Yes, I did. / No, I didn’t.
2 your mum / go to theatre / yesterday?
1 They got their tickets, entered the theatre 3 your teacher / attend a classical
and walked to their seats. performance / last week?
2 Eva was watching TV at 9:15 last night. 4 you / meet your best friend / last Saturday?
Frank was practising his role when the 5 you and your friends / visit a museum /
3
director called him into her office. yesterday?
4 At 7 o’clock yesterday evening, I was

listening to music while Ann was watching 4 Read the answers. Use the question
words in brackets to make questions as in
TV.
5 We went to the theatre yesterday. the example. Write in your notebook.
1 She left at 8:00. (When)

a actions that happened one after another in the
When did she leave?
past
2 He went to the cinema last night. (Where)
b an action that was happening at a definite time
3 Ann met Lucy yesterday. (Who)
in the past
4 The film started at 9:00 p.m. (What time)
c actions that were happening at the same time
5 I went to the theatre on foot. (How)
in the past
d an action that happened at a certain time in the
past
e an action that was happening in the past when 5 Look at the timetable. Complete the
sentences with the correct forms of the
another action interrupted it verbs in the Past Continuous (affirmative
pp. 105–106 or negative).
10:00 – 10:15 Mayor / give / a speech

2 Complete the text with the Past Simple
of the verbs in the list.
10:15 – 11:00 parade / come / down High Street
11:00 – 12:00 dancers / perform / square
• buy • drive • read • take • meet • wake up 12:00 – 1:00 Big Band / play / main stage
1:00 – 2:30 stallholders / sell / local food
Last Thursday morning, Anna 1) woke up early. She
2) ___________ the paper and drank a cup of tea. Then, 1 The Mayor was giving a speech at
10:10.
she 3) ___________ to her office in her car. She started 2 A parade ___________________ down High Street
work at 8:30 and 4) ___________ a break at 1:00 for at 11:30.
3 Dancers ___________________ in the square at
lunch. During her lunch break, she 5) ___________ her 11:20.
friend, Peter. They 6) ___________ sandwiches from a 4 At 1:30, the Big Band ___________________ on the
main stage.
shop and sat in the park to eat them. Anna returned
5 At 2:45, stallholders ___________________ local
to her office and finished work at 5:00. food.
26
2b
1 To present and revise the Past Simple 4 To practise the Past Simple
and the Past Continuous (wh-questions)
• Explain the task and give Ss time to • Explain the task and give Ss time to
complete it. complete it.
1 a 2b 3e 4c 5d 2 Where did he go last night?
3 Who did Ann meet yesterday?/Who met
2 To practise the Past Simple Lucy yesterday?
(affirmative) 4 What time did the film start?
5 How did you go to the theatre?
complete it.
• Check Ss’ answers. 5 To practise the Past Continuous
(affirmative and negative)
Answer Key
2 read 5 met
complete it.
3 drove 6 bought
4 took
Answer Key
3 To practise the Past Simple 2 wasn’t coming 4 wasn’t playing
(interrogative & short answers) 3 were performing 5 weren’t selling

• Ask various pairs around the class to check
Ss’ answers.
Answer Key
2 A: Did your mum go to the theatre yesterday?
B: Yes, she did. / No, she didn’t.
3 A: Did your teacher attend a classical
performance last week?
B: Yes, he/she did. / No, he/she didn’t.
4 A: Did you meet your best friend last
Saturday?
B: Yes, I did. / No, I didn’t.
5 A: Did you and your friends visit a museum
yesterday?
B: Yes, we did. / No, we didn’t.
51
26(T)
2b
6 To practise the Past Continuous Answer Key
(interrogative & short answers) 1 were decorating 5 were blowing
• Explain the task and give Ss time to complete 2 came 6 were sitting
it in pairs. 3 was preparing 7 knocked
• Check Ss’ answers. 4 was wrapping 8 got
Answer Key
10 To practise the Past Simple and the
2 Were you recording, I wasn’t
Past Continuous
3 Were they watching, they weren’t
4 Was Mark watching, he was • Explain the task and read out the example.
5 Were Emma and Nick waiting, they weren’t • Give Ss time to complete the task in pairs.
7 To practise the Past Continuous • Ask various pairs around the class to check
(wh-questions) Ss’ answers.
• Explain the task and give Ss time to complete it. Suggested Answer Key
• Check Ss’ answers. 2 A: Where were you?
Answer Key B: I was in the living room.
2 Where was he sleeping? 3 A: What were you doing?
3 Who was talking to Keith?/Who was Hugo B: I was listening to music.
talking to? 4 A: How did you get out?
4 How was he going to the cinema? B: Some firefighters helped me out.
5 When was it raining? 5 A: How did the fire start?
B: My next door neighbour was frying fish
8 To practise the Past Simple and the when the oil caught on fire.
Past Continuous with while and when
6 A: How did you feel?
• Read out the theory box. B: I felt scared.
• Explain the task and read the examples.
11 To write about a bad experience; to
practice Past Simple and Past Continuous
Answer Key
• Explain the task and ask Ss to use the Past
2 I was cooking lunch while my brother was Simple and the Past Continuous.
doing homework. • Give Ss time to complete the task.
While I was cooking lunch, my brother was • Ask various Ss to read their writing to the
doing homework. class and check Ss’ answers.
3 I was shopping for groceries when I saw my • Alternatively, assign the task as HW and
friend, Mary. check their answers in the next lesson.
While I was shopping for groceries, I saw my
friend, Mary. Suggested Answer Key
4 I was watching TV while my sister was reading At 3 o’clock yesterday afternoon, I was sitting in the
a book. living room and I was listening to music when a fire
While I was watching TV, my sister was reading broke out from the kitchen of the house next door. A
a book. lot of smoke was getting into my room through the
5 I was walking in the park when it started to rain. window. I ran downstairs to get out of the house but
While I was walking in the park, it started to rain. I couldn’t open the door. My brother locked it from
outside when he went to the shop to buy some
9 To practise the Past Simple and the food for dinner. I thought I would die but luckily, the
Past Continuous firefighters arrived very quickly. They helped me
• Explain the task and give Ss time to complete it. out and put out the fire. My neighbour was frying
• Check Ss’ answers. fish when the oil caught on fire. That’s how the fire
52
27(T) started. I felt so scared but lucky to be alive.
2b
6 Put the verbs in brackets into
the Past Continuous. Then complete the 9 Put the verbs in brackets into the Past
Simple or the Past Continuous.
short answers and practise saying them.
1 Was Alice wearing (Alice/wear) a

David and Lucy threw a party for their mum’s 40th birthday
costume? – Yes, she was .
2 __________________________________ (you/record) the
last weekend. They 1) _________________ (decorate) the
show on your phone? – No, _________________ . house when their cousins 2) _________________ (come) to
3 ___________________________________ (they/watch) TV help. At 4 o’clock, David 3) _________________ (prepare) a
at 10:00 last night? – No, _________________ . special meal and Lucy 4) _________________ (wrap) their
4 _________________________________ (Mark/watch) the mum’s present. Their cousins 5) _________________ (blow)
parade? – Yes, _________________ .
up balloons. At 6 o’clock. They 6) _________________ (sit)
5 _______________________________________________ (Emma
in the living room when someone 7) _________________
and Nick/wait) for you at the funfair at 8:30
yesterday evening? – No, _________________ . (knock) on the door. It was their uncle, Tom, and his band.
By the time David and Lucy’s mum 8) _________________
(get) home, everything was ready and all the guests were
7 Read the answers. Use the question
words in brackets to make questions as in there.
the example. Write in your notebook.
1 She was watching TV at 9:00. (What)
What was she doing at 9:00?
Speaking
2 He was sleeping in the bedroom. (Where)
3 Hugo was talking to Keith. (Who)
4 He was going to the cinema on foot. (How)
10 Ask and answer questions about a
bad experience as in the example.
5 It was raining yesterday morning. (When) 1 What / happen / yesterday? – There / be /
fire.
when / while A: What happened yesterday?
when + Past Simple B: There was a fire.
He was walking back home when he met Joss. 2 Where / be / you? – I / be / the living room.
while + Past Continuous 3 What / you do? – I / listen to music.
While he was watching TV, the lights went out. 4 How / you get out? – Some firefighters /
My brother was listening to music while I was help me out.
cooking dinner. 5 How / fire start? – My next door neighbour /
p. 106 fry fish / when / oil / catch on fire.
6 How / you feel? – I / feel scared.
8 Make as many sentences as possible
as in the example. Write in your notebook.
Writing
1 wait for / bus A mobile phone / ring
2
3
cook / lunch
shop / groceries
B
C
read / book
start / rain
11 Write a short paragraph about a bad
experience you had (about 120–150 words).
4 watch / TV D do / my homework Think about what happened, when/where it
5 walk / park E see / my friend happened, what you did and how you felt.
I was waiting for the bus when my mobile
phone rang.
While I was waiting for the bus, my mobile
phone rang.
27
2c Listening
A
Multiple choice 3 Read the
questions (1–3).
Which is about ...
Key words a performance?

Read the questions and underline the key B
words. They will help you do the listening task. C
1 a) You are going to listen to a dialogue

between two friends. Read the questions (1–3) a graduation?
and underline the key words. a birthday party?
1 What type of performance did they see? 1 What did Ben do after lunch?
A a musical A He brought a cake.
B an opera B He had a graduation party.
C a ballet C He decorated the house.
2 The girl thought the best thing about the 2 Where did they celebrate Mia’s birthday?
performance was ______ . A at the cinema
A the music B at a restaurant
B the story C in the garden
C the actors
3 Who helped Jamie book the tickets?
3 The boy said that the main performer ______ . A his brother
A worked hard to give a good B his brother’s wife
performance C his parents
B had the most difficult role
C was very old
b) What do you think the dialogue is about?
4 Think of words related to each
event in Exercise 3 and make notes in your
notebook.
A the job of an actor
graduation: student, party, speech, dance
B a performance they saw
C why people go to the theatre
5 1.26 Now listen to the dialogues. For
questions (1–3), choose the best answer
2 1.25Now listen to the dialogue.
For questions (1–3), choose the best
(A, B or C).
answer (A, B or C).
Look at the cartoon. Circle the correct

Predicting content phrasal verb.
Look at the questions and think of words that
are related to the main theme. This will help you A: What is John doing?
do the task. B: He is putting on /
putting up his jacket.
• put up: hang up

• put on: wear
28
2c
1 a) To prepare for a listening task 4 To prepare for a listening task
(multiple choice) (predict content)
• Read out the Note box. • Ask Ss to write words related to each event
• Ask Ss to read questions and explain the in Exercise 3.
task. • Give Ss time to complete the task.
• Give Ss time to complete the task. • Check Ss’ answers.
• Check Ss’ answers. Suggested Answer Key
Answer Key performance: actor, plot, ticket, director
1 type, performance, they see graduation: student, party, speech, dance,
2 girl, thought, best thing, performance congratulations, cake
3 boy, says, main performer birthday party: birthday party, birthday cake,
decorations, presents
b) To prepare for a listening task
(multiple choice) 5 To listen for specific information
• Explain the task and give Ss time to • Explain the task.

complete it. • Play the recording, twice if necessary. Ss
• Check Ss’ answers. listen and complete the task.
Answer Key recording with pauses for Ss to check their
B answers.
Answer Key
1 C 2 A 3 B
• P
lay the recording, twice if necessary. Fun Time
Ss listen and complete the task.
• Check Ss’ answers. You can play the To learn phrasal verbs with put
recording with pauses for Ss to check • Explain the task and ask Ss to do the task.
their answers. • Ask Ss to read the upside down box and
Answer Key check Ss’ answers.
1 A 2 B 3 B Answer Key
putting on
(predict content)
• Ask Ss to read questions and explain the
task.
Answer Key
1 B (a graduation) 3 A (a performance)
2 C (a birthday party)
55
28(T)
2d
1 To present and practise vocabulary Answer Key
for types of music; to listen for different Really? - Did you really?
types of music Ooh! - Oh no!
• Explain the task. No! - I don’t believe it!
• Play the recording, twice if necessary. Ss Phew! - Thank goodness!
• Check Ss’ answers. You can play the recording 5 To practise role-playing
with pauses for Ss to check their answers. • Explain the task and remind Ss that they can
Answer Key use the dialogue in Exercise 3 as a model as
1 folk 2 opera 3 rock 4 Latin well as any ideas of their own to complete the
5 jazz 6 pop 7 EDM 8 rap task.
• Ss complete the task in pairs. To help Ss,
draw Ss attention to the Useful Language
2 To express preference; to practise
box and the diagram, which they can use
vocabulary for music
while doing the task.
• Explain the task and ask Ss to work in pairs • Monitor the activity around the class and ask
as in the example. some pairs to act out the dialogue in front of
• Give Ss time to consider their answers and the class. Mind Ss’ intonation and rhythm.
monitor the activity around the class.
their answers. A: How was your weekend?
B: Great. I went to a rock concert on Saturday.
A: Did you really? Where was it?
A: I’m really into pop. It’s happy and exciting. B: It was at the stadium. We were walking there
B: Well, pop’s not really my thing. I like rock when it suddenly started raining!
because it’s fast and powerful. A: Oh no! What did you do?
B: We stopped a taxi and it took us to the
3 To listen and read for specific stadium. The only problem was … what if the
information rain continued.
• Play the recording for Ss to listen to the A: No!
dialogue. B: Yes! Luckily, it stopped just on time.
• Give Ss time to read the dialogue in pairs A: Thank goodness! That was really lucky.
and then elicit answers to the question. B: It was. We had a great time.
6 To practise the pronunciation of
Answer Key
interjections
She went to a pop concert last Saturday.
• Read the Note box.
4 To learn synonymous phrases/
• Play the recording twice if necessary. Ss listen
sentences for expressing emotions
and complete the task.
• Read out the phrases in the Useful Language • Check Ss’ answers. You can play the recording
box. with pauses for Ss to check their answers.
• Refer Ss back to the dialogue and explain
Answer Key
the task.
• Give Ss time to complete the task. 1 b 2 a 3 a
56
29(T)
Speaking 2d
Vocabulary 4 Replace the underlined phrases/
sentences in the dialogue in Exercise 3 with
Types of music the ones from the Useful Language box.
1 Listen and match the music

1.27
extracts (1–8) to the types of music below.
Useful Language
Expressing sympathy
• How terrible! • Oh, dear! • What a shock! • Oh no!
rock opera folk
rap Latin EDM Expressing surprise
jazz pop • I don’t believe it! • No! • Did you really?
• No way! • Really?
Expressing relief
2 What type of music do you like/
dislike? Discuss.
• Phew! • Thank goodness!
• soft • relaxing • happy

• peaceful • calm • fast 5 Act out a dialogue similar to the
one in Exercise 3 about your weekend.
• powerful • cheerful
• boring • noisy • sad Use the phrases from the Useful Language
box. Follow the diagram. Mind the
A: I’m really into rock. intonation and rhythm.
It’s fast and powerful.
A B
B: Well, rock's not really my
thing. I like jazz because Ask B about his/her Say where you went.
it’s soft and happy. weekend.
Reply. Say what
Express surprise. happened on the way.
Ask where it was.
Describe what
Everyday English Express sympathy.
Ask for details.
happened.
Narrating an experience Say what happened

Express surprise. in the end.
3 1.28 Listen and read the

dialogue. Where did Joe go last Saturday?
Express relief. Say how you liked it.
Pronunciation Interjections
Bob: How was your weekend?
Joe: Great. I went to a pop concert on Saturday.
Bob: Really? Where was it?
Joe: It was at the stadium. We were driving Expressing emotions
there when suddenly the car broke down! In English we can use interjections, that is, short
Bob: Ooh! What did you do? words, to express a strong feeling or a sudden
Joe: My mum called the breakdown service. emotion. Wow! I love it. (admiration); Hmm! I’m
While she was waiting for them, we took a not sure. (hesitation); Aah! A bear. (fear)
bus to the concert. The only problem was
we left the tickets in the car.
Bob:
Joe:
No!
Yes! Luckily, my mum turned up on time.
6 1.29 Listen to the interjections and
circle how the speaker feels.
Bob: Phew! That was really lucky.
1 Eek! a confused b scared
Joe: It was. We had a great time.
2 Ooh! a sympathetic b bored
3 Aww! a amazed b sad
29
2e Writing
A narrative letter to a friend 4 Replace the adjectives in the
sentences, using talented, lively, catchy or
1 Read the letter and put the paragraphs
in the correct order.
excellent.
The concert last night was 1) very good. The

Hi Andy, band were all 2) good musicians. They sang very
A It was an amazing performance. The music well, so it was a very 3) nice performance with
was lively and the band were really talented. If you 4) good songs!
get the chance to see Power Dragons live, you should
definitely go.
B How was your weekend? I went to the pop Your turn
concert and it was brilliant! I went with my friends,
Luke and Paul. They’re big fans of Power Dragons, 5 PLANNING Answer the questions.
too. 1 When was the last time you went to a music

C We arrived at the place on time, but there event?
was such a big crowd, so the concert started nearly 2 Who did you go with?
an hour late! The band played their most famous 3 Who performed at the event?
songs and we sang along to all of them. Everyone 4 What happened during the event?
was dancing and the atmosphere was amazing. 5 How did you like it?
After the concert, I managed to speak to Barry
Smith, the lead singer! He signed a photograph of
his for me, so now I have his autograph. 6 WRITING Write a letter to your English
friend about a music event you attended
Write back soon. (about 120–150 words).
Mike
• Use Mike’s letter as a model.
• Use descriptive language.
2 Read the letter again. Which paragraph
(A–C) contains ...
the description of the concert?

feelings/recommendation?
Hi + (your friend’s first name),
the information about where Mike
went and who he was with? (Para 1) writing the opening remarks, saying
where you went, who you were with
(Para 2) describing the event
(Para 3) saying how you liked the event,
Descriptive language recommending the event
Use a variety of adjectives to make your piece (closing remarks)
of writing more interesting to the reader. (your first name)
3 Find the adjectives Mike used to

describe the crowd, the atmosphere, the
7 CHECK/CORRECT Check your letter for
performance, the music and the band. swap your letters and check each other’s
work.
30
2e
1 To read for cohesion and coherence
1 I went to a music event 3 weeks ago.
• Explain the task. 2 I went with my sister.
• Give Ss time to read the letter and complete 3 The Scorpions.
the task. 4 The concert started nearly an hour late.
• Check Ss’ answers. Everyone was singing and the atmosphere
Answer Key was out of this world.
A 3 B 1 C 2 5 I loved it. The music was lively and the band
were really talented.
2 To read for specific information

6 To write a letter to a friend narrating
• Explain the task. an experience
• Give Ss time to read the letter again and
complete the task. • Give Ss time to write their letter.
• Check Ss’ answers. • Remind Ss to use the plan and Mike’s email
in Exercise 1 as a model to help them.
Answer Key • Alternatively, assign the task as HW and
Paragraph C - the description of the concert check Ss’ answers in the next lesson.
Paragraph A - feelings/recommendation
Paragraph B - the information of where Mike
went and who he was with Hi Daniel,
How was your weekend? I went to a rock concert
three weeks ago and it was amazing! I went with
3 To read for key information; to
my sister, Kim. We’re big fans of the Scorpions.
identify adjectives
We arrived at the venue on time, but there
• Read out the Note box. was such a big crowd, so the concert started
• Explain the task. nearly an hour late! The band played their most
• Give Ss time to read the letter again and famous songs and we sang along to all of them.
complete the task. Everyone was singing and dancing and the
• Check Ss’ answers. atmosphere was out of this world.
Answer Key It was an amazing performance. The music was
the crowd – big lively and the band were really talented even
the atmosphere – amazing though they are quite old at age now. If you ever
the performance – amazing get the chance to see the Scorpions live, you
the music – lively should definitely go.
the band – talented Yours,
Sam
4 To practice using adjectives

complete it. • Give Ss time to check and correct their letters.
• Check Ss’ answers. • Then have Ss swap their letters with their
partners’.
Answer Key • Each S tries to correct the other S’ letter.
1 excellent 3 lively
2 talented 4 catchy

the questions.
59
30(T)
A
1 To introduce the topic 5 To develop research skills and make
• Explain the task and ask Ss to look at the a presentation
pictures. • Explain the task and ask Ss to search online
• Give Ss time to complete the task. about another ethnic group.
• Check Ss’ answers. • Give Ss time to complete the task in groups.
check Ss’ answers in the next lesson.
a woman in a traditional costume – D
a traditional musical instrument – C Suggested Answer Key
a rice field – B The Tày People
a stilt house – A Vietnam has over 50 ethnic groups and one
of these is the Tày people. They are the largest
2 To listen and read for gist ethnic group in the country. There are about 1.6
million of them living in the north of the country.
The Tày live in villages throughout the region
• Play the recording. Ss listen and read the
and their houses are very traditional. They are
text and check their answers.
simple stilt or clay houses with tiled or thatched
Answer Key roofs. They spend their days farming, fishing or
The text will be about Mường people: where making crafts.
they live, what they do for a living, what they The traditional costume of Tày people is simple.
wear, what their musical instruments are. It may or may not have decorative patterns. If
the Tày people use patterns, they should be very
3 To read for specific information simple. The Tày people are one rare group that
uses all black for their clothes.
• Explain the task and teach Ss words in the
The Tày people have a rich culture. They are
box.
a very close-knit community and they enjoy
• Ask Ss to read the text again and give them
singing folk songs together and playing the Đàn
Tính, a traditional guitar. They also dance and
tell funny stories.
Answer Key
1 B 2 B 3 A

text.
4 To identify adjectives in the text

• Explain the task and ask Ss to read the text
again.
Answer Key
adjectives of attitude and personality: friendly,
welcoming, creative, talented, patient, proud
60
31(T)
Culture Corner A
Reading
VIDEO
1 –
Look at the pictures. Which shows ...
a woman in a traditional costume? _____ In the mountains of Northern Vietnam live the Mường people,
– a traditional musical instrument? _____ one of the largest ethnic groups in the country. The Mường often
– a rice field? _____
live in stilt houses in villages. They live mainly by growing rice
– a stilt house? _____
and raising poultry and cattle. They have their own language and
traditions and are known as friendly and welcoming people.
2 Look at the pictures and the title. What

information do you think the text will
In modern life, many of the Mường people still make their
clothes themselves. They need to be very creative, talented and
include? patient because their clothes have colourful patterns on them,
which are difficult to make and take a lot of skill and time.
1.30 Listen and read to find out.
Mường women often wear a long black skirt, a white shirt and
a plain or colourful headscarf. Men often wear a long white
shirt with dark trousers.
The Mường people have their own style of music and they play
the gong, one of the traditional musical instruments of the
A
Mường culture. There are songs for special occasions,
such as moving into a new home, and songs with stories
about the history of the Mường. The Mường people are
proud of their traditions and culture.
D
B
• ethnic group • poultry

• cattle • tradition
Adjectives of attitude & personality

3 Read the text again. For questions (1–3),
choose the correct answer (A, B or C).
To describe someone’s attitude or
personality, you can use adjectives such as
1 What are the main jobs the Mường do? friendly, polite, selfish, etc.
A building houses
B farming 4 Underline the adjectives of attitude and
personality in the text.
C collecting food for the animals
2 Mường men often wear ____________ . Project
A black shirts
B dark trousers
C long white skirts
5 Collect information about
another ethnic group. Think about where
3 The gong is a ____________ .
A musical instrument they live, what they do for a living, what they
B headscarf wear and what their songs and musical
C pattern instruments are. You can use the text above
as a model. Present it to the class.
31
A CLIL (History) 4
Reading
VIDEO
1 What do the title and the
pictures tell you? Read
the text to find out. Native
Americans
1 Thousands of years before the Europeans came to America, the people now called
Native Americans lived there.
A
The Native Americans lived in tents called tepees, which they made from animal
skins and tree branches. They hunted animals for food, such as deer and buffalo,
tepee
and were also excellent farmers. They even grew different plants to make
medicine. They also made beautiful pottery and jewellery.
2
B
The Native Americans enjoyed music. They played drums and wooden flutes. Dancing
was important to their culture, too. When the weather was too hot and dry, they would
come together for a ‘rain dance’, which they believed made the rain fall.
jewellery
C
Native Americans did not travel on horseback until the 1600s, when Europeans
3 brought over horses on ships. Before this, Native Americans did not travel. They sent
messages to each other from far away by using smoke signals. They
used this system to communicate with people up to 50 miles away!
Today, there are only around five million Native Americans living in the
United States. Although they have a more modern lifestyle, they still
pottery
try to keep their traditions alive.
• branch • hunt • pottery • alive
• jewellery • smoke signal
2 a) Match the headings (1–4) to the paragraphs
(A–C). There is one extra heading.
1 Travel & Communication 3 Clothes Speaking & Writing
2 Entertainment 4 Day-to-day life
b) 1.31 Listen, read and check. 4 a) What were

people in your country like in the
past? Use the headings in Exercise 2
3 Read the text again and decide if each of the
statements (1–4) is T (true) or F (false).
to collect information about them.
Present it to the class.
1 The Native Americans were hunters and farmers. ________
2 The Native Americans did the ‘rain dance’ b) Write a short paragraph
when it was raining. ________ about how people in your country
3 The Native Americans used smoke to lived, using your answers from
communicate. ________ Exercise 4a (about 120–150 words).
4 Today, there are no more Native Americans. ________
32
A
1 To introduce the topic and predict They also used to make their own clothing.
the context of the text; to read for specific Entertainment
information They had their own style of music using the
gong.
• Explain the task and ask Ss to look at the
Communication
pictures.
They used to communicate in their own way.
b) To write a short paragraph
Answer Key
The pictures show us part of the Native Americans’ • Ask Ss to write about what people in
housing, traditional clothing and jewellery. Vietnam were like in the past, using ideas
from Exercise 4a.
2 To listen and read for cohesion and
• Alternatively, assign the task as HW and
coherence.
• Explain the task and teach Ss words in the
box.
Vietnamese people in the past were mostly
• Ask Ss to read the text again and give them
farmers. They lived very simple lives, and their
main jobs were growing crops and raising farm
• Check Ss’ answer.
animals. For farmers those days, the ox and
• Play the recording. Ss listen and read the text
the water buffalo were very important. They
and check their answers again.
used these cattle to pull ploughs to prepare
Answer Key the soil for crops. There were also groups of
A 4 B 2 C 1 people mainly hunting or fishing for food. Most
women were good at sewing. They used to
3 To read for detail make clothes for all the family members. When
it came to entertainment, they had their own
style of music using the gong. Vietnamese
again.
people used to communicate in their own way.
They had their own body language which most
people still use today.
Answer Key
1 T 2 F 3 T 4 F
questions to consolidate information from the text.
4 a) To talk about what people in

Vietnam were like in the past
• Ask Ss to work in groups and search online
about what people in Vietnam were like in
the past.
Day-to-day life
They were farmers. They took care of their crops
and farm animals. They used to hunt for their food.
63
32(T)
A
1 1 mop 7 answer
2 set 8 visit
3 the ironing 9 comedy
4 exhibition 10 boring
5 have 11 folk tale
6 interesting 12 take
2 1 look after 2 looking forward to

3 put on 4 put up
3 1 see 7 at the moment

2 was cycling 8 works
3 often plays 9 at 7:00
4 Were you doing 10 are staying
5 were making 11 begins
6 woke 12 arrived
4 2 - I’m going running in the park. Do you want to

come?
4 - Maybe another time then.
1 - Hi Anna. What are you doing today?
3 - I can’t. I’m going swimming today.
64
33(T)
Progress Check (Units 1–2)
1-2) A
Vocabulary Grammar
1 Choose the correct option.
1 Can you please take/mop/make/do the 1 I am seeing/see/was seeing why you like
floor? that painting.
2 Jack took the plates from the cupboard and 2 Beth cycles/cycled/was cycling to
set/dusted/vacuumed/cleared the table. school when she fell off the bike.
3 Joe cleaned the windows and Marcia did 3 Peter plays often/often plays/is often
the rug/the bedroom/the ironing/the playing hockey at the weekend.
dishwasher. 4 Are you doing/Were you doing/Did you
4 The girls went to an photograph show/ do housework at 4 o’clock yesterday?
exhibition/programme/concert 5 Was Steve doing his homework while you
yesterday. were making/make/made dinner?
5 Tim and Jane decided to catch/collect/ 6 Tim woke/wake/was waking up, had
gather/have lunch in a local café. breakfast and got ready for school.
6 I like reading books. I think it is boring/ 7 Are you playing chess every day/at the
difficult/interesting/tiring. moment/last night?
7 Mary stopped cooking to make/answer/ 8 Ann work/is working/works at the library.
do/open the phone. 9 I usually have breakfast last night/at
8 I’m going to visit/see/attend/go the 7:00 a.m. yesterday/at 7:00.
museum of Roman history next week. 10 They live in Wales, but they are staying/
9 If you want a good laugh, I recommend the stayed/stay with us in London this week.
new comedy/tragedy/drama/opera at 11 The meeting begins/is beginning/was
the Apollo Theatre. beginning at 10:00 a.m.
10 I’m not crazy about tragedies; I find them 12 I was making dinner when John arrived/
amusing/boring/exciting/interesting. was arriving/arrives.
11 Grandma told us a traditional Vietnamese (12 x 1 = 12 points)
ballet/drama/art/folk tale last night.
12 The bus is late. Let’s go/take/have/do a
taxi instead. Everyday English
(12 x 1 = 12 points)
4 Put the dialogue in the correct order.
2 Fill in each gap with put up, look after,

put on or looking forward to.
I’m going running in the park. Do you want
to come?
1 Mark agreed to _______________________ Jim’s dog Maybe another time then.
while he was on holiday. Hi Anna. What are you doing today?
2 I’m _______________________ going on the picnic! I can’t. I’m going swimming today.
It’ll be so much fun. (4 x 2 = 8 points)
3 It was raining, so James _______________________
his raincoat and left for school.
4 Can you _______________________ the family
picture on the wall?
(4 x 2 = 8 points)
33
A Progress Check (Units 1-2)
1–2)
1 South Kensington is an area in
Reading London. ________
5 Read the text and decide if each of the

2 The Royal Albert Hall is a
place for classical music. _____
3 The Proms last for six weeks
every summer. ________
4 5,000 people watch the Proms
on TV every year. ________
5 You can watch sports events
at the Royal Albert Hall. _____
(5 x 4 = 20 points)
Listening
6 1.32 Listen to a dialogue between two
friends. For questions (1–4), choose the
best answer (A, B or C).
1 What type of art did the boy see?
T he Royal Albert Hall in South Kensington, London, A paintings

B photographs
is one of the UK’s most famous concert halls.
C sculptures
Queen Victoria opened it in 1871 and singers, choirs
2 The boy knew __________ .
and orchestras from around the world came to perform
A the artist from the exhibition
on its famous stage. Everyone in the UK knows this
B all the people in the exhibition
beautiful venue. In fact, for many people, the Royal C someone who was in the photographs
Albert Hall is the home of classical music in England.
3 What does the boy think the exhibition is
One of the most famous events that happens here is the about?
Proms. It is a special classical concert that celebrates A the lives of young people
music and British culture. This eight-week-long festival B people in different cities
happens every summer. Classical musicians, orchestras, C he doesn’t know
opera singers and even pop stars all perform during the 4 The boy wants to __________ .
Proms. There really is something for everyone! Over A take his own photographs
B get some new ideas
5,000 people fill the seats inside the Hall, and over 18
C visit the exhibition again
million watch it on television and the Internet. People
(4 x 5 = 20 points)
even call it the world’s largest music festival!
The Proms isn’t the only thing that happens at this
amazing place. There are also rock concerts, ballet and
Writing
theatre performances, film screenings and even tennis
matches! Whatever you’re interested in, you can find it
7 Write an email to your English friend about
a local festival you attended (about 120–150
at the Royal Albert Hall, Britain’s most incredible words). Include information about where you
entertainment venue! went, who you were with, what happened at
the event and how you liked it.
(20 points)
34
A
5 1 T 2 T 3 F 4 F 5 T
6 1 B 2 C 3 A 4 C
7 Suggested Answer Key

Hi Henry,
How was your weekend? I went to the Huế
Festival and it was amazing! It takes place every
two years in April and I went with my brother,
Sam. We love local festivals.
We arrived at the venue just on time for the
opening ceremony. During the festival, lots
of cultural events took place such as street
performances, boat races and kite flying. I really
loved watching the beautiful kites of all shapes
and colours flying high in the sky. Everyone was
dancing in the streets and the atmosphere was
amazing.
It was a great festival. The music was lively and
the boat races were a lot of fun. If you ever
get the chance to attend the Huế Festival, you
should definitely go.
Yours,
Tony
67
34(T)
What are the main tasks in this unit?
Go through the What are the main tasks in this unit?
box and tell Ss that these are the topics, skills and • Explain the task.
activities this unit will cover. • Play the recording, twice if necessary. Ss
1 To present vocabulary for community • Check Ss’ answers. You can play the
service activities recording with pauses for Ss to check their
answers.
• Play the recording with pauses for Ss to Answer key
repeat chorally and/or individually. Tom - D (collected food)
• Check Ss’ pronunciation and intonation. Kelly - A (donated clothes)
Jack - G (organised a marathon)
2 To practice vocabulary for community
service activities
• Explain the task and give Ss time to complete
it in pairs.
• Ask various Ss around the class to share their
answers with the class.
We can raise money for a charity day at school by
having a cake sale and sell second-hand toys.
3 To practise pronunciation for \e\ and \œ\

• Play the recording for Ss to listen and
complete the task.
• Ask Ss to practise saying words in pairs.
Answer Key
\e\ \œ\
sell, second, collect, activity, hand, animal,
shelter have, marathon
68
35(T)
Unit 3 Community services
Vocabulary
in this unit? Community service activities
• Vocabulary 1 1.33 Listen and repeat.
– community service
activities
– charity organisations
– volunteer activities
• Grammar A donate clothes B raise money
– Present Perfect
– have been to /
have gone to
• Reading
Making a difference C have a cake sale D collect food
(an article – sentence
completion; T/F statements)
• Listening
– a presentation (multiple E sell second-hand toys F have an art fair
choice)
– a monologue (gap filling)
• Speaking
– making suggestions to
raise money for a charity G organise a marathon H volunteer at an
animal shelter
– presenting a charity
– expressing concerns &
making suggestions 2 You are organising a charity day at school. What can
you do to raise money? Choose from the ideas in Exercise 1.
– Pronunciation: \e\ - \œ\;
disappearing consonants Pronunciation \e\ - \œ\
“\t\ - \d\‘
• Writing 3 1.34 Listen and put the words activity, sell, second, hand,
collect, animal, have, marathon and shelter in the correct column.
– a poster Practise saying them with a partner.
– a letter inviting a friend /e/ /œ/
to an event
• Culture Spot
Thuý’s Dream Foundation Listening
• Values
Value our community
4 Listen to Tom, Kelly and Jack talking about
1.35
community service activities. Which activities in Exercise 1
did each participate in?
• Phrasal verbs
Tom ____________________ Kelly ____________________ Jack ____________________
give away / give out
35
3a Reading
Reading
1 Look at the name and the logo of the
organisation in the text. Who do you think VIDEO
it helps?
There are many charities that are working hard to help people in need around the world. UNICEF is one of them.
The United Nations introduced UNICEF in 1946 Many famous people have helped out by becoming
and it has protected the rights of children ever celebrity ambassadors to UNICEF. They use their talent
since. UNICEF is short for the United Nations and fame to educate the public on the problems faced
International Children’s Emergency Fund and its by children worldwide. Recently, the charity has provided
purpose is to provide support to children around clean water to millions of people. It has also given millions
the world. The organisation works in over 190 of children access to education and helped them get
countries. In the beginning, this charity worked to enough to eat. In the battle against Covid-19, UNICEF
improve the lives of poor children after World War II. has helped in many countries around the world by
Today, UNICEF works to make sure children delivering protective equipment, vaccines and medical
everywhere have basic rights, such as food, shelter, training. Through its programmes, UNICEF is making a
healthcare and education. The organisation also difference in improving the lives of children everywhere.
provides emergency support by helping people
in disaster areas. UNICEF receives support from
governments and private givers. • right • improve • shelter
• healthcare • disaster • access
2 Read the text and complete

the sentences.
3 Read the text again and decide if each of the
1 The aim of UNICEF is ______________
_____________________________________________ . 1 UNICEF works only in a few very poor
2 UNICEF gets support from countries. ________
_____________________________________________ 2 The organisation helps people who have

_____________________________________________ . experienced natural disasters. ________
3 Celebrity ambassadors help 3 UNICEF helps people get access to clean water. ________
4 UNICEF helps provide medical treatment
_____________________________________________
to children. ________
_____________________________________________ .
4 UNICEF’s support against
Covid-19 includes ___________________ 4 Do you know any charitable organisations
in your country? How do they help people?
_____________________________________________ .
36
3a
1 To introduce a topic; to listen and Suggested Answer Key
read for gist FFSC (Friends for Street Children) is a non-profit
• Ask Ss to look at the name and the logo. organisation founded in 1984. Its mission is to
Then ask Ss who they think the organisation improve the living conditions and enhance the
help. available resources of disadvantaged children in
• Give Ss time to consider their answers. Ho Chi Minh City and their families who are at
• Play the recording. Ss listen and read the risk.
articles and check their answers. SCC (Saigon Children’s Charity) is a UK charity
Answer Key founded in 1992. Its mission is to give scholarships,
Unicef helps children around the world, giving build schools, run a vocational school in Ho Chi
them the basic rights they need, such as food, Minh City and work with other smaller organisations
shelter and healthcare. that focus on disabled children.

the box.
Answer Key
1 to provide support to children around
the world
2 governments and private givers
3 educate the public on the problems faced
by children worldwide
4 delivering protective equipment, vaccines
and medical training

• Explain the task and ask Ss to read the
article again.
• Give Ss time to mark the statements
according to what they read.
Answer Key
1 F 2 T 3 T 4 F
text.
4 To consolidate information
Give Ss time to consider their answers in pairs
and then ask various Ss to share their answers
with the class.
71
36(T)
3a
5 a) To lead in to the lesson
8 To prepare a poster about a charity.
• Explain the task and ask Ss to search online
answer them.
about a charity.
SCI and RNLI help people. WWF and RSPCA check Ss’ answers in the next lesson.
help animals.
b & c) To present and practise Name: A. R. C. (Animal Rescue & Care)
vocabulary for charity organisations Goals: To help and raise awareness for animals
in need.
• Explain the task and ask Ss to search
History: Established in 2008.
online about the organisations given.
Types of help: Rescue, foster, provide medical
treatment and adoption programmes for cats and
dogs in urgent need of care, protection and love.
their answers.
• Ask Ss to match the organisations with
their logos. Take care and give love
• Check Ss’ answers. (An
imal Rescue &
Ca to cats and dogs all over
.C re
.R
Answer Key A the world.
)
1 Children 3 Animals You can rescue, provide
2 Wildlife 4 Lifeboat medical treatment and
adopt a cat or a dog
1 d 2c 3a 4b
today!
6 To practise vocabulary for charity

organisations
Value our community
complete it. Ask Ss to work in groups and discuss which
• Check Ss’ answers. statements they agree/don’t agree with and give
reasons.
Answer Key
A 1 B4 C2 D3 (Ss’ own answers)
Culture Spot
7 To talk about charity organisations
• Explain the task and ask Ss to work in pairs.
• Ask various Ss around the class to check Ask Ss to read the information from the box and
their answers. then give them time to research online and find
out about similar foundations in other countries.
Name: WWF (World Wildlife Fund for Nature) Suggested Answer Key
Goal: To protect nature and endangered animals The Andrew McDonough B+ Foundation is
History: Established in 1961 a charitable fund set up by the McDonough
Types of help: It has several notable worldwide family. Its aims are to fund research and
campaigns, including Earth Hour and Debt-for- provide help to families of childrens with
nature swaps. Its current work focuses around cancer across the USA. The B+ Golf Outing
these six areas: food, climate, freshwater, and Dinner event, which takes place every year,
wildlife, forests, and oceans. is a big fundraising event for the foundation.
72
37(T)
3a
Vocabulary Writing
Charity organisations
5 a) Look at the logos of four organisations. 8 Collect information about

a charity either in Vietnam or in another
Which organisation helps people? Which
helps animals? country. Use the headings in Exercise 7
and your notes to prepare a poster for it.
a b c d
VALUE OUR COMMUNITY
b) Look up the organisations Do you agree with the following

and complete their names. statements? Why/Why not?
Helping our community …
1 SCI Save the ________________________ International
1 teaches us how important it is to help others.
2 WWF World ________________________ Fund
2 is a great way to meet new friends.
(for Nature)
3 is a good way to help you gain extra skills
3 RSPCA Royal Society for the Prevention
such as problem solving and time
of Cruelty to ________________________
management skills.
4 RNLI Royal National ________________________
4 helps you get closer to your community.
Institution
c) 1.37 Listen and check. Then match

the organisations (1–4) with their logos (a–d).
6 Match the descriptions (A–D) with the

organisations (1–4) in Exercise 5.
A It raises money to provide food and medicine
B
to children.
It helps boats in trouble and rescues people
SP T
lost at sea.
C It works to protect the future of nature and
Thúy’s Dream Foundation is a charitable fund
animals.
set up by Tuổi Trẻ newspaper. It aims to
D It saves, protects and finds homes for animals. support children suffering from cancer across
Vietnam. The Sunflower Festival, which takes
place every year, is a big fundraising event for
Speaking the foundation.
Do you know any similar foundations

7 Choose one of the
organisations above. Make notes under
in other countries?
the headings name, goal, history and type

of help? Present it to the class.
35
37
3b Grammar
Present Perfect
1 Write the past participle forms of the
verbs below. Which are the same as the
Affirmative Negative past simple?
I / You / We / They I / You / We / They haven’t 1 win ___________ 7 buy ___________
have left. left. 2 work ___________ 8 raise ___________
He / She / It has He / She / It hasn’t left. 3 be ___________ 9 choose ___________
left. 4 run ___________ 10 join ___________
Interrogative Short answers 5 wear ___________ 11 collect ___________
Have I / you / we / Yes, you / I / we / you / they 6 go ___________ 12 break ___________
they left? have.
No, you / I / we / you / they
haven’t.
Present Perfect.
Has he / she / it Yes, he / she / it has.
1 Hugo has worked (work) for World
left? No, he / she / it hasn’t.
Children’s Fund for ten years.
We form the Present Perfect with have/has + 2 I haven’t worn (not/wear) this jumper for
past participle of the verb. years. I’ll donate it to charity.
• For the past participle of regular verbs, 3 This is the first time George ______________
add -ed to the base form. (run) a marathon for charity.
• save - saved • help - helped
4 My friend, Dan ______________ (be) sick so
• protect - protected • stop - stopped
he can’t come to the fair.
• play - played • study - studied
5 Lucy ______________ (not/watch) the
• For irregular past participles, see the list
of Irregular Verbs at the back of the book. programme about RNLI yet.
We use the Present Perfect to talk about:

• an action that began in the past and 3 Put the verbs in brackets into the Present
Perfect questions, then answer them.
continues up to the present.
My dad has worked for Operation Smile 1 Have you visited (you/visit) the animal
for eight years. shelter? – Yes, I have . I visited it yesterday.
• a recent action whose result is visible in 2 ___________________________ (Jenny/bake) anything
the present. for the cake sale? – Yes, she __________ .
I’ve broken my leg, so I can’t come She’s made biscuits.
to the cake sale. 3 ___________________________ (we/collect) enough
• a person’s experience.
food yet? – No, we __________ . We need four
She has visited the charity twice.
more boxes.
This is the first time I have joined the cake
4 ___________________________ (Robin/choose)
sale at school.
any clothes to donate? – No, he __________ .
Time expressions used with the Present He wants to donate some toys instead.
Perfect are just, already, yet, recently, since,
5 ___________________________ (Marie/join) the WWF?
for, ever, never, before, etc.
No, she __________ . She’s joined the RSPCA.
They have never attended an art fair
6 ___________________________ (the children/raise)
before.
any money for UNICEF yet? – Yes, they
pp. 106–107
__________ . They’ve raised over £50!
38
3b
1 To practise past participle form of
verbs
complete it.
Answer Key
1 won 7 bought
2 worked 8 raised
3 been 9 chosen
4 run 10 joined
5 worn 11 collected
6 gone 12 broken
2 To practise the Present Perfect

(affirmative and negative)
complete it.
Answer Key
3 has run 5 hasn’t watched
4 has been

(interrogative & short answers)
complete it.
Answer Key
2 Has Jenny baked, has
3 Have we collected, haven’t
4 Has Robin chosen, hasn’t
5 Has Marie joined, hasn’t
6 Have the children raised, have
75
38(T)
3b
4 To practise for and since
• Explain the task and ask Ss to work in pairs
complete it.
as in the example.
Answer Key • Ask various pairs around the class to check
1 for 5 for their answers.
2 since 6 since • Have some pairs demonstrate the dialogues in
3 since front of the class. Give feedback as necessary.
5 To practise the time expressions Suggested Answer Key

used with the Present Perfect 2 A: Have you had a cake sale?
• Explain the task and give Ss time to B: No, I haven’t. Have you?
complete it. A: Yes, I have. We organised an event at
• Check Ss’ answers. school last Saturday.
Answer Key 3 A: Have you organised a marathon?
1 We have joined four marathons so far. B: No, I haven’t. Have you?
2 Steve and Kate haven’t sold out all their A: Yes, I have. We organised a marathon at
second-hand toys yet. school last month.
3 We have already donated our clothes to the 4 A: Have you collected food for the homeless?
local charity. B: No, I haven’t. Have you?
4 I have just given all my old toys to the A: Yes, I have. We organised an event at
children’s home. school last Sunday.
5 Have you ever visited SOS Children’s 5 A: Have you sold second-hand toys?
Villages in Vietnam? B: No, I haven’t. Have you?
A: Yes, I have. We organised an event at
6 To practise the Present Perfect school last week.
(have been to / have gone to)
6 A: Have you donated your clothes?
B: No, I haven’t. Have you?
A: Yes, I have. We organised an event at
complete it.
school last year.
7 A: Have you had an art fair?
Answer Key
2 have been to 4 has been to A: Yes, I have. We organised an event at
3 have gone to 5 have gone to school last year.
8 A: Have you volunteered at an animal shelter?
7 To practise the Present Perfect B: No, I haven’t. Have you?
• Explain the task and give Ss time to A: Yes, I have. We visited it last weekend.
complete it.
Answer Key
2 haven’t done
3 have trained
4 have just received / ‘ve just received
5 have raised / ‘ve raised
6 haven’t asked
7 have set up / ‘ve set up
76
39(T)
3b
4 Fill in each gap with for or since.
7 Put the words in brackets into the
Present Perfect.
1 Paul has trained for a marathon _____ a
month. Hello Paul!
2 I haven’t seen John again _____ last week’s Guess what! I’m taking part in Brighton Marathon
RSPCA meeting. next weekend! 1) Have you ever run (you/ever/run)
3 UNICEF has provided healthcare support
a marathon? I 2) ________________________ (not/do) it before,
to children _____ 1946.
and I’m quite excited! My friends and I decided to
4 My aunt, Lucy has supported our community
participate six months ago, and we 3) _______________________
_____ over a decade.
(train) every day since then.
5 My dad has volunteered in many community
service activities _____ he was a high school I 4) ________________________ (just/receive) my race number
student. in the post – I’m 11173. I think there will be about
17,000 runners in the marathon! We all have to raise
5 Choose the correct time expressions and
put them into the most appropriate position in
at least £400 each for the British Heart Foundation. I
5) ________________________ (raise) £450, but I hope I’ll get
the sentences. Write in your notebook.
even more before the race day. I 6) ________________________
1 We have joined four marathons. (ever/so far/
(not/ask) my classmates to sponsor me yet, but I’m
yet)
going to ask them tomorrow. Do you want to sponsor
2 Steve and Kate haven’t sold out all their
me, too?
second-hand toys. (already/yet/just)
3 We have donated our clothes to the local I 7) _________________________ (set up) a Go Fund Me page,
charity. (already/yet/ever) so you can donate there. The address is
4 I have given all my old toys to the www.gofundme.com.
children’s home. (just/since/yet) Thanks in advance and I’ll call you after the race.
5 Have you visited SOS Children’s Villages in Mike
Vietnam? (never/ever/for)
HAVE BEEN TO / HAVE GONE TO

• They have gone to the hospital. (They are Speaking
on their way there or they are there now.)
• They have been to the hospital. (They
were there some time ago, but they are in 8 Use the following ideas to make
dialogues as in the example.
somewhere else now.)
p. 107 1 raise money for charity
A: Have you raised money for charity?
6 Fill in each gap with have/has been to or
have/has gone to.
A: Yes, I have.
1 Julie has been to the animal shelter
2 have a cake sale
twice this week.
3 organise a marathon
2 I _______________________ Vietnam three times and I
4 collect food for the homeless
want to go again.
5 sell second-hand toys
3 Mum and Dad _______________________ the market
6 donate your clothes
to buy some food. They’ll be back soon.
7 have an art fair
4 My brother _______________________ the dentist’s
8 volunteer at an animal shelter
twice this month.
5 They _______________________ the park. They will be
back for lunch.
39
3c Listening
Multiple choice Gap filling
1 You are going to hear about a charity

organisation. Read the questions and
3 You are going to listen to a man called
Jeffrey Dean leaving a message to his friend,
underline the key words. Tim. Read the sentences. What type of word
is missing in each gap?
• Neighbours Unite! took place on 1 the 16th.

• It started at 9:00 a.m. and finished at 2 .
• School students picked up the 3 from the
streets.
1 Why did people create the Oxford
Committee for Famine Relief in 1942? • 4 Jones organised the groups fixing
houses and gardens.
A to end World War II in Greece
B to take food to Greece • Jeffrey is planting a community garden at Fairway
C to fight a war in Greece 5 this weekend.
2 Who did the organisation help for the

first time in 1951?
4 2.2 Now listen and fill in the gaps (1–5)
in Exercise 3.
A victims of war
B people in Europe
C victims of a natural disaster
3 What happened to OXFAM groups in
1995? Look at the cartoon. Circle the correct
phrasal verb.
A They joined to form one big
organisation.
B They started working with other
charities.
C They changed their name back to
the Oxford Committee.
4 What does OXFAM believe is the best
way to save someone from poverty?
A giving them money
B teaching them new skills
C donating food and medical supplies
A: Who are you saying goodbye to?
B: My clothes. I’m giving them away / out to the
2 2.1 Now listen and for questions (1–4),
choose the correct answer (A, B or C). local charity.
• give out: distribute
• give away: donate
40
3c
1 To prepare for a listening task Answer Key
(multiple choice) 1 Saturday
• Teach Ss some new vocabulary items: 2 5:00 p.m. / 5 o’clock / 5:00
Greece, victim, poverty and medical supply. 3 rubbish
• Explain the task and have Ss read through the 4 Lucy
questions and answer options. 5 Park
• Check Ss’ answers. Fun Time
Answer Key To learn phrasal verbs with give
1 Why, Oxford Committee for Famine Relief,
create
2 Who, organisation, help, first time, 1951
3 What, happened, OXFAM, 1995
4 What, OXFAM, believe, the best way, to save Answer Key
someone, poverty away

• Play the recording, twice if necessary. Ss listen
with pauses for Ss to check their answers.
Answer Key
1 B 2C 3A 4B

(gap filling)
• Ask Ss to read the sentences and explain the
task.
Answer Key
1 noun (day) 4 noun (proper name)
2 time 5 noun (name)
3 noun

79
40(T)
3d
1 a) To present and practise 4 To practise role-playing
vocabulary for volunteer activities • Explain the task and remind Ss that they can
• Ask Ss to read the verbs and the phrases use the dialogue in Exercise 2 as a model as
and explain the task. well as any ideas of their own to complete the
• Give Ss time to complete the task. task.
• Check Ss’ answers. Ss can compare them • Ss complete the task in pairs. To help Ss, draw
with their partners'. Ss attention to the Useful Language box and
Answer Key the diagram, which they can use while doing
the task.
1 E 3 C 5 D
• Monitor the activity around the class and ask
2 A 4 B 6 F
some pairs to act out the dialogue in front of
b) To talk about volunteer activities the class. Mind Ss’ intonation and rhythm.
• Explain the task and give Ss time to Suggested Answer Key
discuss in pairs. A: Hi, George! How are you?
• Ask various Ss to share their answers B: Oh, hello, Tom! I’m so sorry for not answering
with the rest of the class. your call yesterday, but I was at my neighbour’s
house. I’m a bit concerned about his teenage
son.
I have cleaned up rubbish with my friend, Kim in
A: What’s happened to him?
a beach clean-up.
B: Well, he had an accident and I’m worried about
him. His family works a lot of hours, you see.
2 To read and listen for specific What concerns me is that he is in bed all day.
information He can’t get out of bed yet.
• Play the recording for Ss to listen to the A: Why don’t you take a trivia game and go over
dialogue. and play with him?
• Give Ss time to read the dialogue in pairs B: That’s a good idea! I should keep him company
and then elicit answers to the questions. this way and it will be fun for him too.
• Check Ss’ answers. A: I could come with you!
B: That would be perfect! How about tomorrow
Answer Key
afternoon?
Jane is concerned about her neighbour who is
A: Sure. Let’s meet at your house at 4:00 p.m.
old but has no family and just eats junk food
and snacks. Jane and her friend, Kate decide to
cook her some food. 5 To learn and practise pronunciation for
disappearing consonants (\t\ - \d\)
3 To learn synonymous phrases for • Read out the Note box.

expressing concerns & making suggestions • Play the recording for Ss to listen and
underline the sounds.
• Read out the phrases in the Useful
Language box.
• Refer Ss back to the dialogue and explain Answer Key
the task. 1 Can you send me an email with the details?
• Give Ss time to complete the task in pairs. 2 We just need one more volunteer to help us.
• Then play the recording again with pauses
Suggested Answer Key for Ss to listen and repeat chorally and/or
I’m a bit concerned about – I’m really worried about individually.
What concerns me is – The worrying thing is • Pay attention to Ss’ pronunciation and make
Why don’t you – You could corrections as necessary.
How about - What about
80
41(T)
Speaking 3d
Vocabulary 3 Replace the underlined phrases in
the dialogue in Exercise 2 with the ones
Volunteer activities from the Useful Language box.
Useful Language
1 a) 2.3 Match the verbs (1–6) to the
phrases (A–F). Then listen and check. Expressing concerns
• I’m really worried about …
1 babysit 4 look after • The worrying thing is (that) …
• My concern is (that) ...
2 teach 5 make
3 6 Making suggestions
do pick up
• I/You could/should/can … • A good idea is to ...
A a skill you have • What about …? • I suggest ...
B a stray dog
C chores for an elderly person
D food for a homeless person 4 Your teenage neighbour had an
accident and has been in bed all day. Act out
E for a working parent a dialogue similar to the one in Exercise 2.
F rubbish Use the phrases from the Useful Language
box and the diagram below. Mind the
intonation and rhythm.
b) Have you done any of the A B
activities (1–6)? When? With whom? Greet B. Ask Greet A. Reply.
how he/she is. Say why.
Everyday English Ask B what the Explain the
problem is. problem and
Expressing concerns & Making your concern.
suggestions Make a
suggestion. Say you like the
idea.
2 2.4 Read and listen to the
dialogue. What concerns Jane? What do
Suggest going
together. Agree. Suggest a
they decide to do? day.
Agree.
Kate: Hi, Jane! How are you? Pronunciation

Jane: Oh, hello, Kate! I’m sorry I didn’t answer
your call yesterday, but I was at my Disappearing consonants “\t\ - \d\‘
neighbour’s house. I’m a bit concerned
about her.
Kate: What’s happened to her? The sounds \t\ and \d\ often disappear from
Jane: Well, nothing, but she’s 87 years old and pronunciation when they occur between two
she has no family. What concerns me is that consonant sounds.
she just eats junk food and snacks.
It was the worst weather we ever had.
Kate: Why don’t you cook her some food?
Jane: That’s a good idea!
Kate: I can help you! 5 2.5 Listen and underline the \t\ and \d\
sounds that disappear. Listen and repeat.
Jane: Thanks! How about tomorrow afternoon?
Kate: Sure. Let’s meet at your house at 5:00 p.m. Practise saying them.
1 Can you send me an email with the details?
2 We just need one more volunteer to help us.
41
3e Writing
A letter inviting a friend to an event 4 Rewrite the sentences to make them
invitations. Use the words in brackets.
1 Read the letter and put the verbs in
brackets into the Present Perfect.
Write in your notebook.
1 Please come to the art fair with me. (fancy)

Hi Kevin, 2 You can donate some clothes. (Would)
A How are you? Guess what! This weekend, we’re 3 Let’s visit the animal shelter. (want)
holding an event at my school to raise money for 4 You can take part in the marathon. (Why)
children at the local hospital. We 1) ___________________ 5 Let’s collect food for the animal home.
_______________ (never/do) anything like this before, and (What about)
it’s going to be great!
Your turn
B The teachers are organising a half-marathon on
Saturday and lots of people are taking part. I
2) ___________________________ (not/sign up), though. I
5 PLANNING Your school is organising a
two-day event to help raise money for the
don’t think I can run 21 km! There’s a cake sale on the poor people in the area. Answer the
same day, too, and I’m helping out. I questions.
3) ____________________________ (already/bake) 50 biscuits
1 When is the event?
and I’m making a lemon cake this afternoon! On
2 What activities has your school planned?
Sunday, there’s a sale of second-hand toys. My
3 What have/haven’t you done?
brother 4) ______________________ (donate) five of his old
Lego sets.
C Would you like to come to the sale with me on 6 WRITING Write a letter to your English friend
about the event (about 120–150 words).
Sunday? I’m sure there will be computer games there!
Let’s meet outside the school at 10:30. • Use Ann’s letter as a model.
See you then. • Use your answers in Exercise 5.
Ann • Use appropriate tenses.
• Use appropriate language to invite your friend.
2 Answer the questions. • Use the plan below.
1 Who is the letter from?
2 Who is the letter for?
3 What opening/closing remarks has Ann used?
4 Look at the letter. Which paragraph ...
– is about the activities they have done/ (Para 1) writing the opening remarks, giving details
haven’t done? of the event
– has an invitation? (Para 2) talking about the activities you have done/
– gives details about the event? haven’t done
(Para 3) inviting your friend
3 Read the Useful Language box. Find and
underline the phrases Ann used in her letter (closing remarks)
to invite her friend to the event. (your first name)
Useful Language
Inviting
• Please come to … 7 CHECK/CORRECT Check your letter for
• Would you like to …?
swap your letters and check each other’s
• Why don’t you come to …?
work.
• How/What about coming to …?
• Do you fancy coming …?
• Do you want to come …?
42
3e
1 To practise the Present Perfect 5 To prepare for a writing task
• Explain the task and give Ss time to Explain the task and give Ss time to answer the
complete it. questions, then check Ss’ answers.
Answer Key 1 The event is this weekend.
1 have never done 3 have already baked 2 My school has planned a marathon and a
2 haven’t signed up 4 has donated cake sale.
3 I haven’t signed up for the marathon. I've
2 To read for specific information helped prepare the tag numbers and I have
• Explain the task and give Ss time to read the already baked 50 chocolate cupcakes.
letter again and answer the questions.
• Check Ss’ answers. 6 To write a letter inviting a friend to an
event
Answer Key
• Give Ss time to write their letter.
1 The letter is from Ann.
• Remind Ss to use the plan and Ann’s letter
2 The letter is for Kevin.
3 Ann has used "How are you?" for an opening
remark and "See you then." for a closing
remark.
4 Paragraph B is about the activities they Suggested Answer Key
have/haven’t done. Hi Sam,
Paragraph C has an invitation (She invites her How are you? Guess what! This weekend, we’re
friend.) holding an event at my school to raise money
Paragraph A gives details about the event. for the poor people in the area. We did a similar
event last year and it was great!
3 To learn phrases about inviting The teachers are organising a half-marathon on
• Read out the Useful Language box. Saturday and lots of people are taking part. I
• Explain the task and give Ss time to haven’t signed up, though. I don’t think I can run
complete it, then check Ss’ answers. 21 km and I have never trained for a marathon
before! I’ve helped prepare the tag numbers for
Answer Key
the marathon. On Sunday, there’s a cake sale and
Would you like to come to the sale with me on I’m helping out. I've already baked 50 chocolate
Sunday? cupcakes and I’m making some cake pops this
afternoon!
4 To practise forming phrases about
Would you like to come to the sale with me on
inviting
Sunday? Let’s meet outside the school at 9:00.
• Explain the task and give Ss time to See you then.
complete it. Remind Ss to refer to the Useful Kim
Language box given in Exercise 3.
• Check Ss’ answers. 7 To check and correct one’s writing
Answer Key • Give Ss time to check and correct their own
1 Do you fancy coming to the art fair with me? letters.
2 Would you like to donate some clothes? • Then have Ss swap their letters with their
3 Do you want to visit the animal shelter? partners’.
4 Why don’t you take part in the marathon? • Each S tries to correct the other S’ letter.
5 What about collecting food for the animal
home?
83
42(T)
What are the main tasks in this unit? Answer Key
Go through the What are the main tasks in this unit? nurse pilot computer first famous
box and tell Ss that these are the topics, skills and world average salary mother work
activities this unit will cover.
1 To present vocabulary for famous
women and jobs
• Ask Ss to look at the pictures of the famous listen and complete the task.
women and explain the jobs. • Check Ss’ answers. You can play the
• Explain the task and give Ss time to recording with pauses for Ss to check their
complete it. answers.
Answer Key
answers.
Mark – pilot
Answer Key Stacey – computer programmer
1 computer programmer Helen – nurse
2 nurse
3 scientist
4 pilot
5 politician
2 To practise vocabulary for women

and jobs
• Elicit the jobs in Exercise 1 with Ss and explain
the task.
Computer programmers work full-time or part-
time. They don’t wear a uniform and they earn
a high salary.
Nurses work shifts. They wear a uniform and
earn an average salary.
Scientists work full-time or part-time. They don’t
wear a uniform and they earn a high salary.
Politicians work full-time. They don’t wear a
uniform and they earn a high salary.
3 To practise pronunciation for \´\ and \‰…\

• Play the recording for Ss to listen and
complete the task.
84
43(T)
Unit 4 Gender equality
Vocabulary
this unit? Famous women & jobs
• Vocabulary 1 2.6 Fill in each gap with nurse, pilot, computer
programmer, politician or scientist. Then listen and check.
– famous women & jobs
– job descriptions 1
Ada Lovelace (1815–1852)
– job qualities was the world’s first _________________________ .
• Grammar She realised what computers could do
– will / be going to / 100 years before anyone else.
Present Simple / Present 2
Continuous (expressing Florence Nightingale (1820–1910)
was a _________________________ .
futurity)
She was the mother of modern nursing.
– conditionals types 1, 2
• Reading 3
A woman’s work is never Marie Curie (1867–1934)
done! (an article – multiple was a _________________________ . She was the
first woman to win the Nobel Prize.
matching; question
answering) 4
• Listening Amelia Earhart (1897–1939)
– monologues (gap filling) was a _________________________ . She was the first woman
– an interview (matching) to fly solo across the Atlantic Ocean.
– a dialogue (T/F statements)
Nguyễn Thị Định (1920–1992) 5
• Speaking
– talking about jobs was a _________________________ . She was the first female
to become a General in the Vietnamese modern
– discussing jobs for
army.
men / women
– expressing opinions
– Pronunciation: \‰…\ - \´\; 2 Who in Exercise 1 works part-time/full-time/shifts/9-5?
wears a uniform/special clothing? earns a(n) high/average/low
intonation in Yes-No
salary?
questions and Wh-
questions Pilots work shifts. They wear a uniform and earn a high salary.
• Writing Pronunciation \‰…\ - \´\

– a paragraph describing
a dream job 3 2.7 Circle the words with an \‰…\ sound and underline
the words with an \´\ sound. Listen and check. Then practise
– an opinion paragraph
saying them with a partner.
• Culture Spot
nurse pilot computer first famous
Vietnam Women’s Union
world average salary mother work
(VWU)
Value gender equality
• Phrasal verbs 4 2.8 Listen to three people talking about their jobs.
What does each do?
fit in / fit out
Mark _________________ Stacey _________________ Helen _________________
43
4a Reading VIDEO
A woman’s work
is never done!
In the past, there were a number of jobs that were
traditionally thought of as ‘man’s work’, but not anymore.
Meet two women breaking those traditional barriers.
Caroline works as a type of camera assistant called a
grip. She holds and moves the camera on a film or
television set. She really enjoys her job but says it is
hard work. “There’s a lot of heavy lifting that can be
difficult.” She thinks the physical side of the job is why
there aren’t a lot of women in this job. She found it
especially difficult when she started. People thought she
worked in makeup or the art department and would tell
her to stay away from her camera. Now, however, they
accept who she is and what she does.
Emma is a mechanic. She has always loved cars and
started working unpaid in a garage when she was 27.
She soon knew enough to train for a qualification. Emma
thinks that women are better mechanics than men
because they are calmer and more easily able to focus
on problems. She has also found that a number of
drivers, especially women, prefer to speak to her about
their cars because they trust her more. That’s the reason
she decided to open her own garage. She plans to open
more garages, so she can train more women to be
mechanics.
• barrier • heavy lifting

Reading • unpaid • qualification
1 Read the title and look at the pictures. What

do you think the text is about?
3 Read the text again and answer the
questions.
2 Read the text. Write C for Caroline or E

for Emma. Who ...
1 What is Caroline’s job?
_____________________________________
1 understands why few women do 2 Where did people think Caroline worked
her job? _____ when she started?
2 believes women are better at her _____________________________________
job than men? _____ 3 How much did Emma earn for her first job
3 found clients were more as a mechanic?
comfortable working with her? _____ _____________________________________
4 has started her own garage? _____ 4 What qualities does Emma believe make
5 thinks people need to be strong women better than men as mechanics?
to do her job? _____ _____________________________________
44
4a
1 To introduce the topic; to listen and
read for gist
pictures.
Answer Key
The text is about men’s jobs that women can
also do and be good at it.

the box.
• Ask Ss to read the text and give them time
to complete the task.
Answer Key
1 C 2 E 3 E 4 E 5 C
3 To consolidate comprehension of a
text
the questions.
Answer Key
1 She’s a grip — a type of camera assistant.
She holds and moves the camera on a film
or television set.
2 People thought Caroline worked in makeup
or the art department.
3 Emma didn’t earn any money in her first job
as a mechanic.
4 Emma believes that women are calmer and
more easily able to focus on problems.
text.
87
44(T)
4a
for job descriptions I’ve always wanted to become a surgeon who
• Direct Ss’ attention to the pictures. works in a hospital, takes care of people and
• Play the recording with pauses for Ss to performs operations to save their lives. I love this
repeat chorally and/or individually. job because I like helping sick people and I want
• Check Ss’ pronunciation. to make them feel better. To some people, this
• Ask Ss to look at the pictures and read job does not sound right as a surgeon always works
descriptions. Explain the task. under high pressure. It is because if they make
• Give Ss time to complete the task. a mistake, they might end one’s life. In addition,
• Check Ss’ answers. surgeons have to work with blood which might
be scary to some people, however it is not a
Answer Key
problem with me. In order to be a good surgeon,
1 d 3 h 5 g 7 a you have to be calm, healthy and good at making
2 c 4 f 6 e 8 b decisions. I hope I can be a good surgeon in the
A flight attendant takes care of passengers on future.
planes.
A surgeon performs operations. Value gender equality
A nursery teacher looks after young children. Ask Ss to work in groups and discuss which
A driver takes goods and people from place to statements they agree/don’t agree with.
place.
A model poses for photos in fashionable clothes (Ss’ own answers)
An astronaut goes into space.
A secretary answers the phone and makes Culture Spot
appointments.
5 To develop critical thinking skills
Ask Ss to read the information in the box and
• Explain the task. Give Ss time to consider
give them time to research online and find out
their answers in pairs.
a similar organisation that protects women in
other countries.
• Then ask various Ss around the class to
share their opinions with the class. Suggested Answer Key
Suggested Answer Key There is a similar organisation in the UK called
A: I don’t believe that there are jobs mainly for National Alliance of Women’s Organisations
men or women. (NAWO). NAWO is an alliance of organisations
B: I totally agree with you. We are all equal and and institutions working to make gender equality
anyone can do any jobs they love. a reality.
A: That’s true.
6 To write a short paragraph about a

dream job
complete the task in groups.
88
45(T)
4a
Vocabulary Speaking
Job descriptions
5 Are there jobs mainly for
4 2.10 Listen and repeat. Match the
jobs (1–8) to the job descriptions (a–h) and
men or women? What are the difficulties
for women who do “men’s jobs”?
make sentences as in the example.
Writing
1 2
6 Write a short paragraph (about 120 words)
describing your dream job. Include
information about the name of the job,
where to work, what to do, why you love it
and why you are good at it.
plumber flight attendant

3 4
VALUE GENDER EQUALITY

surgeon nursery teacher 1 “Every person in this company has the

same rights.”
5 6 2 “We employ people with the right skills.
Their gender doesn’t matter.”
3 “Women make great secretaries
because they do things carefully.”
4 “Men are better at scientific jobs than women.”
driver model
7 8
astronaut secretary SP T
a go into space
b answer the phone and make appointments The Vietnam Women’s Union (VWU) is a
c take care of passengers on planes political and social organisation. It protects
d fix problems with water pipes women’s rights and works towards equality
e pose for photos in fashionable clothes for all Vietnamese women. It has around
f look after young children 13 million members.
g take goods and people from place to place
Do you know any similar organisations
h perform operations
in other countries?
A plumber fixes problems with water pipes.

45
4b Grammar
Expressing futurity
will / be going to / Present Simple /
3 Put the verbs in brackets in the
Present Continuous 1 What time _____________________________________________
(the plane/depart)?
1 Match the sentences (1–9) to the uses
(a–i) of their tenses. 2 We _____________________________________________ (have)
a business meeting this afternoon.
1 She’s late again. I will talk to the manager. 3 The company ________________________________________
(open) at 9 o’clock every morning.
2 Stop behaving like that or I will report you.
4 _____________________________________________ (you/see)
3 The bus to work leaves at 7 o’clock.
the doctor today?
4 Look out! You are going to fall. 5 The shops here ______________________________________
5 I promise I will call you as soon as I get (close) at 6 o’clock every Saturday.
back from work. 6 The company ________________________________________
6 I think Kathy will be a doctor. (hold) its Women at Work event this Friday.
7 I am seeing the manager at 3:30 p.m.
8 I am going to start work next Monday. 4 Put the verbs in brackets into the
Present Simple, Present Continuous, be
9 I will be 16 next month.
going to, or will.
a a future intention/plan
b an on-the-spot decision 1 Be careful! You ___________________________ (drop)
c a prediction based on what we see the camera.
d a prediction about the future based on 2 _____________________________ (Jane/spend) the
what we think/believe summer working in the computer shop?
e a promise 3 I promise I ___________________________ (not/
f a threat download) any files onto your computer.
g a fixed arrangement 4 The meeting _____________________________ (start) at
h a schedule 4:00 p.m. Be there on time, please.
i a future fact 5 Rachel thinks she ___________________________ (get)
pp. 107–108 a promotion soon.
6 “I’m a bit hungry.” – “I _____________________________
(order) you a sandwich.”
2 Fill in each gap using is/are going to, will
or won’t. 7 We ____________________________ (leave) for Hanoi
tonight. Here are our tickets.
1 Paul _______________________ arrange a meeting 8 They ____________________________ (run) training
about gender equality next month. sessions for women who want a career in
2 Finish the report or the manager science. It’s their plan to start next May.
_______________________ be happy with you.
3 I promise I _______________________ text you as
soon as I finish the meeting.
Speaking
4 Hurry up, Mary! The sky is very dark. It
_______________________ rain soon. 5 Tell your partner about your future
predictions, your future plans and your
5 It’s very hot in here. I _______________________ open
fixed arrangements for the weekend as in
the window.
the example.
6 I’m sure Kelly _______________________ miss out on
the promotion because she works very hard. I don’t think I will work as a graphic designer.
7 Hugo _______________________ be 20 next May. (future prediction)
8 Be careful! You _______________________ spill your I am going to be a doctor. (future plan)
coffee on your computer. I am visiting my parents this weekend. (fixed
46 arrangement)
4b
1 To revise will / be going to / 5 To talk about future predictions,
Present Simple / Present Continuous plans and fixed arrangements
(expressing futurity). • Explain the task and read out the example.
• Explain the task and give Ss time to • Give Ss time to complete the task in pairs.
complete it. • Monitor the activity around the class.
• Check Ss’ answers. • Ask various Ss around the class to check
Answer Key Ss’ answers.
1 b 3 h 5 e 7 g 9 i Suggested Answer Key
2 f 4 c 6 d 8 a I think I will fly cars in the future. (future prediction)
I am going to be a flight attendant. (future plan)
2 To practise will / be going to I am watching a film this weekend.
(fixed arrangement)
complete it.
Answer Key
1 is going to
2 won’t
3 will
4 is going to
5 will
6 won’t
7 will
8 are going to
3 To practise the Present Simple and

Present Continuous (expressing futurity)
complete it.
Answer Key
1 does the plane depart 4 Are you seeing
2 are having 5 close
3 opens 6 is holding
4 To practise will / be going to /

Present Simple / Present Continuous
(expressing futurity).
complete it.
Answer Key
1 are going to drop 5 will get
2 Is Jane going to spend 6 will order
3 won’t download 7 are leaving
4 starts 8 are going to run
91
46(T)
4b
6 To present conditionals 9 To practise conditionals
(types 1 and 2) (types 1 and 2)
• Read out the theory box. • Explain the task and read out the example.
• Explain the task and give Ss time to • Give Ss time to complete the task.
complete it. • Check Ss’ answers.
Answer Key 2 I spend more time on studying
We use conditional type 1 to talk about real 3 my teacher won’t be happy
situations that are likely to happen in the present 4 if I had any difficult problems with my project
or future. We use conditional type 2 to talk 5 I would visit SOS Children’s Village in
about unreal, imaginary situations in the present Vietnam more often
or future.
10 To practise conditionals
7 To practise conditional type 1 (types 1 and 2)
• Explain the task and give Ss time to • Explain the task and read out the example.
complete it. • Give Ss time to complete the task in pairs.
• Check Ss’ answers. • Monitor the activity around the class.
Answer Key • Check Ss’ answers.
1 will lose 4 will work Suggested Answer Key
2 will have 5 will offer 2 What will you do if you can’t find a part-time
3 has to 6 doesn’t rain job this summer?
If I can’t find a part-time job this summer, I will
8 To practise conditional type 2 volunteer at the animal shelter.
3 What will you do if it rains tomorrow?
• Explain the task and read out the example.
If it rains tomorrow, I will stay home and read
a book.
4 What would you do if your mum lost her job?
Answer Key If my mum lost her job, I would find a part-
2 would save (If we printed on both sides, we time job at the local restaurant to help her
would save paper.) with some money.
3 were (If I were you, I’d study maths.) 5 What would you do if you didn’t have enough
4 would help (If Jenny were here, she would money for a new laptop?
help you with the project.) If I didn’t have enough money for a new
5 had laptop, I would do a part-time job to save
6 would be (If you typed the report, it would enough money.
be easier to read.)
7 would help
8 would find (If Helen trained to be a cook, she
would find a job in a restaurant easily.)
92
47(T)
4b
Conditionals types 1 and 2 8 Put the verbs in brackets into the correct
forms of the second conditional. Add
6 Read the theory box. How do the two
conditionals differ?
commas where necessary.
1 If you caught (catch) the bus to work,

CONDITIONAL TYPE 1 (FIRST CONDITIONAL)
you wouldn’t be late.
if-clause result clause 2 If we printed on both sides we ___________________
if + Present will / won't + base (save) paper.
Simple form of the main verb 3 If I ___________________ (be) you I’d study maths.
If I join this firm, I will get a good salary. 4 If Jenny were here she ___________________
(help) you with the project.
We use conditional type 1 to talk about real 5 We would get a higher salary if we
situations that are likely to happen in the ___________________ (have) better qualifications.
present/future. 6 If you typed the report it ___________________ (be)
NOTE: Unless = if not Unless it rains, we’ll go easier to read.
out. (= If it doesn’t rain, we’ll go out.) 7 It ___________________ (help) the hospital if we had
CONDITIONAL TYPE 2 (SECOND CONDITIONAL) more nurses.
8 If Helen trained to be a cook she ___________________
if-clause result clause
(find) a job in a restaurant easily.
if + Past Simple would + base form of
the main verb
If I got that job I would travel around 9 Complete the sentences so that they are
true for you.
position, the world.
1 My parents would be happy if I studied
We use conditional type 2 to talk about unreal,
physics .
imaginary situations in the present/future.
• We often use were instead of was in the 2 I will get a high mark if
if-clauses. If Josh were interested in the job, .
he would accept it. 3 If I forget to do my homework,
• To give advice, we use the expression: If I .
were you … If I were you, I would ask for a 4 I’d tell my teacher if
pay raise. .
5 If I had more time,
pp. 108–109
.

correct forms of the first conditional. Speaking
1 Unless the company employs more women,
it ___________________ (lose) its female customers.
2 If I finish work early, we _______________________
10 Ask and answer questions using
conditional type 1 or 2.
(have) dinner together.
1 you / lost your tablet?
3 She will accept the job offer unless she
What would you do if you lost your tablet?
________________________ (have to) move abroad.
If I lost my tablet, I’d save up to buy a new
4 If you get the nurse’s job, you __________
one.
________________________ (work) shifts.
2 you / can’t find a part-time job this summer?
5 They _______________________ (offer) him a better
3 it / rains tomorrow?
salary if he proves he can do the job.
4 your mum / lost her job?
6 We will work in the garden if it _________________
5 you / didn’t have enough money for a new
(not/rain).
laptop?
47
4c Listening
Matching True/False statements
• Read the questions through before you listen • Read the sentences and underline the key
to the recording. words.
• Underline the key words in each question. • Listen and decide if the sentences are True
• Listen to the recording and match the questions or False, using the information provided.
to the answers, paying particular attention to
the words you have underlined.
• Listen again and check.
3 You are going to listen to a dialogue
between two friends. Read the statements
(1–5) and underline the key words. What is
1 2.11 Listen to Mia answering questions
about her job. What does she do?
the dialogue about?
1 The girl’s mum works in a café. _____
A 2 The boy’s father is a bus driver. _____
3 The boy’s mother works as a teacher. _____
B
4 They agree that it’s good that
women work. _____
5 The boy thinks women should do
photographer all the housework. _____
C
4 2.12 Now listen to the dialogue and
decide if each of the statements (1–5) is
T (true) or F (false).
model
graphic designer
2 2.11 Read the questions (A–E). Then

listen to the answers (0–4) and match the
phrasal verb.
questions to the answers. There is one
example.
A What do you love about your job?

B Have you always wanted to do this job?
C Is your job easy?
D How long have you lived in Italy?
E What are your plans for the future?
0 D 1 2 3
A: Mr Harris, let’s meet your colleagues.
4
B: I’m sure I will fit in / fit out with them.
building to use it for a specific purpose

• fit out: to put equipment into a room/
and managers
• fit in: to get along with your co-workers
48
4c
1 To listen for specific information Fun Time
• Explain the task. To learn phrasal verbs with fit
Answer Key
Answer Key
fit in
C

Answer Key
1 B 2A 3C 4E

• Ask Ss to read the statements and explain the
task.
Answer Key
1 The girl’s mum works in a café.
2 The boy’s father is a bus driver.
3 The boy’s mother works as a teacher.
4 They agree that it’s good that women work.
5 The boy thinks women should do all the
housework.
The dialogue is about the jobs parents do for a
living.
4 To listen for detail

with pauses for Ss to check their answers with
their partners’.
Answer Key
1 F 2 F 3 T 4 T 5 F
95
48(T)
4d
1 To practise vocabulary for job • Monitor the activity around the class and ask
qualities some pairs to act out the dialogue in front of
the class. Mind Ss’ intonation and rhythm.
• Elicit the meaning of the adjectives in the list
and explain the task. Suggested Answer Key
• Give Ss time to complete the task. A: Hey! What’s up?
• Play the recording. Ss listen and check their B: I’m waiting for my mum. We’re going to the
answers. mall after she finishes work!
Answer Key A: That’s nice! What does she do?
B: She’s a nurse. She’s very caring. How about
1 caring 4 determined
your mum? Does she work?
2 organised 5 inventive
A: Yes, she does. My mum is a nursery teacher.
3 careful 6 healthy
She’s very caring too and she enjoys her job.
B: I believe it’s good that women work.
A: You’re right. Everyone considers it normal
information
nowadays.
• Play the recording for Ss to listen to the B: That’s for sure.
dialogue.
• Give Ss time to read the dialogue and elicit 5 a) To learn and practise the intonation
answers to the question. in Yes-No questions and Wh-questions
Play the recording with pauses for Ss to listen
Answer Key and repeat chorally and/or individually.
Kelly’s mum is a nurse.
b) To practise the intonation in
3 To learn synonymous phrases for Yes-No questions and Wh-questions
expressing opinions & agreeing
Ask Ss to record themselves, then pay attention
• Read out the phrases in the Useful Language to their pronunciation/intonation and make
box. corrections as necessary.
• Refer Ss back to the dialogue and explain
the task.
Answer Key
I think – I believe
I couldn’t agree more. – You’re right.
That’s true. – That’s for sure.
4 To practise role-playing
• Explain the task and remind Ss that they can
use the dialogue in Exercise 2 as a model as
well as any ideas of their own to complete
the task.
• Ss complete the task in closed pairs. To
help Ss, draw Ss attention to the Useful
Language box and the diagram, which they
can use while doing the task.
96
49(T)
Speaking 4d
Job qualities the ones from the Useful Language box.
1 2.13 Complete the sentences with the

adjectives in the list. Then listen and check.
Useful Language
Expressing opinions Agreeing
• organised • caring • inventive • I believe … • You’re right.
• healthy • careful • determined • In my opinion, … • I agree.
• To my mind, … • That’s for sure.
1 Nurses need to be _______________________ so that
they can help people who are ill.
2 Office managers need to be ____________________
4 Act out a dialogue similar to the one
in Exercise 2. Use the phrases/sentences in
as they have to plan their work efficiently. the Useful Language box and the diagram
3 Drivers need to be ______________________ so that below. Mind the intonation and rhythm.
they prevent accidents on the road. A B
4 Pilots need to be _______________________ in order Greet B. Say you are
to complete their difficult training. waiting for your
Ask what B’s mum.
5 Computer programmers need to be mum does.
_______________________ so that they can find ways Say what her job
Say what her is. Ask about A’s
to make things work. job is. mum.
6 Security guards need to be ____________________
Agree. Say Say it’s good that
so that they can protect clients. people women work.
consider it
normal. Agree with A.
Everyday English
Expressing opinions Pronunciation
Intonation in Wh-questions and
What is Kelly’s mum’s job? Yes-No questions
Kelly: Hey! What’s up?

Lucy: I’m waiting for my mum. We’re going to a In Wh-questions, the intonation usually goes down.
café after she finishes work! In Yes-No questions, the intonation usually goes up.
Kelly: That’s nice! What does she do?
Lucy: She’s a bus driver. She’s very careful. How 5 a) 2.15 Listen and repeat.
about your mum? Does she work?
Kelly: Yes, she does. My mum is a nurse. She’s very 1 What does she do?
caring and she enjoys her job. 2 How about your mom?
Lucy: I think it’s good that women work.
3 Does she work?
Kelly: I couldn’t agree more. Everyone should be
able to have an interesting career. 4 Is John back from football practice, Dad?
Lucy: That’s true. 5 Is he taking a nap?
b) Now say these questions aloud and

record yourself. Listen to your intonation
and correct it where necessary.
49
4e Writing
An opinion paragraph b) Put the words/phrases below in the
correct uses (1–3) in Exercise 2a.
1 a) Read the paragraph and match the
parts (A–D) to their uses (1–3). • In my opinion • Next • In conclusion • Also
• In my mind • Last • In addition • To sum up
Should mothers go to work?
A I feel that mothers should be able to work if they
want to. B Firstly, mothers who go to work can Giving reasons
provide an extra income for their families. With We can use because to give reasons. I think
children, families need more money to pay for their I’ll be good at the job because I’m sociable.
education and everyday needs. That means a working
mother can contribute to the household finances
and help the family afford more. C Secondly, working
3 Match the viewpoints (1–2) to the examples/
reasons (a–b). Then join them using because.
mothers are good role models. They show their
1 Mothers who go to work are good role models.
children that if they work hard, they can have both a
family and a career. By looking at their working 2 Going to work allows women to be independent.
mothers, the children learn that they need to work a It builds up their self-confidence.
for their good life. D All in all, I believe that working b Children see that they can achieve what they want.
mothers help with the family finances and are good
examples for their children. Your turn
1 expresses viewpoints with examples/ 4 PLANNING You are going to write a paragraph
expressing your opinion on the topic: Should
reasons
2 restates an opinion using different words mothers stay at home with their children?
3 states a topic and expresses an opinion Answer the questions below.
1 What is your opinion?
2 What is your first viewpoint? Think of a reason.
3 What is your second viewpoint? Think of a
Paragraph structure reason.
An opinion paragraph has three main parts:
• A topic sentence stating the topic and opinion 5 WRITING Write your paragraph (about
120–150 words).
of the writer
• Supporting sentences giving the viewpoints • Use the paragraph in Exercise 1 as a model.
with examples/reasons • Use the ideas in Exercise 3 and your
• A concluding sentence restating the opinion answers in Exercise 4.
using different words • Use the plan below.
b) What are the topic sentence, supporting Topic sentence

sentences and concluding sentence in the stating the topic & expressing your opinion
paragraph?
Supporting sentences
presenting your viewpoints with examples/reasons
2 a) Read the paragraph again. Underline
the words/phrases that the writer uses to … Concluding sentence
restating your opinion using different words
1 state his/her opinion.
2 introduce his/her viewpoints in order.
3 signal the end of the paragraph and 6 CHECK/CORRECT Check your paragraph for
summarise the main points.
swap your paragraphs and check each
50 other’s work.
4e
1 a) To read for specific information 4 To prepare for a writing task
• Explain the task. Then give Ss time to read the • Explain the task and give Ss time to answer
paragraph and complete the task. the questions.
Answer Key Suggested Answer Key
1 B and C 2 D 3 A 1 Women should go to work.
2 Mothers who go back to work are good role
b) To practice recognising parts of a models because their children see that they
paragraph can achieve what they want.
• Read out the Note box 3 Going to work allows women to be independent
• Explain the task and give Ss time to complete it. because it builds up their self-confidence.
5 To write a paragraph expressing
Answer Key
opinion
Topic sentence – A
Supporting sentences – B and C • Give Ss time to write their paragraph.
Concluding sentence – D • Remind Ss to use the plan and the paragraph
2 a) To read for specific information
• Explain the task and give Ss time to complete it.
Answer Key Should mothers stay at home with
their children?
1 I feel that, I believe that
2 Firstly, Secondly I believe that mothers should return to work after
3 All in all they have children if they want to. Firstly, mothers
who go back to work are good role models
b) To practise linking words in a because their children see that they can achieve
paragraph what they want. That means, by looking at their
• Explain the task and give Ss time to complete it. mothers, children can see how a woman can
• Check Ss’ answers. make her own choices in life. Secondly, going to
work allows women to be independent because it
Answer Key
builds up their self-confidence and they can help
1 In my opinion, In my mind the family meet their financial needs. To sum up,
2 Next, In addition, Also, Last I believe that the benefits of working mothers are
3 In conclusion, To sum up great. They can build up their self-confidence by
working and are good examples for their children.
3 To practise giving reasons
• Read out the Note box. 6 To check and correct one’s writing
• Explain the task and give Ss time to complete it. • Give Ss time to check and correct their
• Check Ss’ answers. paragraphs.
Answer Key • Then have Ss swap their paragraphs with
1 b Mothers who go back to work are good their partners’.
role models because children see that they • Each S tries to correct the other S’ paragraph.
can achieve what they want.
2 a Going to work allows women to be
independent because it builds up their
self-confidence.
99
50(T)
B
1 To introduce the topic; to listen and • who started it: Christina Noble
read for gist • who it helps: mostly children and adults that
are in need
• Explain the task and ask Ss to read the title
• what it does: provides education, healthcare
and first sentence of the text.
and community development humanitarian
• Ask Ss to read the question and give them
services to vulnerable and destitute children
time to consider their answers.
and their families and poor rural communities
text to find out the answer. The Christina Noble Children’s Foundation (CNCF)
• Check Ss’ answers. is a British Registered Charity that started in 1989,
Answer Key in Vietnam. Christina Noble started her foundation
The text is about an organisation that helps because she understands what life is like to be
make lives of disabled people and orphans in disadvantaged and isolated. Christina’s past gave
Vietnam better. her the passion to help out for children’s rights.
The foundation helps mostly children and adults that
are in need. It provides education, healthcare and
community development humanitarian services
• Teach Ss the words in the box. to vulnerable and destitute children and their families
• Explain the task and ask Ss to read the text and poor rural communities.
again.
Answer Key
1 ASVHO helps disabled people and orphans in
Vietnam.
2 ASVHO provides important surgery and buys
wheelchairs for disabled people. It also donates
bicycles to orphans and gives financial support
for their education.
3 It creates housing communities and offers
training that can lead to job opportunities.
4 ASVHO organises a singing competition and
the Vietnam Disabled People’s Day.

text.
3 To develop research skills and make

a presentation
• Ask Ss to search online about another
organisation in Vietnam and explain the task.
Christina Noble Children’s Foundation
• when it started: 1989
100
51(T)
Culture Corner B
Reading
1 Read the title and the first
sentence of the text. What do you
think it is about?
VIDEO
The Association in Support ASVHO works with the Vietnamese government to protect
of Vietnamese Handicapped the rights of the disabled and orphans as well as create
and Orphans (ASVHO) is an policies that help improve their quality of life. Every year,
organisation that works to it organises events for them to show their talents and
make the lives of orphans develop their skills. These events encourage disabled
(children without parents) people and orphans to be part of the community. One
and disabled people in
popular event is a singing competition where disabled
Vietnam better. Started in 1992, ASVHO helps these
people with medical treatments, transport and places to people from all over Vietnam compete, and the best
live. Over the years, ASVHO has raised money and provided performers receive medals. Another successful event is
support to these people. This support includes providing the Vietnam Disabled People’s Day which improves
important surgery and buying wheelchairs for disabled understanding across the country of the problems
people. The organisation also donates bicycles to orphans disabled people face. The work of ASVHO is an important
and gives financial support for their education. One of support to the disabled and orphan community.
ASVHO’s goals is to help these people live as For more information, visit asvho.vn.
independently as possible. It achieves this by
creating housing communities and offering
training that can lead to job opportunities.
• disabled • surgery
• financial • offer
• policy • talent
2 Read the text again and answer the

questions.
3 What other organisations that help
people in Vietnam do you know? Do some research
online. Choose one organisation and prepare a
1 Who does ASVHO help? presentation. Talk about:
2 What types of support does ASHVO
provide?
3 How does ASVHO help disabled • when it started
people live more independently? • who started it
4 What events does ASVHO • who it helps
organise?
• what it does
51
B CLIL (History)
Reading
1 When did women in Britain gain the right to vote?
VIDEO
Votes for
Women
When we think of women who
have led the way, we often think
of people such as Marie Curie,
the first woman to win the Nobel
Prize, or Amelia Earhart, the
first woman to fly alone across setting buildings on fire. However, during World War I,
the Atlantic Ocean. But there are the WSPU stopped their attacks and supported the
also times in history when government. As men were away fighting in the war,
women have worked together to women took on many jobs that men used to do, like
improve the lives of other women. police officers and bus drivers. In these jobs, women
This happened in the Victorian era, when women in showed everyone they were equal to men.
Britain started to fight for their right to vote. Before In 1918, the government finally gave women over 30
1918, women were not allowed to vote. From around the right to vote for the first time. It was an important
the 1860s, groups of women started to come together to step in the fight for equality for women in society.
organise activities and talk about helping women to get However, it wasn't until ten years later, in 1928, that all
the right to vote. In 1903, Emmeline Pankhurst set up women over 21 could vote as men could.
the Women’s Social and Political Union, or WSPU. The
WSPU made speeches, wrote in newspapers, and
demonstrated on the streets smashing windows and
• lead the way • vote
• demonstrate
2 Read the text again and decide if each

of the statements (1–5) is T (true) or F (false). Project
1 Amelia Earhart flew across the
Atlantic Ocean on her own. _____
2 Emmeline Pankhurst established 3 What is the role of women
in your country? Search for information on
WSPU. _____
the Internet and make a presentation.
3 The WSPU changed during World
War I. _____
4 Women didn’t work during World
War I. _____
5 All British women were able
to vote in 1918. _____
52
B
read for gist
• Explain the task and ask Ss to look at the
pictures.
Answer Key
Women in Britain gained the right to vote in 1918
but only if they were over 30.

• Teach Ss the words in the box.
again.
Answer Key
1 T 2 T 3T 4F 5F

text.
3 To develop research skills and make

a presentation
• Ask Ss to search online about the role of
women in Vietnam and explain the task.
(Ss’ own answers.)
103
52(T)
B
1 1 clothing 7 babysit
2 donate 8 mechanic
3 money 9 perform
4 stray 10 earn
5 caring 11 toys
6 organising 12 plumber
2 1 fit out 3 fit in

2 give out 4 give away
3 1 will close 7 will call

2 leaves 8 will raise
3 hasn’t packed 9 won’t go
4 is going to hit 10 has worked
5 were 11 had
6 are flying 12 gone
4 4 – She’s a plumber. How about your sister?

1 – Hey! What’s up?
6 – Yeah, so does my sister.
3 – What does she do?
8 – I couldn’t agree more.
5 – My sister is a nursery teacher. She really
enjoys her job.
7 – I think it’s good that women work.
2 – I’m waiting for my sister.
104
53(T)
Progress Check (Units 3–4) B
Vocabulary Grammar
1 Does your mum wear special sale/time/ 1 It’s cold. I will close/am going to close
the window.
clothing/salary at work?
2 The bus is leaving/leaves at 9:00.
2 Helen decided to access/organise/raise/
3 She didn’t pack/hasn’t packed her bag
donate her old clothes to charity.
yet.
3 Bill’s school is raising money/clothes/ 4 Look out! The door will hit/is going to hit
toys/food for Oxfam this week. you!
4 The organisation needs volunteers to look 5 If I were/am you, I would accept the job
after stray/homeless/elderly/fair dogs. offer.
5 Judy likes taking care of people; she is 6 We are flying/fly to Madrid on Friday.
determined/caring/organised/inventive. 7 I promise I am going to call/will call you
6 Mary and Kelly are organising/making/ when I arrive at the hotel.
volunteering/collecting a fundraising event. 8 I think the event is raising/will raise lots of
7 Jenny likes to babysit/look after/pick up/ money.
make for working parents. 9 If it rains, we won’t go/wouldn’t go to the
8 My brother is really good at fixing cars; he cake sale.
10 Judy works/has worked for the company
is a mechanic/plumber/secretary/pilot.
since 2015.
9 Now that I’m a fully qualified surgeon, I
11 If I have/had difficulty with the exercises,
can perform/fix/make/do operations.
I’d ask the teacher for help.
10 Do pilots work/earn/wear/do a high salary? 12 Brian has been/gone to London. He’ll be
11 Our class will sell second-hand cakes/ back in a week.
money/arts/toys to help the children. (12 x 1 = 12 points)
12 There’s a problem with the water pipe. Can
you call a programmer/plumber/scientist/
nurse? Everyday English
(12 x 1 = 12 points)
2 Fill in each gap with give away, fit out,
give out or fit in. She’s a plumber. How about your sister?
Hey! What’s up?
1 I’m going to __________________ my bedroom
Yeah, so does my sister.
with a games console and a flat screen TV.
What does she do?
2 Make sure you __________________ your business
I couldn’t agree more.
card to as many people as you can.
My sister is a nursery teacher. She really
3 It can be hard to __________________ when you
enjoys her job.
start a new job.
I think it’s good that women work.
4 I’m going to __________________ my old clothes
I’m waiting for my sister.
to charity shops.
(8 x 1 = 8 points)
(4 x 2 = 8 points)
53
B Progress Check (Units 3–4)
Reading Listening
6 2.18 Listen to a presentation about a
charity and complete the note.
Girls Auto Clinic Barnando’s

P atrice Banks was from a poor family, but she was
very intelligent. She studied science at university
and became a chemical engineer at a big company in
Founder: 1
Barnando
Philadelphia, USA. She earned a good salary and
wore smart clothes and high heels in the office. At Started: 2
work, she was respected, but there was one thing she Activities: support teens, protect young
really hated – taking her car to the mechanic! She
children, help
didn’t understand how her car worked and she felt
that the young, male mechanics were behaving to 3 education
her as if she was stupid. She tried searching for a Number of children helped in 2018–2019:
female mechanic instead ... but she couldn’t find a
single one. 4
That’s why, in her thirties, Patrice learnt to be a Money raised from:

mechanic at a night school. Then, she quit her job 5 ,
and worked in a repair shop before opening her own events and donations
- Girls Auto Clinic. Here, Patrice wears high heels,
but she’s still serious about her job. Her shop has an
all-female staff and an on-site beauty salon, so
(5 x 4 = 20 points)
customers can fix their hair and nails while Patrice
and her team are fixing their cars! Patrice also runs
workshops for women to help them understand how Writing
their cars work and how to fix them.
7 Write a paragraph (about 120–150 words)
expressing your opinion on the topic:
1 Patrice didn’t have a lot of money Should students participate in community
when she was young. _____ service activities in their free time?
2 Patrice always knew a lot about (20 points)
cars. _____
Total = 100 points
3 Patrice went back to university
to learn to be a mechanic. _____
4 No men work in Patrice’s repair
shop. _____
5 Patrice teaches women how
to look after their cars. _____
(5 x 4 = 20 points)
54
B
5 1 T 2 F 3 F 4 T 5 T
6 1 Thomas John 4 300,000

2 1867 5 charity shops
3 provide

Should students participate in community
service activities in their free time?
In my opinion, students should participate in
community service activities for many reasons.
Firstly, these activities teach them how important
it is to help others. For example, when high
school students give the old and poor a hand,
they sympathise with them and also realise
how lucky they are. Secondly, participating in
voluntary programmes is also a very effective
way for students to gain life skills, such as
communication, problem solving, teamwork and
time management. For instance, to prepare for a
voluntary event, they have to learn how to work
better in teams, such as setting up activities,
giving jobs to the volunteers and interacting
with others. For those reasons, I believe that
students should spend their free time taking part
in community service activities.
107
54(T)
1 1 B 6 A 11 C 16 B
2 C 7 C 12 A 17 C
3 A 8 A 13 C 18 A
4 A 9 C 14 A 19 C
5 C 10 B 15 C 20 A
2 1 C 6 C 11 B 16 B
2 B 7 B 12 A 17 B
3 C 8 A 13 C 18 C
4 A 9 C 14 C 19 B
5 B 10 C 15 A 20 C
108
55(T)
Review (Units 1–4)
18 We went to a(n) ________ performance last
Vocabulary Saturday evening. It was amazing.
A dance B art C sports
1 Choose the most appropriate option.
19 Please ________ on your jacket. It’s cold outside.
1 Can you please ________ the rug? A give B fit C put
A mop B vacuum C tidy
20 I love rock music. It’s ________ and powerful.
2 We have to ________ the ironing today. A fast B sad C noisy
A clean B clear C do
3 We went to an interesting art ________ last
week.
Grammar
A exhibition B concert C opera
4 We’re trying to ________ money for a charity.
2 Choose the most appropriate option.
A raise B have C sell 1 I ________ a place in London these days.

A rents B rent C am renting
5 Doctors need to be ________ when they
perform an operation on people. 2 Jane’s away. She has ________ to Italy on
A sociable B inventive C careful holiday.
A been B gone C going
6 You look tired. Why don’t you take ________?
A a nap B a bed C home 3 The train ________ at 4:00 p.m.
A departing B depart C departs
7 You can ________ money to the charity.
A access B collect C donate 4 They ________ to the cinema yesterday.
A went B go C were going
8 I sometimes ________ breakfast for my family.
A make B do C have 5 We haven’t ________ Steve yet.
A meet B met C meeting
9 I relax by listening to jazz. It just makes me
feel ________ . 6 Mark ________ dinner at 8 o’clock last night.
A boring B relaxing C calm A cooks B cooked C was cooking
10 If you want to make some extra money, you 7 If he ________ more free time, he would go on
can ________ for working parents. holiday.
A support B babysit C pick up A has B had C was having
11 I ________ the laundry every Saturday. 8 I ________ you as soon as I land, I promise.
A take B make C do A will text B text C am texting
12 My aunt is a nurse. She’s ________ so that she 9 Be careful! You ________ to trip over that box!
can help sick people. A are B will C are going
A caring B inventive C organised 10 Jeff’s really happy. He ________ his exams!
13 I have to get up early so I can ________ the A passes B passed C has passed
bus. 11 Sandra has ________ been on a plane before.
A have B go C catch A ever B never C yet
14 He works as a security ________. 12 I think Simon ________ to university next year.
A guard B designer C plumber A will go B goes C is going
15 Ann wants to become a flight ________. 13 If I were you, I ________ her the truth.
A surgeon B model C attendant A will tell B tell C would tell
16 We decided to have a cake ________ at school 14 We ________ a sport event in Spain this year.
next week to raise money for the homeless. A attending B attend C are attending
A fair B sale C run 15 I was having a shower ________ the phone rang.
17 Can you please ________ the floor? A when B while C so
A catch B take C mop
55
16 When ________ they leave for Hanoi? 1 Glastonbury is an arts festival. _____
A were B did C are 2 Tickets for the first festival in
17 Is Nina doing the laundry? No, she ________. 1970 were free. _____
A didn’t B isn’t C wasn’t 3 The festival now lasts five days. _____
4 The festival doesn’t take place
18 Have you ever ________ sushi? It’s delicious.
in bad weather. _____
A try B trying C tried
5 Since 2019, organisers haven’t
19 ________ we were waiting for the bus to Thăng
sold food and drinks in plastic
Long Theatre, it started raining. containers at the festival. _____
A Because B While C When
20 If you are good at your work, you ________ get
a promotion. Listening
A are B would C will
Reading
4 2.19 Listen to a message a mother
left for her children and complete the
information.
Glastonbury Festival
The UK has some fantastic music festivals, but which
one is the favourite of British fans? It’s definitely Mum is going to be late.
Glastonbury! It takes place at the end of June every Me: iron laundry and put the
year in Pilton, Somerset, England. 1 away
The first festival happened in 1970. It lasted two days Philip: tidy room & put away
and tickets cost just £1 each – plus every festival-
goer got free milk from the farm! Only 1,500 people 2
came that year, but it was the start of something very Dinner: chicken
special. These days, a ticket to stay the whole five Dessert: 3
days costs over £200. The price doesn’t put people Dad home: 4
off, however – around 200,000 people attend every
year, and tickets sell out in about 30 minutes! Mum home: 6:00
The great music is only part of the Glastonbury Mum’s office number:
experience. Festival-goers camp in tents around the 5 020
farm and stay up all night dancing. Of course, they
have to be prepared for the British weather. It often
rains, and there is a lot of mud, so a pair of wellies* is
essential! But at Glastonbury, people don’t mind the
bad weather. They love nature and care about the
environment. In fact, Glastonbury has been a plastic-
free festival since 2019, when the organisers decided
to stop selling food and drinks in plastic containers. Writing
It’s hard to say what makes Glastonbury a better
music festival than all the others. Is it the bands, or
perhaps the location? British singer Elly Jackson (La
5 Your school organised an event to help the
homeless in your area. Write an email to
Roux) thinks it’s the atmosphere. “Festivals all have your friend about it (about 120–150 words).
one,” she says, “but Glastonbury has something Include information about what and when
other festivals will never have.” the event was, what you did and how you
*wellies: waterproof boots, short for Wellington boots liked the event.
56
3 1 F 2 F 3 T 4 F 5 T
4 1 clothes 4 5:30
2 toys 5 568321
3 cake

Hi Henry,
How are you? Guess what! Last weekend, we
held an event at my school to raise money for
the homeless in the area. We did a similar event
last year and it was great!
The teachers organised a half-marathon on
Saturday and lots of people took part. I didn’t
sign up, though. I have never trained for a
marathon before but I helped prepare the tag
numbers for the marathon. On Sunday, there
was a cake sale and I helped out. I baked 50
vanilla cupcakes and I made some cookies, too!
The event was great. I had a lot of fun
participating and we managed to raise enough
money for the homeless. What did you do last
weekend?
Talk to you soon.
Jack
111
56(T)
What are the main tasks in this unit? • Monitor the activity around the class. Pay
Go through the What are the main tasks in this unit? attention to Ss’ pronunciation and make
box and tell Ss that these are the topics, skills and corrections as necessary.
activities this unit will cover. Answer Key
1 To present vocabulary for environmental \I\ \i…\

problems plastic, endangered, reach, species,
• Ask Ss to look at the pictures, explain the task become, event greenhouse, breathe
and give Ss time to complete it.
answers. 4 To listen for specific information
Answer Key • Explain the task.
1 air pollution • Play the recording, twice if necessary. Ss
2 rise in endangered species listen and complete the task.
3 climate change • Check Ss’ answers. You can play the
4 thinning of ozone layer recording with pauses for Ss to check their
5 plastic pollution answers.
6 deforestation Answer Key
1 Animals, plants and people will suffer if weather
2 To practise vocabulary for patterns change.
environmental problems; to talk about 2 According to Rob, people should walk instead
causes & effects. of taking the car.
it in pairs.
If emission of greenhouse gases continues,
Earth’s temperature will rise.
If deforestation continues, forests will become
smaller and animals will lose their homes.
If thinning of the ozone layer continues, harmful
UV light will reach Earth.
If air pollution continues, it will be difficult to
breathe.
If climate change continues, extreme weather
events will become more common.
If the rise in endangered species continues,
more species will become extinct.
3 To practise pronunciation for \I\ and \i…\

the task.
112
57(T)
Unit 5 The environment
Vocabulary
this unit? Environmental problems
• Vocabulary
– environmental problems
1 2.20 Label the photos with words/phrases from the list.
One word/phrase is extra. Listen and check.
– environmental protection
• plastic pollution • deforestation • thinning of ozone layer
activities • air pollution • rise in endangered species • climate change
– eco-friendly activities • emission of greenhouse gases
• Grammar
– gerund / to-infinitive /
bare infinitive
– relative clauses
(defining / non-defining)
• Reading
1 ______________________ 2 ______________________ 3 ______________________
Cleaning up the Ocean (an
article – T/F/DS statements;
sentence correction)
• Listening
– a dialogue (question
answering)
– an interview (T/F statements) 4 ______________________ 5 ______________________ 6 ______________________
– dialogues (multiple choice)
• Speaking
– talking about causes &
2 What will happen if the problems in Exercise 1
continue? Use the following ideas to make sentences.
effects • ground / become polluted • Earth’s temperature / rise
– discussing the importance • forests / become smaller and animals / lose homes
of an invention for the • harmful UV light / reach Earth • be difficult to breathe
environment • extreme weather events / become more common
– discussing • more species / become extinct
environmentally-friendly If plastic pollution continues, the ground will become polluted.
lifestyle
– making suggestions Pronunciation \I\ - \i…\
– Pronunciation: \I\ - \i…\;
word stress in verbs 3 Listen and put the words plastic, reach, endangered,
2.21
become, species, event, greenhouse and breathe in the correct
• Writing
– a poster illustrating column. Practise saying them with a partner.
environmental problems /I/ /i…/
and possible solutions
– a paragraph making
suggestions Listening
• Culture Spot
350 Vietnam 4 2.22 Listen to four friends talking about environmental
problems. Answer the questions. Write in your notebook.
• Values
Value our environment 1 Who will suffer if weather patterns change?
• Phrasal verbs 2 According to Rob, what should people do to stop climate
turn off / turn on change?
57
5a Reading
Reading
1 Read the title of the article and look at the
picture. How can we clean our oceans?
VIDEO
P lastic pollution in our oceans is a major issue that has

serious effects on marine ecosystems and wildlife.
These days, more and more people are considering
avoided using fuel in System 001/B, so it has a very low
carbon footprint. It uses the ocean currents and wind to
move through the water. Ships take away the waste every
reducing the amount of plastic they use, but what about six to eight weeks.
the rubbish that is already in the oceans? In some parts But how did Boyan do this? He started telling people
of the world, it forms floating islands of plastic. The about his idea on the Internet and asking for help.
largest of these is the Great Pacific Garbage Patch Eventually, he raised £1.57 million! He also set up a
between North America and Japan. It’s three times the charity called Ocean Cleanup, which now has over 80
size of France! engineers, scientists and environmental experts who are
Now, however, one amazing teenager called Boyan Slat all working to change the planet for good.
has invented a machine, System 001/B, which catches Boyan shows us that we can make a difference and help
ocean rubbish. It is a huge 600-metre floating barrier of protect the planet, no matter how big the problem is.
pipes. A net hangs down from the pipes and reaches With hard work, fundraising and a good idea, it’s never
three metres below the surface of the water. Boyan too late to help Planet Earth!
• issue • ecosystem • floating • barrier

• pipe • carbon footprint • current • waste
• raise
2 Read the article and decide if each of
the statements (1–5) is T (true), F (false) or
DS (doesn’t say).
3 Read the article again and correct the
sentences.
1 Boyan Slat invented System 600/B. _______
2 Boyan used recycled materials to 1 The Great Pacific Garbage Patch is
make his machine. ________ between South Korea and Japan.
__________________________________________________________
3 The machine uses ocean currents
2 Boyan’s machine is used to clean pipes.
and wind to move. _______
__________________________________________________________
4 Boyan asked for help online to 3 System 001/B takes waste to land every
raise money. ________
6–8 weeks.
5 Boyan believes hard work is more __________________________________________________________
important than fundraising. ________ 4 80 engineers work for Ocean Cleanup.
__________________________________________________________
58
5a
read for gist
• Ask Ss to read the title and look at the picture.
time to consider their answers. Then elicit
their answers.
• Play the recording. Ss listen, read the text and
Answer Key
We can clean our oceans with special machines.

again.
• Give Ss time to mark the statements according
to what they read.
Answer Key
1 F 2 DS 3
T 4T 5 DS
3 To read for key information

• Ask Ss to read the text again and correct the
sentences.
Answer Key
1 The Great Pacific Garbage Patch is between
North America and Japan.
2 Boyan’s machine is used to catch ocean
rubbish.
3 Ships take away the waste every 6-8 weeks.
4 Over 80 engineers, scientists and environmental
experts are working for Ocean Cleanup.

questions to consolidate information from the text.
115
58(T)
5a
for environmental protection activities
• Direct Ss’ attention to the pictures. Environmental Problems
repeat chorally and/or individually.
complete it.
• Check Ss’ answers. air pollution – burn fossil fue
ls
Answer Key
We can take part in clean-up days to reduce
rubbish.
We can use public transport to reduce air
pollution. deforestation
We can be a member of a wildlife group to
protect wildlife. Solutions
We can recycle to reduce rubbish.
We can use energy-efficient lights to save energy.
We can put out campfires to save forests.
We can have a compost bin to reduce rubbish.
5 To consolidate information from the use solar energy

text; to express an opinion
• Explain the task and give Ss time to work in
pairs.
Ss’ answers. plant trees

A: I believe Boyan’s invention is very important
for the environment. Value our environment
B: I totally agree with you. It helps clean oceans Ask Ss to work in groups and discuss which
and protect our planet. statements they agree/don’t agree with.
(Ss’ own answers)
6 To create a poster about
environmental problems Culture Spot
• Ask Ss to work in groups and explain the To develop cultural awareness; to
task. practise research skills
an environmental movement in other countries.
The Earth First, which started in 1991, is an
environmental movement in the UK. Its focus
is on the protection of wilderness and wildlife.
116
59(T)
5a
Vocabulary Writing
Environmental protection activities
4 2.24 Listen and repeat. Which of these 6 Your school is organising an

environmental week. Prepare a poster
activities can we do to save energy? save
illustrating environmental problems and
forests? reduce air pollution? protect wildlife?
possible solutions. Tell your class.
reduce rubbish?
VALUE OUR ENVIRONMENT
1 use solar energy 2 take part in Do you agree with the following
clean-up days statements? Why/Why not?
Respecting the environment means ...
1 changing your lifestyle and cycling to work
instead of driving.
2 doing what you can to keep the streets clean.
3 protecting nature reserves so that we can
have places that will attract tourists.
3 have a compost bin 4 be a member of 4 reducing our waste, reusing what we can, and
a wildlife group recycling what we can’t use.
5 use energy-efficient 6 recycle

lights
SP T
350 Vietnam is a youth-led movement in
Vietnam. It aims to promote, inspire and
7 put out campfires 8 use public transport encourage people to adopt green living to
slow down global climate change.
We can use solar energy to reduce air pollution.
Do you know any environmental

Speaking movements in other countries?
5 How important is Boyan’s

invention for the environment? Discuss.
59
5b Grammar
Verb forms
Gerund / to-infinitive / bare infinitive
4 Put the verbs in brackets into the correct
to-infinitive, bare infinitive or -ing form.
1 A: Joe, let me _______________________ (help) you
1 Study the examples and identify the verb
forms in bold. plant the flowers!
B: Cool! Don’t you mind _______________________
• She agreed to come to join us in the (cut) the grass?
clean-up day. 2 A: Would you prefer _____________________ (walk)
• Mum made us take the magazines to the or _____________________ (take) the train to work?
recycling centre. B: I prefer ______________________ (cycle) to work.
• I can’t stand people throwing litter on the 3 A: Do you want _______________________ (come)
streets. to our school’s environment day event?
pp. 109–110 B: I can’t. I promised ___________________________
(take) my brother to football practice.
2 Put the verbs under the correct
headings.
4 A: They agreed _______________________ (have) a
greenhouse in our school.
B: Yes! They expect it ___________________________
• plan • can’t help • let • hate • like
(be) ready by the end of next week.
• would like • prefer • want • agree • need
• would prefer • would rather • had better • stop + to-inf: stop doing something
• don’t mind • deny • finish • can’t stand temporarily in order to do something else
On my way home, I stopped to buy milk.
• enjoy • promise • expect
• stop + -ing form: finish doing something
V + bare You must stop eating junk food.
V + gerund V + to-infinitive • remember + to-inf: not forget to do
infinitive
can’t help plan let something
Please remember to lock the door.
• remember + -ing form: have a memory of
something you have done
I remember talking to her before.
• forget + to-inf: not remember something
you need to do
3 Choose the correct verb form.
We forgot to bring our passports!
1 Would you rather go/going swimming • forget + -ing form: have no memory of
something you have done
instead of taking part in the park clean-up
I’ll never forget going to Kenya!
today?
p. 109
2 I need you to take/taking these boxes to
the recycling centre.
3 He denied to drop/dropping litter in the 5 Read the examples then put the
verbs in brackets into the correct to-infinitive or
school playground, and I believe him. -ing form. Explain the difference in meaning.
4 I like work/working at the local animal
1 Don’t forget _________________ (buy) eco-friendly
centre.
toothpaste.
5 You’d better ask/to ask for permission to
2 He’ll never forget _________________ (rescue) the
feed the animals.
baby turtles.
6 We agreed participate/to participate in the 3 He stopped _________________ (ask) for directions
clean-up day. to the park.
7 Christine enjoys using/to use public 4 Stop _________________ (print) all your emails!
transport. 5 I’ll always remember _________________ (volunteer)
8 She wants try/to try organic food. with the charity in Africa.
6 Remember _________________ (tell) Jack about the
60 clean-up day.
5b
1 To present and practise gerund / 5 To practise gerund / to-infinitive
to-infinitive / bare infinitive (with stop, remember and forget)
• Explain the task and give Ss time to • Read out the theory box.
complete it. • Explain the task and give Ss time to complete
• Check Ss’ answers. it in pairs.
Answer Key • Check Ss’ answers.
to come: to-infinitive Answer Key
take: bare infinitive (infinitive without to) 1 to buy 4 printing
throwing: gerund 2 rescuing 5 volunteering
3 to ask 6 to tell
2 To practise gerund / to-infinitive /
bare infinitive
complete it.
Answer Key
V + gerund: hate, like, prefer, don’t mind, deny,
finish, enjoy, can’t stand
V + to-infinitive: would like, prefer, want, agree,
would prefer, need, promise, expect, hate, like
V + bare infinitive: would rather, had better

bare infinitive
complete it.
Answer Key
1 go 5 ask
2 to take 6 to participate
3 dropping 7 using
4 working 8 to try

bare infinitive
complete it.
Answer Key
1 help, cutting
2 to walk, to take/take, to cycle/cycling
3 to come, to take
4 to have, to be
119
60(T)
5b
6 To present and practise relative 10 To practise relative clauses
clauses
complete it. • Check Ss’ answers. Ss tell their partners.
Answer Key 1 who are funny
a who/that c whose 2 who loves participating in environmental
b which/that protection activities
3 which/that is good to the environment
7 To practise relative clauses 4 which/that have canteens nearby
5 who wears red glasses
complete it.
Answer Key
1 who 3 which
2 whose 4 that
8 To practise relative clauses

(defining/non-defining)
complete it.
Answer Key
2 who, D
3 which/that, D
4 whose (Cindy, whose parents are
environmentalists, is studying Environmental
Science.), ND
5 which, ND (this shirt, which is my favourite,
is organic cotton.
6 whose, D
7 who/that, D
9 To practise relative clauses

complete it.
Answer Key
1 which we printed
2 who usually organises the meeting
3 whose wife works in
4 environmental magazine that John bought
120
61(T)
5b
Relative clauses 8 Fill in each gap with who, which, that or
whose. Which clauses are defining (D)?
6 Read the sentences (1–3) and complete
the rules (a–c) with the words in bold.
Which are non-defining (ND)? Use commas
where necessary.
1 A vacuum cleaner is a machine which/that 1 My car, which I bought last week, is
we use to vacuum the carpets. eco-friendly. ND
2 He’s the man whose sister eats organic 2 The woman ____________ started the Environment
food. Club is my geography teacher.
3 Sue is the girl who/that works at the local 3 The bin ____________ is in our garden is for
animal shelter. compost.
4 Cindy ____________ parents are environmentalists
We use: is studying Environmental Science.
a _____________________ to refer to people. 5 This shirt ____________ is my favourite is organic
b _____________________ to refer to things. cotton.
c _____________________ to refer to possession. 6 That’s the girl ____________ brother works at the
animal shelter.
p. 110
7 The man ____________ just entered the building
is the owner of the greenhouse.
1 Kate is the woman whose/who is a member 9 Complete the sentences using the
words in bold.
of a wildlife group.
2 John’s the boy who/whose dad cycles to 1 Pass me the leaflets. We printed them
work. yesterday. (WHICH)
3 This is the greenhouse which/who they Pass me the leaflets _______________________________
built last month. _______________________________ yesterday.
4 These are the boots who/that we will wear 2 Linda usually organises the meeting. She’s
during the clean-up day. on holiday this week. (WHO)
Linda, _________________________________________________ ,
is on holiday this week.
• Defining relative clauses give essential
3 This is Mr Jones. His wife works in the
information, so we cannot omit them or
recycling centre. (WHOSE)
put them in between commas.
This is Mr Jones, ___________________________________
The man who lives next door is a vet.
_______________________________ the recycling centre.
The relative pronoun can be omitted
4 Where is the environmental magazine?
when it is the object of the relative clause.
John brought it last Friday. (THAT)
The lady who was sitting by Hans is an
Where’s the __________________________________________
author. (subject)
_______________________________ last Friday?
The novels (which/that) I enjoy most are
science-fiction ones. (object)
Speaking
• Non-defining relative clauses give
additional information, so we can omit
them. We usually put them in between 10 Complete the sentences so that
they are true for you. Tell your partner.
commas. We cannot use that in non-
defining relative clauses. 1 I like people _________________________________________ .
John, who lives next door, is a vet. 2 This is my friend, __________________________________ .
(NOT: that) 3 I would rather use public transport _________ .
4 I enjoy visiting places ____________________________ .
p. 110
5 I’m looking for a person _________________________ .
61
5c Listening
True/False statements 4 2.26 Listen to the dialogues. For each
question (1–4), choose the correct answer
(A, B or C).
Read the sentences and underline the key 1 You will hear two friends talking. What does
words. Be careful with sentences that contain the boy offer to help Kate do?
negatives. For a sentence to be True, every A design the cards
part must be correct. B find recycled cards
C send the cards
1 a) You are going to listen to an interview
with Ruby and Jessica. Read the sentences
2 You will hear a teacher talking to a student.
The student is going to _______ .
(1–4) and underline the key words.
A build a wildlife shelter
1 Ruby and Jessica got inspired by B plant a wildlife garden
an environmental movement. _____ C organise a fundraising event
2 Bees are in danger because of 3 You will hear two friends talking. What is the
climate change. _____ girl planning to do with the glass jars?
3 Ruby and Jessie’s first project A recycle them
was at their own school. _____ B reuse them
C put them in landfill
4 The main focus of Ruby and
Jessie’s work now is on building 4 You will hear a girl talking to her mother.
Bee Gardens. _____ The girl tells her mum she’s going to _______ .
A give her clothes to her sister
b) What do you think the interview is about? B donate her clothes to charity
C swap her clothes with her friends
A ways to protect the environment
B why we need bees
C inspiring environmental projects
2 2.25 Now listen to the interview and

decide if each of the statements (1–4) is T
phrasal verb.
(True) or F (False).
Multiple choice
Predicting content
Read the questions and possible answers. Think
of who the speakers are, where they are and what
you expect the recording will be about. This will
help you do the task.
This programme is not interesting. Let’s turn off /

3 Read the questions and the possible
answers in Exercise 4. Which dialogue(s)
turn on the TV and go for a walk.
take(s) place ... • turn on: to make a device start working
– at home? ______ • turn off: to make a device stop working
– in a shop? ______
– at school? ______
62
5c
1 a) To prepare for a listening task Answer Key
(T/F statements) Dialogue 3 and 4 take place at home.
• Read out the Note box. Dialogue 1 takes place in a shop.
• Ask Ss to look at the sentences and explain Dialogue 2 takes place at school.
the task.
• Give Ss time to complete the task. 4 To listen for specific information
• Check Ss’ answers. (multiple choice)
Answer Key • Explain the task.
1 Ruby and Jessica got inspired by an • Play the recording, twice if necessary. Ss
environmental movement. listen and complete the task.
2 Bees are in danger because of climate change. • Check Ss’ answers. You can play the
3 Ruby and Jessie’s first project was at their recording with pauses for Ss to check their
own school. answers.
4 The main focus of Ruby and Jessie’s work Answer Key
now is on building Bee Gardens. 1 A 2 B 3 B 4 C
Fun Time
b) To prepare for a listening task
(T/F statements) To learn phrasal verbs with turn
• Explain the task and give Ss time to • Explain the task and ask Ss to do the task.
complete it. • Ask Ss to read the upside down box and
• Check Ss’ answers check their answers.
C The interview is about inspiring environmental turn off
projects.
2 To listen for detail

recording with pauses for Ss to check
their answers and compare them with their
partners’.
Answer Key
1 F 2 T 3 T 4 F

(predicting content)
• Ask Ss to look at the questions and explain
the task.
123
62(T)
5d
1 a) To present and practise 3 To practise role-playing
vocabulary for eco-friendly activities • Explain the task and remind Ss that they can
• Ask Ss to do the quiz. Direct their use the dialogue in Exercise 2a as a model
attention to the words in bold in the as well as any ideas of their own to complete
sentences. the task.
• Ask Ss to check their quiz results with • Ss complete the task in pairs. To help Ss,
the upside down text. draw Ss’ attention to the diagram, which
they can use while doing the task.
b) To talk about environmentally- • Monitor the activity around the class and
friendly lifestyles ask some pairs to act out the dialogue in
• Explain the task and give Ss time to front of the class. Mind Ss’ intonation and
consider their answers. rhythm.
• Ask various Ss around the class to share Suggested Answer Key
their answers.
A: We have to come up with some ways to save
Suggested Answer Key energy at home.
Most of my answers are C’s, so I’m really green. B: Right. What about trying not to use air
conditioning?
2 a) To listen and read for specific A: I don’t agree because we need air conditioning
information when it is hot. Why not turn off the lights
when we’re not using them?
• Play the recording for Ss to listen to the
B: That’s exactly what I think. Another idea could
dialogue.
be to take showers instead of baths.
• Give Ss time to read the dialogue and
A: I totally agree with you. Our ideas to save
then elicit answers to the question.
energy at home are great.
Answer Key 4 To learn pronunciation for word
They suggest banning traffic from the city stress in verbs
centre and making public transport cheaper.
By doing this, fewer people drive cars in the
city. In this way, it would reduce air polution.
b) To identify and learn phrases/ recording with pauses for Ss to check their
sentences for making suggestions, answers.
agreeing and disagreeing • Then play the recording again for Ss to listen
• Ask Ss to read the dialogue again and and repeat chorally and/or individually.
explain the task. • Pay attention to Ss’ pronunciation and make
• Give Ss time to complete the task. corrections as necessary.
• Check Ss’ answers. Answer Key
Answer Key 1 begin 6 protect
Making suggestions: What about, how about, 2 deny 7 forget
Another idea could be, Let’s 3 suggest 8 reduce
Disagreeing: I don’t think so 4 expect 9 promote
Agreeing: I couldn’t agree more, I completely 5 agree
agree
124
63(T)
Speaking 5d
Vocabulary
Jane: Let’s do our geography homework now.
Eco-friendly activities We have to come up with some ways to
make our city greener.
1 a) Do the quiz and see how green
you are. Pay attention to the words in bold.
Adam: Right. What about switching all the
energy to solar or wind power?
Jane: I don’t think so because that would be
very expensive. How about banning
traffic from the city centre?
1 When I finish using my computer, I ________ .
Adam: I couldn’t agree more. If fewer people
A leave it on
drove their cars in the city, it would
B leave it on standby
reduce air pollution. Another idea could
C turn it off
be to make public transport cheaper.
2 When I go shopping, I buy fruit and vegetables Jane: I completely agree. Let’s prepare our
________ . presentation.
A in plastic bags from the supermarket
B loose from the supermarket b) Which of the underlined phrases/
C loose from the local market sentences are making suggestions,
3 When I send cards to friends and relatives, I ________ . agreeing or disagreeing?
A post bought cards at the post office
B deliver homemade cards by hand 3 You are thinking of possible ways to
save energy at home. Act out a dialogue similar
C send electronic cards by email
to the one in Exercise 2a. Use the diagram
4 When I make notes, I write on ________ . below. Mind the intonation and rhythm.
A a clean sheet of paper
B a piece of recycled paper A B
C the back of a used piece of paper Suggest thinking of ways Agree. Suggest
to save energy at home. not using air
5 When I have a party, I use ________ . conditioning.
Explain we need air
A plastic plates and throw them away conditioning when it is hot.
B paper plates and throw them away Agree. Suggest
Suggest turning off lights taking showers
C china plates and wash them up when not using them. instead of baths.
Mostly C’s: Well done! You’re really green! Agree. Say these ideas
Mostly B’s: You try to be green, but you don’t always get it right.
are great.
Mostly A’s: You’re not very green, are you? Try making some changes!
Pronunciation
Word stress in verbs
b) How environmentally-friendly is
your lifestyle? Tell your partner.
Two-syllable verbs are usually stressed on the

Everyday English second syllable.
Making suggestions
4 2.28 Listen and mark the stressed
syllable. Listen again and repeat. Practise
2 a) 2.27 Listen and read the
dialogue. What are Jane and Adam’s
saying them.
1 begin 4 expect 7 forget
suggestions about making their city
2 deny 5 agree 8 reduce
greener?
3 suggest 6 protect 9 promote
63
5e Writing
A paragraph making suggestions 3 Match the suggestions (1–3) to the
results (a–c). Then make sentences as in
1 a) Read the paragraph. What is it about? the example. Use appropriate linkers.
protect the
How to Suggestions
natural environment 1 recycle rubbish
by Nat Johnson 2 use natural weed killers in garden
Using renewable resources and reducing emissions are 3 don’t buy plastic products
the two effective ways to protect our natural environment.
To start with, we can use renewable resources of energy Results
such as solar, wind or water power instead of burning a reduce plastic pollution
fossil fuels. By doing this, we can reduce the pollution b cut down on waste and protect natural
that burning fossil fuels produces and protect our natural resources
resources. Furthermore, it would be a good idea to reduce c stop chemicals poisoning animals and
emissions by leaving our cars at home and use public rivers
transport. We could also use bikes or walk to work or
school. As a result, air quality will improve and car One thing we can do is … . By doing this, …
emissions will decrease, making our cities healthier and
cleaner. To sum up, we should use renewable resources Your turn
of energy and reduce emissions. By doing so, we can help
our precious Earth. 4 PLANNING You are going to write a paragraph
making suggestions about how to save energy
b) Answer the questions. Which sentence(s) … at home. Answer the questions.
1 state(s) the topic and main points? 1 What are you going to write?
2 contain(s) the writer’s first suggestion and 2 What solutions can you suggest?
expected result? 3 What will the expected results be?
3 contain(s) the writer’s second suggestion
and expected result?
4 summarise(s) the main points?
5 WRITING Write your paragraph (about
120–150 words).
c) What are the topic sentence, supporting • Use Nat’s paragraph as a model.
sentences and concluding sentence in the • Use your answers in Exercise 4.
paragraph? • Use appropriate language to introduce your
suggestions and expected results.
Linking words/phrases
We link our ideas with appropriate linkers. They
Topic sentence
help the reader follow our paragraph more easily.
stating the topic and main points
• Giving a list/Adding points: Firstly, ... /
To begin with, ... / In addition, ... / Also, … / etc. Supporting sentences
• Introducing suggestions: A useful/practical writing first suggestion and expected result
solution is ... / Another solution is ... / One thing writing second suggestion and expected result
we can do is ... / You/We should ... / etc. Concluding sentence
• Introducing results: In this way, ... / Then, ... / summarising the main points
If we do this, … / etc.
• Concluding: In conclusion, ... / All in all, … / etc.
6 CHECK/CORRECT Check your paragraph for
2 Replace the words in bold in the paragraph
in Exercise 1 with the linkers from the box.
swap your paragraphs and check each other’s
work.
64
5e
1 a) To read for general information • Give them time to complete the task.
• Ask Ss to read the paragraph and give them • Check Ss’ answers.
time to answer the questions. Answer Key
• Check Ss’ answers. 1 b 2 c 3 a
Answer Key One thing we can do is to recycle rubbish. If we do
The paragraph is about ways to protect our this, we can cut down on waste and protect natural
natural environment. resources.
It would be a good idea to use natural weed killers
b & c) To read for specific information in the garden. As a result, we would stop chemicals
poisoning animals and rivers.
• Ask Ss to read the paragraph and give them
We shouldn’t buy/should say no to plastic products.
time to answer the questions.
In this way, we will reduce plastic pollution.
Answer Key
1 Using renewable resources and reducing
emission are the two effective ways to protect • Explain the task and give Ss time to answer the
our natural environment. questions.
2 To start with, we can use renewable resources • Check Ss’ answers.
of energy such as solar, wind or water power Suggested Answer Key
instead of burning fossil fuels. By doing this, 1 A paragraph making suggestions.
we can reduce the pollution that burning 2 Turn off the lights when not using them and
fossil fuels produces and protect our natural take showers instead of baths.
resources. 3 Use less electricity and save water.
3 Furthermore, it would be a good idea to reduce
emission by leaving our cars at home and use
public transport. We could also use bikes or 5 To write a paragraph making suggestions
walk to work or school. As a result, air quality • Explain the task and give Ss time to write their
will improve and car emissions will decrease, paragraph.
making our cities healthier and cleaner. • Remind Ss to use the plan and Nat’s paragraph in
4 To sum up, we should use renewable Exercise 1 as a model to help them.
resources of energy and reduce emissions. • Alternatively, assign the task as HW and check
By doing so, we can help our precious Earth. Ss’ answers in the next lesson.
1 – topic sentence 4 – concluding sentence Suggested Answer Key
2 and 3 – body sentences Turning off the lights and taking showers instead of
baths are two effective ways to help save energy
2 To read for key information; to learn at home. Firstly, we can turn off the lights when we
about linking words/phrases are not using them. By doing this, we can reduce
our electricity usage. In addition, it would be a good
• Read out the Note box. idea to take showers instead of baths. If we do this,
• Ask Ss to read the paragraph again and we can save the usage of water. All in all, we should
explain the task. turn off the lights when we’re not using them and
• Give them time to complete the task. take showers instead of baths to avoid running out of
• Check Ss’ answers. power and water while being at home. By doing so,
Suggested Answer Key we can help our precious Earth.
To start with - Firstly; we can - we should
By doing this - If we do this; Furthermore - In addition 6
To check and correct one’s writing
It would be a good idea - A practical solution is
• Give Ss time to check and correct their paragraphs.
As a result - In this way; To sum up - All in alll
• Then have Ss swap their paragraphs with their
partners’.
3 To practise linking words/phrases • Each S tries to correct the other S’ paragraph.
• Ask Ss to read the suggestions and the results
and explain the task. 127
64(T)
What are the main tasks in this unit? • Ask Ss to practise saying words in pairs.
Go through the What are the main tasks in this unit? • Monitor the activity around the class. Pay
box and tell Ss that these are the topics, skills and attention to Ss’ pronunciation and give
activities this unit will cover. corrections as necessary.
Answer Key
1 To present and practise vocabulary \s´"fa…ri\ – safari \su…v´"nI´\ – souvenir
for holiday activities \"waIldlaIf\ – wildlife \ kń"s‰…v\ – conserve
• Direct Ss’ attention to the pictures. \"fÚtÚ\ – photo
repeat chorally and/or individually. 4 To listen for specific information
complete it.
Answer Key with pauses for Ss to check their answers.
On a beach holiday, you can sunbathe. Answer Key
On a sightseeing holiday, you can go on guided
Speaker 1 – beach holiday
tours and visit local sights.
Speaker 2 – safari holiday
On an eco-holiday, you can explore nature, see
Speaker 3 – package holiday
wildlife and help conserve endangered animals.
On a package holiday, you can go on guided
tours, try local dishes, visit local sights and buy
souvenirs.
2 To practise vocabulary for types of

holiday and holiday activities; to express
preference
it in pairs.
their answers.
My favourite type of holiday is a sightseeing
holiday. I usually visit local sights, go on guided
tours and try local dishes.
3 To learn and practise pronunciation

for \f\ and \v\
complete it.
128
65(T)
Unit 6 Eco-tourism
Vocabulary
this unit? Holiday activities
• Vocabulary
– holiday activities
1 2.29 Listen and repeat. Which holiday activities in the
photos can you do on a safari holiday? a beach holiday?
– eco-tourism a sightseeing holiday? an eco-holiday? a package holiday?
– ways to protect heritage 1 2
• Grammar
– comparative / superlative
– modifying comparisons
– definite article the explore nature go on guided tours
• Reading 3 4
Eco-destinations: Galápagos
Islands (an advert – multiple
choice; question answering)
• Listening try local dishes visit local sights
– monologues (gap filling) 5 6
– an interview (sequencing;
multiple choice)
– a dialogue (matching)
• Speaking
– talking about your sunbathe buy souvenirs
favourite type of holiday 7 8
– giving reasons why
someone should visit
eco-destinations help conserve
– presenting eco-destinations see wildlife endangered species
in your country and On a safari holiday, you can see wildlife and explore nature.
compare them
– suggesting how to protect
heritage 2 Which is your favourite type of holiday? What do
you usually do? Tell your partner.
– asking for & giving advice
– Pronunciation: \f\ - \v\; Pronunciation \f\ - \v\
digraphs
• Writing 3 2.30 Write the words that have \f\ or \v\ sounds as in the
example. Listen and repeat. Then practise saying them with a
– a summary of a text
partner.
– an email describing
\"vIzIt\ visit \s´"fA…ri\ _________ \su…v´"nI´\ _________
a holiday
\"fÚtÚ\ _________ \kń"s‰…v\ _________ \"waIldlaIf\ _________
• Culture Spot
Cúc Phương National Park
Value eco-tourism
• Phrasal verbs
4 Listen to three people talking about their holidays.
2.31
What type of holiday did each go on?
get away / get on Speaker 1_________ Speaker 2 _________ Speaker 3 _________
65
6 a Reading
Reading
penguin
1 Look at the title and the pictures. Why are the
Galápagos Islands an eco-destination?
VIDEO
Eco-destinations with
urs
Tortoise To
giant tortoise
Travel to one of the most remote destinations on Earth! The Galápagos Islands are 1,000 km
west of South America in the Pacific Ocean. They’re the perfect place for nature lovers.
The Galápagos Islands are the best place to see incredible animals, including the only species
of penguin found north of the equator! There are sea lions, too, and marine iguanas, a type of
lizard that swims in the sea. The Galápagos Islands are also home to giant tortoises. These
are the largest tortoises on Earth and they live longer than any other reptile on the planet.
Some are over 150 years old!
sea lions
All these animals are endangered species, so eco-tourism is very important in the Galápagos
Islands. Visitors need special permission to spend their holiday there. Also, there is a limit
to the number of people that can visit the islands. At Tortoise Tours, we can help you with
that! We can also plan your holiday from start to finish – we make it as easy as planning a
trip in your own country.
Please remember that the Galápagos Islands have a ‘leave no trace’ policy to protect
nature. This means never drop litter, damage the environment or harm animals. After all,
you don’t visit the Galápagos Islands to change them, but for them to change you! marine iguana
For more information, or to book the holiday of a lifetime,

• remote • incredible • equator
visit info@tortoisetours.ec today!
• limit • permission
2 Read the advert. For questions (1–3),

choose the correct answer (A, B or C).
3 Read the advert again and answer the
questions.
1 The Galápagos Islands are home to _____. 1 How far are the Galápagos Islands from
A the world’s largest tortoises the coast of South America?
B the only lizard that can swim 2 What is special about marine iguanas?
C many different types of penguins 3 What can the people at Tortoise Tours
help their customers get?
2 Visitors to the Galápagos Islands need _____.
4 What is the purpose of the ‘leave no trace’
A a tour company to organise their holiday
policy?
B to have special permission to visit
C to plan their trip in their country
3 Visitors to the Galápagos Islands should _____ .
A try to change things for the better
B recycle all the rubbish that is there
C leave the islands as they found them
66
6a
read for gist
pictures.
time to consider the answers. Then elicit
their answers.
advert to check their answers.
Answer Key
The Galápagos Islands are an eco-destination
because visitors can see many endangered
species of animals there.

• Explain the task and ask Ss to read the
advert again.
Answer Key
1 A 2 B 3 C

• Ask Ss to read the advert again and answer
the questions.
Answer Key
1 They are 1,000 km west of South America.
2 They are a type of lizard that swims in the
sea.
3 They can help their customers get special
permission to spend their holiday in the
Galápagos Islands and plan their holiday
from start to finish.
4 To protect nature from littering, damaging
the environment and harming the animals.

text.
131
66(T)
6a
4 To present and practise vocabulary Value your eco-tourism
for eco-tourism Ask Ss to work in groups and discuss if they
• Ask Ss to look at the pictures and explain agree/don’t agree with what people say.
any unknown words.
(Ss’ own answers)
complete it. Culture Spot
• Play the recording. Ss listen and check their To develop cultural awareness; to
their answers. practise research skills
Answer Key Ask Ss to read the information in the box and
1 rainforests 4 flora then give them time to research online and find
2 wildlife 5 islands out eco-destinations in other countries.
3 crops 6 reefs Suggested Answer Key
In the USA, you can visit Merritt Island National
5 To consolidate information from the Wildlife Refuge. It is in Florida and it’s a protected
advert; to express an opinion area of mostly undisturbed wildlife. The biggest
• Explain the task and give Ss time to complete part of the island isn’t accessible to visitors, but
it in pairs. visitors get the chance to see wildlife animals
• Monitor the activity around the class. when hiking or driving through the paths. If you are
• Ask various Ss around the class to share lucky, you might see sea turtles, alligators, eagles
their answers. and even bobcats.

It’s a unique experience. You also learn how
to respect nature and protect our natural
environment.
6 To write a short summary

complete it.
• Alternatively, assign the task as HW and check
their answers in the next lesson.
The Galápagos Islands are an eco-destination,
which is 1,000 km west of South America in
the Pacific Ocean. They are famous for many
incredible species of animals such as species
of penguin found north of the equator, sea lions
and marine iguanas, a type of lizard that swims
in the sea. The Galápagos Islands are also home
to giant tortoises that are the largest tortoises
on Earth. Visitors should follow a “leave no
trace” policy to protect nature. This means you
shouldn’t drop littler, damage the environment
or harm animals.
132
67(T)
6a
Vocabulary Speaking
Eco-tourism
5 Say three reasons why
4 2.33 Fill in each gap with reefs,
rainforests, wildlife, islands, crops or flora.
someone should visit eco-destinations such
as the Galápagos Islands. Tell the class.
Writing
summarising the advert in Exercise 1.
Include information about the name of the
place, where it is, what it is famous for and
what people should do there.
The 1) ____________________________ of Costa Rica

are home to nearly 100 species of trees.
VALUE ECO-TOURISM
Corcovado National Park is on Osa Peninsula.
You can spot amazing 2) ________________________
there, like spider monkeys, scarlet macaws and How does eco-tourism benefit us?
wild cats. Do you agree with what the people say? Why/
Why not?
1 “I see nature close up and learn about
plants and animals.”
2 “I learn about the cultural traditions of
other countries.”
3 “I can see that our natural world is in
danger and we need to protect it.”
Hawaii is a great place to see how locals 4 “I learn how to respect nature.”
work the land and cultivate important
3) _________________________ like coffee and
taro. You can also plant trees and restore
native 4) _________________________ , plants
and exotic flowers.
SP T
Cúc Phương National Park is the largest
nature reserve in Northern Vietnam. It covers
Palau is an archipelago of more than 500 an area of 22,000 hectares of rainforest.
5) _________________________ with hundreds There are many species of plants and lots of
of miles of coral 6) ________________________ animals in this amazing eco-destination.
around them. You cannot fish there. There is What are some eco-destinations
also a place that protects sharks. in other countries?
67
6b Grammar
Comparative / Superlative 2 Complete the second sentence so that
it means the same as the first. Use the
Adjectives comparative form of these adjectives/
• one-syllable adjectives: add (-e)r/-(e)st adverbs.
small – smaller (than) – the smallest (of/in)
• one-syllable adjectives ending in • warm • expensive • good • often
a consonant + vowel + consonant: double
1 The weather is cold in the UK in the autumn,
the last consonant and add -er/-est
but it’s colder in Iceland.
hot – hotter (than) – the hottest (of/in)
The weather in the UK in the autumn is
• two-syllable adjectives ending in -y: warmer than the weather in Iceland.
change -y to i and add -er/-est
busy - busier (than) - the busiest (of/in) 2 We go on holiday once a year, but Mr and
• two or more syllable adjectives: add Mrs Addams go four times a year.
more/the most before the adjective Mr and Mrs Addams go on holiday
_____________________ we do.
useful – more useful (than) – the most
useful (of/in) 3 Our holiday in the USA wasn’t that good,
dangerous – more dangerous (than) – but our holiday in Vietnam was very good.
the most dangerous (of/in) Our holiday in Vietnam was _____________________
Adverbs our holiday in the USA.
• one-syllable adverbs: add -er/-est 4 He paid €65 for his flights and €400 for his
fast – faster (than) – the fastest (of/in) hotel room.
• two or more syllable adverbs: add more/ His hotel room was _____________________ his flights.
the most before the adverb
often – more often (than) – the most often
(of/in), politely – more politely (than) –
3 Put the adjectives/adverbs in brackets
into the superlative form.
the most politely (of/in)
Irregular forms 1 A: Damascus in Syria is one of _________________
good – better – the best (old) cities in the world that people still
bad – worse – the worst live in.
much/many – more – the most B: Yes, it’s at least 11,000 years old.
little – less – the least 2 A: Is the Great Barrier Reef in Australia?
far – further/farther – the furthest/the farthest B: Yes. It’s _________________ (long) coral reef in
the world.
pp. 110–111
3 A: Which place has got _________________ (bad)
weather in the world?
B: Probably Antarctica. It’s one of
1 Ba Bể Lake in Vietnam is about 20 metres _________________ (windy) places on Earth.
deep, but Lake Baikal in Russia is more
deep/deeper, at 1,642 metres. 4 A: Which volcano erupts _________________
(frequently) of all in Hawaii?
2 Fansipan is more high/higher than any
B: I think it’s Kilauea. It has erupted 62
other mountain in Vietnam. Since 2016,
times in the last 245 years.
there has been a cable car so people can
reach the top more easy/more easily. 5 A: Is this _________________ (short) hike through
3 The Atlantic Ocean is smaller/more small Cúc Phương National Park?
than the Pacific Ocean. B: Yes, we can finish it _________________
(easily) of all.
4 Saudi Arabia is large/larger than all the
other countries in Western Asia.
68
6b
1 To practise comparative
complete it.
Answer Key
1 deeper 3 smaller
2 higher, more easily 4 larger
2 To practise comparative
complete it.
Answer Key
2 more often than
3 better than
4 more expensive than
3 To practise superlative
complete it.
Answer Key
1 the oldest
2 the longest
3 the worst, the windiest
4 the most frequently
5 the shortest, the most easily
135
68(T)
6b
4 To present and practise modifying
comparisons
2 Complete
check the second
their answers in thesentence so that
next lesson.
it means the same as the first. Use the
• Ask Ss to read examples in the box. comparative form of these adjectives/
One of the destinations for eco-tourists is Cúc
• Explain the task and give Ss time to adverbs.
Phương National Park. It is the largest nature
complete it.
• warm in• expensive
reserve Northern • good
Vietnam.• oftenThis nature
reserve is home to some of the rarest Asian
Answer Key 1 The weather is cold in the UK in the autumn,
animals and plant species. If you want to see
1 as 3 much 5 by far somebutof it’s
thecolder in Iceland.
last remaining wild elephants and
2 a little 4 so 6 as The weather in
leopards in the country, the UKvisitinYok
the Đôn
autumn is
National
warmer than
Park. It is the second thebiggest
weathernational
in Iceland.
park in
5 To practise modifying comparisons 2 We go
Vietnam. on holiday
Another once a year,
eco-destination but Mr and
in Vietnam is
Mrs National
Cát Tiên Addams Park.go four It times
is much a year.
bigger than
Cúc Phương.
Mr and Mrs ThisAddams
park is 150go on kmholiday
from Ho Chi
complete it.
Minh_____________________
City and it’s the weclosest
do. to Ho Chi Minh
City. Visitors
3 Our can in
holiday seethemany
USAspecies
wasn’t ofthat
tropical
good,
Answer Key birds, wildlife (including poisonous snakes),
but our holiday in Vietnam was very good.
1 a little closer 3 isn’t as expensive and enormous, ancient trees there. Each eco-
Our holiday in Vietnam was _____________________
2 much more popular 4 by far the highest destination is unique and whichever one you
our holiday in the USA.
choose, be sure to be amazed!
4 He paid €65 for his flights and €400 for his
6 To present and practise the definite
hotel room.
article the
His hotel room was _____________________ his flights.
complete it.
• Check Ss’ answers. 3 Put the adjectives/adverbs in brackets
into the superlative form.
Answer Key
1 A: Damascus in Syria is one of _________________
1 the 2 the 3- 4 The 5- 6 the
(old) cities in the world that people still
live in.
7 To practise comparative/superlative
B: Yes, it’s at least 11,000 years old.
and the definite article the
2 A: Is the Great Barrier Reef in Australia?
complete it. B: Yes. It’s _________________ (long) coral reef in
• Check Ss’ answers. the world.
Answer Key 3 A: Which place has got _________________ (bad)

1 - 6 the most crowded weather in the world?
2 more easily 7 The highest B: Probably Antarctica. It’s one of
3 the 8 more often _________________ (windy) places on Earth.
4 The biggest 9 the largest 4 A: Which volcano erupts _________________
5 the most frequently 10 the
(frequently) of all in Hawaii?
B: I think it’s Kilauea. It has erupted 62
8 To practise comparative/superlative times in the last 245 years.
and the definite article the; to compare some
eco-destinations in Vietnam 5 A: Is this _________________ (short) hike through
Cúc Phương National Park?
• Explain the task and give Ss time to research
B: Yes, we can finish it _________________
online and find out eco-destinations in
(easily) of all.
Vietnam.
136
69(T)
6b
MODIFYING COMPARISONS p. 111
The definite article the
National Parks of Vietnam
• U Minh Hạ is a little easier to get to from Ho 6 Complete each gap with the or —.
Chi Minh City than Phú Quốc.
1 They spent three months trekking in __________
• Cát Bà is much larger than U Minh Hạ.
Himalayas.
• Phong Nha Kẻ Bàng National Park is by far
2 Pollution is affecting the stones of __________
the largest national park in Vietnam.
Taj Mahal in India.
• Phú Quốc is as remote as Cát Bà.
3 I learned a lot from __________ Bình, our tour guide.
• U Minh Hạ isn’t so/as old as Cát Bà.
4 __________ Forest Floor Lodge is an eco-friendly
p. 111
hotel.
4 Choose the correct option. 5 How long have you lived in __________ Ho Chi Minh
City?
1 Some sightseeing holidays aren’t as 6 This is the palace where __________ King of France
relaxing as/than beach holidays. lived.
2 Spanish is by far/a little less difficult than
German for English speakers to learn.
3 This cruise ship is much/more bigger than 7 Put the adjectives/adverbs in brackets
into the comparative or superlative forms
the one we went on last year.
and fill in the where necessary.
4 Package holidays aren’t so/much
expensive as cruises.
5 The safari holiday was as/by far the best Tourists from 1) ______________________ Europe can travel to
holiday of my life. Italy 2) ______________________ (easily) than they can travel to
Asia or 3) ______________________ USA. It is a popular destination.
6 This local dish isn’t so nice than/as the one
4) ______________________ (big) city is Rome and it has got lots
we tried last night.
of historical sites. The Pantheon is the site that people
visit 5) ______________________ (frequently) of all, but the area
5 Complete the second sentence to express
a similar meaning to the first. Use the words in
around the Trevi Fountain is probably 6) ______________________
(crowded) place in the city.
bold. 7) ______________________ (high) mountain in Italy is Monte
Bianco, but people visit Mount Etna 8) ______________________
1 The beach is 3 km away, and the hotel is 4
(often) than Monte Bianco because it is an active
km. (LITTLE)
volcano! It is on Sicily, 9) ______________________ (large) island
The beach is _________________________ in 10) ______________________ Mediterranean Sea.
________________________________________ than the hotel.
2 19 million people visit the Lake District

National Park every year, but only 4 million
visit Yellowstone National Park. (MUCH)
The Lake District National Park is _______
____________________________________than Yellowstone
National Park.
3 The package holiday is £695 and the cruise Speaking
is £925. (AS)
The package holiday_____________________________
____________________________________ as the cruise.
4 Mount Everest is higher than any other

8 Collect information about
some eco-destinations in your country.
mountain in the world. (FAR) Compare them and give a presentation to
Mount Everest is __________________________________ the class.
____________________________ mountain in the world.
69
6c Listening
Sequencing
3 Two friends are talking about places
they went to last summer. Read the sentence
beginnings (1–5) and the sentence endings
• Read the information that needs to be (A–F). Which endings can match which
sequenced (names, instructions, pictures, etc.) beginnings? There is one extra ending.
and underline the key words.
• Listen for these key words or related words. 1 D The first place they went was
Pay attention to sequence words such as first,
2 They stopped at a lake on the way to
after, then, etc.
3 It was very peaceful at
4 They stayed for a month at
1 2.34 Listen to an interview about a
visit to Croatia, a country in Europe. Put the 5 They learned about Vietnamese culture at
places the speaker mentions in the correct A a traditional village.
order. There is one example. B the Centre for Rescue and Conservation of
A 1 Plitvice Lakes National Park Species.
B Galešnjak Island C the Đồng Nai River.
D Ho Chi Minh City.
C Biševo Island
E Trị An Lake.
D the Velebit Mountains F Cát Tiên National Park.
E Krka National Park
Multiple choice
4 2.35 Listen and match the beginnings
2 2.34Listen again. For questions (1–3),
choose the best answer (A, B, or C).
(1–5) to the endings (A–F). There is one
example.
1 How long did Hollie spend travelling around
Croatia?
A six months Look at the cartoon. Circle
B four months the correct phrasal verb.
C two months
2 They say that Plitvice Lakes National Park
is ________ .
A difficult for tourists to find
B only popular with local people
C very famous
3 How did Hollie feel in Blue Cave?
A glad that her holiday was over
B calm and relaxed
C surprised at how small the cave was
Matching
I just need to get away / get on for a few days.
• get on: to have a good relationship
• Read the beginnings, then the endings.
• Underline the key words.
holiday
• One ending can match more than one beginning.
• get away: to go somewhere to have a
• Listen carefully and do the task.
70
6c
1 To listen for key information Fun Time
• Explain the task. To learn phrasal verbs with get
Answer Key
Answer Key
get away
A 1 C 5 E 4
B 3 D 2

• Play the recording again. Ss listen and
complete the task.
Answer Key
1 A 2 C 3 B

(matching)
• Ask Ss to read the sentence beginnings and
endings. Explain the task.
• Elicit Ss’ answers.

Answer Key
2 F 3 E 4 B 5 A
139
70(T)
6d
My advice is – I advise you (not) to
1 To present and practise vocabulary
Is there anything else I can do? - Have you got
for ways to protect heritage
any (other) suggestions?
• Explain any unknown words. have you thought about – have you considered
complete it. 5 To practise role-playing
• Explain the task and remind Ss that they can
answers.
Answer Key well as any ideas of their own to complete
1 stay on trails the task.
2 don’t make a lot of noise • Ss complete the task in pairs. To help Ss,
3 volunteer to help with conservation projects draw Ss’ attention to the diagram, which
4 donate to a wildlife charity they can use while doing the task.
5 reduce your carbon footprint • Monitor the activity around the class and
6 don’t drop litter ask some pairs to act out the dialogue in
7 wear flat shoes with soft soles when you visit front of the class. Mind Ss’ intonation and
8 don’t cross barriers rhythm.
9 don’t touch surfaces
10 don’t take souvenirs (pieces of stone, etc.)
A: I visited an ancient temple yesterday. It’s so
beautiful, but no one looks after it. What do
2 To express an opinion
you suggest to protect it?
• Explain the task and give Ss time to complete B: My advice is not to write on the walls of the
it in groups. ancient temple.
• Check Ss’ answers. A: Good point. Have you got any other
Suggested Answer Key suggestions?
B: Well, have you thought about staying on the
Some more ways to protect our national heritage
paths when you visit? That way, you won’t
are to protect natural wildlife, arrange clean-up
damage the soil around it.
days and avoid touching ancient ruins.
A: That’s good thinking. Thanks!

6 To learn pronunciation for digraphs
information
• Play the recording for Ss to listen and repeat
dialogue.
chorally and/or individually.
• Give Ss time to read the dialogue in pairs
• Pay attention to Ss’ pronunciation and make
and then elicit answers to the question.
Answer Key complete it.
She wants to protect a castle. • Check Ss’ answers.
Answer Key
4 To learn synonymous phrases/ elephant
sentences for asking for and giving advice architecture
• Ask Ss to read the dialogue again and explain monument
the task. northern
• Give Ss time to complete the task. which
• Check Ss’ answers. ship
Answer Key penguin
What can we do – What do you suggest monument and penguin do not contain a digraph
140
71(T)
Speaking 6d
Ways to protect heritage the ones from the Useful Language box.
1 2.36 Fill in each gap with take, touch,

make, volunteer, reduce, cross, stay or drop.
Useful Language
Asking for advice Giving advice
• What’s your advice? • I advise you (not) to …
Heritage is something passed down from previous
• Have you got any • Have you considered
generations. It represents our history and our identity.
It shows the link between our past, present and future. (other) suggestions? (+ -ing form) …?
It is important to protect the heritage of the places we visit. • What do you suggest? • You can/could …
Here are some simple ways.
Preserve natural heritage
(landscapes and wildlife)
5 You have visited an ancient
monument. Act out a dialogue similar to
1 __________________ on trails
2 don’t __________________ a lot of noise the one in Exercise 3. Use the phrases/
3 _______________ to help with conservation projects sentences from the Useful Language box
4 donate to a wildlife charity and the diagram below. Mind the intonation
5 __________________ your carbon footprint and rhythm.
Preserve cultural heritage A B
(architecture and monuments)
Say you visited an
6 don’t __________________ litter ancient monument. Tell A not to write
7 wear flat shoes with soft soles when you visit Ask B for advice about on the walls.
8 don’t _____________ barriers how to protect it.
9 don’t ____________ surfaces
10 don’t ___________ souvenirs (pieces of stone, etc.) Agree. Ask for more Suggest staying
advice. on trails. Give a
reason (to protect
Agree and thank B for
the advice. the soil around it).
2 Can you think of other ways

to protect our national heritage?
Pronunciation Digraphs
Everyday English
Asking for & Giving advice
A digraph is two letters that make one sound.
What does Sue want to protect?
Common consonant digraphs include ch (chain),
ng (king), ph (photo), sh (shake), th (that), th (think),
and wh (when).
Sue: I visited the castle yesterday. It’s so
beautiful‚ but no one looks after it. What 6 2.38 Listen and repeat. Underline the
consonants that make one sound. Which of
can we do to protect it?
Ben: My advice is not to take souvenirs‚ like these words do not contain a digraph?
pieces of stone‚ from the castle. Practise saying them.
Sue: Good point. Is there anything else I can do? • elephant • architecture • monument
Ben: Well‚ have you thought about wearing flat • northern • which • ship • penguin
shoes with soft soles when you visit? That
way‚ you won’t damage the stones.
Sue: That’s good thinking. Thanks!
71
6e Writing
An email describing a holiday 2 Join the sentences using the words in
brackets. Write in your notebook.
1 Read the email and answer the questions.
1 I really wanted to help at the clean-up.
Unfortunately, I was busy that day. (but)
2 Do you want to go on a guided tour? Do you
Dear Adrian, want to go to the beach? (or)
Guess what? I’ve just got back from an eco-holiday in 3 They went sightseeing yesterday. They’re
Cát Bà National Park on Cát Bà, the largest island in quite tired today. (so)
the Cát Bà Archipelago, Vietnam. 4 Vietnam has beautiful scenery. It has a rich
culture, too. (and)
The national park is an amazing place. You can go
5 We wanted to try some local dishes. The
trekking, rock climbing or kayaking, but the best thing
only restaurant in town was closed. (but)
about it is the wildlife. I spent most of my time exploring
the forests, so I saw lots of animals. My favourite ones Your turn
were the doucs, a type of monkey. They were lovely
and very friendly, but sadly, they are endangered. 3 PLANNING You have just got back from a
holiday at an eco-tourism destination and
Seeing them made me even more careful about you want to write an email to your English
protecting their home, so I stayed on the trails and friend about it. Answer the questions.
didn’t drop litter.
1 Where is the place?
I had a fantastic time in Cát Bà National Park. You
2 What did you do/see there?
should definitely visit if you get the chance! In the
3 What did you do to protect it?
meantime, you can check out my photos on Facebook. 4 How can you recommend it?
Best wishes,
Sebastian
4 WRITING Write your email (about 120–150
words).
1 What is the email about? • Use Sebastian’s email as a model.
2 Which paragraph recommends the place? • Use your answers in Exercise 3.
3 What tenses does the writer mostly use? • Use appropriate language to describe the place.
Why? • Use compound sentences.

Compound sentences are two or more
independent clauses joined by using coordinating (Para 1) writing the opening remarks, saying
conjunctions (and, but, so, or, etc.). where you went
(Para 2) saying what you did/saw – how you
• Samantha studies Biochemistry at the State
protected the place
University and she has a part-time job at an
(Para 3) saying how you felt, recommending
ecological park.
the place
• Jack didn’t go to the clean-up day, but he
donated money to the local animal shelter. (closing remarks)
• Professor Smith came down with the flu, so (your first name)
we cancelled the environmental lecture.
• We can stay in, or we can go to the park.
p. 112
5 CHECK/CORRECT Check your email for
swap your emails and check each other’s
work.
72
6e
1 To read for specific information 4 To write an email describing a holiday
• Ask Ss to read the email and give them time • Explain the task and give Ss time to write
to answer the questions. their email.
• Check Ss’ answers. • Remind Ss to use the plan and Sebastian’s
Answer Key email in Exercise 1 as a model to help them.
1 It’s about an eco-holiday a person had.
2 The third paragraph recommends the place.
3 He mostly uses the Past Simple because he is Suggested Answer Key
talking about an experience that already Dear John,
happened. Guess what! I’ve just got back from an eco-
holiday in Cúc Phương National Park. It is the
2 To learn and practise compound largest nature reserve in Northern Vietnam.
sentences The national park is an amazing place. You
can go trekking, cycling or kayaking and have
a chance to enjoy bird watching but the best
thing about it is the wildlife. I spent most of
complete it.
my time exploring the forests, so I saw lots of
animals. My favourite ones were the Delacour’s
Answer Key langur, a type of monkey. They were lovely and
1 I really wanted to help at the clean-up, but very friendly, but sadly, they are endangered.
I was busy that day. Seeing them made me even more careful about
2 Do you want to go on a guided tour, or go to protecting their home, so I stayed on the trails
the beach? and didn’t drop litter. I also got the chance to
3 They went sightseeing yesterday, so they’re see the butterflies that had beautiful vibrant
quite tired today. colours.
4 Vietnam has beautiful scenery and it has a I had a fantastic time in Cúc Phương National
rich culture, too. Park. You should definitely visit if you get the
5 We wanted to try some local dishes, but the chance! In the meantime, you can check out my
only restaurant in town was closed. photos on my Instagram.
Best wishes,
3 To prepare for a writing task Maria

the questions. 5 To check and correct one’s writing
• Check Ss’ answers. • Give Ss time to check and correct their emails.
Suggested Answer Key • Then have Ss swap their emails with their
partners’.
1 Cúc Phương National Park.
• Each S tries to correct the other S’ email.
2 I spent most of my time exploring the forests.
I saw a lot of animals such as Delacour’s
langur, a type of monkey and butterflies that
had beautiful vibrant colours.
3 I stayed on trails and didn’t drop litter.
4 You should definitely visit Cúc Phương
National Park if you get the chance.
143
72(T)
C
1 To introduce the topic; to listen and Suggested Answer Key
read for gist
• Explain the task and ask Ss to read the title
and look at the pictures.
time to consider their answers. Elicit their
answers.
text to find out.
Answer Key
You can see waterfalls, lakes, and caves with
stalactites and stalagmites.

again.
Answer Key
1 D 2 C 3 D 4 B

text.
3 To develop research skills and create

a poster
• Ask Ss to search online about one national park
they know in Vietnam and explain the task.
144
73(T)
Culture Corner C
Reading
1 Read the title and look at the pictures. What can you see in Ba Bể National Park?
Listen and read to find out.
VIDEO
3.1
Ba Be National Park

Ba Bể National Park is in Bắc Kạn Province in Northeast Vietnam,
about 250 km north of the capital city. It became Vietnam’s eighth Home
National Park in 1992 and joined the ASEAN Heritage List in 2004. It is
rich in animal and plant life. Service
There are many places to visit in Ba Bể National Park. One of these is
Gallery
Ba Bể Lake, which is in the centre. The name Ba Bể means three lakes
but it is actually one very large lake in three parts. It is 8 km long and Login
800 metres wide. The lake is beautiful, and Đầu Đẳng waterfall on the
Năng River will take your breath away! But the most impressive sight is Contact
the Puông Cave. It is over 300 metres long and around 30 metres high.
If you sail through the entrance, you can admire the amazing stalactites
and stalagmites.
If you visit Ba Bể National Park, don’t forget to wear suitable clothes
– warm clothes in the winter, T-shirts and shorts in the summer, and
good walking shoes. You also need to bring a hat, an insect repellent
and sunblock. You can experience homestay accommodation in
traditional stilt houses in the nearby villages, meet with the friendly
and hospitable locals, and enjoy delicious home-cooked meals!
• take your breath away

• impressive • insect repellent
• sunblock • hospitable
2 Read the text again. For questions (1–4),
choose the correct answer (A, B, C or D).
1 What is the purpose of the text? 4 What is NOT true about Ba Bể National Park?
A to provide information about the park’s A It has got a range of wildlife.
eco-system B Visitors have to cook their own food.
B to explain why the park joined the ASEAN C There is traditional accommodation
Heritage List available.
C to educate visitors about the park’s history D The park has got one very large lake.
D to encourage people to visit the park
2 What does the word “these” in paragraph 2 Project
refer to?
A parks B lakes
C places D waterfalls 3 Collect information about
one national park you know in Vietnam.
3 Why does the writer mention the Puông Cave?
Think about where the place is, what visitors
A because of its length
can see/do there and what they like most.
B because of its height
Design a poster and present it to the class.
C because of its rock formations
D because it’s the best attraction in the park 73
C CLIL (Geography)
VIDEO
Reading
1 Look at the picture. What do you think would
happen if the ice in the Arctic melted?
Are we
skating
on
thin
100 years ago, the Earth was cooler than it is today. In fact, As a result, the freshwater from the ice began to flow into
temperatures around the world are 0.8°C higher than they the ocean, changing the local environment forever. Without
were in 1920. This might not sound like a lot, but it has a the ice, animals such as polar bears, walruses, and seals
terrible effect on the ice in polar regions, as it causes them to must move to new areas and change their feeding habits.
melt. The melting of the polar ice caps not only harms the Many of these marine mammals are at risk as their home
local plants, people and wildlife but it also leads to rising sea continues to disappear into the ocean.
levels globally, causing problems for us all. However, the fast melting of the Arctic ice doesn’t only
One of the most serious disasters to hit the polar regions is have local effects. As ice caps become smaller and thinner,
the breaking of the Ward Hunt Ice Shelf. It is the largest the Earth takes in more energy from the Sun and the planet
single block of ice in the Arctic. It has been around for becomes warmer. We really need to take notice and
3,000 years and began breaking apart in the year 2000. wonder: Are we skating on thin ice?
• ice cap • harm • flow

2 Read the article again and answer the questions.
• at risk • skating on thin ice
1 How does the rise in the temperature affect ice caps?
2 What happened to the Ward Hunt Ice Shelf?
3 Why is this a problem for local ecosystems?
4 How do melting ice caps affect the rest of the world?
Project
Speaking 4 Collect information

about other effects that the melting
of polar ice caps will have on the
3 Do you think climate change is a
problem in other parts of the world? Have temperatures Earth. Present it to the class.
changed in your country? Tell the class.
74
C
read for gist I believe that climate change affects the whole
• Explain the task and ask Ss to look at the planet. The rise in the Earth’s temperature
picture. causes the ice caps to melt and the sea levels
• Ask Ss to read the question and give them to rise. This can lead to a great loss of land.
time to consider their answers. Elicit their The temperatures in my country have changed
answers. significantly, especially in some big cities.
text to find out. 4 To develop research skills and make
• Check Ss’ answers. a presentation
Answer Key • Ask Ss to search online about other effects
The melting of the polar ice caps will harm of melting polar ice caps and explain the
plants, people and wifdlife. It will also lead to task.
rising sea levels globally and make the planet • Give Ss time to complete the task in groups.
become warmer, causing problems for all of us. • Alternatively, assign the task as HW and
2 To read for specific information Suggested Answer Key
• Teach Ss the words in the box. When the ice caps melt, the sea level isn’t
• Ask Ss to read the text again. directly affected because this ice is already
• Explain the task and give Ss time to answer in the ocean. But scientists say that floating
the questions. ice shelves act as dams to glaciers, which are
• Check Ss’ answers. flowing rivers of ice. However after 2002, when
a big part of an ice cap broke and began flowing
Answer Key
into the sea more quickly, it made the sea levels
1 The rise in the temperature causes the ice rise globally. Now scientists say that parts of
caps to melt. land might disappear and the freezing water will
2 It began to break apart in the year 2000. fill up the sea. If this happens, the freezing air
3 The freshwater from the ice began to flow into will rush in from the poles to spark another ice
the ocean, changing the local environment age. This means that animal and plant species
forever. Without the ice, animals such as polar and even humans might disappear from Earth as
bears, walruses, and seals must move to new they did many billion years ago.
areas and change their feeding habits. Many
of these marine mammals are at risk as their
home continues to disappear into the ocean.
4 The sea levels rise and the planet becomes
warmer.

text.
• Explain the task and give Ss time to consider
their answers in pairs.
• Ask various Ss to share their answers with
the class.
147
74(T)
C
1 1 reduce 7 saves
2 layer 8 guided
3 compost 9 environment
4 endangered 10 take
5 package 11 homes
6 donate 12 drop
2 1 get away 3 get on

2 turn on 4 turn off
3 1 whose 7 to donate
2 as 8 by far
3 visiting 9 that
4 go 10 much
5 which 11 slowly
6 best 12 –
4 1 – Hi Rob! Do you have any ideas about what

we could do for Earth Day?
4 – I guess you’re right. How about organising a
clean-up day?
3 – I don’t think so. I wish we had the time and
money to organise such an event, but I’m
afraid we don’t.
5 – That’s a great idea! Let’s get started!
2 – Yes. What about organising an exhibition on
solar power for Earth Day?
148
75(T)
Progress Check (Units 5–6) C
Vocabulary Grammar
1 If we don’t turn/use/reduce/raise rubbish, 1 Mr Wallace, who/whose brother works with

the Earth will become polluted. Stephen, is a doctor.
2 The hole in the ozone layer/change/gases/ 2 A beach holiday isn't as exciting than/as a
pollution lets UV lights into the atmosphere. safari holiday.
3 Bill has a(n) organic/greenhouse/compost/ 3 I’ll never forget visiting/to visit Venice!
clean-up bin for fruit and vegetable peelings. 4 Ben’s mum always makes him to going/go
4 Conservation parks help to protect to bed early.
incredible/endangered/important/ 5 That is the car whose/which my brother
common species at risk in the wild. bought.
5 A beach/sightseeing/package/safari 6 This is the better/best restaurant in town.
holiday includes flights and hotels. 7 The school is planning donating/to donate
6 Let’s rise/help/volunteer/donate to a money to a wildlife charity.
wildlife charity. 8 Russia is much/by far the largest country
7 Mark loses/takes/recycles/saves energy in the world.
by using solar power. 9 There are many ways who/that you can help
8 We went on a souvenir/culture/guided/ protect the environment.
sight tour of the city yesterday morning. 10 James is much/so more intelligent than
9 Eco-holidays are a great way to protect Steve.
the pollution/environment/emission/gas. 11 Alan drives more slowly/slowlier than Joe.
10 Don’t take/touch/conserve/make 12 We stayed on the/– Cát Bà Island to explore
souvenirs, like stones, from the beach. Hạ Long Bay.
11 Forests are becoming smaller, so animals (12 x 1 = 12 points)
are losing their crops/reefs/homes/flora.
12 To keep the park clean, don’t drop/cut/
recycle/stop litter. Everyday English
(12 x 1 = 12 points)

2 Fill in each gap with get on, get away,
turn on or turn off.
There is one example.
1 Hi Rob! Do you have any ideas about what

1 Last month was so stressful. I need to we could do for Earth Day?
__________________________ on a vacation. I guess you’re right. How about organising
2 Please __________________________ the lights. It's a clean-up day?
getting dark. I don’t think so. I wish we had the time and
3 Do you __________________________ with your money to organise such an event, but I’m
neighbours? afraid we don’t.
4 Once this movie is over, __________________________ That’s a great idea! Let’s get started!
the TV and do your homework. Yes. What about organising an exhibition
(4 × 2 = 8 points)
on solar power for Earth Day?
(4 x 2 = 8 points)
75
C Progress Check (Units 5–6)
Reading Listening
5 Read the article and decide if each of the
statements (1–5) is T (true), F (false) or DS (doesn’t say).
6 3.3 Listen to Laura
talking about a holiday she
took. For questions (1–4),
choose the best answer
(A, B or C).
1 What type of holiday did

HOME CONTENTS PLACES CONTACT
Laura go on?
A an adventure holiday
C osta Rica is a country full of beautiful wildlife and

amazing natural beauty. It’s also a country that’s
famous for its eco-tourism and responsible travel
B an eco-holiday
C a beach holiday
2 What is the main problem in
options. Here, you can find some of the world’s best
Madagascar?
eco-tourism destinations where nature and exploration
A cutting down trees
go hand in hand.
B plastic pollution
There are so many eco-friendly options to choose from!
C water pollution
If you’ve ever wondered what it would be like to climb a
volcano, then you should visit Arenal Volcano National 3 What activity did Laura enjoy
Park. Close to the town of La Fortuna, the national park the most?
is home to hot springs, a lake and an amazing waterfall. A cleaning the beaches
If you enjoy sea life more, you can find it all at Ballena B planting new trees
Marine National Park. This is one of the best places to C protecting nesting grounds
go whale-watching and snorkelling. With 8.69 miles of 4 What does Laura say about
incredible sandy beaches and Central America’s largest eco-holidays?
coral reef, you’ll never get tired of the wonders under A They are very expensive.
the sea! If you like birds, you’ll find plenty at Corcovado B They don’t cost a lot of
National Park! There are lots of parrots and exotic birds. money.
Forests, swamps and beaches can all be found here. C They are good value for
Keep an eye out for rare species like jaguars, sloths and money.
monkeys as well!
(5 x 4 = 20 points)
For a wonderful holiday that doesn’t harm the natural
world, Costa Rica is a brilliant place to visit. In this
beautiful country, you can enjoy the breathtaking Writing
wildlife and create some magical memories!
7 You have just returned from
your summer holiday. Write an
1 Costa Rica is world-famous for its eco-tourism
destinations. _____ email (about 120–150 words) to
your friend describing your
2 Arenal Volcano National Park has different
holiday. Include information
water features. _____
about where you went, what
3 Visitors to Ballena Marine National Park can you saw/did and recommend
enjoy nine miles of beaches. _____ the place.
4 In Corcovado National Park, you can see (20 points)
the world’s biggest species of parrot. _____ Total = 100 points
5 You can see unusual mammals at Corcovado
National Park. _____
(5 x 4 = 20 points)
76
C
5 1 T 2 T 3 F 4 DS 5 T
6 1 B 2 A 3 C 4 C

Dear Kate,
Guess what! I’ve just got back from my summer
sightseeing holiday in Rome, Italy. I went there
with my parents.
We visited the Colosseum and walked down to
the Trevi Fountain and made a wish. Walking
along the busy roads of Rome, all the majestic
statues and marble that surrounds the city gives
us the essence of being in another time and era.
I spent most of my time visiting museums and
famous landmarks of Rome. My favourite place
was the Vatican City. There, I got the chance
to see the Sistine Chapel that Michael Angelo
drew back in the 1500’s.
I had a fantastic time in Rome. You should
definitely visit if you get the chance! In the
meantime, you can check out my photos on my
Instagram.
Best wishes,
Sam
151
76(T)
What are the main tasks in this unit? 4 To listen for key information
Go through the What are the main tasks in this unit? • Explain the task.
box and tell Ss that these are the topics, skills and • Play the recording, twice if necessary. Ss
activities this unit will cover. listen and complete the task.
1 To present and practise vocabulary recording with pauses for Ss to check their
for online education answers.
• Direct Ss’ attention to the pictures. Answer Key
• Play the recording with pauses for Ss to Speaker 1 – C
repeat chorally and/or individually. Speaker 2 – A
• Check Ss’ pronunciation. Speaker 3 – B
complete it.
Answer Key
1 B 3 F 5 E
2 C 4 D 6 A
2 To talk about online education

it in pairs.
• Monitor the activity around the class. Then
ask some Ss to share their answers with the
class.
I have done online courses and online tests. I have
also used cloud library. These types of education
are very useful because they enable us to study
anywhere in the world.

for blended consonants
listen and repeat chorally and/or individually.
complete it.
Answer Key
place cloud library study
group smart school description
152
77(T)
Unit 7 New ways to learn
Vocabulary
in this unit? Online education
• Vocabulary
– online education 1 3.4 Listen and repeat. Match the types of online
education (1–6) to the descriptions (A–F).
– technology in education
– new ways to learn a
foreign language 1 2 3
• Grammar
– the passive
• Reading
online course educational apps distance learning
Apps of the future
4 5 6
(an article – T/F/DS
statements; author’s
purpose)
• Listening
cloud library virtual education online tests
A Quizzes or exams that students can do on the Internet
– an interview (multiple
B A group of lessons that take place over the Internet
choice)
C Applications for teaching and learning
– a dialogue (gap filling)
D A collection of electronic information, e-books and articles that
• Speaking can be accessed online
– talking about online E A learning environment where students are taught and given
education work to do over the Internet
– discussing the future of F A type of education that lets you study anywhere in the world
education without going to a school or university
– making suggestions
– Pronunciation:
blended consonants; 2 Which of the online education in Exercise 1 do you have
experience of? How useful do you think they are? Tell the class.
word stress in nouns,
adjectives and adverbs Pronunciation Blended consonants
• Writing
– a paragraph about how 3 3.5 Listen and repeat. Underline the letters carrying
blended consonants in these words. Practise saying them
technology has with a partner.
improved education
place cloud library study
– an email giving advice
group smart school description
• Culture Spot
Smart boards Listening
• Values
Value online education 4 Listen to three people talking about online
3.6
education. Match the speakers (1–3) to what they use (A–C).
• Phrasal verbs
Speaker 1 A online tests
keep up with / keep on
Speaker 2 B educational apps
Speaker 3 C online courses
77
7a Reading
Reading VIDEO of the Future
How many times a day do you tap the icon of your favourite
1 Read the title of the text and the
subheadings. What will the apps of the
social media site or play a game on your smartphone?
When your parents were young, apps didn’t even exist, but
future be used for? now we can’t imagine our lives without them. So what will
3.7 Listen and read to check. apps be like in the future?
A new way to learn
Apps are being used in education. They are useful because
students can use them anytime, anywhere and on any device.
They present information in bite-sized chunks, which people
find easy to understand and remember. Lessons can also be
turned into games, making learning fun! Soon, apps will be
the new normal.
Augmented Reality (AR)
Inside AR apps, the real world is mixed with the digital one.
These apps are downloaded and teachers use them to make
learning more interesting. These apps capture students’
attention and help them concentrate and interact with their
lessons. Students can experience the material and become
more interested in the subject. At the same time, they can
explore the topic taught at their own pace.
In the future, apps will be able to do a lot of things for us.
Some people think this will have a lot of benefits, others
think it will make us lazy or that we will forget how to do
things for ourselves. Whatever your opinion on modern
technology, one thing is certain: the apps of the future will
• bite-sized • chunk • Augmented Reality change our lives.
• capture • concentrate • interact • pace
2 Read the text and decide if

each of the statements (1–5) is T Author’s purpose
(true), F (false) or DS (doesn’t say). Authors write texts with a purpose. Identifying the author’s
purpose helps you understand the text, identify prejudices
1 The first apps appeared and come to your own conclusions.
over 50 years ago. ______
2 You can only use
educational apps on 3 Read the text again and identify the author’s
purpose. Choose the best answer.
smartphones. ______
3 Some apps already The author’s purpose is to ...
use augmented reality. ______ A give us information about how apps are developing.
4 AR apps make lessons B explain predictions about future technology in education.
boring. ______ C inform us how to use the apps on our phones more
5 Everyone believes efficiently.
apps will make us lazy. ______ D give us tips on choosing which new apps to download.
78
7a
read for gist
• Ask Ss to read the title and the
subheadings.
• Give them time to consider their answers.
text to check their answers.
Answer Key
In the future, apps will be used for doing a lot
of things in education such as creating a new
way to learn and applying Augmented Reality to
make learning more interesting.

again.
Answer Key
1 DS 2 F 3 T 4 F 5 F
3 To read for gist

• Ask Ss to read the Note box and explain the
task.
Answer Key
A
text.
155
78(T)
7a
4 a & b) To present and practise 7 To write a short paragraph
vocabulary for technology in education • Explain the task and give Ss time to
complete it. • Alternatively, assign the task as HW and
• Play the recording. Ss listen and check their check their answers in the next lesson.
answers. Suggested Answer Key
Answer Key Technology has improved education a lot and it
brings many benefits to students, teachers and
1 research 3 communication
parents. Technology has really improved students’
2 participate 4 online
learning experience. Students can easily do their
research using online materials such as e-books
5 To talk about technology in and articles.They can actively participate in lessons
education; to express an opinion through videos, games or podcasts, etc. Learning
• Explain the task and give Ss time to isn’t boring anymore because students can also
complete it in pairs. learn in a fun way through games. In addition,
• Monitor the activity around the class. Then technology has helped students be flexible in
ask some pairs to share their answers with their learning. They can learn anywhere and
the class. anytime. Techonology has also helped teachers
Suggested Answer Key a lot because they can give online tests and
check students’ homework easily. As for parents,
Technology has improved education a lot.
technology has helped improve communication
Students can easily do their research using online
between parents and teachers by making it easier.
materials such as e-books and articles. They can
participate actively in lessons through videos,
games or podcasts, etc. They can also learn in a Value online education
fun way through games. In addition, technology Ask Ss to work in groups and discuss which
has helped students become flexible in their statements they agree/don’t agree with.
learning. They can learn anywhere and anytime.
(Ss’ own answers)
For teachers, they can give online tests and
check students’ homework easily. As for parents,
technology makes teacher-parent communication Culture Spot
easier. To develop cultural awareness; to
6 To express an opinion about education
in the future
• Explain the task and give Ss time to about other similar devices that are used in
complete it in pairs. classrooms in other countries.
• Monitor the activity around the class. Then
ask some pairs to share their answers with
Yes, there is. A smart table has been used in
the class.
classrooms in the USA. It is a multi-touch device
Suggested Answer Key that brings interactive and hands on learning
Students will be mostly doing their studies online. to young students. It is easier for students to
It’s easier for students to do their homework work in groups on different tasks and activities.
in a fun way and at their own pace. University With this device, lessons become great fun and
students will no longer attend lectures because effective.
all courses will be available online, giving them
the opportunity to work and study.
156
79(T)
7a
Vocabulary Writing
Technology in education
about how technology has improved
4 a) Fill in each gap with participate, online,
research or communication.
education.
VALUE ONLINE EDUCATION

Online education helps students ...

1 study from home in a comfortable way.
2 meet people from all over the world.
3 learn faster.
4 learn at their own pace.
How technology improves education 5 avoid missing out on their lessons.
• Students can easily do their 1) ____________________

using online materials (e-books, articles, etc.).
• Students can 2) ____________________ actively in
lessons (videos, games, podcasts, etc.).
• Teacher-parent 3) ____________________ becomes
easier.
• Students can learn through games in a fun way.
• Teachers can give 4) ____________________ tests
and check students’ homework easily.
• Students can learn anywhere and anytime.
SP T
b) 3.8 Now listen and check your answers. A smart board is a type of interactive device
used in many classrooms in Vietnam. It
brings an exciting teaching and learning
5 How has technology improved
education? Use the ideas in Exercise 4 and
experience to teachers and students. With
this device, lessons become more fun and
your own ideas to tell the class.
effective.
Do you know any other similar

Speaking devices that are used in classrooms
in other countries?
6 What do you think the future
of education will be? Discuss.
77
79
7b Grammar
The passive
2 Choose the correct passive sentence.
• We use the passive when the doer of the 1 They will update the software in July.
action (the agent) is general (e.g. people), a The software will be updated in July.
unknown, or is not the topic of speaking. b The software will update in July.
• We form the passive with the verb to be +
2 We posted the test results to you last
past participle.
Wednesday.
How to change a sentence from active to a The test results posted to you last
passive: Wednesday.
ACTIVE Subject Verb Object b The test results were posted to you
Sam designed this app. last Wednesday.
3 People have downloaded the language
app over 250,000 times.
PASSIVE Subject Verb Agent a The language app has downloaded
This app was designed by Sam.
over 250,000 times.
• The tense of verb to be in the passive b The language app has been
sentence is the same as the tense of the downloaded over 250,000 times.
main verb in the active sentence.
• We normally use by to introduce the 4 You can do the course online.
agent. We omit the agent when it is a a The course can be done online.
pronoun, someone/somebody, people, b The course can do online.
one, etc. 5 Kevin was doing a science experiment
yesterday noon.
pp. 112–113
a The science experiment was doing by
Kevin yesterday noon.
1 Read the theory box. Fill in each gap
with are, was, being (x2), be (x2) or been. b A science experiment was being done
by Kevin yesterday noon.
Active voice Passive voice
Present Simple
He builds robots. Robots 1) _______________ built. 3 Study the theory box. Then fill in each
gap using by or with.
Present Continuous
He is building a A robot is 2) _______________ built by + agent
robot now. now. The app was designed by a teenager.
Past Simple with + tool/material/ingredient
He built a robot last A robot 3) ______________ built The cake is being cut with a knife.
month. last month.
pp. 113–114
Past Continuous
He was building a A robot was 4) ____________ built 1 This tablet was given to me __________ my
robot when I met him. when I met him. parents.
Present Perfect 2 The online course videos are recorded
He has built a robot. A robot has 5) ____________ built.
_________ a professional camera.
Future Simple
3 Those assignments were posted online
He will build a robot. A robot will 6) ____________ built.
__________ our teacher.
Modals
4 Music can now be written __________ a mobile
He couldn’t build a A robot couldn’t 7) ______________
app.
robot. built.
5 These smart devices are equipped __________
long-life batteries.
80
7b
1 To present and practise the passive
• Ask Ss to read the theory box.
complete it.
Answer Key
1 are 4 being 7 be
2 being 5 been
3 was 6 be
2 To practise the passive

complete it.
Answer Key
1 a 2 b 3 b 4 a 5 b
3 To practise the passive (by/with)

• Ask Ss to read the theory box.
complete it.
Answer Key
1 by 3 by 5 with
2 with 4 with
159
80(T)
7b
4 To practise the passive Answer Key
• Explain the task and give Ss time to 2 A: Has a developer been hired yet?
complete it. B: Yes. He/She was hired last week.
• Check Ss’ answers. 3 A: Has the work been finished yet?
Answer Key B: Yes. It was finished two days ago.
1 was written 4 will be sent 4 A: Has the app been advertised yet?
2 has been fixed 5 hasn’t been sent B: No. It will be advertised next week.
3 are stored
5 A: Has the app been downloaded yet?
B: Yes. It has been downloaded 128 times.
5 To practise the passive with modals
• Explain the task and give Ss time to 6 A: Has a new version been created yet?
complete it. B: No. It is being created now.
Answer Key
1 must be turned off in class
2 can be attended any time
3 shouldn’t be carried by students in their
pockets
4 may be set up
5 could be uploaded on the school platform
6 should be deleted
6 To practise the passive

complete it.
Answer Key
1 are made with
2 was the course
3 can’t be entered
4 has been enrolled
5 was being given
6 is being prepared now
7 To talk about an educational app

using the passive
it in pairs.
• Ask various pairs to share answers with the
class.
160
81(T)
7b
correct passive form.
6 Complete the sentences in the passive.
Use the words in bold.
1 A: Is that e-book interesting? 1 They make tablets with plastic, glass and
B: Yes. It ____________________________________ (write) metal. (MADE)
by the instructor of my online course Tablets __________________________________ plastic,
two years ago. glass and metal.
2 A: Have you got your laptop back from the 2 When did they take the course? (WAS)
shop yet, Max? When __________________________________ taken?
B: Yes, it _______________________________________ (fix). 3 You can’t enter the computer lab without
It works perfectly now. permission. (CAN’T)
The computer lab __________________________________
3 A: Where do we get the information for our
without permission.
project?
B: Lots of interesting articles _________________ 4 Tom’s parents have enrolled him at Brighton
____________________________________ (store) College. (BEEN)
in the university’s cloud library. Tom __________________________________ at Brighton
College by his parents.
4 A: When will we get the results of our
5 Mr Brown was giving a lecture yesterday
online test?
morning. (BEING)
B: I think they ______________________________________
The lecture __________________________________ by Mr
(send) to us next Friday.
Brown yesterday morning.
5 A: Have you received confirmation of your
6 Lauren is preparing the presentation now.
application for the course? (BEING)
B: No, it ______________________________________________ The presentation __________________________________
(not/send) yet. by Lauren.
5 Complete the sentences in the passive

voice with modals. Speaking
1 Students must turn off their phones in class.
Phones ______________________________________________ . 7 Your friend is building an
educational app. Use the prompts to ask
2 You can attend online classes any time. and answer questions as in the example.
Online classes ______________________________________ . 1 (your app / design)? (yes – months ago)
3 Students shouldn’t carry their phones in A: Has your app been designed yet?
their pockets. B: Yes. It was designed months ago.
Phones ______________________________________________ . 2 (developer / hire)? (yes – last week)
4 We may set up a new account. 3 (the work / finish)? (yes – two days ago)
A new account ____________________________________ . 4 (the app / advertise)? (no – next week)
5 You could upload assignments on the 5 (the app / download)? (yes – 128 times)
school platform. 6 (new version / create)? (no – now)
Assignments _______________________________________ .
6 You should delete some of these files.
Some of these files ______________________________ .
81
7c Listening
Multiple choice 4 3.10 Listen to the dialogue. Complete
the application form in Exercise 3.
1 You are going to listen to an interview.
Read the questions (1–3) and the possible
answers. Underline the key words. Which of 5 Imagine you are applying for the same
course in Exercise 3. Copy and complete
the answers do you think will be the right ones?
the application form.
1 What does Beth do for a living?
A She creates online courses.
B She teaches at a university. of University of Illis
C She organises online courses. Online Course Application Form
2 Beth says the university ________ . NAME: _____________________________________
A has different online courses
DATE OF BIRTH: ____________________________
B teaches parts of its programmes online
C doesn’t use online education for degree NATIONALITY: ______________________________
programmes COUNTRY OF RESIDENCY: __________________
3 Beth believes the main reason people like ADDRESS: __________________________________
online education is _______ .
A there are lots of different courses to PHONE: ____________________________________
choose from EMAIL: _____________________________________
B students can study when and where
COURSE: ___________________________________
they like
C people prefer learning on their REQUIREMENTS: ___________________________
smartphones these days _____________________________________________
2 3.9 Now listen to the interview. For

questions (1–3), choose the best answer
(A, B or C).
Gap filling Look at the cartoon. Circle
3 You are going to listen to two people talking
about a course application form. Look at the
form. What information is missing?
of
University of Illis
Online Course Application Form
NAME: Laura 1
DATE OF BIRTH: 2 2003
NATIONALITY: British
COUNTRY OF RESIDENCY: USA
ADDRESS: Apartment 17, 254 3 ,
Chicago
I missed lessons last week, and I’m trying to keep
up with / keep on my classmates.
PHONE: 569-693- 4 .
EMAIL: laura2003@mailserver.com
• keep on: to continue
as others
COURSE: Nutrition and Health
• keep up with: to stay at the same level
REQUIREMENTS: Biology, 5 , Maths
82
7c
1 To prepare for a listening task Answer Key
(multiple choice) 1 last name
• Ask Ss to read the questions and possible 2 date of birth
answers and explain the task. 3 missing address
• Give Ss time to complete the task. 4 missing phone number
• Check Ss’ answers. 5 subject
Answer Key
1 What does Beth do for a living?
A She creates online courses. • Explain the task.
B She teaches at a university. • Play the recording, twice if necessary. Ss
C She organises online courses. listen and complete the task.
2 Beth says the university _______ . recording with pauses for Ss to check their
A has different online courses answers.
B teaches parts of its programmes online
C doesn’t use online education for degree Answer Key
programmes 1 Denton 3 Green Walk
2 23rd April / 23 April / 4 7454
3 Beth believes the main reason people like April 23 5 Chemistry
online education is _______ .
A there are lots of different courses to
5 To complete an application form
choose from
B students can study when and where they • Ask Ss to copy application form in their
like notebooks and explain the task.
C people prefer learning on their • Give Ss time to complete the task.
smartphones these days • Check Ss’ answers.
2 To listen for specific information NAME: Mary Gibson
• Explain the task. DATE OF BIRTH: 2nd December 2003
• Play the recording, twice if necessary. Ss NATIONALITY: American
listen and complete the task. COUNTRY OF RESIDENCY: USA
• Check Ss’ answers. You can play the ADDRESS: Apartment 3, 112 Blue Walk, Chicago
recording with pauses for Ss to check their PHONE: 564-321-4786
answers. EMAIL: gibson_mary03@mailserver.com
COURSE: Nutrition and Health
Answer Key
REQUIREMENTS: Biology, Chemistry, Maths
1 C 2 B 3 B
Fun Time
3 To prepare for a listening task (gap
filling) To learn phrasal verbs with keep
• Ask Ss to read application form and explain • Explain the task and ask Ss to do the task.
the task. • Ask Ss to read the upside down box and
• Give Ss time to complete the task. check their answers.
• Check Ss’ answers. Answer Key
keep up with
163
82(T)
7d
1 a & b) To present and practise 4 To practise role-playing
vocabulary for new ways to learn foreign • Explain the task and remind Ss that they can
language use the dialogue in Exercise 2 as a model as
• Explain any unknown words. well as any ideas of their own to complete
• Explain the task and give Ss time to the task.
complete it. • Ss complete the task in pairs. To help Ss,
• Play the recording. Ss listen and check draw Ss attention to the diagram, which
their answers. they can use while doing the task.
Answer Key • Monitor the activity around the class and
ask some pairs to act out the dialogue in
1 settings 4 websites
front of the class. Mind Ss’ intonation and
2 instant 5 audiobooks
rhythm.
3 native
c) To talk about new ways to learn A: What are you doing on your phone, Max?
foreign language B: I’m looking for apps to learn German.
• Explain the task and give Ss time to A: That’s great! Have you found anything?
complete it in pairs. B: Not really. None of them have good reviews.
• Check Ss’ answers. A: Have you thought of doing online courses?
B: That’s a great idea.
A: I recommend using the one I used to learn
Yes, I’ve used most of the above.
English. Here – let me show you.
Another way to learn a foreign language is to
B: Thanks!
practise speaking with native speakers of the
language you want to learn.
5 To learn word stress in nouns,
adjectives and adverbs.
information • Play the recording for Ss to listen and
complete the task.
dialogue.
• Play the recording again for Ss to listen and
• Give Ss time to read the dialogue and then
elicit answers to the question.
• Ask Ss to practise saying the words.
• Pay attention to Ss’ pronunciation and
Answer Key make corrections as necessary.
Amy suggests Greg use an e-learning app,
Answer Key
which has a lot of free courses and she
1 tablet 7 setting
recommends downloading the same one she
2 foreign 8 lazy
used to learn French.
3 only 9 sadly
4 lesson 10 student
3 To learn synonymous phrases/ 5 website 11
active
sentences for suggesting and accepting 6 easy 12 often
• Ask Ss to read the dialogue again and
explain the task.
Answer Key
How about – Have you thought of
That sounds good. – That’s a great idea.
I recommend – I suggest
164
83(T)
Speaking 7d
New ways to learn a foreign language the ones from the Useful Language box.
1 a) Fill in each gap with instant, settings,

websites, native or audiobooks.
Useful Language
Suggesting Accepting
• Have you thought of …? • That’s a great idea.
to learn
Do you want guage? • I suggest … • Good thinking!
a foreign lan • Why not ...? • That sounds like
Here are some ways: a good idea.
• Change the language 1) ____________ on your • Let’s try it.
devices and social media accounts.
• Use a(n) 2) ____________ translate app to learn 4 You are thinking about learning
another language. Act out a similar dialogue
vocabulary.
to the one in Exercise 2. Use the phrases/
• Watch videos of 3) ____________ speakers teaching sentences in the Useful Language box and
the language. the diagram below. Mind your intonation
• Play language games. and rhythm.
• Visit educational 4) ____________ .
A B
• Use online dictionaries.
• Listen to 5) ____________ . Ask B what he/ Tell A you are
she is doing. looking for apps
to learn a
Ask B if he/she language.
b) 3.11 Now listen and check your answers. has found
anything. Say none of the
apps have good
c) Have you tried any of the Suggest doing reviews.
suggestions in Exercise 1a? What other ways an online
can you think of to learn a foreign language? course. Reply.
Recommend. Thank.
Everyday English
Making suggestions
Pronunciation
2 3.12 Listen and read the
dialogue. What does Amy suggest?
Word stress in nouns, adjectives
and adverbs
Amy: What are you doing on your phone, Greg?

Greg: I’m looking at online courses. I want to Two-syllable nouns, adjectives or adverbs are
learn English. usually stressed on the first syllable.
Amy: That’s great! Have you found anything?
Greg: Not really. They’re all very expensive.
Amy: How about using an e-learning app? A lot 5 3.13 Listen and mark the stressed
syllables. Then listen again and repeat.
of them are free.
Practise saying them.
Greg: That sounds good.
Amy: I recommend downloading the one I used 1 tablet 5 website 9 sadly
to learn French. Here – let me show you. 2 foreign 6 easy 10 student
Greg: Thanks! 3 only 7 setting 11 active
4 lesson 8 lazy 12 often
83
7e Writing
An email giving advice 3 Underline the phrases Kelly used in the
email in Exercise 1 to introduce her advice
1 Read the email and put the paragraphs
in the correct order.
and expected results?
4 Match the advice (1–2) to the expected

results (a–b). Use appropriate phrases.
Hi Peter, Advice
A It’s also a good idea to read the reviews. 1 Look at how the information is presented
That way, you can see what other users thought (video, audio, written, etc.)
of the app. 2 Consider how much time you have to study
B Thanks for your email. I’m sorry to hear
Expected results
you’re having difficulty choosing an educational
a Choose a course that is flexible
app. I use them a lot, so let me offer you some
b Pick a course that suits your learning style
advice.
C I hope this advice helps. Let me know if
Your turn
you try it!
D Free apps are great, but you should look 5 PLANNING Your English friend wants to
choose an online course and has asked you
at the ones you have to pay for, too. In this way,
you will be able to find the app to send him an email giving your advice.
that suits you best. Answer the questions.
Yours, 1 What are you going to write?
Kelly 2 What is your advice?
3 What will the expected results be?
6 WRITING Write your email (about 120–150

words).
• Use Kelly’s email as a model.
2 Which paragraph(s) in the email in
Exercise 1 ...
• Use appropriate phrases to introduce your
– give(s) advice? ________ advice and expected results.
– express(es) sympathy? ________ • Use the plan below.
– express(es) hope that the advice helps? ________

(Para 1) writing the opening remarks, expressing
Supporting advice sympathy
When we give our advice, we need to support it (Para 2) writing your first advice & expected results
with expected results. (Para 3) writing your second advice & expected
We introduce our advice with The best thing to do results
is ... / One thing you can do is ... / You can also … / (Para 4) expressing hope that your advice helps
Another thing you can do is … / etc. (closing remarks)
We introduce the expected results with In this way, (your first name)
... / That way, ... / If you do this ... / etc.
7 CHECK/CORRECT Check your email for spelling/

grammar mistakes. Then, in pairs, swap your
emails and check each other’s work.
84
7e
1 To read for cohesion and coherence
• Ask Ss to read the email. 5 To prepare for a writing task
• Give them time to put the paragraphs in the • Explain the task and give Ss time to answer
correct order. the questions.
Answer Key Suggested Answer Key
A 3 B 1 C 4 D 2 1 An email giving advice.
2 Look at how the information is presented
2 To read for specific information (video, audio, written, etc.) and consider
how much time you have to study.
• Ask Ss to read the email again.
3 Pick a course that suits your learning style
and choose a course that is flexible.
complete it.
6 To write an email giving advice
Answer Key
gives advice – A, D • Explain the task and give Ss time to write
expresses sympathy – B their emails.
expresses hope that the advice helps – C • Remind Ss to use the plan and Kelly’s email
• Ask Ss to read the Note box and read the
email again.
Hi George,
Thanks for your email. I’m sorry to hear you’re
complete it.
having difficulty choosing an online course. I
have done that before, so let me offer you some
Answer Key advice.
To introduce her advice, she used “Free apps One thing you can do is to look at how the
are great, but you should ...; It’s also a good information is presented through video, audio
idea to ...” or written texts, not only by the providers of the
To introduce expected results, she used “In this courses but also by the learners to see what
way, you ...; That way, you ...” they think about them. In this way, you can pick
a course that suits your learning style.
4 To match advice with expected It’s also a good idea to consider how much time
results you have to study. That way, you can choose a
course that is flexible.
I hope this advice helps. Let me know if you try it!
complete it.
Best,
Jim
Answer Key
1 b 2 a 7 To check and correct one’s writing
One thing you can do is to look at how the
information is presented through video, audio or • Give Ss time to check and correct their
written texts. In this way, you will pick a course emails.
that suits your learning style. • Then Ss swap their emails with their
It’s also a good idea to consider how much time partners’.
you have to study. That way, you can choose a • Each S tries to correct the other S’ email.
course that is flexible.
167
84(T)
What are the main tasks in this unit? • Ask Ss to practise saying these sentences in
Go through the What are the main tasks in this unit? pairs.
box and tell Ss that these are the topics, skills and • Monitor the activity around the class. Pay
activities this unit will cover. attention to Ss’ pronunciation and make
1 To present and practise vocabulary
Answer Key
for inventions that changed the world
1 Aeroplanes are used for our air travel.
• Direct Ss’ attention to the pictures. 2 Please leave a telephone message when we
• Play the recording with pauses for Ss to aren’t at home.
• Check Ss’ pronunciation. 4 To listen for key information
complete it.
Answer Key • Check Ss’ answers. You can play the recording
1 B 3 G 5 F 7 C with pauses for Ss to check their answers.
2 A 4 H 6 D 8 E Answer Key
Invention Reasons
2 To talk about inventions that
changed the world 1 Penicillin Infections can be treated
properly, many lives have
been saved.
complete it.
2 World Wide Everyone can use the
Web Internet (send emails,
Suggested Answer Key read blogs, watch vlogs
The inventions that have helped us at home or use social media).
are the television, the world wide web, CCTV

security systems and the telephone.
The inventions that have helped us at work are
the world wide web, CCTV security systems and
the telephone.
The inventions that have helped us to travel are
the aeroplane and the electric car.
The inventions that have helped us to communicate
are the world wide web and the telephone.
The inventions that have helped us in the hospital
are the stethoscope and penicillin.

for \e´\ and \Ú\
• Ask Ss to read the sentences. Explain the task
and give Ss time to complete it.
listen and repeat chorally and/or individually.
168
85(T)
Unit 8 Technology and inventions
Vocabulary
in this unit? Inventions that changed the world
• Vocabulary
– inventions that changed
1 3.14 Listen and repeat. Match the inventions/
discoveries (1–8) to their uses (A–H).
the world
– technological inventions 1 2 3 4
of the 21st century
– the Internet
• Grammar
stethoscope electric car telephone aeroplane
– reported speech (Rene Laennec, 1816) (Robert Anderson, 1832) (Alexander Graham Bell, 1876) (Wright brothers, 1903)
• Reading 5 6 7 8
Pepper the emotional robot
(an article – multiple choice;
question answering)
• Listening television penicillin CCTV Security Systems World Wide Web
(John Logie Baird, 1926) (Alexander Fleming, 1928) (Marie Van Brittan Brown, (Tim Berners Lee, 1989)
– a presentation 1966)
(table completion) A reduce air pollution E access information quickly
– a dialogue (multiple B notice problems with our heart F entertain people at home
choice) C protect our homes G communicate with friends
– a dialogue (multiple D treat infections H transport people long distances
matching)
• Speaking
– talking about inventions 2 Which inventions/discoveries have helped us at home?
at work? to travel? to communicate? in hospital?
that changed the world
– discussing having
a robot Pronunciation \e´\ - \Ú\
– talking about the Internet
– Pronunciation: \e´\ - \Ú\; 3 Read the sentences. Underline the words with an
3.15
\e´\ sound and circle the words with an \Ú\ sound. Then
stress in compound
listen and repeat. Practise saying them with a partner.
nouns
1 Aeroplanes are used for our air travel.
• Writing 2 Please leave a telephone message when we aren’t at home.
– a summary of a text
– an opinion paragraph Listening
• Culture Spot
Language apps 4 3.16 Listen to a man talking about inventions/discoveries.
Which two in Exercise 1 does he consider as the most important?
• Values Why? Complete the table.
Value inventions Invention Reason
• Phrasal verbs 1 _______________________ ____________________________________________________
back up / back off 2 _______________________ ____________________________________________________
85
8a Reading
Reading
1 Look at the robot in the picture and
read the title. What can it do?
3.17 Listen and read to check.
VIDEO
Imagine a robot which can tell how you feel just by listening to the sound of
your voice and looking at your body language. Meet Pepper, the ‘social robot’,
which can understand human emotions!
Pepper was created by a French company called Aldebaran in 2014. It went
on sale in Japan in 2015 and in the USA the following year.
Pepper is a humanoid robot. This means that it looks a bit like a person. It is
1.2 m tall with a head and two arms, and two wheels to move around. Its
head has got four microphones and two HD cameras which allow it to
navigate and connect with people. Pepper can understand 20 languages and
it knows if it’s talking to a man, woman or child. It can also understand how
a person is feeling by the tone of their voice and their body language. And if
you’re feeling sad, it tries to make you happy! It can tell you a joke, sing a
song and even dance to cheer you up!
Some hospitals use Pepper to greet new patients and walk with them to the
correct department. Also, it can cheer up sick children and help them do their
physical exercises!
The inventors of Pepper are always creating new software to improve the
robot. They also say that Pepper itself has the ability to learn over time! So,
who knows what Pepper will think of next to put a smile on our faces!
• body language • on sale

2 Read the text. For questions (1–3),
choose the correct answer (A, B, C or D).
• humanoid • navigate
• emotion • inventor
1 Pepper robot was invented in ______ .
A 2000 B 2015
C 2014 D 2016 3 Read the text again and answer the
questions.
2 Pepper can see using cameras on its ______.
A head B wheels 1 Who created Pepper?
C arms D hands 2 What is a “humanoid” robot?
3 How can Pepper move around?
3 Pepper’s creators say that it ______. 4 How can Pepper understand how someone
A can learn on its own is feeling?
B can’t accept new software 5 In what ways does Pepper help patients in
C doesn’t live for a long time hospitals?
D will be replaced by a new robot
86
8a
read for gist
picture. Then ask Ss to read the question.
• Give them time to consider their answers.
Then elicit their answers.
• Play the recording. Ss listen to and read the
text to find out the answer.
Answer Key
This robot (Pepper) can understand human
emotions. It can tell how you feel just by
listening to the sound of your voice and looking
at your body language.

again.
Answer Key
1 C 2 A 3 A

the questions.
Answer Key
1 A French company called Aldebaran created
Pepper.
2 A ‘humanoid’ robot is a robot that looks a bit
like a person.
3 Pepper has two wheels to move around.
4 Pepper can understand how someone is
feeling by the sound of their voice and
looking at their body language.
5 Pepper can greet new patients and walk with
them to the correct department in hospitals.
It can also cheer up sick children and help
them do their physical exercises.

text.
171
86(T)
8a
4 a) To present and practise Pepper is a humanoid which was created by a
vocabulary for technological inventions French company called Aldebaran in 2014. It
of the 21st century looks a bit like a person. It is 1.2 m tall with a
head and two arms, and two wheels to move
around. Pepper is called “social robot” because
it can understand human emotions by listening
to the sound of someone’s voice and looking
• Check Ss’ pronunciation.
at their body language. It can also understand
20 languages and can identify if it’s talking to a
the task.
man, woman or child.
Value inventions
Answer Key
1
b 2a 3f 4e 5d 6c Ask Ss to work in groups and discuss which
statements they agree/don’t agree with.
b) To talk about technological (Ss’ own answers)
inventions of the 21st century; to express
your opinion Culture Spot
• Ask Ss to look at the pictures again.
• Check Ss’ answers. Ask Ss to read the information in the box and
then give them time to research online and
find out language apps that are used in other
I believe that 3D printing is the most important countries.
invention because it can help create three-
dimensional objects (e.g. medical implants, clothes, Suggested Answer Key
cars, etc). It will change important areas completely. Coursera is a widely known educational app
developed by Americans. It offers online English
courses from 150 universities. The app has video
5 To consolidate information from the lectures, auto-graded homework assignments
text; to express an opinion and discussion forums. With this app, students
• Explain the task and give Ss time to complete can access a variety of English courses that help
it in pairs. them improve pronunciation, grammar, writing
• Check Ss’ answers. skills and conversational skills. Students can also
find English courses for science, engineering or
Suggested Answer Key mathematics on Coursera.
No, I wouldn’t. I would prefer having a friend
who I can play with.
6 To write a short summary

it in groups.
172
87(T)
8a
b) Which invention in Exercise 4a do
Vocabulary
you think is the most important to our life?
Technological inventions of the 21st Give your reasons.
century
Speaking
4 a) 3.18 Listen and repeat. How does
each invention (1–6) help? Match.
5 Would you like to own a robot
like Pepper? Why/Why not?
Writing
6 Write a short paragraph (about

120 words) summarising the text in Exercise 1.
1 3D printing 2 online streaming Include information about the name of the
robot, when it was created, what it looks like,
how it moves around and what it can do.
VALUE INVENTIONS
3 social media 4 digital assistant Do you agree with the following

Inventions ...
1 make our everyday lives easier.
2 make communication easier.
3 help people with disabilities.
4 have improved transportation.
5 self-driving car 6 smartphone
a allows you to watch a film whenever, as many

times as you want to
b creates three-dimensional objects (e.g. medical
implants, clothes, cars, etc.)
c allows you to communicate with others on the
move, watch videos, listen to songs, etc.
SP T
d is able to sense other cars around it to prevent
car crashes Learning English using language apps is
e controls other smart home devices becoming more and more popular in
f help us to connect with people from all over the Vietnam. With a smartphone or tablet,
world students can easily install an app and enjoy
learning English with a variety of interactive
lessons, videos, quizzes and games.
Do you know any language apps that

are used in other countries?
87
8 b Grammar
REPORTED SPEECH • expressions of time and place often change,
We use reported speech to report what someone said. but not always, depending on the context.
We use reporting verbs such as said/said to/told now ➝ then; today ➝ that day
to report what people said in the past. tomorrow ➝ the next day/the following day
yesterday ➝ the day before/the previous day
said (+ that) + clause
next week ➝ the next week/the following week
Direct speech: “I don’t like the app,” Tony said.
last month ➝ the month before/the previous
Reported speech: Tony said (that) he didn’t like
month
the app.
this/these ➝ that/those; here ➝ there
said to/told + object (+ that) + clause Direct speech: “I’ll get a new smartphone
Direct speech: Sophie said to/told me: “They tomorrow,” Sam said.
will download the film.” Reported speech:
Reported speech: Sophie said to/told me (that) (One hour later) Sam said (that) he would get a
they would download the film. new smartphone tomorrow.
When we change direct speech to reported (One week later) Sam said (that) he would get
speech: a new smartphone the following day.
• the tense of the verb normally changes. pp. 114–115
Direct speech Reported speech
Present Simple Past Simple 1 Fill in each gap with says, said or told.
“I’m OK,” he said. He said (that) he was OK. 1 He __________ me that Dad was watching TV.
“I want to buy a He said (that) he wanted to 2 Bill __________ to us the new app was useful.
laptop,” he said. buy a laptop. 3 Mum __________ that my brother can get a camera.
Present Continuous Past Continuous 4 You __________ me you weren’t going to buy a
“John is working,” He said (that) John was camera!
he said. working. 5 She __________ us that she didn’t like using social
will / won’t would / wouldn’t media.
“I’ll print the He said (that) he would
documents,” he said. print the documents. 2 Choose the correct option.
am / is / are + was / were + going to 1 “I will buy a camera tomorrow,” Jane says.
going to a Jane says she will buy a camera tomorrow.
He said, “I’m going He said (that) he was going b Jane says she would buy a camera the
to switch it off.” to switch it off. following day.
can / can’t could / couldn’t 2 “Tony is fixing my laptop now,” Lina said to Paul.
“We can fix it,” he said. He said (that) we could fix it. a Lina said to Paul that Tony was fixing his
• if the reporting verb is in present tense, future or laptop now.
present perfect, the tense does not change. b Lina said to Paul that Tony was fixing
Direct speech: Mom says, “She likes educational her laptop then.
apps.” 3 “I can’t download the files,” Sue said to Kate.
Reported speech: Mom says (that) she likes a Sue told Kate she couldn’t download
educational apps. the files.
• subject pronouns, object pronouns and b Sue said to Kate she can’t download the
possessive adjectives change depending on the files.
speaker and context. 4 “They work as computer programmers,”
Direct speech: “I’ll get a new smartphone,” Sam said. Max said to me.
Reported speech: Sam said (that) he would get a a Max told me they worked as computer
new smartphone. programmers.
b Max said to me they work as computer
programmers.
88
8b
1 To practise reporting verbs in reported
speech
complete it.
Answer Key
1 told 3 says 5 told
2 said 4 told
2 To practise reported speech

complete it.
Answer Key
1 a 2b 3a 4a
175
88(T)
8b
3 To practise reported speech 6 To practise reported speech
• Explain the task and give Ss time to • Explain the task and give Ss time to
complete it. complete it in groups.
• Check Ss’ answers. • Monitor the activity around the class.
Answer Key • Ask various Ss to share their answers with
the class and check Ss’ answers.
1 has told me (that) he will upload the files next
Monday. (Ss’ own answers)
2 said (that) he was going to present the new
app the following day.
3 said to Jane/told Jane (that) she could use it
for free.
4 said (that) Lucy was working on her laptop then.
5 said (that) their company had a 3D printer.
6 said to John (that) Helen was going to buy a
new computer the following week.
4 To present and practise reported

questions
complete it.
Answer Key
1 asked me what I was doing in the computer
lab.
2 will ask Tom if/whether he uses an antivirus
programme.
3 asked if/whether she could borrow my charger.
4 asks me when they will bring the new printer.
5 asked Laura if/whether I was going to watch
a film online that night.
5 To practise reported speech

complete it.
Answer Key
Tina said (that) she was trying to decide between
a laptop and a tablet.
Tina said (that) she thought a tablet was a better
idea and asked what Mary thought of that one.
Mary said (that) it was too expensive.
Tina said (that she thought) she wouldn’t buy
anything.
176
89(T)
8b
3 Rewrite the sentences in reported 4 Rewrite the sentences in reported
questions.
speech.
1 “What are you doing in the computer lab?”
1 “I will upload the files next Monday,” Steve
she asked me.
has told me.
She ___________________________________________________
Steve _________________________________________________
_________________________________________________________ .
_________________________________________________________ .
2 “Do you use an antivirus programme?”
2 “I’m going to present the new app
Kate will ask Tom.
tomorrow,” Mr Jones said.
Kate __________________________________________________
Mr Jones ____________________________________________
_________________________________________________________ .
_________________________________________________________ .
3 “Can I borrow your charger?” Anna asked.
3 “You can use it for free,” David said to Jane.
Anna __________________________________________________
David _________________________________________________
_________________________________________________________ .
_________________________________________________________ .
4 “When will they bring the new printer?” he
4 “Lucy is working on her laptop now,”
asks me.
Sheila said.
He _____________________________________________________
Sheila ________________________________________________
_________________________________________________________ .
_________________________________________________________ .
5 “Are you going to watch a film online
5 “Our company has a 3D printer,” Jane said.
tonight?” Ian asked Laura.
Jane __________________________________________________
Ian _____________________________________________________
_________________________________________________________ .
_________________________________________________________ .
6 “Helen is going to get a new computer next
week,” Bob said to John.
Bob ___________________________________________________
________________________________________________________ .
5 Report the underlined sentences
in the dialogue as in the example.
REPORTED QUESTIONS
We often use asked to report questions. Mary: Hey, Tina! What are you looking at?
The word order changes from the question Tina: Oh, I’m trying to decide between a laptop
form to the statement form: subject + verb and a tablet.
• With Yes/No questions, we use if/whether Mary: Well, if you buy a laptop, you’ll have to
in reported questions: carry it everywhere. They’re heavy.
Direct speech: “Will you help me fix the Tina: I think a tablet is a better idea. What do
laptop?” he asked me. you think of this one?
Reported speech: He asked me if/whether Mary: It’s too expensive. How much money have
I would help him fix the laptop. you got for your birthday?
• With Wh-questions, we use the same Tina: Not that much. I think I won’t buy anything.
question word in reported questions:
Direct speech: “What are you
Mary asked Tina what she was looking at.
downloading?” he asked me.
Reported speech: He asked me what
I was downloading. Speaking
pp. 114–115
6 Work in groups of three. Two

members act out a short dialogue. The third
one keeps notes, then he/she reports the
dialogue to another group.
89
8 c Listening
Multiple choice Multiple matching
1 You are going to listen to a dialogue

between two friends. Read the questions and • Read the two columns.
the possible answers. What is the dialogue • The people in the first column will appear in the
about? order, so while listening, match the person to
1 Jamie didn’t tell his friends about his vlog what they say in the second column.
because he thinks they ______ . • Be careful as the items might be heard twice,
A won’t support him but only one is the correct answer.
B will follow him to be kind
C won’t subscribe to his vlog
2 Which equipment did Jamie pay for? 4 3.20 Listen and match the people
(1–4) to the gadgets (a–f). What is each
A the microphone person giving George as a present? There
B the camera are two extra gadgets.
C the editing software
3 Jamie says the activity that takes the most People Gadgets
time is ______ . a smartphone
1 George’s
A editing his videos b tablet
mum
B recording his vlogs c e-reader
C setting up the equipment 2 Richard
d video game
3 Craig e smartwatch
4 Jamie gets negative comments about ______ .
A his music 4 Jessica f camera
B the quality of his videos
C his appearance
2 3.19Now listen to the dialogue.

For questions (1–4), choose the best
Look at the cartoon. Circle
answer (A, B or C).
Multiple matching
3 Look at the list of gadgets. Which

ones do you use? What for?
smartphone tablet e-reader

A: What are you doing, Mr Wills?
B: I’m backing off / backing up the files, sir.
• back off: to move backwards

• back up: to make an extra copy
video game console smartwatch camera

90
8c
1 To prepare for a listening task Fun Time
(multiple choice)
To learn phrasal verbs with back
• Ask Ss to read the questions and explain the
task.
• Ask Ss to read upside down phrasal verbs
and check their answers.
Answer Key
Answer Key
backing up
The dialogue is about a boy named Jamie, who
makes vlogs.

Answer Key
1 B 2 C 3 A 4 C

(multiple matching); to express preference
I use a smartphone to connect to others on the
move, watch videos and listen to songs. It’s like
having a mini computer with you at all times. I also
use a video games console to play video games
for entertainment.

Answer Key
1 b 2 f 3 e 4 d
179
90(T)
8d
1 a & b) To present and practise Answer Key
vocabulary for the Internet One benefit is that – One advantage is that
• Explain any unknown words. For example – For instance
• Explain the task and give Ss time to That’s true, but ... – I see your point, but ...
complete it. I suppose you are right. – I think you are right.
• Play the recording. Ss listen and check their You’ve got a point. – You’ve got a point there.
answers. One drawback is that – One disadvantage is that
Well, I suppose – Well, I think
Answer Key
1 Install 4 visit
5 To practise role-playing
2 scan 5 store
3 stream 6 sign in • Explain the task and remind Ss that they can
well as any ideas of their own to complete
2 To talk about the Internet
the task.
• Explain the task and give Ss time to complete • Ss complete the task in closed pairs. To
it in groups. help Ss, draw Ss attention to the diagram,
• Monitor the activity around the class. which they can use while doing the task.
• Ask various Ss to share their answers with • Monitor the activity around the class and
the class. ask some pairs to act out the dialogue in
Suggested Answer Key front of the class. Mind Ss’ intonation and
I (do) use the Internet safely. I never visit illegal rhythm.
sites and I try to protect my personal information. Suggested Answer Key
A: The Internet is great, isn’t it? One advantage
3 To listen and read for specific is that it is entertaining. For instance, you
information can watch vlogs and stream any films or TV
• Play the recording for Ss to listen to the shows online.
dialogue. B: I see your point, but the entertainment
• Give Ss time to read the dialogue and then industry loses money because of that.
elicit answers to the question. A: I think you are right. Still, it is an easy way to
• Check Ss’ answers. meet new people.
B: You’ve got a point there. One drawback is
Answer Key that this can be dangerous because you don’t
Ed thinks that the Internet makes us lazy and know who you are really talking to online.
lots of people forget how to do everyday A: Well, I think the key is to use the Internet
tasks without the Internet. Also, people are sensibly.
experiencing more health problems from looking
at screens all the time.
for stress in compound nouns
4 To learn synonymous phrases/
• Play the recording for Ss to listen and repeat
sentences for talking about the Internet
chorally and/or individually.
• Read out the phrases in the Useful Language • Ask Ss to practise saying words in pairs.
box. • Monitor the activity around the class. Pay
• Refer Ss back to the dialogue and explain attention to Ss’ pronunciation and make
the task. corrections as necessary.
180
91(T)
Speaking 8d
The Internet the ones from the Useful Language box.
1 a)stream,Fill in each gap with store, install, visit,

sign in or scan.
Useful Language
Discussing
Agreeing/Disagreeing
STAY SAFE ONLINE pros/cons
• One benefit/ • I agree.
Whether you surf the Net for information, advantage is • I think you are right.
watch gaming videos online, or use social media that … • You’ve got a point there.
to chat with your friends, it’s important to stay safe! • One drawback/ • I see your point, but ...
Here are some useful tips. disadvantage is • Well, I think ...
• 1) ______________ antivirus software on your device. that … • That’s true, but ...
If you have to download files from the Net, you can • Well, I don’t think so.
2) ______________ them for viruses.
Giving examples
• When you 3) ______________ films and TV series, use a
proper streaming service. Don’t 4) ______________ • To give an example, … • For instance, …
illegal websites. • For example, ...
• It’s safe to 5) ______________ data on the cloud, as long
as you 6) _____________ using a secret password!
5 Act out a dialogue similar to the one
in Exercise 3. Use the phrases/sentences
b) 3.21 Now listen and check your answers. from the Useful Language box and the
diagram below. Mind your intonation and
rhythm.
2 Do you use the Internet safely?
Tell the class. A B
Say the Internet is Disagree. Say
Everyday English entertaining and give entertainment
an example. industry loses
Talking about the Internet money.
Agree. Say it is easy
to meet new people. Agree. State
What problems does Ed think the Internet Say we need to use
that it is
dangerous.
causes? it sensibly.
Faye: The Internet is great, isn’t it? One benefit is Pronunciation

that it saves time. For example, it helps us
do everyday tasks more quickly. Stress in compound nouns
Ed: That’s true, but it makes us lazy. Lots of
people forget how to do everyday tasks
without the Internet. In a compound noun, the primary stress usually
Faye: I suppose you are right. Still, it is entertaining. falls on the first part.
We can use it to stream music, films and
TV shows.
Ed: You’ve got a point. One drawback is that 6 them.
3.23 Listen and repeat. Practise saying
people are experiencing more health
problems from looking at screens all the time. 1 chat room 4 text message
Faye: Well, I suppose the key is to use the 2 digital camera 5 video clip
Internet sensibly. 3 mouse mat 6 search engine
91
8e Writing
An opinion paragraph
3 Fill in the gaps (1–4) with the correct
words/phrases from Exercise 2.
1 a) Read the paragraph. What is it about?
The Invention of the 20th Century 1) ____________ , smartphones help people communicate
with each other. They can communicate through their
by James Smith
I believe that the Internet has had the biggest impact on all smartphones instantly with a phone call or a video
inventions of the 20th century. First of all, the Internet reshaped chat. 2) ____________ , smartphones allow people to be
the world. It allows us to find everything we want in seconds connected to others on the move by using social
and learn about it in detail. There are millions of educational media. People can 3) ____________ watch videos and
videos and online courses to help us learn about various things. listen to songs any time. 4) ____________ , smartphones
Furthermore, the Internet allows us to do so much, such as
have a great impact on people’s lives.
communicating instantly with anyone in the world, finding out
news at any time and shopping online 24 hours a day. We can
also be entertained by the Internet because it allows us to
Your turn
watch films and videos at the click of a button. To sum up, the
Internet has had an impact on almost every part of our lives and
it is the greatest invention in recent human history!
3 PLANNING You are going to write a paragraph
about an invention that has changed our lives
for the best. Answer the questions.
b) Answer the questions. Which sentence(s) …
1 What invention are you going to write about?
1 state(s) the topic and writer’s opinion? 2 What is your opinion about this invention?
2 contain(s) the writer’s first justification/ 3 What reasons can you think of?
example? 4 What justifications/examples can you give
3 contain(s) the writer’s second justification/ to support your reasons?
example?
4 restate(s) the topic and writer’s opinion? 4 WRITING Write your paragraph (about 120–150
words).
c) What are the topic sentence, supporting • Use James’s paragraph as a model.
sentences and concluding sentence in the • Use your answers in Exercise 3.
paragraph? • Support your reasons with justifications/
examples.
When we write a paragraph, it is important to use

different linking words or phrases to connect our Topic sentence
ideas. This will make the paragraph smooth and stating the topic and your opinion
easy for the reader to follow. Supporting sentences
writing your first reason with justification/example
writing your second reason with justification/
2 Find linking words/phrases from the
paragraph in Exercise 1 and put them
example
Concluding sentence
under the correct headings. Write some
restating the topic and your opinion
more similar words/phrases.
Listing Adding Introducing Concluding

points points examples 5 CHECK/CORRECT Check your paragraph for
swap your paragraphs and check each
other’s work.
92
8e
1 a) To read for general information 1 First of all 2 Furthermore 3 also 4 To sum up
• Ask Ss to read the paragraph and give them
time to answer the questions.
• Check Ss’ answers. • Explain the task and give Ss time to answer the
Suggested Answer Key questions.
It is about the Internet, an invention of the 20th
century. Suggested Answer Key
1 I’m going to write about smartphones.
b & c) To read for specific information 2 In my opinion, the smartphone is an important
• Ask Ss to read the paragraph again and give invention that has changed the world for the best
them time to answer the questions. recently.
• Check Ss’ answers. 3 Smartphones help people communicate with
other people. People can be connected to others
Answer Key
on the move, watch videos and listen to songs.
1 I believe that the Internet has had the biggest
4 People can communicate instantly with family
impact of all inventions of the 20th century.
and friends all around the world with a simple
2 First of all, the Internet reshaped the world.
phone call or an instant message, or even a video
It allows us to find everything in seconds and
chat. Smartphones are like having a telephone
learn about it in detail. There are millions of
combined with a mini computer in your pocket.
educational videos and online courses to help
us learn about different things.
5 To write a paragraph expressing opinion
3 Furthermore, the Internet allows us to do so
much, such as communicating instantly with • Explain the task and give Ss time to write their
anyone in the world, finding out news at any paragraph.
time and shopping online 24 hours a day. • Remind Ss to use the plan and James’s paragraph
We can also be entertained by the Internet in Exercise 1 as a model to help them.
because it allows us to watch films and • Alternatively, assign the task as HW and check
videos at the click of a button. Ss’ answers in the next lesson.
4 To sum up, the Internet has had an impact Suggested Answer Key
on almost every part of our lives and it is the
The invention that has changed our lives for
greatest invention in recent human history! the best
1 – topic sentence 4 – concluding sentence by Tom Brown
2 and 3 – body sentences I believe that an invention that has changed our
everyday lives for the best is the smartphone. First
2 To practise recognising linking of all, smartphones help people communicate with
words/phrases in a paragraph others quickly and easily. They can communicate
through their smartphones instantly with a phone
• Read the Note box. call, an instant message, or even a video chat.
• Explain the task and give Ss time to complete it. Furthermore, smartphones allow people to be
• Check Ss’ answers. connected to others on the move by using social
media. People can also watch videos and listen
Answer Key to songs any time. It is like having a telephone
Listing points: First of all, Firstly, Secondly, Finally combined with a mini computer in your pocket.
Adding points: also, Furthermore, In addition To sum up, the smartphone has a great impact on
Introducing examples: such as, For instance people’s lives and it is the most important invention
Concluding: To sum up, In conclusion, All in all in the technological era.

3 To practise linking words/phrases in
a paragraph • Give Ss time to check and correct their paragraphs.
• Then have Ss swap their paragraphs with their
• Ask Ss to read the paragraph. Explain the
task and give Ss time to complete it. partners’.
• Check Ss’ answers. • Each S tries to correct the other S’ paragraph.
Answer Key 183

92(T)
D
read for gist Group A – S1: A benefit of distance learning is
• Ask Ss to read the question and give them that there is no need for students to commute.
time to consider the answers. Elicit their They can study from home in a comfortable way
answers. with the use of a computer with an Internet
• Play the recording. Ss listen and read the connection.
text to find out the answer. Group B – S1: That is true, but some students have
trouble focusing on a screen for long periods of
Answer Key time. Plus, they can be easily distracted by social
Education in Vietnam continues although faced media and other sites.
difficulties due to the Covid-19 pandemic. Group A – S2: Most online classes have teachers
that oversee student performance and have real
time interactions with students to keep them
focused. Furthermore, most online lessons are
• Teach Ss the words in the box. recorded, so students can access the learning
• Explain the task and ask Ss to read the text material whenever it is convenient for them and
again. review the lesson as many times as needed.
• Give Ss time to complete the statements
Answer Key
1 MOET took immediate action to make sure
that teaching and learning went on without
interruption.
2 Teachers throughout the country got extra
training and support to online teaching and
learning and developed special lesson plans.
3 Students could use Internet applications for
their e-learning.
4 Students without Internet access could
learn via TV lessons.
5 The school year ended as planned.
text.
3 To have a debate
• Divide the class into two groups and explain
the task.
• Ask various Ss to debate.
184
93(T)
Culture Corner D
Reading
1 Read the title and look at the picture. What do you think the text is about?
VIDEO
On February 3, 2020, most schools in Vietnam had to temporarily

Education in Vietnam close due to the spread of the Coronavirus. In response to the
Continues
educational emergency caused by the pandemic, immediate action
was taken by the Ministry of Education and Training (MOET) to make
Despite COVID-19 sure that teaching and learning went on without interruption. Soon
after the schools closed, teachers across the country received extra
training and support for this sudden change to online teaching and
learning. They were also involved in developing special lesson plans
in order to meet their students’ needs.
Lessons were changed for e-learning through Internet applications
such as Zoom, Microsoft Teams and Google Meet. Lessons were
also filmed and broadcast on television so that students without
computers or Internet access could participate in distance learning.
Communication with parents continued on telephone and through
online parent-teacher meetings. Learning at all levels went on,
examinations took place and the school year finished as planned.
On the positive side, Vietnam’s responses to Covid-19 in education
have created an opportunity to continue with its innovation in
technology assisted teaching and learning.
• spread • pandemic
• interruption • broadcast
2 Read the text again and complete the

sentences.
1 MOET took immediate action to _____________ Project

__________________________________________________________ .
2 Teachers throughout the country got _______
_____________________________________________________ and
developed ___________________________________________ .
3 Divide the class into two
groups. One group will think of the advantages
3 Students could use _______________________________ of distance learning. The other group will think
_________________________________ for their e-learning. of the disadvantages of distance learning. Hold
4 Students without Internet access could a debate in class on the issue.
learn via _______________________________________________ .
5 The school year ended ___________________________
__________________________________________________________ .
93
D CLIL (Science)
Reading
VIDEO
1 What does DNA stand for?
3.25 Listen and read to
find out.
DNA is one of the most important things in all living creatures.

But what is it exactly? And why is it so important?
DNA, short for deoxyribonucleic acid, is the molecule that
contains the genetic code of organisms.
Our DNA contains all the genetic details that make us what we
are. Instructions for how our cells grow and work are all inside our
DNA. So DNA is a kind of instruction book for how we look.
We have forty-six chromosomes in our bodies, twenty-three
from each of our parents, which join together to make pairs. The
discovery of chromosomes has been one of the biggest and most
important scientific discoveries in human history.
Scientists study DNA for lots of reasons. It can help them
understand and treat diseases, genetically modify or improve
food, identify people from hair or blood samples, and even create
new life through technology like cloning (an identical copy of a
plant or animal).
By understanding our DNA and the information inside it, we can
understand a lot about ourselves and our health. For example, we
can see if we might get certain health problems or illnesses, and
we can change our lifestyles to avoid them.
The secrets inside DNA are the key to all life. The more we learn
about them, the more we learn about ourselves and the world • molecule • organism • genetic
around us! • cell • chromosome • modify
• identify • cloning • identical
2 Read the article and decide if each of

the statements (1–5) is T (true) or F (false).
3 Read the article again and answer the
questions.
1 DNA gives information on how 1 What is DNA?

our cells look. _____ 2 Why do scientists study DNA?
2 We have 26 chromosomes from 3 How does our DNA information help us?
each parent. _____
3 Scientists can use DNA to make
sick people well. _____
Speaking
4 They can use DNA to create
human clones. _____ 4 Answer the following questions.
5 DNA treats certain illnesses. _____ 1 How do you think DNA is a blueprint for life?
2 Who do we get our hair and eye colour from?
94
D
read for specific information • Explain the task and give Ss time to
complete it.
time to consider the answers. Elicit their
answers.
1 DNA contains all the genetic details that
text to find out the answer.
make us what we are. It contains instructions
for how our cells grow and work. So DNA is
Answer Key a kind of instruction book for how we look.
DNA stands for deoxyribonucleic acid. 2 We get our hair and eye colour from the
genetic information of our parents.
• Ask Ss to read the text again.
Answer Key
1 F 2 F 3 T 4 T 5 F

• Ask Ss to read the text again.
complete it.
Answer Key
1 DNA is the molecule that contains the genetic
code of organisms.
2 Scientists study DNA for lots of reasons. It
can help them understand and treat diseases,
genetically modify or improve food, identify
people from hair or blood samples and
even create new life through technology like
cloning.
3 Our DNA can help us understand a lot about
ourselves and our health. For example,
we can see if we might get certain health
problems or illnesses, and we can change
our lifestyles to avoid them.

text.
187
94(T)
D
1 1 invented 7 course
2 scan 8 uses
3 installed 9 cloud
4 access 10 store
5 reality 11 Stethoscopes
6 study 12 Digital
2 1 Back off 3 keep on

2 back up 4 keep up with
3 1 was invented
2 is protected
3 is being installed
4 will be cooked
5 must be avoided
6 has not been uploaded
4 1 Dad asked me if/whether I could pass him

the camera.
2 Kevin asked James when the ICT seminar
was.
3 Mark says (that) Ann works at the Science
museum.
4 Helen told Paul (that) she was editing the
video then.
5 Mark told me (that) he always turned off the
computer when he didn’t use it.
6 Becky said (that) she would go to the science
exhibition with Mark the following Saturday.
188
95(T)
Progress Check (Units 7–8)
7-8) D
Vocabulary Grammar
correct passive form.
1 Who communicated/invented/used/
discovered the aeroplane? 1 Penicillin _____________________________ (invent) by
2 You need to use/store/scan/save all the Alexander Fleming in 1928.
files for viruses before you download them. 2 This office _____________________________ (protect)
3 Jeff installed/signed in/watched/put the by a high tech security system.
software on all the office computers. 3 An antivirus software _____________________________
4 The Internet allows us to access/travel/ (install) on all the computers at the moment.
communicate/put information quickly. 4 Healthy recipes ____________________________ (cook)
5 These apps use augmented education/ by chefs at the conference next week.
reality/cloud/distance to help teachers 5 Sweets _____________________________ (must/avoid)
with their lessons. if you are on a diet.
6 Distance learning lets students study/visit/ 6 The video ___________________________ (not/upload)
educate/surf from anywhere in the world. yet.
7 Jane wants to take an online experiment/ (6 x 1 = 6 points)
course/language/assignment to study art.
8 Hugo often installs/watches/uses/
downloads social media to chat with his 4 Turn the following sentences into
reported speech.
friends or post photos.
9 A(n) educational/native/cloud/distance 1 “Can you pass me the camera?” dad said to
library stores information for you to access me.
online. __________________________________________________________
10 Make sure you store/install/sign in/scan 2 “When is the ICT seminar?” Kevin said to
your files on an external hard disk. James.
11 Televisions/Telephones/Stethoscopes/ __________________________________________________________
3D-printers help find problems with our 3 “Ann works at the Science Museum,” Mark
heart. says.
12 Digital/Social/Self-driving/Online __________________________________________________________
assistants control smart home devices. 4 “I’m editing the video now,” Helen said to
(12 x 1 = 12 points) Paul.
__________________________________________________________
2 Fill in each gap with keep on, back up,

keep up with or back off.
5 “I always turn off the computer when I
don’t use it,” Mark said to me.
__________________________________________________________
1 ____________________________ ! Don’t go in there!
6 “I will go to the science exhibition with
2 Please, ____________________________ the files on an
Mark next Saturday,” Becky said.
external hard disk.
__________________________________________________________
3 He wants to ____________________________ working
on the project. (6 x 1 = 6 points)
4 He does his best to ____________________________ his

classmates.
(4 x 2 = 8 points)
95
D Progress Check (Units 7-8)
7–8)
1 Hawking studied physics. ____
Everyday English 2 His findings appeared in newspapers. ____
3 He was Lucasian Professor of
Physics. ____
I suppose you are right. Still, it helps 4 Hawking was born disabled. ____
people connect with others from all over 5 He achieved his goals despite his
the world. illness. ____
Social media is a great invention. It helps (5 x 4 = 20 points)
students do better at school.
That’s true, but students who use social Listening
media a lot tend to have lower grades.
I agree that it makes communication easier 7 3.26Listen and fill in the missing
information.
but it causes people to spend less time
talking face-to-face.
Reading
(4 x 2= 8 points)
YOUNG INVENTORS’
COMPETITION
statements (1–5) is T (true) or F (false). Entry details: Children aged 7–14 may enter.
The 0 design must be original.
Rules: Teachers or parents can give guidance.
Inventions must 1 a practical
function and solve a problem. Inventions must
make 2 easier.
Application: Send in the following:

A clear 3 of the invention
A signed form, a photograph and a log book
Awards: Two categories:
Stephen Hawking Two prizes of £1,000 – age group 7–11

One prize of 4 – age group 12–14
Stephen Hawking was a physicist who studied how the universe
worked. Born in 1942 in Oxford, England, he made some Entry submission deadline: 5 next
remarkable discoveries and published his findings in books and year.
magazines. Stephen received lots of awards and medals and Every student will get a certificate and a home
was a member of many Royal Societies. He was highly educated inventors’ book.
and had twelve honorary degrees. He even held the position of
Lucasian Professor of Mathematics at Cambridge University, a (5 x 4 = 20 points)
position once held by Sir Isaac Newton! He achieved all of these
amazing things even though he developed motor neuron Writing
disease in 1963, used a wheelchair and couldn’t speak without
the help of a computer. 8 Write a paragraph (about 120–150 words)
expressing your opinion on the topic:
When talking about his illness, Stephen said he never let it stop
How can online courses help students?
him from following his dreams. Stephen died at the age of 76
on 14th March, 2018. His amazing achievements and example (20 points)
show us that we can succeed no matter what life throws at us. Total = 100 points
96
D
5 3 – I suppose you are right. Still, it helps people
connect with others from all over the world.
1 – Social media is a great invention. It helps
students do better at school.
2 – That’s true, but students who use social
media a lot tend to have lower grades.
4 – I agree that it makes communication easier
but it causes people to spend less time talking
face-to-face.
6 1 T 2F 3F 4F 5T
7 1 perform 4 £1,500
2 life 5 March 15th/ 15th March/
3 diagram March 15
How can online courses help students?

by Richard Bennet
I believe that online courses have become more
popular nowadays and they bring a number of
benefits to students. Firstly, online courses offer
students a more flexible timetable. They can
choose their own timetable and study wherever
and whenever they want. As a result, students who
work can plan their studies round their working
time. Secondly, online courses usually offer a
less expensive alternative compared to courses in
school. As online courses have no classrooms or
coursebooks, they are less expensive to run and
more affordable for students. In conclusion, online
courses are not only a great way for those with
a busy life to learn, but they also offer a cheaper
option than traditional courses. They seem to be
the future of learning.
191
96(T)
1 1 B 6 A 11 C 16 B
2 A 7 C 12 A 17 A
3 C 8 C 13 A 18 C
4 A 9 A 14 B 19 C
5 B 10 B 15 A 20 A
2 1 A 6 B 11 B 16 B
2 A 7 B 12 C 17 A
3 C 8 B 13 B 18 C
4 C 9 B 14 C 19 B
5 A 10 A 15 A 20 A
97(T)192
97(T)
5-8)
Vocabulary
14 If you walk to work, you can help reduce
1 Choose the most appropriate option. ________ pollution.
A water B air C plastic
1 To save the environment, ______ what we can’t
15 To preserve the park and its wildlife, please
use.
________ on trails.
A have B recycle C stop
A stay B take C stop
2 Amy wants to ________ a member of a wildlife
16 Emission of greenhouse ________ pollutes the
group to help the planet.
environment.
A be B start C join
A air B gases C change
3 Social ________ has changed the way we
17 We ________ on guided tours when we are on
communicate with people all over the
holiday.
world.
A go B see C do
A systems B streaming C media
18 ________ off
the lights when you leave a room.
4 Eco-tourism is a great way to take a
It saves energy and money.
vacation and ________ your carbon footprint.
A Cut B Use C Turn
A reduce B recycle C maintain
19 We should all do our best to help
5 To reduce household waste, have a
endangered ________ survive.
compost ________ in your garden.
A culture B dishes C species
A meal B bin C game
20 If you ________ solar energy, you can reduce
6 Nowadays, we can ________ information
your electricity bill.
quickly using the Internet.
A use B have C recycle
A access B treat C detect
7 ________ apps
let you learn in a fun way using
your mobile phone. Grammar
A Cloud B Virtual C Educational
8 Technology helps students do their ________ 2 Choose the most appropriate option.
easily using online materials. 1 This method can ________ to clean water.
A education B learning C research A be used B use C used
9 Online learning helps students explore a 2 The files were ________ for viruses.
topic at their own ________ without rushing A scanned B scan C scanning
through it. 3 The man ________ car is parked outside is my
A pace B chunk C cloud uncle.
10 Is ________ learning the future of education? A who B which C whose
A cloud B distance C library 4 Electric cars are ________ than petrol ones.
11 It is safe to ________ data on the cloud to save A clean B cleanest C cleaner
space on your device. 5 The nature reserve is ________ as the national
A stream B scan C store park.
12 You can see wildlife on your ________ holiday. A as large B larger C large
A safari B beach C package 6 Solar panels ________ to produce electricity.
13 The ________ layer protects the planet from A used B are used C uses
the harmful rays of the sun. 7 They knocked down the building ________ was
A ozone B gases C solar behind the old factory last month.
A who B which C whose
97
Review (Units 5-8)
5–8)
8 You should remember ________ off your
computer when you finish using it.
Reading
A turn B to turn C turning
9 Sandy, ________ is my mum’s best friend, left
statements (1–5) are T (true) or F (false).
for New York last Monday.
The Benefits of
A which B who C whose
10 Dad made us ________ our room.
A tidy B to tidy C tidying
11 Scott ________ that he would help me with my
project.
A told B said C asked
The digital revolution has changed the learning process and
12 Jeff can’t stand ________ to rock music. how education is accessed, used and shared. This has many
A to listen B listen C listening benefits for all of us.
13 He intends ________ abroad when he finishes The main benefit is that e-learning is available to everyone
school. whenever they want it, including at weekends or in the evenings.
A study B to study C studying And that’s not all! Unlike in the classroom, with e-learning, you
can access the content as many times as you want. This is
14 The app ________ tested when I visited the lab. especially useful when you are preparing for an exam. In
A will B is being C was being traditional learning, if you can’t attend a lesson, then you have to
15 I don't mind ________ to school. prepare on your own. Not to mention that traditional textbooks
A walking B to walk C to walking cannot be updated with new information, as fast as online
information is.
16 You had better ________ on a coat.
What if you are a fast learner? Then, you can work at your
A to put B put C putting
own speed instead of following the speed of the whole group.
17 Green & Fresh is the ________ famous Furthermore, you can choose which parts you want to study
vegetarian restaurant in town. and you can skip certain areas you do not want to learn. In
A most B more C very addition, e-learning saves you time as you do not need to
18 Dad said that the cake ________ delicious. travel to a school or college.
So, there you have it – e-learning has become popular and
A were B be C was
important all over the world because it helps students learn
19 We are leaving on an eco-holiday in better. No one can deny that the future of learning is online!
________ GalápagosIslands.
A – B the C a 1 You can access e-learning
at any time. ________
20 Ben asked ________ make him some tea.
2 E-learning is only for
A if I could B could I C I could
people preparing for exams. ________
3 Online information is more up to
Listening date than information in books. ________
4 Groups of online students all
3 3.27 Listen and match the people (1–4)
to the holidays (a–e). There is one extra.
learn at the same speed. ________
5 Online students can save the
extra hours they normally spend
1 Sandra a sightseeing holiday travelling to and from the school. ________
2 Josh b beach holiday

Writing
3 Abigail c package holiday
4 Josh’s d safari holiday 5 Write a paragraph making suggestions on
how to help protect the environment (about
grandparents e eco-holiday
120–150 words).
98
3 1 e 2 d 3 b 4 c
4 1 T 2 F 3 T 4 F 5 T

I believe that turning off the lights and recycling
our litter are two effective ways to help protect
the environment. To start with, we can help by
doing simple things like turning off the lights
when we are not using them and not leaving
devices on standby. By doing these, we can
reduce our electricity usage. Furthermore,
it would be a good idea to recycle our litter
by putting it in the correct bin (plastic, glass,
compost, etc.). If we do this, we won’t have a lot
of litter and the land and oceans will be cleaner.
To sum up, I firmly believe that we should try
to reduce our electricity usage and recycle our
litter. By doing so, we can help the environment
and make our world a better place to live.
99(T)195
98(T)
Grammar Reference Section
Hello! to be
Subject/Object personal pronouns – AFFIRMATIVE NEGATIVE

Possessive adjectives I am ... I am not ...
He/She/It is ... He/She/It is not ...
SUBJECT I you he she it We/You/They are ... We/You/They are not ...
PRONOUNS we you they INTERROGATIVE SHORT ANSWERS
OBJECT me you him her it Am I ...? Yes, you are./No, you aren’t.
PRONOUNS us you them Is he/she/it ...? Yes, he/she/it is.
POSSESSIVE my your his her its No, he/she/it isn’t.
ADJECTIVES our your their Are you ...? Yes, I am./No, I’m not.
Are we/you/they ...? Yes, you/we/they are.
• We use subject pronouns before verbs. No, you/we/they aren’t.
Chris is Italian. He is from Italy.
• We use object pronouns after a verb or a SHORT FORM
preposition.
I am ➝ I’m You are ➝ You’re
Look at her! She’s beautiful.
He is ➝ He’s She is ➝ She’s
• We use object pronouns: me, him, her, you, AFFIRMATIVE
It is ➝ It’s We are ➝ We’re
us and them for people. They are ➝ They’re
This is my brother. Look at him!
I am not ➝ I’m not
• We use it and them for things. You are not ➝ You aren’t
Do you like this lamp? It is a present from my He is not ➝ He isn’t
grandmother. I really like it. NEGATIVE She is not ➝ She isn’t
I like these lamps. Can I put them in my room? It is not ➝ It isn’t
• We use possessive adjectives before nouns to We are not ➝ We aren’t
show that something belongs to someone or They are ➝ They aren’t
something.
These are her glasses. • We do not repeat the whole question in short
Note: its vs it’s answers. We only use Yes or No, the subject
Look at this dress! I really like its colour. (Its is a pronoun and the appropriate verb form.
possessive adjective.) • We use the long form of the verb to be in
It’s a lamp. (It is a subject pronoun; it’s = it is.) positive short answers.
Is Jill your sister? Yes, she is. (NOT: Yes, she’s.)
The imperative
have got
• We form the imperative with the base form of
the verb without a subject. AFFIRMATIVE NEGATIVE
Answer the phone, please! (NOT: Bill answer
I have got ... I haven’t got ...
the phone.)
He/She/It has got ... He/She/It hasn’t got ...
• We form the negative imperative with do not/
We/You/They have We/You/They haven’t
don’t and the base form of the verb. got ... got ...
Don’t open the window.
INTERROGATIVE SHORT ANSWERS
• We use the imperative
– to give instructions. Open your books! Have I got ...? Yes, you have.
– to give orders. Don’t stand there! No, you haven’t.
– to make offers and requests. Has he/she/it got ...? Yes, he/she/it has.
Have some tea. No, he/she/it hasn’t.
Wait for me, please! Have you got ...? Yes, I have/No, I haven’t.
Have we/you/they Yes, you/we/they have.
got ...? No, you/we/they haven’t.
100
We use the verb have got: Quantifiers
• to show that something belongs to somebody.
They’ve got a blue car. COUNTABLE UNCOUNTABLE
• to talk about relationships.
a lot (of)/lots (of)/ a lot (of)/lots (of)/
Pete’s got two sisters.
(a) few/some (a) little/some
many/any much/any
there is/there are
(how) many (how) much
AFFIRMATIVE
There is/There’s a book in the • Some is used with both plural countable and
SINGULAR uncountable nouns in affirmative sentences.
bedroom.
There are some books in the There are some apples in the bowl.
PLURAL There is some milk in the fridge.
bedroom.
Some is also used in interrogative sentences as
NEGATIVE an offer, a request or a suggestion.
SINGULAR There isn’t a book in the bedroom. Would you like some cake?
Can you get me some water, please?
There aren’t any books in the How about drinking some orange juice?
PLURAL
bedroom. • Any is used with both plural countable and
uncountable nouns in negative and
SHORT
INTERROGATIVE interrogative sentences.
ANSWERS
There aren’t any eggs in the fridge.
Is there a book in Yes, there is. Is there any butter in the fridge?
SINGULAR
the bedroom? No, there isn’t. • Much is used with uncountable nouns and
Are there any books Yes, there are. many is used with plural countable nouns.
PLURAL in the bedroom? No, there Our new neighbour makes too much noise.
aren’t. I got the tickets after two hours; too many
people were waiting in the queue.
• We use there is and there are when we first • Much and many are usually used in negative or
refer to the existence or presence of someone interrogative sentences.
or something. I don’t usually spend much money on clothes.
There are hasn’t got a short form. Have many students got the answer wrong?
There are two pillows on the bed. • A lot of/Lots of are used with both plural
• In short answers we use Yes, there is/are or countable and uncountable nouns. The of is
No, there isn’t/aren’t. We do not repeat the omitted when a lot/lots are not followed by a
whole question. noun.
Is there a table in the kitchen? Yes, there is. There are a lot of/lots of photographs from our
(NOT: Yes, there is a table in the kitchen.) trip to Paris.
Are there a lot of/lots of apples in the basket?
There are a lot/lots.
like/love/hate + -ing • How much/many are used in interrogative
We use the -ing form of the verb after the verbs sentences.
like, love, hate. How much flour do we need for the cake?
Tom loves cooking. How many books did you read?
I hate waking up early. • A little means ‘not much, but enough’. It is
Jessica doesn’t like waiting. used with uncountable nouns.
She only has a little time to see her friends.
101
• A few means ‘not many, but enough’. It is used Prepositions of place
with plural countable nouns.
I have got a few days to finish my project.
Note:
Few/Little mean ‘hardly any, not enough’ and can
in/inside at on
be used with very for emphasis.
It’s true that (very) few people write letters
nowadays.
The police have got (very) little information on the above under below near
case so they’re still searching.
Wh-questions
next to/beside opposite in front of
We use the following question words to ask about
people, places, things, etc.
• People: who/whose
Who is Fiona? She’s my best friend. behind between among
Whose pencil is this? It’s Cathy’s. (possession)
• Things: what/which
What is your favourite colour? White.
(unlimited choice)
(a)round on top of against
Which purse is yours? The black one.
(limited choice) We use at:
• Place: where • when we refer to a particular point or
Where is he from? He’s from Greece. position.
• Time: when/how long (ago)/how often/what Mona is at the front door.
time • to say where an event takes place.
When does the film start? At 8:00 p.m. There aren’t many people at the theatre.
How long does it take you to get to work? • in the expressions: at school/university/
About an hour. college, at work, at home, at the top of, at
How often do you brush your teeth? Every day. the bottom of, at sea (= working on a ship), at
What time do you start school? At 8:00 a.m. the station/airport, at the seaside, etc.
• Quantity: how much • with addresses when we mention the house
How much sugar do you want in your tea? number.
Not much. They live at 71 Falcon Road.
• Number: how many BUT on Highfield Street
How many eggs do we need for the cake? Six. • to talk about a person’s house or business.
• Manner: how at Emily’s (house), at the butcher’s
How do you get to school? By bus. We use in:
• Reason: why • in the expressions: in the middle, in the sky, in
Why is Rachel so happy? It’s her birthday today. the shade, in bed, in hospital, in prison, in a
• Age: how old newspaper/magazine/book, in a picture/
How old are you? Thirty. photo, in a street, in the world, in this
lesson, in the country, in one’s hand, etc.
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• with the names of towns, cities, countries and Unit 1
continents.
in Henley, in Paris, in Spain, in Asia Present Simple
Note: We use in when we refer to a building itself.
However, we use at when we refer to the normal Form: subject + main verb (+ -s/-es in the third
function of the building. person singular)
There were lots of people in the cinema. (inside
AFFIRMATIVE NEGATIVE
the building)
There were lots of people at the cinema. (They I/You like ... I/You don’t like ...
were watching the film.) He/She/It likes ... He/She/It doesn’t like ...
We/You/They like ... We/You/They don’t like ...
We use on:
• in the expressions: on the left/right, on a(n)/ INTERROGATIVE SHORT ANSWERS
the platform/island/beach/coast, on a map, Do I/you like ...? Yes, you/I do.
on a farm, on a/the menu, on the first/ No, you/I don’t.
second floor, on the phone, etc. Does he/she/it like ...? Yes, he/she/it does.
on the first floor, on a chair BUT in an armchair, No, he/she/it doesn’t.
on/at the corner of a street BUT in the corner Do we/you/they like ...? Yes, you/we/they do.
of a room No, you/we/they don’t.
Prepositions of movement Spelling (3rd person singular)

• We add -s to the end of most verbs.
I work – he works
• We add -es to verbs that end in -ss, -sh, -ch, -x
or -o.
onto off into out of I miss – he misses, I wash – he washes, I watch
– he watches, I f ix – he fixes, I go – he goes
• For verbs ending in a consonant + -y, drop the
-y and take -ies.
I try – he tries, I study – he studies
over through along
• For verbs ending in a vowel + -y, take -s.
I play – he plays
• The verb have is irregular. The third singular
form of have is has.
across up down past Hugo has lunch at the office every day.
Use
The Present Simple is used:
from ... to towards
• for habits/routines.
• When we talk about a means of transport, we He usually gets up at 8:00 a.m.
use the preposition by. • for permanent states.
by car/bus/train/taxi/plane/boat BUT on foot They live in Dover.
• We do not use the preposition by when there is • for general truths.
an article (a/an/the), a possessive adjective Summers are usually hot.
(my, your, etc) or a possessive case before the • for programmes and timetables .
means of transport. The train to New York leaves at 5:30 p.m.
on the train (NOT: by the train), in your car
(NOT: by your car), on the two o’clock bus, on
the plane, in Trey’s car
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Present Continuous
Time expressions used with Present Simple:
• always, usually, every day/week/month/year/etc. Form: subject + verb to be (am/is/are) + main verb
• on Mondays/Tuesdays/etc. + -ing
• in the morning/afternoon/evening, etc.
• at night/the weekend, etc. AFFIRMATIVE NEGATIVE
I’m/You’re/ I’m not/You’re not/
He’s/She’s/It’s/ He’s not/She’s not/
Adverbs of frequency We’re/They’re It’s not/We’re not/
talking. They’re not talking.
• Adverbs of frequency (always, usually, often,
sometimes, occasionally, hardly ever, never) INTERROGATIVE SHORT ANSWERS
tell us how often something happens. Am I talking? Yes, you are./No, you aren’t.
I usually visit my grandparents on Sundays. Is he/she/it talking? Yes, he/she/it is.
No, he/she/it isn’t.
always 100% Are you talking? Yes, I am./No, I’m not.
usually Are we/you/they Yes, you/we/they are./
often
talking? No, you/we/they aren’t.
sometimes Spelling
• For most verbs, add -ing to the base form of
occasionally
hardly ever the main verb. work – working
never 0% • For verbs ending in -e, drop the -e and add -ing.
dance - dancing
• For verbs ending in one stressed vowel
• Adverbs of frequency go before the main between two consonants, double the last
verb (walk, fly, etc.), but after the verb to be, consonant and add -ing. swim – swimming
and auxiliary or modal verbs such as do, can, • For verbs ending in a consonant + vowel + -l,
must, etc. double the -l and add -ing. travel – travelling
Do you often go out with your friends? • For verbs ending in -ie, drop the -ie and add -y
He is never late for school. + -ing. lie – lying
• Adverbs of frequency go before the auxiliary Use
verb in short answers.
The Present Continuous is used:
Do you read newspapers? Yes, I sometimes do.
• for actions happening now, at the moment of
Note: The adverb never has a negative meaning
speaking. He’s talking on the phone now.
and is never used with the word not.
• for temporary actions.
Annie never walks to school.
Minh is working hard these days.
(NOT: Annie does not never walk to school.)
• for fixed arrangements in the near future,
especially when we know the time and the
place. James is flying to Oslo at 8:00 in the
evening.
Time words/phrases used with the Present
Continuous: now, right now, at the moment,
these days, at present, tonight, tomorrow, next
week/month, etc.
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Stative verbs Sue is very sensitive. You are being very
(character – impolite. (behaviour –
Stative verbs are verbs that describe a state rather
permanent state) temporary state)
than an action and do not usually have a continuous
form. This top fits you They are fitting new
These are: well. cupboards in the kitchen.
• verbs of perception (see, hear, feel, smell, (= is the right size) (= are putting)
taste, etc.).
He looks sad. (= He is looking at the statue.
This cake tastes delicious. (= is taking a look at)
appears)
• verbs which express feelings and emotions
(desire, enjoy, hate, like, love, prefer, want, Note: The verb enjoy can be used in continuous
etc.). tenses to express a specific preference.
He loves rock music. She enjoys travelling. (general preference)
• other verbs: agree, be, belong, contain, cost, BUT They are enjoying themselves at the cinema.
fit, have, include, keep, need, owe, own, etc. (specific preference)
His house costs a lot of money. The verbs look (when we refer to somebody’s
Some of these verbs can be used in continuous appearance) and feel (when we experience a
tenses, but with a difference in meaning. particular emotion), can be used in simple or
continuous tenses with no difference in meaning.
PRESENT SIMPLE PRESENT CONTINUOUS I feel exhausted. = I’m feeling exhausted.
I think he’s telling He is thinking of going to
the truth. (= believe) Rome in the summer. Unit 2
(= is considering)
They have a very old Nick is having lunch. Past Simple
car. (= own, possess) (= is eating) Regular verbs
Mary is having some
guests tonight. AFFIRMATIVE NEGATIVE
(= is hosting) I/You/He/She/It/We/ I/You/He/She/It/We/You/
We can see the river He is seeing the dentist You/They walked. They didn’t walk.
from our hotel room. later. (= is meeting)
(= the river is visible)
I see what you mean. Did I/you/he/she/it/ Yes, you/I/he/she/it/you/
(= understand) we/you/they walk? we/they did.
No, you/I/he/she/it/you/
This food tastes She is tasting the chicken
we/they didn’t.
good. (= the flavour to check if it needs more
of the food is) salt. (= is trying) Irregular verbs
The candle smells Ann is smelling the
like roses. flowers. (= is sniffing)
(= has the aroma of) I/You/He/She/It/We/ I/You/He/She/It/We/
You/They slept. You/They didn’t sleep.
He appears to be She is appearing in the
tired. (= seems) new Bond film. INTERROGATIVE SHORT ANSWERS
(= is performing)
Did I/you/he/she/it/ Yes, you/I/he/she/it/
The cat’s fur feels The doctor’s feeling her we/you/they sleep? you/we/they did.
very soft. (= has the forehead to see if she has a No, you/I/he/she/it/
texture of) fever. (= is touching) you/we/they didn’t.
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Spelling (regular verbs) Use
• For most regular verbs, add -ed. I work – I worked The Past Continuous is used:
• For verbs ending in -e, add -d. I dance – I danced • for an action which was in progress at a stated
• For verbs ending in a consonant + -y, drop the time in the past. We do not mention when the
-y and add -ied. I try – I tried action started or finished.
• For verbs ending in a vowel + -y, add -ed. At eleven o’clock last night, we were watching
I play – I played a film. (We don’t know when the film started or
• For one-syllable verbs ending in vowel + finished.)
consonant, double the consonant (except w, • for an action which was in progress when
x, y) and add -ed. another action interrupted it. We use the Past
I stop – I stopped Continuous for the action in progress (longer
• For verbs ending in a consonant + vowel + -l, action) and the Past Simple for the action that
double the -l and add -ed. I travel – I travelled interrupted it (shorter action).
• Some verbs have an irregular past form (see She was cooking dinner when the phone rang.
Irregular Verbs list at the back of the book). • for two or more simultaneous actions in the
past.
Use She was cooking dinner while he was taking a
The past simple is used: shower.
• for an action that happened at a certain time • to describe the atmosphere, the setting, etc.
in the past. in the introduction to a story, before we
They travelled to India last summer. describe the main events.
• for actions that happened one after the other Alex was driving to work. It was raining heavily.
in the past.
Time words/phrases used with the Past
First, he had a shower. Then, he had breakfast.
Continuous: when, while, as, all day/night/
Time words/phrases used with the Past Simple: morning, etc.
yesterday, in 2008, ago, last night/week/month/
etc., two days/weeks/etc. Linking words
Past Continuous WHILE/WHEN

while + past continuous:
Form: subject + was/were + main verb + -ing
• two past actions happening at the same time
AFFIRMATIVE NEGATIVE Tony was reading a book while Sam was
surfing the Net.
I was walking. I wasn’t walking.
• a past action in progress interrupted by
He/She/It was walking. He/She/It wasn’t walking.
another action
We/You/They were We/You/They weren’t
walking. walking. While Paul was cooking, the lights went off.
when + past simple: a past action that interrupted
INTERROGATIVE SHORT ANSWERS another action in progress
Was I walking? Yes, you were./No, you When the lights went off, Paul was cooking.
weren’t.
Was he/she/it walking? Yes, he/she/it was.
No, he/she/it wasn’t. Unit 3
Were you walking? Yes, I was./No, I wasn’t.
Were we/you/they Yes, you/we/they were. Present Perfect
walking? No, you/we/they weren’t.
Form: subject + have/has + past participle of the
main verb
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Regular verbs Time words used with the Present Perfect:
AFFIRMATIVE NEGATIVE • already: We have already been to the
supermarket. (= before now)
I’ve played ... I haven’t played ... • yet: Has Mary finished her homework yet?
He’s/She’s/It’s He/She/It hasn’t played ... (= so far) She hasn’t finished her homework yet.
played ... • just: Mark has just arrived. (= a short time ago)
We’ve/You’ve/ We/You/They haven’t • ever: Have you ever been to Spain?
They’ve played ... played ... (= at anytime)
INTERROGATIVE SHORT ANSWERS • never: She has never been to Spain.
(= at no time)
Have I played ...? Yes, you have. • so far: I have received four e-mails so far.
No, you haven’t. What have you done so far? (= up to now)
Has he/she/it Yes, he/she/it has. • since: He has worked as a teacher since 2010.
played ...? No, he/she/it hasn’t. (= starting point of an action)
Have you played ...? Yes, I have/No, I haven’t. • for: I haven’t seen Ann for two weeks.
Have we/you/they Yes, you/we/they have. (= period of time)
played ...? No, you/we/they haven’t.
Irregular verbs have been to / have gone to
AFFIRMATIVE NEGATIVE • We use been when somebody has returned.

Mary has been to Paris three times. (= She went
I’ve seen ... I haven’t seen ... there and has come back.)
He’s/She’s/It’s seen ... He/She/It hasn’t seen ... • We use gone when somebody has not returned.
We’ve/You’ve/ We/You/They haven’t He has gone to work. (= He’s on his way to work
They’ve seen ... seen ... or he’s there now. He hasn’t come back yet.)
Have I seen ...? Yes, you have./No, you Unit 4
haven’t.
Has he/she/it seen ...? Yes, he/she/it has. Future Simple – be going to
No, he/she/it hasn’t.
Future Simple will
Have we/you/they Yes, you/we/they have.
seen ...? No, you/we/they haven’t. Form: subject + will + main verb
Use AFFIRMATIVE NEGATIVE

The Present Perfect is used: I/He/She/It/We/You/ I/He/She/It/We/You/
• to describe an action or a state which started in They will go (’ll go). They won’t go.
the past and continues up to the present, INTERROGATIVE SHORT ANSWERS
especially with stative verbs such as have, like,
Will you go? Yes, I will./No, I won’t.
know, be, etc. In this case, we often use for and
Will I/he/she/it/we/ Yes, you/he/she/it/you/
since.
you/they go? we/they will.
They have been married since 2005. (They got
No, you/he/she/it/you/
married in 2005 and they are still married.)
we/they won’t.
• for an action which happened at an unstated
time in the past and whose result is visible in Use
the present. We use the Future Simple:
Harry has put on weight. • to make predictions based on what we believe or
• to describe a person’s experience. think. We use will with the verbs think, believe,
This is the second time Trung has visited Paris. expect, etc.; the expressions be sure, be afraid, etc.
and the adverbs perhaps, certainly, probably, etc.
I think/believe he will win the race.
107
• to make on-the-spot decisions and offers. Notes:
I like these shoes. I’ll buy them. (on-the-spot • We use will when we make a prediction based
decision) on what we think, believe or imagine.
It’s your birthday, so I’ll take you out for In 2100, people will live on other planets.
dinner. (offer) • We use be going to when we make a
• to make promises/threats/warnings/ prediction based on what we can see
requests/hopes. (evidence).
I’ll call you when I get home. (promise) That car is out of control – it’s going to crash!
• to talk about actions/events/situations which
will definitely happen in the future and which
we cannot control.
Present Simple / Present Continuous
My father will be 55 years old in two weeks.
(future meaning)
(We cannot control this future event; it will • We can use the present simple to talk about
definitely happen.) timetables and programmes.
The train leaves at 10:00.
be going to • We use the Present Continuous for fixed
Form: subject + verb to be (am/is/are) + going to + arrangements in the near future.
main verb Jack is catching flight BA 394 to London
tomorrow morning.
I am/He is/She is/ I’m not/He’s not/She’s Conditionals − Type 1
It is/We are/ not/It’s not/We’re not/
You are/They are You’re not/They’re not • Conditional clauses consist of two parts: the if-
going to leave. going to leave. clause (hypothesis) and the main clause (result).
When the if-clause comes before the main
clause, the two sentences are separated by a
Am I going to leave? Yes, you are./No, you aren’t. comma. When the main clause comes before
Is he/she/it going to Yes, he/she/it is./ the if-clause, then no comma is necessary.
leave? No, he/she/it isn’t. If you don’t leave now, you’ll miss the bus.
Are you going to Yes, I am./No, I’m not. You’ll miss the bus if you don’t leave now.
leave?
Are we/you/they Yes, you/we/they are./ Conditional type 1 – Form
going to leave? No, you/we/they aren’t.
if-clause Main clause
Use If + present simple will/can/must/ etc. +
We use be going to: bare infinitive or
imperative
• to talk about plans, intentions or ambitions
we have for the future. If you study hard, you’ll pass the exam.
My parents are going to buy a new house. If you finish your homework, you can watch TV.
(plan/intention) If you don’t like it, don’t eat it.
• to make predictions based on what we see. Use
It’s cloudy outside – it’s going to rain.
• We use conditional type 1 to talk about a real
(prediction)
or very probable situation in the present or
Time words/phrases used with the Future future.
Simple: tomorrow, soon, next week/month/ If it rains, we won’t go out.
etc., the day after tomorrow, etc. • We can use unless instead of if ... not in the if-
clause. The verb is always in the affirmative
after unless.
If it doesn’t rain, we’ll go on a picnic.
Unless it rains, we’ll go on a picnic.
108
Conditionals − Type 2 • try + to-infinitive = do one’s best, attempt
Conditional type 2 – Form She tried to win the competition.
• try + -ing form = do something as an
if-clause Main clause experiment
Try cutting down on fat; you may lose weight.
If + past simple would/could/might + • stop + to-infinitive = stop doing something
bare infinitive temporarily in order to do something else
If I had free time, I would take up a hobby. He stopped to buy a newspaper on his way
home.
Use • stop + -ing form = finish doing something
We use conditional type 2 to talk about an She stopped going to the gym when she hurt
imaginary situation contrary to facts in the her back.
present.
Note:
If I had enough money, I would buy a new car.
(I don’t have enough money right now.) The verbs begin, start, continue, etc. can be
We also use conditional type 2 to give advice. followed by either a to-infinitive or an -ing form
If I were you, I would go to the police. (advice) without any change in meaning.
She continued writing/to write the email.
We normally use the infinitive after the continuous
Unit 5 forms of the above verbs.
The gerund (-ing form) The stadium is starting to get crowded. (NOT: The
stadium is starting getting crowded.)
Use
We use the gerund (-ing form):
The infinitive
• after certain verbs such as admit, appreciate,
avoid, confess, consider, deny, finish, imagine, There are two infinitive forms:
mention, mind, miss, practise, risk, suggest, etc. • the to-infinitive.
Please, avoid eating in the room. I want to go out.
• after love, like, enjoy, hate, dislike and prefer, • the bare infinitive.
to express general preference. You can trust me.
Lucy likes going out.
We use the to-infinitive:
DIFFERENCE IN MEANING BETWEEN • after the following verbs: advise, afford, agree,
THE TO-INFINITIVE AND -ING FORM appear, ask, decide, expect, hope, manage,
Some verbs can take either the to-infinitive or need, offer, plan, promise, refuse, seem,
the -ing form with a change in meaning. want, etc.
• forget + to-inf = not remember something you We advise you to remain calm.
need to do • after would like, would prefer and would love
We forgot to bring our passports! to express specific preference.
• forget + -ing form = have no memory of I would like to eat some ice cream.
something you have done We use the bare infinitive:
I’ll never forget going to Kenya! • after the verbs let, make, see and hear, etc.
• remember + to-infinitive = not forget to do He made them do all the exercises.
something BUT: They were made to do all the exercises.
John remembered to lock the door. (passive form)
• remember + -ing form = have a memory of • after had better and would rather.
something you have done He would rather walk to school than take the
I don’t remember meeting you before. bus.
109
The verbs see, hear and watch are followed by the • A relative pronoun is not used with another
bare infinitive to describe a complete action pronoun (I, you, me, him, etc.).
(something that somebody saw/heard/watched a) I know a doctor who works in this hospital.
from the beginning to the end). BUT: they are (NOT: I know a doctor who she works in this
followed by an -ing form to describe an hospital.)
incomplete action (when we want to say that b) The people (who) we met are from Brazil.
somebody saw/heard/watched part of the action). (NOT: The people (who) we met them are
She saw him leave the house. (= She saw the from Brazil.)
whole action.) BUT: She saw him leaving the
house. (= She saw part of the action).
Defining / Non-defining relative clauses
Notes:
• Help is followed by either the to-infinitive or There are two types of relative clauses: defining
bare infinitive. relative clauses and non-defining relative
My mother helped me (to) cook dinner. clauses.
• If the two to-infinitives are joined by and or • A defining relative clause gives necessary
or, the to of the second infinitive can be information and is essential to the meaning of
omitted. He decided to move to New York and the main sentence. The relative pronouns can
get a new job. be omitted when they are the object of the
• We form the negative infinitive with not. relative clause.
She promised not to say anything. The jeans are too tight. (Which jeans? We don’t
know. The meaning of the sentence is not
clear.)
Relative pronouns / Relative clauses The jeans (which/that) I bought yesterday are
too tight. (Which jeans? The ones I bought
The relative pronouns who, which, that, whose
yesterday.)
introduce relative clauses.
• A non-defining relative clause gives extra
The man who is wearing a grey coat is Joe’s father.
information and is not essential to the meaning
of the main sentence. In non-defining relative
relative clause clauses, the relative pronouns cannot be
• We use who/that to refer to people. omitted and cannot be replaced by that. The
• We use which/that to refer to objects or animals. relative clause is put between commas.
• Who/which/that can be omitted when they My dog is very friendly. His name is Blacky. (The
are the object of the relative clause. meaning of the sentence is clear.)
That’s the girl who helped me at the clean-up My dog, whose name is Blacky, is very friendly.
day. (subject) (The relative clause gives extra information.)
That’s the girl who I saw at the clean-up day
yesterday. (object)
That’s the girl (who) I saw at the clean-up day
Unit 6
yesterday. (omission)
Comparative / Superlative of
• We use whose instead of possessive
adjectives and adverbs
adjectives (my, your, his, etc.) with people,
objects and animals to show possession. • We use the comparative to compare one
a)
That’s the man. His wife is an architect. person or thing with another. We use the
superlative to compare one person or thing
with others of the same group.
That’s the man whose wife is an architect.
Bob is taller than Sam. He’s the tallest student
b)
That’s the car. Its engine was made in Mexico. in the class.
• We often use than after a comparative.
That’s the car whose engine was made in My sister is younger than me.
Mexico.
110
• We normally use the before a superlative. We • Two-syllable adverbs and adverbs formed by
can use in or of after superlatives. We use in adding -ly to the adjective take more in the
with places. comparative and the most in the superlative
He’s the kindest person in the off ice. He’s the form.
most generous of all my friends. often – more often – the most often
politely – more politely – the most politely
Formation of comparatives and superlatives
• For the adverb early, drops the -y and adds
Adjectives of one syllable take -(e)r/-(e)st to form -ier/-iest.
their comparative and superlative forms.
IRREGULAR FORMS
ADJECTIVE COMPARATIVE SUPERLATIVE
ADJECTIVE /
tall taller (than) the tallest (of/in) COMPARATIVE SUPERLATIVE
ADVERB
nice nicer (than) the nicest (of/in) good/well better the best
bad/badly worse the worst
Adjectives of one syllable that end in a consonant
+ vowel + consonant, double the last consonant little less the least
and add -er/-est. a lot of/much/ more the most
many
ADJECTIVE COMPARATIVE SUPERLATIVE far further/farther the furthest/
thin thinner (than) the thinnest (of/in) farthest
Adjectives of two syllables ending in -y, drop the Notes:

-y and add -ier/-iest. • We can use elder/eldest + noun for members
ADJECTIVE COMPARATIVE SUPERLATIVE of a family.
My elder/eldest brother is a pilot. BUT: My
ugly uglier (than) the ugliest (of/in)
brother is older than me. (NOT: elder than)
happy happier (than) the happiest (of/in) • further/farther (adv) = longer (in distance)
Their house is further/farther away than ours.
Adjectives of two or more syllables take more/
further (adj) = more
the most to form their comparative and
If you need any further information, let me
superlative forms.
know.
ADJECTIVE COMPARATIVE SUPERLATIVE
difficult more difficult the most difficult Modifying comparisons
(than) (of/in) • as + adjective + as (to show that two people
beautiful more beautiful the most beautiful or things are similar/different in some way). In
(than) (of/in) negative sentences, we can use not as/so ... as.
Lucy is as young as Kate. This tablet isn’t as/so
Note: clever, common, cruel, friendly, gentle, good as that one.
narrow, pleasant, polite, quiet, shallow, simple, • much/a lot + comparative (to emphasise the
stupid form their comparatives and superlatives big difference between two people or things)
either with -er/-est or with more/the most. Los Angeles is much noisier than London.
friendly – friendlier/more friendly – • a bit/a little + comparative (to emphasise the
the friendliest/the most friendly small difference between two people or things)
Edinburgh is a bit more beautiful than
Adverbs Glasgow to me.
• by far + superlative (to emphasise the big
• Adverbs that have the same form as their
difference in the same group of people or
adjectives (hard, fast, free, late, high, early, low,
things)
deep, long, near, straight) take -er/-est.
Mount Everest is by far the highest mountain
low – lower – the lowest
in the world.
111
The definite article the • the words school, church, hospital, bed,
prison, home, when we refer to the purpose
We use the with:
for which they exist. Jane was in school. (She is
• nouns that are unique (the Earth, the sky, the
a student there.) BUT: Mrs Stevens went to the
Sun, etc.).
school for parent-teacher night. (She’s not a
• the names of rivers (the Seine), seas (the Red
student.)
Sea), oceans (the Atlantic Ocean), mountain
• by + means of transport (by car/bus/train).
ranges (the Alps), deserts (the Sahara),
groups of islands (the Easter Islands) and
countries when they include words such as
Compound sentences (and, but, or, so)
‘state’, ‘kingdom’ and ‘republic’ (the United A compound sentence has two independent clauses
States, the United Kingdom). that have related ideas. The independent clauses can
• the names of musical instruments after the be joined by using coordinating conjunctions: and,
verb play (the piano, the trumpet). but, or, so.
• the name of ships (the Santa Maria), I often make my bed. I often mop the floor.
newspapers (the Times), cinemas/theatres ➝ I often make my bed and mop the floor.
(the Plaza), hotels (the Ritz), museums/art
In the afternoon, John goes cycling. He never
galleries (the Louvre).
goes to the park.
• the names of families (the Browns) and
➝ In the afternoon, John goes cycling, but he
nationalities ending in -sh, -ch and -ese (the
never goes to the park.
Dutch, the Chinese).
• titles (the King) when the person’s name is not In my free time, I go out with my friends. In my free
mentioned. (BUT: King Arthur) time, I do sports.
• the words morning, afternoon and evening. ➝ In my free time, I go out with my friends or I do .
I get up at 6 o’clock in the morning every day. sports.
We don’t use the with: She’s very unfriendly. She hasn’t got many friends.
• uncountable and plural countable nouns ➝ She’s very unfriendly, so she hasn’t got many
when talking about something in general. friends.
Leopards live in the wild. Punctuation
• proper nouns (names of people, places, etc.). We usually put a comma before but and so.
This is John. I can swim, but I can’t run fast.
• the names of countries and cities (France, Paris). It isn’t raining now, so let’s go for a walk.
• the names of bridges (San Francisco Bridge),
parks (Hyde Park), railway stations (King’s
Cross Station), mountains (Mount Everest), Unit 7
individual islands (Cyprus), lakes (Lake
Superior), continents (Europe), streets (Moss The passive
Street), squares (Trafalgar Square). BUT: the Form
M25 (national roads/motorways)
• the names of meals, games, sports or school We form the passive with the verb to be in the
subjects (breakfast, football). appropriate tense and the past participle of the
• languages, unless they are followed by the main verb.
word language. I am learning Chinese. ACTIVE PASSIVE
BUT: I am learning the Chinese language.
Present Simple Sue types the The letters are
• the words this/that/these/those (this skirt,
letters. typed by Sue.
these books) (NOT: this the skirt).
Present Sue is typing The letters are
• possessive adjectives. This is my bag.
Continuous the letters. being typed by
• titles when the person’s name is mentioned Sue.
(Queen Elizabeth, President Obama).
112
Past Simple Sue typed The letters were • the tense of the verb to be in the passive
the letters. typed by Sue. sentence is the same as the tense of the main
Past Sue was The letters were verb in the active sentence.
Continuous typing the being typed by • the subject of the active sentence becomes the
letters. Sue. agent, and is either introduced with the
Present Perfect Sue has The letters have preposition by + person, with + object/
typed the been typed by instrument or it is omitted.
letters. Sue. SUBJECT VERB OBJECT
Future Simple Sue will type The letters will
the letters. be typed by ACTIVE Columbus discovered America.
Sue. SUBJECT VERB AGENT
Modals Sue must The letters must
PASSIVE America was by
(modal+be+pp) type the be typed by
discovered Columbus.
letters. Sue.
Use
Note: Only transitive verbs (verbs followed by an
We use the passive: object) can be changed into the passive.
• when the doer of the action (the agent) is general Active: Bill waters the plants. (transitive verb)
(e.g. people), unknown, or is not the topic of Passive: The plants are watered by Bill.
speaking. BUT: She goes to school at eight o’clock. (The verb
English is spoken everywhere in the world. goes in this sentence is intransitive; that is, it is not
(The doer of the action is general.) followed by an object. The sentence cannot be
Our house was broken into last night. (We do changed into the passive.)
not know who broke into the house.)
I love this mobile app. It was developed by my • We can use the verb to get instead of the verb
best friend, Michael. (The topic of speaking is to be in everyday speech, when we talk about
the mobile app, not my best friend.) things that happen by accident or unexpectedly.
• when the action itself is more important than Tom’s bike got stolen yesterday. (= Tom’s bike
the person/thing performing the action, as in was stolen yesterday.)
news headlines, newspaper articles, formal • We use by + agent to say who or what carries
notices, instructions, ads, etc. out the action. We use with + instrument/
The village was completely destroyed by the material/ingredient to say what the agent
earthquake. uses.
• when we want to make statements more The omelette was made by Alex. It was made
formal or polite. with eggs, butter, tomatoes and cheese.
My favourite mug has been broken. (more • The agent is often omitted in the passive
polite than saying “You have broken my sentence when the subject of the active
favourite mug.”) sentence is one of the following words: people,
• If we want to say who performed the action, we one, someone/somebody, they, he, etc.
use by. Active: Someone stole my jacket last night.
The book was translated by James. Passive: My jacket was stolen last night.
Note: The passive is used more often in written • Object pronouns (me, you, him, etc.) become
English than in spoken English. subject pronouns (I, you, he, etc.) in the passive.
Active: They helped me.
Changing from active into passive Passive: I was helped.
To change a sentence from active into passive:
• the object in the active sentence becomes the
subject in the passive sentence.
113
Unit 8 • In reported speech, personal/possessive
pronouns and possessive adjectives change
Reported speech according to the meaning of the sentence.
Ben said, “I’m having my car repaired.”
Reported speech is the exact meaning of what Ben said (that) he was having his car repaired.
someone said, but not the exact words. We do not Personal subject pronouns:
use quotation marks in reported speech. The word I ➝ he/she; we ➝ they
that can either be used or omitted after the Personal object pronouns:
reporting verb (say, tell, etc.). me ➝ him/her; us ➝ them
She said (that) she wouldn’t be back until Possessive adjectives:
10 o’clock. my ➝ his/her; our ➝ their
Direct speech is the exact words someone used. you/your changes according to the person it
We use quotation marks in direct speech. refers to in the direct speech.
“I won’t be back until 10 o’clock,” she said. Certain words and time phrases change according
say – tell to the meaning, as follows:
now/at the moment ➝ then
• Say is used with or without a personal object.
When used with a personal object, it is always today/tonight ➝ that day/
followed by the preposition to (said to me). that night
Direct speech: He said, “I’m tired.” this morning/evening, etc. ➝ that morning/
Reported speech: He said (that) he was tired. evening, etc.
Direct speech: He said to me, “I’m tired.” tomorrow ➝ the next day/
Reported speech: He said to me (that) he was the following day
tired. next week/month, etc. ➝ the following
• Tell is always followed by a personal object week/month, etc.
(told me). this week ➝ that week
Direct speech: He told me, “I’m tired.” here ➝ there
Reported speech: He told me (that) he was this/these ➝ that/those
tired. come ➝ go
• When we change direct speech to reported bring ➝ take
speech, the tense of the verb normally changes: • The verb tenses remain the same in reported
speech when the reporting verb is in the present,
DIRECT SPEECH REPORTED SPEECH future or present perfect.
Present Simple Past Simple Mum says, “Dinner is ready.”
He said, “I try to be a He said (that) he tried to Mum says (that) dinner is ready.
good student.” be a good student. • The verb tenses can either change or remain the
Present Continuous Past Continuous same in reported speech when reporting
He said, “She’s talking He said (that) she was a general truth.
on the phone.” talking on the phone. The teacher said, “Iceland is an island.”
Future Simple (will) would The teacher said (that) Iceland is/was an island.
He said, “She will be He said (that) she would
back soon.” be back soon.
am/is/are + going to was/were + going to Reported questions
He said, “I am going to He said (that) he was
• Reported questions are usually introduced with the
work late today.” going to work late that
verbs ask, inquire, wonder and the expression
day.
want to know.
Modals Modals
• When the direct question begins with a question
She said, “I may finish She said (that) she might
my project this week.” finish her project that word (who, where, how, when, what, etc.), the
week. reported question is introduced with the same
question word.
114
“What time is it, please?” (direct question)
She asked me what time it was. (reported
question)
• When the direct question begins with an
auxiliary (be, do, have), or a modal verb
(can, may, etc.), then the reported question is
introduced with if or whether.
“Are there any apples left?” (direct question)
He asked me if/whether there were any apples
left. (reported question)
• In reported questions, the verb is in the form
of a statement. The question mark and words/
expressions such as please, well, oh, etc., are
omitted. The verb tenses, pronouns and time
phrases change as in statements.
“Can I use your camera, please?” (direct question)
She asked me if she could use my camera.
(reported speech)
115
Rules of Punctuation
Capital letters Exclamation mark (!)
A capital letter is used: An exclamation mark is used to end an exclamatory
• to begin a sentence. sentence (i.e. a sentence showing admiration, surprise,
It is hot today. joy, anger, etc.).
• for days of the week, months and public You’re so funny!
holidays. What a nice day!
Sunday, July, May Day, Bank Holiday, etc.
• for names of people and places.
This is Marie and she’s from Paris.
Quotation marks (‘ ’ “ ”)
• for people’s titles. • Single quotes are used when you are quoting
Mr and Mrs Smith, Dr Sanders, Prince Harry, someone in direct speech (nested quotes).
etc. “She got up, shouted ‘I’m late’ and ran out of the
• for nationalities and languages. room,” Adam said.
She is Italian. • Double quotes are used in direct speech to
Can you speak Chinese? report the exact words someone said.
Note: The personal pronoun I is always a capital “Evita called you,” Lucy told me.
letter. Ben and I are cousins.
Colon (:)
Full stop (.)
A colon is used to introduce a list.
A full stop is used to end a sentence that is not a To make an omelette, we need the following: eggs,
question or an exclamation. milk, cheese, salt and pepper.
Leo is away on holiday. He’s in Rome.
Brackets ( )
Comma (,)
Brackets are used to separate extra information
A comma is used: from the rest of the sentence.
• to separate words in a list. The Taj Mahal (built between 1622 and 1653) is an
There’s lettuce, tomatoes, eggs and cheese in amazing place to visit.
the salad.
• after certain joining words/transitional phrases
(e.g. in addition to this, moreover, for example,
Apostrophe (’)
however, in conclusion, etc.). An apostrophe is used:
For example, I like swimming and kayaking. • in short forms to show that one or more letters
• when a complex sentence begins with an or numbers have been left out.
if-clause or other dependent clauses. She’s (= she is) cooking dinner.
If Stephen isn’t there, leave a message for him. This shop opened in ’89. (= 1989)
Note: No comma is used, however, when they • before or after the possessive -s to show
follow the main clause. ownership or the relationship between people.
Leave a message for Stephen if he isn't there. Rob’s dog, my mum’s brother (singular noun + ’s)
• after the words asked, said, etc. when followed the twins’ parents (plural noun + ’)
by direct speech. the children’s toys (irregular plural + ’s)
David said, “It was nice to see you again.”
Question mark (?)

A question mark is used to end a direct question.
What time does her flight land?
116
Wordlist
Unit 1 – Round the clock classical performance \ÆklœsIkl p´"fO…mńs\ (phr):
buổi biểu diễn nhạc cổ điển
Daily routines (p. 15)
local festival \ÆlÚk´l "festIv´l\ (phr): lễ hội địa
do my hair \Ædu… maI "he´“r‘\ (phr): làm tóc (chải, cột, phương
chăm sóc tóc...) music concert \"mju…zIk ÆkÅns´t\ (phr): buổi hoà nhạc
take a nap \ÆteIk ´ "nœp\ (phr): ngủ (chợp mắt)
watch the news \ÆwÅtS D´ "nju…z\ (phr): xem tin tức
2a
1a Puppet theatre (p. 24)
folk tale \"fÚk ÆteIl\ (n): truyện dân gian
A magic helping hand (p. 16) harvest \"hA…vIst\ (n): mùa gặt, vụ thu hoạch
avoid \´"vOId\ (v): tránh, né legend \"ledZńd\ (n): truyền thuyết
butler \"bøtl´“r‘\ (n): quản gia puppet \"pøpIt\ (n): con rối (múa rối nước)
chore \tSO…(r)/ (n): việc vặt trong nhà stage \steIdZ\ (n): sân khấu
messy \"mesi\ (adj): bừa bộn surface \"s‰…fIs\ (n): bề mặt
recycling \Æri…"saIklIN\ (n): đồ tái chế
regret \rI"gret\ (v): hối tiếc Types of performances (p. 25)
sort \sO…t\ (v): phân loại amusing \´"mju…zIN\ (adj): vui, gây cười
ballet \"bœleI\ (n): múa ba lê
Household chores (p. 17) comedy \"kÅm´di\ (n): hài kịch
do the laundry \Ædu… D´ "lO…ndri\ (phr): giặt ủi drama \"drA…m´\ (n): kịch, tuồng
do the ironing \Ædu… Di "aIńIN\ (phr): ủi, là quần áo entertaining \ent´"teInIN\ (adj): có tính giải trí
dust the furniture \Ædøst D´ "f‰…nItS´“r‘\ (phr): phủi, musical \"mju…zIk´l\ (n): ca kịch, nhạc kịch
quét bụi đồ đạc trong nhà opera \"Åp´r´\ (n): nhạc kịch opera, thính phòng
load the dishwasher \ÆlÚd D´ "dISÆwÅS´“r‘\ (phr): tragedy \"trœdZ´di\ (n): bi kịch
cho chén, bát dĩa vào máy rửa chén, bát
mop the floor \ÆmÅp D´ "flO…“r‘\ (phr): lau nhà 2c
set the table \Æset D´ "teIbl\ (phr): dọn, bày thức ăn
lên bàn Phrasal verbs (p. 28)
vacuum \"vœkju…m\ (v): làm sạch (bằng máy hút bụi) put on \ÆpUt "Ån\ (phr v): mặc vào
put up \ÆpUt "øp\ (phr v): treo lên
1c
Phrasal verbs (p. 20)
2d
look after \ÆlUk "A…ft´“r‘\ (phr v): chăm sóc Types of music (p. 29)
look forward to \ÆlUk "fO…w´d tu\ (phr v): mong đợi, cheerful \"tSI´fl\ (adj): vui tươi
chờ đợi EDM \Æi… di… "em\ (n): nhạc điện tử
folk \fÚk\ (n): nhạc dân gian
1d jazz \dZœz\ (n): nhạc jazz
latin \"lœtIn\ (n): nhạc la-tinh
Free-time activities (p. 21) peaceful \"pi…sfl\ (adj): thanh bình, yên bình
attend \´"tend\ (v): tham dự, tham gia powerful \"paU´fl\ (adj): mạnh
mall \mO…l\ (n): trung tâm thương mại soft /sÅft/ (adj): nhẹ nhàng, êm ái
relaxing \rI"lœksIN\ (adj): thư giãn, thoải mái
Culture Corner A (p. 31)
cattle \"kœtl\ (n): gia súc
Unit 2 – Entertainment ethnic group \ÆeTnIk "gru…p\ (phr): nhóm dân tộc
Cultural activities (p. 23) thiểu số
poultry \"pÚltri\ (n): gia cầm
art exhibition \"A…t eksIÆbISń\ (phr): buổi triển lãm
tradition \tr´"dISń\ (n): truyền thống
nghệ thuật
117
Wordlist
CLIL A (p. 32) 3d
alive \´"laIv\ (adj): còn tồn tại, còn giá trị
branch \brA…ntS\ (n): cành cây Volunteer activities (p. 41)
hunt \hønt\ (v): săn bắn babysit \"beIbisIt\ (v): trông trẻ
jewellery \"dZu…´lri\ (n): đồ trang sức pick up \ÆpIk "øp\ (phr v): nhặt
pottery \"pÅt´ri\ (n): đồ gốm homeless \"hÚml´s\ (adj): không nhà cửa, vô gia cư
smoke signal \"smÚk ÆsIgn´l\ (n): tín hiệu bằng khói stray \streI\ (adj): đi lạc
Unit 3 – Community services Unit 4 – Gender equality

Community service activities (p. 35) Gender equality (p. 43)
animal shelter \"œnIml "Selt´“r‘\ (n): trung tâm nhận computer programmer \k´m"pju…t´“r‘ "prÚgrœm´“r‘\
nuôi động vật (n): lập trình viên máy tính
art fair \"A…t Æfe´“r‘\ (phr): hội chợ triển lãm nghệ thuật equality \i"kwÅl´ti\ (n): sự bình đẳng
cake sale \"keIk ÆseIl\ (n): buổi bán bánh (từ thiện) gender \"dZend´(r)\ (n): giới, giới tính
charity \"tSœr´ti\ (n): việc từ thiện, tổ chức từ thiện politician \ÆpÅlI"tISń\ (n): chính trị gia
donate \dÚ"neIt\ (v): tặng, cho, biếu work shifts /Æw‰…k "SIfts/ (phr): làm theo ca
marathon \"mœr´Tń\ (n): cuộc chạy ma-ra-tông
participate \pA…"tIsIpeIt\ (v): tham gia 4a
raise money \ÆreIz "møni\ (phr): quyên góp tiền
second-hand toys \Æsekńd hœnd "tOIz\ (phr): đồ A woman’s work is never done! (p. 44)
chơi đã qua sử dụng barrier \"bœri´“r‘\ (n): định kiến, rào cản
volunteer \ÆvÅlń"tI´“r‘\ (v): làm tình nguyện heavy lifting \Æhevi "lIftIN\ (phr): mang vác nặng
unpaid \Æøn"peId\ (adj): không được trả công
3a qualification \ÆkwÅlIfI"keISń\ (n): bằng cấp,
trình độ chuyên môn
Making a difference (p. 36) Job descriptions (p. 45)
access \"œkses\ (n): sự tiếp cận astronaut \"œstrńO…t\ (n): phi hành gia
disaster \dI"zA…st´“r‘\ (n): thiên tai, thảm hoạ flight attendant \"flaIt ´Ætendńt\ (n): tiếp viên
healthcare \"helTke´“r‘/ (n): sự chăm sóc sức khoẻ hàng không
improve \Im"pru…v\ (v): cải thiện model \"mÅd´l\ (n): người mẫu
right \raIt\ (n): quyền, quyền lợi nursery teacher \"n‰…s´ri Æti…tS´“r‘\ (n): giáo viên mầm non
shelter \"Selt´“r‘/ (n): chỗ ở, chỗ trú plumber \"pløm´“r‘\ (n): thợ sửa ống nước
surgeon \"s‰…dZń\ (n): bác sĩ phẫu thuật
3c operation \ÆÅp´"reISń\ (n): ca phẫu thuật
Listening (p. 40)
emergency \I"m‰…dZńsi\ (n): tình trạng khẩn cấp
4c
fundraising \"føndÆreIzIN\ (n): hoạt động gây quỹ Phrasal verbs (p. 48)
(từ thiện) fit in \ÆfIt "In\ (phr v): hoà nhập
medical supply \ÆmedIkl s´"plaI\ (n): vật tư y tế fit out \ÆfIt "aUt\ (phr v): lắp đặt (một thiết bị)
poverty \"pÅv´ti\ (n): sự nghèo đói
victim \"vIktIm\ (n): nạn nhân
4d
Job qualities (p. 49)
give away \ÆgIv ´"weI\ (phr v): quyên góp, cho đi
give out \ÆgIv "aUt\ (phr v): phân phát caring \"ke´rIN\ (adj): chu đáo
determined \dI"t‰…mInd\ (adj): quyết đoán
inventive \In"ventIv\ (adj): đầy sáng tạo
organised \"O…gńaIzd\ (adj): có khả năng tổ chức,
sắp xếp
118
Wordlist
Culture Corner B (p. 51) energy-efficient \"en´dZi IÆfISńt\ (adj): tiết kiệm
disabled \dIs"eIbld\ (adj): bị khuyết tật năng lượng
financial \faI"nœnSl\ (adj): (thuộc) tài chính put out \ÆpUt "aUt\ (phr v): dập tắt ( lửa)
offer \"Åf´“r‘\ (v): cung cấp recycle \Æri…"saIkl\ (v): tái chế
policy \"pÅl´si\ (n): chính sách, quy định solar energy \ÆsÚl´“r‘ "en´dZi\ (n): năng lượng Mặt Trời
surgery \"s‰…dZ´ri\ (n): ca phẫu thuật
talent \"tœlńt\ (n): năng khiếu, tài năng 5c
Listening (p. 62)
CLIL B (p. 52)
demonstrate \"demństreIt\ (v): biểu tình inspire \In"spaI´“r‘\ (v): truyền cảm hứng
lead the way \Æli…d D´ "weI\ (phr): đi tiên phong landfill \"lœndfIl\ (n): bãi rác
vote \vÚt\ (v): bầu cử swap \swÅp\ (v): đổi, trao đổi
Unit 5 – The environment turn off \Æt‰…n "Åf\ (phr v): tắt (điện, ti-vi...)
turn on \Æt‰…n "Ån\ (phr v): mở (điện, ti-vi...)
Environmental problems (p. 57)
air pollution \"e´“r‘ p´Ælu…Sń\ (phr): ô nhiễm không khí 5d
climate change \"klaIm´t ÆtSeIndZ\ (phr): biến đổi khí hậu
deforestation \di…ÆfÅrI"steISń\ (n): sự phá rừng Eco-friendly activities (p. 63)
emission \I"mISń\ (n): sự thải ra china \"tSaIn´\ (adj): bằng sứ
endangered species \InÆdeIndZ´d "spi…Si…z\ (n): loose \lu…s\ (adj): chưa đóng gói sẵn
các loài động vật có nguy cơ bị tuyệt chủng on standby \Ån "stœndbaI\ (prep phr): chế độ chờ
extinct \Ik"stINkt\ (adj): tuyệt chủng (đồ dùng điện tử)
extreme \Ik"strI…m\ (adj): khắc nghiệt
greenhouse gases \"gri…nhaUs ÆgœsIz\ (n): khí nhà kính
ozone layer \"ÚzÚn ÆleI´“r‘\ (n): tầng ô-zôn Unit 6 – Eco-tourism
plastic pollution \"plœstIk p´Ælu…Sń\ (phr): ô nhiễm Holiday activities (p. 65)
rác thải nhựa conserve \kń"s‰…v\ (v): giữ gìn, bảo tồn
thinning \"TInIN\ (n): sự mỏng đi eco-holiday \i…kÚ "hÅl´deI\ (n): kì nghỉ sinh thái
explore nature \IkÆsplO…“r‘ "neItS´“r‘\ (phr): khám
5a phá thiên nhiên
guided tour \ÆgaIdId "tU´“r‘\ (phr): chuyến du lịch
Cleaning up the ocean (p. 58)
(có người hướng dẫn)
barrier \"bœri´“r‘\ (n): rào chắn local dishes \ÆlÚkl "dISIz\ (phr): món ăn địa phương
carbon footprint \ÆkA…bń "fUtprInt\ (n): lượng khí package holiday \"pœkIdZ ÆhÅl´deI\ (n): kì nghỉ
CO2 thải ra trọn gói
current \"kørńt\ (n): dòng hải lưu, dòng (nước) safari holiday \s´"fA…ri ÆhÅl´deI\ (phr): chuyến đi
ecosystem \"i…kÚÆsIst´m\ (n): hệ sinh thái thám hiểm động vật hoang dã
floating \"flÚtIN\ (adj): nổi (trên mặt nước) sight \saIt\ (n): cảnh đẹp, thắng cảnh
issue \"ISu…\ (n): vấn đề sunbathe \"sønbeID\ (v): tắm nắng
pipe \paIp\ (n): ống dẫn (khí, nước, dầu...)
raise \reIz\ (v): gây quỹ
waste \weIst\ (n): chất thải, rác thải
6a
Eco-destinations: Galápagos Islands (p. 66)
Environmental protection activities (p. 59)
equator \I"kweIt´“r‘\ (n): đường xích đạo
campfire \"kœmpfaI´“r‘\ (n): lửa trại incredible \In"kred´bl\ (adj): lạ thường
clean-up day \"kli…n øp ÆdeI\ (phr): ngày làm sạch, limit \"lImIt\ (n): giới hạn
dọn dẹp. permission \p´"mISń\ (n): sự cho phép
compost bin \"kÅmpÅst ÆbIn\ (n): thùng đựng rác remote \rI"mÚt\ (adj): xa xôi, hẻo lánh
hữu cơ (rác tươi, lá cây...)
119
Wordlist
Eco-tourism (p. 67)
7a
coral reef \ÆkÅr´l "ri…f\ (n): dải san hô ngầm
crop \krÅp\ (n): mùa vụ Apps of the future (p. 78)
flora \"flO…r´\ (n): hệ thực vật Augmented Reality \O…gÆmentId ri"œl´ti\ (n): công
rainforest \"reInfÅrIst\ (n): rừng mưa nhiệt đới nghệ thực tế ảo tăng cường
bite-sized \"baIt saIzd\ (adj): nhỏ
6c chunk \tSøNk\ (n): đoạn dữ liệu
capture \"kœptS´“r‘\ (v): thu hút
Phrasal verbs (p. 70) concentrate \"kÅnsńtreIt\ (v): tập trung
get away \Æget ´"weI\ (phr v): đi đâu đó interact \ÆInt´r"œkt\ (v): tương tác
get on \Æget "Ån\ (phr v): có mối quan hệ tốt pace \peIs\ (n): tốc độ, nhịp độ (học)
Technology in education (p. 79)

6d
communication \k´Æmju…nI"keISn\ (n): sự liên lạc
Ways to protect heritage (p. 71) research \rI"s‰…tS\, \"ri…s‰…tS\ (n): sự nghiên cứu, tìm kiếm
heritage \"herItIdZ\ (n): di sản
preserve \prI"z‰…v\ (v): bảo tồn 7c
reduce \rI"dju…s\ (v): làm giảm bớt
trail \treIl\ (n): đường mòn Phrasal verbs (p. 82)
keep on \Æki…p "Ån\ (phr v): tiếp tục làm
Culture Corner C (p. 73) keep up with \Æki…p "øp wID\ (phr v): theo kịp ai
hospitable \"hÅspIt´bl\ (adj): hiếu khách
impressive \Im"presIv\ (adj): ấn tượng 7d
insect repellent \"Insekt rI"pelńt\ (phr): kem, thuốc
chống côn trùng New ways to learn (p. 83)
sunblock \"sønblÅk\ (n): kem chống nắng audiobook \"O…diÚbUk\ (n): sách nói
take your breath away \ÆteIk j´ ÆbreT ´"weI\ (idm): instant \"Instńt\ (adj): ngay tức khắc, lập tức
đẹp tuyệt vời native \"neItIv\ (adj): bản xứ, bản ngữ
settings \"setINz\ (n): phần cài đặt
CLIL C Geography (p. 74)
at risk \´t "rIsk\ (prep phr): đang gặp nguy hiểm
flow \flÚ\ (v): chảy
Unit 8 – Technology and inventions
harm \hA…m\ (v): làm tổn hại Inventions that changed the world (p. 85)
ice cap \"aIs Ækœp\ (n): chỏm băng access \"œkses\ (v): truy cập
skating on thin ice \ÆskeItIN Ån ÆTIn "aIs\ (idm): CCTV Security Systems \si… si… ti… Ævi… sI"kjU´r´ti
hành động nhiều rủi ro dẫn đến thảm hoạ ÆsIst´mz\ (phr): hệ thống camera an ninh
entertain \Æent´"teIn\ (v): giải trí, tiêu khiển
Unit 7 – New ways to learn infection \In"fekSń\ (n): bệnh nhiễm trùng
penicillin \Æpen´"sIlIn\ (n): thuốc kháng sinh
Online education (p. 77) pênixilin
cloud library \"klaUd ÆlaIbr´ri\ (n): thư viện trực stethoscope \"steT´skÚp\ (n): ống nghe (để khám
tuyến bệnh)
distance learning \"dIstńs Æl‰…nIN\ (n): học từ xa treat \tri…t\ (v): điều trị, chữa trị
educational apps \ÆedZU"keISńl "œps\ (phr): ứng
dụng liên quan đến giáo dục 8a
online course \ÆÅnlaIn "kO…s\ (phr): khoá học trực
tuyến Pepper the emotional robot (p. 86)
online test \ÆÅnlaIn "test\ (phr): bài kiểm tra trực tuyến body language \"bÅdi ÆlœNgwIdZ\ (n): ngôn ngữ cơ
virtual education \Æv‰…tSu´l ÆedZU"keISń\ (phr): thể
học thực tế ảo
120
Wordlist
emotion \I"mÚSń\ (n): cảm xúc CLIL D (p. 94)
humanoid \"hju…mńOId\ (adj): (robot) hình người cell \sel\ (n): tế bào
inventor \In"vent´“r‘\ (n): nhà phát minh chromosome \"krÚm´sÚm\ (n): nhiễm sắc thể
navigate \"nœvIgeIt\ (v): điều khiển cloning \"klÚnIN\ (n): sinh sản vô tính
on sale \Ån "seIl\ (phr): được bán trên thị trường genetic \dZ´"netIk\ (adj): thuộc di truyền học
identical \aI"dentIkl\ (adj): giống hệt nhau
Technological inventions of the 21st century (p. 87)
identify \aI"dentIfaI\ (v): nhận biết
3D printing \ÆTri… di… "prIntIN\ (n): in 3D modify \"mÅdIfaI\ (v): biến đổi
digital assistant \ÆdIdZItl ´"sIstńt\ (phr): trợ lí ảo molecule \"mÅlIkju…l\ (n): phân tử (hoá học)
medical implant \ÆmedIkl "ImplA…nt\ (phr): organism \"O…gńIz´m\ (n): sinh vật
cấy ghép (trong y tế)
online streaming \ÆÅnlaIn "stri…mIN\ (phr): truyền phát
trực tuyến
prevent \prI"vent\ (v): ngăn chặn, ngăn ngừa
self-driving car \Æself draIvIN "kA…“r‘\ (phr): xe hơi
tự lái
social media \ÆsÚSl "mi…di´\ (n): mạng xã hội
8c
back up \Æbœk "øp\ (phr v): sao lưu, dự phòng
back off \Æbœk "Åf\ (phr v): lùi lại, rút lui
8d
The Internet (p. 91)
install \In"stO…l\ (v): cài đặt
scan \skœn\ (v): quét (virút)
sign in \ÆsaIn "In\ (phr v): đăng kí
store \stO…“r‘\ (v): lưu trữ
stream \stri…m\ (v): truyền phát (trên mạng Internet)
Culture Corner D (p. 93)

broadcast \"brO…dkA…st\ (v): phát (trên truyền hình)
interruption \ÆInt´"røpSn\ (n): sự gián đoạn
pandemic \pœn"demIk\ (n): dịch bệnh
spread \spred\ (n): sự lây lan
121
Pronunciation
Vowels ou \ø\ tough, touch, enough, couple, cousin,
a \O…\ ball, wall, call, tall, small, hall, warn, walk, trouble
also, chalk \O…\ court, bought, brought
\Å\ want, wash, watch, what, wasp \aU\ mouse, house, round, trout, shout, doubt
\´\ alarm, away, America oy \OI\ boy, joy, toy, annoy, employ
\A…\ arms, dark, bar, star, car, ask, last, fast,
glass, far, mask
Consonants
\e´\ care, rare, scare, dare, fare, share
\eI\ name, face, table, lake, take, day, age, b \b\ box, butter, baby, bell, bank, black
ache, late, snake, make c \k\ cat, coal, call, calm, cold
\œ\ apple, bag, hat, man, flat, lamp, fat, \s\ cell, city, pencil, circle
hand, black, cap, fan, cat, actor, factor, d \d\ down, duck, dim, double, dream, drive,
manner drink
e \e\ egg, end, hen, men, ten, bed, leg, tell, f \f\ fat, fan, first, food, lift, fifth
penny, pet, bell, pen, tent g \g\ grass, goat, go, gold, big, dog, glue, get,
\I\ eraser, English, escape give
i \I\ in, ill, ink, it, is, hill, city, sixty, fifty, lip, lift, \dZ\ gem, gin, giant
silly, chilly h \h\ heat, hit, hen, hand, perhaps
\‰…\ girl, sir, skirt, shirt, bird BUT hour, honest, dishonest, heir
\aI\ ice, kite, white, shine, bite, high, kind j \dZ\ jam, just, job, joke, jump
o \Å\ on, ox, hot, top, chop, clock, soft, often, k \k\ keep, king, kick
box, sock, wrong, fox l \l\ lift, let, look, lid, clever, please, plot,
\Ú\ home, hope, bone, joke, note, rope, black, blue, slim, silly
nose, tone, blow, know, no, cold m \m\ map, man, meat, move, mouse, market,
\aU\ owl, town, clown, how, brown, now, cow some, small, smell, smile
u \‰…\ turn, fur, urge, hurl, burn, burst n \n\ next, not, tenth, month, kind, snake, snip,
\ø\ up, uncle, ugly, much, such, run, jump, noon, run
duck, jungle, hut, mud, luck p \p\ pay, pea, pen, poor, pink, pencil, plane,
\U\ pull, push, full, cushion please
y \aI\ sky, fly, fry, try, shy, cry, by q \kw\ quack, quarter, queen, question, quiet
ai \eI\ pain, sail, tail, main, bait, fail, mail r \r\ rat, rich, roof, road, ready, cry, grass,
au \O…\ naughty, caught, taught bring, fry, carry, red, read
ea \i…\ eat, each, heat, leave, clean, seat, neat, s \s\ sit, set, seat, soup, snow, smell, glass,
tea dress, goose
\‰…\ earth, pearl, learn, search \z\ houses, cousin, husband
\e´\ pear, wear, bear t \t\ two, ten, tooth, team, turn, tent, tool, trip,
\I´\ ear, near, fear, hear, clear, year, dear train, tree
ee \i…\ keep, feed, free, tree, three, bee u \j\ unique, union
\I´\ cheer, deer v \v\ veal, vet, vacuum, vote, arrive, live, leave,
ei \eI\ eight, freight, weight, vein view
\aI\ height w \w\ water, war, wish, word, world
ie \aI\ die, tie, lie y \j\ youth, young, yes, yacht, year
oi \OI\ oil, boil, toil, soil, coin, choice, voice, join z \z\ zoo, zebra, buzz, crazy
oo \U\ book, look, foot sh \S\ shell, ship, shark, sheep, shrimp, shower
\u…\ room, spoon, too, tooth, food, moon, ch \tS\ cheese, chicken, cherry, chips, chocolate
boot ph \f\ photo, dolphin, phone, elephant
\ø\ blood, flood th \T\ thief, throne, three, bath, cloth, earth,
\O…\ floor, door tooth
\D\ the, this, father, mother, brother, feather
ng \N\ thing, king, song, sing
nk \Nk\ think, tank, bank
122
American English – British English Guide
American English British English American English British English
A O
airplane \"erpleIn\ aeroplane \"e´r´pleIn\ office (doctor’s/dentist’s) surgery \"s‰…dZ´ri\
anyplace/anywhere anywhere \"eniwe´“r‘\ \"A…f´s\
\"enipleIs\"eniwer\ one-way (ticket) \Æwøn "weI\ single (ticket) \"sINg´l\
apartment \´"pA…rtmńt\ flat \flœt\ overalls \"oUv´rA…lz\ dungarees \ÆdøNg´"ri…z\
B P
bathrobe \"bœTroUb\ dressing gown \"dresIN gaUn\ pants/trousers \pœnts\"traUz´rz\ trousers \"traUz´z\
bathtub \"bœTtøb\ bath \bA…T\ pantyhose/nylons \"pœntihoUz\ tights \taIts\
bill \bIl\ banknote \"bœNknÚt\ \"naIlA…nz\
billion (= a thousand million) \"bIljń\ billion \"bIljń\ = a million million parking lot \"pA…rkIN lA…t\ car park \"kA… pA…k\
busy (phone) \"bIzi\ engaged (phone) \In"geIdZd\ pavement \"peIvmńt\ road surface \"rÚd s‰…fIs\
C pedestrian crossing \p´Ædestriń zebra crossing
cab \kœb\ taxi \"tœksi\ "krA…sIN\ \Æzebr´ "krÅsIN\
call \kA…l\ ring up/phone \ÆrIN "øp\fÚn\ (potato) chips \“p´"teItoU‘ tSIps\ crisps \krIsps\
can \kœn\ tin \tIn\ public school \ÆpøblIk "sku…l\ state school \"steIt Æsku…l\
candy \"kœndi\ sweets \swi…ts\ purse \p‰…rs\ handbag \"hœndbœg\
check \tSek\ bill (restaurant) \bIl\ R
closet \"klA…z´t\ wardrobe \"wO…drÚb\ railroad \"reIlroUd\ railway \"reIlweI\
connect (telephone) \k´"nekt\ put through \ÆpUt "Tru…\ rest room \"rest rUm\ toilet/cloakroom
cookie \"kUki\ biscuit \"bIskIt\ S \"tOIl´t\"klÚkrUm\
corn \kO…rn\ sweetcorn/maize \"swi…tkO…n\meIz\ salesclerk/salesgirl \"seIlzkl‰…rk\ shop assistant
crosswalk/pedestrian crossing zebra crossing \Æzebr´ "krÅsIN\ \"seIlzg‰…rl\ \"SÅp ´ÆsIstńt\
\"krO…swO…k\p´Ædestriń "krÅ…sIN\ schedule \"skedZu…l\ timetable \"taImteIbl\
D sidewalk \"saIdwA…k\ pavement \"peIvmńt\
desk clerk \"desk kl‰…rk\ receptionist \rI"sepSńIst\ stand in line \Æstœnd In "laIn\ queue \kju…\
dessert \dI"z‰…rt\ pudding/dessert/sweet store/shop \stO…r\SA…p\ shop \SÅp\
\"pUdIN\dI"z‰…t\swi…t\ subway \"søbweI\ underground
downtown \ÆdaUn"taUn\ (city) centre \"sIti "sent´“r‘\ \"ønd´graUnd\
drapes \dreIps\ curtains \"k‰…tńz\ T
drugstore/pharmacy \"drøgstO…r\ chemist’s \"kemIsts\ truck \trøk\ lorry \"lÅri\
"fA…rm´si\ two weeks \Ætu… "wi…ks\ fortnight/two weeks
duplex \"du…pleks\ semi-detached \Æsemi dI"tœtSt\ \"fO…tnaIt\Ætu… "wi…ks\
E V
eggplant \"egplœnt\ aubergine \"Úb´Zi…n\ vacation \veI"keISń\ holiday(s) \"hÅl´deI“z‘\
elevator \"el´veIt´r\ lift \lIft\ vacuum (v) \"vœkju…m\ hoover \"hu…v´“r‘\
F vacuum cleaner \"vœkju…m kli…n´r\ hoover \"hu…v´“r‘\
fall \fA…l\ autumn \"O…t´m\ vest \vest\ waistcoat \"weIskÚt\
faucet \"fA…s´t\ tap \tœp\ W
first floor, second floor, etc. ground floor, first floor, etc with (milk/cream in coffee) white \waIt\
\Æf‰…rst "flO…r\, \Æsekńd "flO…r\ \ÆgraUnd "flO…“r‘\, \Æf‰…st "flO…“r‘\ \wIT,wID\
flashlight \"flœSlaIt\ torch \tO…tS\ without (milk/cream in coffee)/ black \blœk\
French fries \ÆfrentS "fraIz\ chips \tSIps\ black \wID"aUt\blœk\
front desk (hotel) \Æfrønt "desk\ reception \rI"sepSń\
Y
G yard \jA…rd\ garden \"gA…dń\
garbage/trash \"gA…rbIdZ\trœS\ rubbish \"røbIS\
garbage can \"gA…rbIdZ Ækœn\ dustbin/bin \"døstbIn\bIn\ Z
gas \gœs\ petrol \"petr´l\ z \zi…\ z \zed\
gas station \"gœs ÆsteISń\ petrol station/garage \"petr´l zero \"zIroU\ nought \nO…t\
ÆsteISń\"gœrIdZ\ zip code \"zIp koUd\ postcode \"pÚstkÚd\
grade \greId\ class/year \klA…s\jI´\ Grammar
I He just went out./ He has just gone out.
intermission \ÆInt´r"mISń\ interval \"Int´v´l\ He has just gone out.
intersection \ÆInt´r"sekSń\ crossroads \"krÅsrÚdz\ Hello, is this Steve? Hello, is that Steve?
Do you have a car? Have you got a car?
J
janitor \"dZœn´t´r\ caretaker/porter \"ke´ÆteIk´“r‘\"pO…t´“r‘\ Spelling
aluminum \´"lu…mIn´m\ aluminium \Æœl´"mIni´m\
K analyze \"œn´laIz\
kerosene \"ker´si…n\ paraffin \"pœr´fIn\ analyse \"œn´laIz\
center \"sent´r\ centre \"sent´“r‘\
L check (n) \tSek\ cheque \tSek\
lawyer/attorney \"lA…j´r\´"t‰…rni\ solicitor \s´"lIsIt´“r‘\ color \"køl´r\ colour \"køl´“r‘\
line \laIn\ queue \kju…\ honor \"A…n´r\ honour \"Ån´“r‘\
lost and found \ÆlA…st ń "faUnd\ lost property \ÆlÅst "prÅp´ti\ jewelry \"dZu…´lri\ jewellery \"dZu…´lri\
M practice (n, v) \"prœktIs\ practice (n) \"prœktIs\
mail \meIl\ post \pÚst\ practise (v) \"prœktIs\
make a reservation book \bUk\ program \"proUgrœm\ programme \"prÚgrœm\
\ÆmeIk ´ Ærez´r"veISń\ realize \"ri…´laIz\ realise \"rI´laIz\
motorcycle \"moUt´rsaIkl\ motorbike/motorcycle tire \taIr\ tyre \"taI´“r‘\
\"mÚt´baIk\"mÚt´saIkl\ traveler \"trœv´l´r\ traveller \"trœv´l´“r‘\
movie \"mu…vi\ film \fIlm\ Expressions with prepositions and particles
movie theater \"mu…vi ÆTi…´t´r\ cinema \"sIn´m´\
live on X street live in X street
N on a team in a team
newscaster \"nu…zkœst´r\ newsreader \"nju…zri…d´“r‘\ on the weekend at the weekend
Monday through/to Friday Monday to Friday
123
Irregular Verbs
Past Vietnamese Infinitive Past Vietnamese
Infinitive Past Past
Participle meanings Participle meanings
be \bi…\ was \wÅz\, were \w‰…“r‘\ been \bi…n\ thì, là, ở, bị, được learn \l‰…n\ learnt (learned) learnt (learned) học, được biết
bear \be´“r‘\ bore \bO…“r‘\ born(e) \bO…n\ mang, chịu đựng, \l‰…nt “l‰…nd‘\ \l‰…nt “l‰…nd‘\
sinh leave \li…v\ left \left\ left \left\ rời đi, để lại
beat \bi…t\ beat \bi…t\ beaten \"bi…tń\ đánh, đập lend \lend\ lent \lent\ lent \lent\ cho mượn, cho vay
become \bI"køm\ became \bI"keIm\ become \bI"køm\ trở nên let \let\ let \let\ let \let\ cho phép, để cho
begin \bI"gIn\ began \bI"gœn\ begun \bI"gøn\ bắt đầu lie \laI\ lay \leI\ lain \leIn\ nằm
bite \baIt\ bit \bIt\ bitten \"bItń\ cắn light \laIt\ lit \lIt\ lit \lIt\ thắp sáng
blow \blÚ\ blew \blu…\ blown \blÚn\ thổi lose \lu…z\ lost \lÅst\ lost \lÅst\ làm mất, mất
break \breIk\ broke \brÚk\ broken \"brÚkń\ đập vỡ, làm vỡ
bring \brIN\ brought \brO…t\ brought \brO…t\ mang, mang theo make \meIk\ made \meId\ made \meId\ chế tạo, sản xuất
build \bIld\ built \bIlt\ built \bIlt\ xây dựng mean \mi…n\ meant \ment\ meant \ment\ có nghĩa là
burn \b‰…n\ burnt (burned) burnt (burned) đốt, cháy meet \mi…t\ met \met\ met \met\ gặp mặt
\b‰…nt “b‰…nd‘\ \b‰…nt “b‰…nd‘\
burst \b‰…st\ burst \b‰…st\ burst \b‰…st\ nổ, vỡ tung pay \peI\ paid \peId\ paid \peId\ trả (tiền)
buy \baI\ bought \bO…t\ bought \bO…t\ mua put \pUt\ put \pUt\ put \pUt\ đặt, để
can \kœn\ could \kUd\ been able to có thể read \ri…d\ read \red\ read \red\ đọc
\bI…n "eIbl t´\ ride \raId\ rode \rÚd\ ridden \"rIdń\ lái xe, cưỡi
catch \kœtS\ caught \kO…t\ caught \kO…t\ bắt, chụp ring \rIN\ rang \rœN\ rung \røN\ rung chuông
choose \tSu…z\ chose \tSÚz\ chosen \"tSÚzń\ chọn, lựa rise \raIz\ rose \rÚz\ risen \"rIzń\ mọc, tăng lên
come \køm\ came \keIm\ come \køm\ đến, đi đến run \røn\ ran \rœn\ run \røn\ chạy
cost \kÅst\ cost \kÅst\ cost \kÅst\ có giá, tiêu tốn
cut \køt\ cut \køt\ cut \køt\ cắt, chặt say \seI\ said \sed\ said \sed\ nói
see \si…\ saw \sO…\ seen \si…n\ nhìn thấy
deal \di…l\ dealt \delt\ dealt \delt\ giao thương sell \sel\ sold \sÚld\ sold \sÚld\ bán
dig \dIg\ dug \døg\ dug \døg\ đào send \send\ sent \sent\ sent \sent\ gửi
do \du…\ did \dId\ done \døn\ làm set \set\ set \set\ set \set\ bố trí, đặt, để
draw \drO…\ drew \dru…\ drawn \drO…n\ vẽ sew \sÚ\ sewed \sÚd\ sewn \sÚn\ may vá
dream \dri…m\ dreamt (dreamed) dreamt (dreamed) mơ thấy shake \SeIk\ shook \SUk\ shaken \"SeIkń\ lay, lắc
\dremt “dri…md‘\ \dremt “dri…md‘\ shine \SaIn\ shone \SÅn\ shone \SÅn\ chiếu sáng
drink \drINk\ drank \drœNk\ drunk \drøNk\ uống shoot \Su…t\ shot \SÅt\ shot \SÅt\ bắn
drive \draIv\ drove \drÚv\ driven \"drIvń\ lái xe show \SÚ\ showed \SÚd\ shown \SÚn\ biểu lộ, chỉ ra, cho xem
shut \Søt\ shut \Søt\ shut \Søt\ đóng lại
eat \i…t\ ate \eIt\ eaten \"i…tń\ ăn sing \sIN\ sang \sœN\ sung \søN\ ca hát
sit \sIt\ sat \sœt\ sat \sœt\ ngồi
fall \fO…l\ fell \fel\ fallen \"fO…lń\ ngã, rơi sleep \sli…p\ slept \slept\ slept \slept\ ngủ
feed \fi…d\ fed \fed\ fed \fed\ cho ăn, smell \smel\ smelt (smelled) smelt (smelled) ngửi, có mùi
dùng (thức ăn) \smelt “smeld‘\ \smelt “smeld‘\
feel \fi…l\ felt \felt\ felt \felt\ cảm thấy speak \spi…k\ spoke \spÚk\ spoken nói
fight \faIt\ fought \fO…t\ fought \fO…t\ chiến đấu \"spÚkń\
find \faInd\ found \faUnd\ found \faUnd\ tìm thấy spell \spel\ spelt (spelled) spelt (spelled) đánh vần
fly \flaI\ flew \flu…\ flown \flÚn\ bay \spelt “speld‘\ \spelt “speld‘\
forbid \f´"bId\ forbade \f´"beId\ forbidden cấm đoán, cấm spend \spend\ spent \spent\ spent \spent\ tiêu xài, trải qua
\f´"bIdń\ stand \stœnd\ stood \stUd\ stood \stUd\ đứng
forget \f´"get\ forgot \f´"gÅt\ forgotten \f´"gÅtń\ quên steal \sti…l\ stole \stÚl\ stolen \"stÚlń\ đánh cắp
forgive \f´"gIv\ forgave \f´"geIv\ forgiven \f´"gIvń\ tha thứ stick \stIk\ stuck \støk\ stuck \støk\ ghim vào, đính
freeze \fri…z\ froze \frÚz\ frozen \"frÚzń\ (làm) đông lại sting \stIN\ stung \støN\ stung \støN\ châm, chích, đốt
swear \swe´\ swore \swO…“r‘\ sworn \swO…n\ tuyên thệ, thề
get \get\ got \gÅt\ got \gÅt\ có, được, nhận sweep \swi…p\ swept \swept\ swept \swept\ quét
give \gIv\ gave \geIv\ given \"gIvń\ đưa, cho swim \swIm\ swam \swœm\ swum \swøm\ bơi lội
go \gÚ\ went \went\ gone \gÅn\ đi
grow \grÚ\ grew \gru…\ grown \grÚn\ mọc, trồng take \teIk\ took \tUk\ taken \"teIkń\ cầm, lấy
teach \ti…tS\ taught \tO…t\ taught \tO…t\ dạy, giảng dạy
hang \hœN\ hung (hanged) hung (hanged) móc lên, treo lên tear \te´“r‘\ tore \tO…“r‘\ torn \tO…n\ xé, làm rách
\høN “hœNd‘\ \høN “hœNd‘\ tell \tel\ told \tÚld\ told \tÚld\ kể, bảo
have \hœv\ had \hœd\ had \hœd\ có think \TINk\ thought \TO…t\ thought \TO…t\ suy nghĩ
hear \hI´\ heard \h‰…d\ heard \h‰…d\ nghe throw \TrÚ\ threw \Tru…\ thrown \TrÚn\ ném, vứt
hide \haId\ hid \hId\ hidden \"hIdń\ giấu, trốn, nấp
hit \hIt\ hit \hIt\ hit \hIt\ đụng, đánh understand understood understood hiểu
hold \hÚld\ held \held\ held \held\ cầm, nắm, tổ chức \Æønd´"stœnd\ \Æønd´"stUd\ \Æønd´"stUd\
hurt \h‰…t\ hurt \h‰…t\ hurt \h‰…t\ làm đau
wake \weIk\ woke \wÚk\ woken \"wÚkń\ thức giấc
keep \ki…p\ kept \kept\ kept \kept\ giữ wear \we´“r‘\ wore \wO…“r‘\ worn \wO…n\ mặc
know \nÚ\ knew \nju…\ known \nÚn\ biết win \wIn\ won \wøn\ won \wøn\ thắng, chiến thắng
lay \leI\ laid \leId\ laid \leId\ đặt, để write \raIt\ wrote \rÚt\ written \"rItń\ viết
lead \li…d\ led \led\ led \led\ dẫn dắt, lãnh đạo
124
Audioscripts
Unit 1 I also work on my own projects at home. I try to build
Exercise 5 (p. 15) useful things, like machines that can help my parents
with the chores. I make a lot of mistakes, but I don’t
Dialogue A
get upset when something goes wrong – I think it’s
A: Gary! What is taking you so long? fun to fix the problems. It’s hard work and it takes a
B: Just give me a few more minutes. I nearly have it long time, but suddenly, the robot comes to life and
how I like it. it’s all worth it!
A: Well, make sure you give me back my hairdryer I plan to turn my hobby into a full-time job. I want to
when you are finished. go to university and study robotics, and then who
Dialogue B knows? Maybe one day I can build a robot for NASA
to send to another planet, or a robot doctor to work
A: Is John back from football practice, Dad?
in a hospital and save lives!
B: Yes, he’s in his room.
A: Is he taking a nap?
Exercise 3 (p. 20)
B: No, he’s watching the news.
Nancy: Hey, Mark! That was fun! Do you want to play
Dialogue C
basketball again on Saturday?
A: What would you like on your toast? Mark: Sorry Nancy! But on Saturdays, I usually go
B: Umm ... jam, please. shopping with my mum.
A: OK. I made some tea, too. Nancy: Do you go to the mall?
B: Great! I can’t start the day without a cup of tea. Mark: No way! I help her do the shopping at the
Dialogue D supermarket. My sister always goes to the mall, but I
hate shopping for clothes!
A: Hurry up! Your guitar lesson is in ten minutes.
Nancy: Me too. I hate all kinds of shopping! I never
B: Just a minute Mum, I need to finish my soup first.
even go to the supermarket. But I still help my
A: OK, finish your meal and then go get your guitar.
parents at the weekends. I do the laundry and
Dialogue E vacuum the rugs. I never do the washing-up,
A: Ah, I’m going to be late for work again! though – I always break things! So how about
B: Well, the timetable says 9:30. Sunday? Are you free then?
A: I know! Oh, wait! Here it comes! Mark: Well, in summer I usually go on a picnic with
my family on Sundays, but my parents have got
Dialogue F
tickets to visit a museum, so I guess I’m free!
A: Hey Sarah! That sounds great. What is it? Nancy: Great! Let’s meet at 10 o’clock.
B: Thanks. It’s a Taylor Swift song. It took me days Mark: Hang on, sorry, I always chat to my cousin
to learn it. online on Sunday mornings. He lives in Australia, so
A: Well, keep practicing. I’ll bring you some breakfast. it’s 7:00 in the evening when it’s 10 o’clock here!
Let’s meet at 11:30 instead.
1c Nancy: OK. See you at the basketball court on
Exercise 2 (p. 20) Sunday!
Hi, I’m Stephen Sanders and I’m 15 years old. I go to
school, do my homework and hang out with my Unit 2
friends during the week. But on Saturdays, I’m in my Exercise 4 (p. 23)
parents’ garage building robots! Speaker A
I learn how to design, build and programme robots I really enjoyed that. The musicians were so talented!
from online videos, and I’m also in a local robotics There were so many of them — almost fifty, I think.
club. We take part in competitions together and My favourite instrument was the violin, or maybe the
sometimes we win prizes. Our next competition is on trumpet. It was my first time at the concert hall — I’d
the 8th of May. We’ve got a design for a robot guard love to go again.
dog and I think we can win!
A1
Audioscripts
Speaker B 2 Woman 1: So, Angela, did you have a nice time
This is my favourite place to go on a rainy day. I’ve at Mia’s birthday party?
been coming here since I was little and I always find Woman 2: Oh yes. It was great. The decorations
something new to look at! It’s free to enter. You get were great.
the chance to learn about the past and there’s a Woman 1: Did Sally make the cake?
great gift shop, too. I buy most of my presents there. Woman 2: No. They ordered it at baker’s. It was
delicious.
Speaker C Woman 1: They held it at home, right?
Well, that was exciting! I didn’t think they would win Woman 2: They wanted to. Actually, they were
— they lost most of their games last year. But I guess planning to hold it in the garden but the weather
the new manager really changed the team. They wasn’t that good, so they decided to have it at
started scoring points at about halfway through, and Mark’s restaurant.
then they just didn’t stop! It didn’t look easy, either; Woman 1: At Mark’s restaurant?
the other side tried really hard to stop them. Woman 2: Yes, but then, they changed their mind
and held it at the local cinema.
Woman 1: Really?
2c Woman 2: Yes. We watched Mia’s favourite film
Exercise 2 (p. 28) and then we had a small party at the cinema café.
It was really nice.
Girl: So, what did you think of that?
Boy: I think it’s the best thing I’ve seen since that
3 Woman: That was a great performance, Jamie!
opera we went to last year!
Man: It was. I really liked it. All the actors were
Girl: I agree! The acting was just amazing. The man
amazing. And the plot was unexpected. We were
playing the villain was my favourite.
lucky to get tickets.
Boy: Definitely! I thought the music was really good
Woman: Did your parents book the tickets?
tonight. The songs went really well with the story. I
Man: Actually not. I asked my brother to help me.
don’t usually like musicals but this was great.
Woman: Really?
Girl: That’s true! The music was great. But the story
Man: Yes. His wife is a director, so she booked
was better, in my opinion. It was so powerful how the
them for us.
main character changed over time!
Woman: How nice!
Boy: I agree! I thought she was amazing although she
was very young. All the actors were good, but her
character was the hardest one to play, I think. Only a
Progress Check A
really good actor can perform the way she did! Exercise 6 (p. 34)
Girl: I haven’t been to the art museum in ages. I love
Exercise 5 (p. 28) the big sculptures they have outside! Have you been
1 Man 1: Congratulations to your son, Bill. recently?
Man 2: Thank you Larry. I’m really proud of my Boy: Yeah, I went at the weekend! I saw their new
son. exhibition — it was great.
Man 1: I bet you are. How did you celebrate it? Girl: Oh really? Nice! It’s a painting exhibition, isn’t
Man 2: We all had lunch together then Ben went it?
back home with Peter to put up the decorations Boy: Actually, it’s photography!
for the party. Girl: Oh, I was thinking of a different exhibition, then.
Man 1: Did you have a nice time? So, what were the photos of?
Man 2: We were having a great time when the Boy: Well, the photographer took lots of pictures of
lights went out. We didn’t know what was young people who live in our city in different
happening but then Peter turned on the lights situations.
and he brought a big cake. Girl: That sounds cool! Did you recognise anyone in
Man 1: Awesome! the photographs?
A2
Audioscripts
Boy: Yeah, I did. There was a picture of my cousin at It helped victims of an earthquake get access to
university! food, shelter and medical supplies. In 1965, the
Girl: Cool! So, would you say the exhibition was Oxford Committee changed its name to Oxfam and
about student life? continued its good work.
Boy: Not exactly. There were pictures of young people In 1995, 19 Oxfam groups around the world created
doing hobbies and other things, too. I’d say it was Oxfam International. The organisation now has projects
about young people in general, and what our lives are in over 90 countries. Oxfam understands that, while
like. it is necessary to give people food and medical
Girl: Sounds like a cool exhibition! I want to go and supplies in an emergency, this isn’t the solution to
see it; maybe it’ll give me some ideas for my art poverty. Oxfam believes in finding what is keeping
project! Do you want to come too? people poor and helping them get out of poverty.
Boy: I’d love to! There are so many photographs; I’m They teach people better ways to grow crops, build
sure I missed a few. How about on Saturday afternoon? wells so that they have clean water, and help them
Girl: Great, let’s do it! start businesses that can bring money to their
families and their communities.
Unit 3
Exercise 4 (p. 35) Exercise 4 (p. 40)
Hi! My name’s Tom and I live with my dog, Baxter – Hey, Tim, it’s Jeffrey. I’m calling about the Neighbours
he’s my best friend! I look after him really well. I take Unite! event I joined last Saturday the 16th. The event
him for walks, give him a bath once a week, and started at 9 o’clock in the morning and went on until
always buy him the best dog treats. Last year, every 5 o’clock in the afternoon. Students from the local
time I bought a pack of dog treats for Baxter, I got an school helped pick up the rubbish from the streets.
extra one. When I had a box full of packs of treats, I There were also several groups of people going
took them to the animal shelter. around the neighbourhood to help people with
practical tasks: repairing fences, painting walls, that
Hello! I’m Kelly. I used to love shopping and I’ve got sort of thing. Lucy Jones was in charge of that. You
lots of garments. Last month, I decided to give some know, she’s really good at DIY. By the way, do you
of them away. I sorted through my wardrobe and I want to join me and my family at Fairway Park this
found several pairs of trousers, some T-shirts and weekend? We’re planting a community garden. Some
jumpers, and even a few pairs of shoes that I didn’t people have donated lots of small trees and plants, so
wear. All in all, I gave four bags of clothes to a local we’ll be busy all day! Let me know if you’re coming
charity that helps refugees. with us.
I’m Jack and I’m a student at Hawthorn Academy. Bye!
Last weekend, we had a school fair to support the
World Wildlife Fund and I organised a marathon. Unit 4
There were over 650 people joining the marathon. Exercise 4 (p. 43)
Local people and businesses donated all the prizes. Hi, I’m Mark and I work for an airline company. I fly
The first prize was a beautiful painting of a tiger in passengers from one country to another. I am
the rainforest by a local artist. responsible for the safety of the crew and passengers
on board. I fly 80 hours per month and I sometimes
3c have to stay overnight in a distant country.
Exercise 2 (p. 40)
I’m Stacey and I work from home. I don’t need to go into
In 1942, a group called the Oxford Committee for the office because I can write computer programmes
Famine Relief was formed in the city of Oxford in the from anywhere as long as I’ve got my laptop. If I need to
UK. Their aim was to encourage the countries fighting speak to my colleagues, I’ll video call them on my
in the Second World War to deliver food supplies to smartphone.
the starving people in Greece.
After the war, the organisation started helping people all My name’s Helen and I work at the hospital in the
around the world. In 1951, the organisation responded centre of town. My job is difficult because I work shifts
to its first natural disaster, again in Greece. and I sometimes work at night, but I love it. I really
enjoy helping people, whether that’s giving patients
A3
Audioscripts
their medicine, bringing them their food, or just chatting Progress Check B
to them. Exercise 6 (p. 54)
Kelly: Hi, Jane. Do you want to come and help me
4c raise money for Barnado’s?
Exercises 1 & 2 (p. 48) Jane: Barnando’s? What’s that?
0 I’ve been in Italy for six months. I moved here last Kelly: It’s a charity that does some amazing things to
summer after I got a job with a famous company. help children and young people.
It was the big break I needed! Jane: Cool! Really?
1 I have loved drawing since I was a child, but I Kelly: Yes. It’s called Barnando’s because a man
only really got interested in graphic design just called Thomas John Barnando founded it. He was
before finishing high school. from Ireland and he came to London to train as a
2 My job is great because I can try new ideas and doctor. When he saw homeless and sick children in
help our customers get noticed. London, he decided to do something to help. It’s a
3 No, it’s not! It is a challenging job. We sometimes very old charity.
work long hours and we need to come up with Jane: When did it start?
new fresh ideas. This is difficult but challenging. Kelly: In 1867 and it still helps children to this day!
4 Well, one day I want to start my own company. I Jane: Wow! That is old! So, what sort of things do
hope I will be able to do it. they do today?
Kelly: The charity supports teens, protects young
Exercise 4 (p. 48) children and helps provide education.
Boy: Hey! What are you doing here? Jane: That’s fantastic. It sounds like they really make
Girl: I’m waiting for my mum. We’re going to a café a difference.
after she finishes work! Kelly: You bet! In 2018–2019 they helped 300,000
Boy: That’s nice! What does she do? Is she a bus kids!
driver? Jane: Incredible! Actually, I think I saw a shop in the
Girl: No, she’s graphic designer. She’s very creative. high street called Barnando’s.
My dad’s a bus driver. How about your mother? Does Kelly: That’s right! Barnando’s is an NGO, so they
she work? have to raise money themselves. They do this with
Boy: Yes, she does. My mum is a teacher. She’s very charity shops, events and donations. So, what do
patient. She really enjoys her job. you say? Do you want to come to the charity event
Girl: I think it’s good that women work. tomorrow?
Boy: That’s true. Everyone should be able to have an Jane: Absolutely! I’d love to help!
interesting career.
Girl: Certainly, but what about taking care of the
house and the children at the same time? Isn’t it
tiring?
Boy: Well, it is, but I think that if everyone in the
family helps, then it’s possible for a woman to have a
career as well.
Girl: That’s true.
A4
Audioscripts
Review (Units 1–4) Host: What do you mean?
Exercise 4 (p. 56) Ruby: The number of bees is falling all over the world,
and the number of species is decreasing, all because
Hi Rebecca, it’s mum. I’m going to be late tonight, so
of climate change.
there’re a few things I need you and your brother to
Host: So what are you girls doing about it?
do. The laundry is clean, so you have to do the
Jessie: Well, our first project was small. We just
ironing and put the clothes away. While you’re doing
wanted to help our local bee population out, so we
that, can you ask Philip to tidy his room and put his
asked permission from our head teacher to plant a
toys away? I’ve already cooked dinner, we’re having
Bee Garden at school.
chicken and there’s a cake in the fridge for dessert.
Ruby: The Bee Garden was very successful, so we
Your dad should be home at about 5:30 and I’ll be
decided to create one in our local park.
back at around half an hour later. If you need to call
Jessie: After that, we helped other schools to build
me, I’ll be in the office. If you don’t remember the
their own Bee Gardens. That’s when we decided to
number, it’s 020 568321. That’s 020568321. See you
set up the Bee Garden Club.
later dear.
Host: So, what are you doing now?
Ruby: We’re supporting climate change action. We’ve
Unit 5 both started living sustainably, and we encourage
Exercise 4 (p. 57) other people to do the same through our website and
Rob: Hey Sam, how’s things? You look like you need social media.
a hot drink! Host: That’s great!
Sam: Hey guys. It’s raining cats and dogs out today!
If it keeps raining like this, we’ll all be underwater Exercise 4 (p. 62)
soon! 1 Boy: Hi, Kate! What are you doing here?
Susan: That’s no joke, Sam; climate change is already Kate: I’m looking for some nice cards for my
a serious problem. sister’s engagement party, but I want ones from
Sam: If the world gets hotter, won’t it rain less? recycled card.
Susan: It’s really complicated, but basically, all of the Boy: Why not send electronic ones? I can help
weather might change. you create them online for free.
Rob: So, we won’t just get very warm summers, right?
2 Boy: Excuse me, Mrs Mason. Can I have permission
Susan: Maybe we’ll get warmer weather, but we’ll
to hold a fundraising event? I want to collect money
also get more rain. We might even get tornadoes.
to help local wildlife.
Helen: Oh, no! That sounds awful! If weather patterns
Female teacher: That’s a nice idea, but how
change, animals and plants will suffer as well as people.
about planting trees for animals to live in?
Sam: What can we do to stop it, then?
Boy: How about a wildlife garden?
Rob: If we all walk instead of taking the car, we’ll cut
Female teacher: That’s a brilliant idea. Go ahead.
down on air pollution.
Sam: And if there’s not that much less pollution, we 3 Boy: Are you taking those glass jars to the
can help the environment stop climate change. recycling centre, Emma?
Susan: Exactly! Girl: Oh, no – these aren’t for recycling.
Boy: Well, you shouldn’t throw them away. Glass
5c takes a million years to break down in landfill!
Girl: I know that, Kyle. That’s why my family
Exercise 2 (p. 62)
reuses glass. I’m taking these to my aunt, so she
Host: … and now we’re talking to two friends, Ruby can fill them with honey from her beehives.
and Jessie, who started a huge environmental
movement. So, girls, how did all this begin? 4 Mum: Are you going to donate your clothes to
Ruby: It all came about because of our geography charity?
teacher, Mr Campbell. He showed us a documentary Girl: Not exactly, Mum.
in class about how important bees are. Mum: Well, they’re too small for your sister.
Jessie: But Mr Campbell told us that bees are in
danger themselves – and the reason is us.
A5
Audioscripts
Girl: I know. My friends and I are having a clothes- Exercise 4 (p. 70)
swap party. We can all get new outfits for free Girl: How was your holiday in Vietnam, guys?
without harming the environment! Boy 1: Brilliant! It’s the most beautiful country I’ve
ever visited.
Unit 6 Girl: Where did you go first? Did you fly to Hanoi?
Exercise 4 (p. 65) Boy 2: No, our flight landed in Ho Chi Minh City. We
1 I’m Laura and I love holidays! When my parents visited some local sights and museums. After a few
booked a small house on an island in the days, we caught a bus to Cát Tiên National Park.
Mediterranean Sea, I didn’t think I would enjoy it Boy 1: On the way, we stopped at Trị An. It’s a huge
at all. But it was great. We spent all our days on lake on the Đồng Nai River and it was very peaceful.
the beach enjoying the sun and the sea. Boy 2: After that, we went to the Centre for Rescue
2 I’m Andy. Last month, I visited South Africa with and Conservation of Species. We volunteered there
my parents. We spent five days on a guided tour for a month, helping to conserve endangered species.
of Kruger Park. We stayed at different camps It was an amazing experience!
around the park, and I loved exploring nature with Girl: I’m sure it was. What was the best part?
our guide. Boy 1: Meeting Hiên.
3 I’m Ben. Last year, my parents and I booked one Girl: Who’s Hiên?
with the flights, accommodation and food included Boy 1: He’s a langur, a type of monkey, and he was at
in the price. We hardly left the hotel at all! The rest the shelter with an injured leg. He got better while we
of the time, we just relaxed in the sun and went were there, and the vet let us release him back into
swimming. the rainforest.
Girl: What about you, Jamie?
Boy 2: I enjoyed visiting a traditional village in the park
6c
and learning about Vietnamese culture.
Exercises 1 & 2 (p. 70) Girl: Did you learn Vietnamese?
Interviewer: So Hollie, how long were you in Croatia? Boy 2: Not much, but we know more than we did
Hollie: A few months. I spent two months in the before!
capital city, Zagreb, and then I bought a bike and
spent four months exploring the country. Progress Check C
Interviewer: Fantastic! Where was the first place
Exercise 6 (p. 76)
you went?
Hollie: Plitvice Lakes National Park, one of the most Andy: Hi Laura! How was your holiday?
popular destinations in Croatia. Laura: It was amazing, thanks Andy. What an adventure!
Interviewer: You’re right there! There are sixteen Andy: You went to Madagascar, right? Did you see
lakes in the park. It’s a beautiful place. Where did you lots of wildlife there?
go after Plitvice? Laura: Of course. In fact, I went there to help the
Hollie: I cycled west across the country to the Velebit wildlife.
Mountains. I spent several days hiking through the Andy: What do you mean?
forest. Then, I visited Galešnjak Island. It’s an island in Laura: It was an eco-holiday. I was there to help clean
the shape of a heart. up the environment and protect the wildlife.
Interviewer: Of course. Where did you go then? Andy: That’s sounds interesting!
Hollie: Krka National Park. There was a lot to see, Laura: It was incredible. Sadly, we have a lot of
including some amazing waterfalls. Then, I headed to environmental problems on our planet today and in
Imotski. There are tall cliffs there and beautiful lakes. Madagascar, they have problems too. The main problem
Interviewer: Was that the end of your trip? is that their forests are becoming smaller, so animals are
Hollie: No. I went to Biševo Island. I really wanted to losing their homes. Plastic pollution is another problem,
see Blue Cave. and some species are in danger for other reasons too.
Interviewer: And is it really blue? Andy: What did you do to help?
Hollie: Yes, it is! It was peaceful and quiet in there. It Laura: Well, I picked up rubbish on the beaches and I
was the best way to end my adventure. planted trees. I also helped to protect the nesting
A6
Audioscripts
grounds of the turtles. That was definitely my Chris: Aren’t you worried about the quality of the
favourite task. courses, though?
Andy: Wow! Was it expensive? Beth: I think the key is to do your research. People
Laura: Well, it wasn’t cheap because it is far away, who create courses usually tell you what qualifications
but I don’t think it cost much more than a luxury or experience they have.
holiday. The difference is that the money helps the Chris: I see. Do you think the variety is the reason
local people, so it’s well worth it. online education is so popular?
Beth: Maybe, but mostly I think it’s because online
Unit 7 education is flexible. With a mobile device and Wi-Fi,
Exercise 4 (p. 77) online courses can be accessed anytime, anywhere.
Chris: Well, thank you for your time, Beth.
1 I finished school three years ago, but I haven’t
Beth: Thanks for inviting me.
stopped learning! I studied ancient Greek history
last year, and this year, I’m studying Physics. The
Exercise 4 (p. 82)
great thing is that my lessons take place over the
Internet, so I can go to work in the day and learn Secretary: Good morning. How can I help you?
in the evenings. It’s not like school, but it isn’t Laura: Hello. I’d like to apply for an online course,
easy. We have homework, and at the end of each please.
unit, there’s a test! Secretary: No problem. I’ll just need a few details to
2 My teacher loves technology. Lately, she’s even complete the application form. First, what’s your name
using it to send us quizzes after each lesson! It’s and surname?
actually a good way to see how much we remember Laura: It’s Laura Denton. That’s D-E-N-T-O-N.
from the class, and if we understand all the Secretary: Great. What’s your date of birth, Laura?
information. What I really like is that I get my score Laura: The 23rd of April 2003.
back straight away, so I can see which questions I Secretary: Thank you. Where are you from?
got wrong and learn the right answers before the Laura: The UK, but I live here in the USA now.
next lesson. Secretary: Can you tell me your home address and
3 These days, teenagers like me, and even young phone number?
children, spend a lot of time on computers, tablets Laura: Yes. I live at Apartment 17, 254 Green Walk,
or smartphones. Because of this, I think we Chicago and my number is 569-693-7454.
understand information in a different way from our Secretary: 569-693-7454. Have you got an email
parents or grandparents. I find it difficult to learn address?
from books, but learning through my smartphone Laura: Yes. It’s laura 2003 at mailserver dot com.
is great! Mobile games make information easy to Secretary: Right. And which online course are you
understand, and they make learning fun! applying for?
Laura: Nutrition and Health, please.
Secretary: OK. That’s a two-year course. Do you know
7c
the requirements?
Exercise 2 (p. 82) Laura: Yes. I’m studying Biology, Chemistry and Maths.
Chris: So, Beth you’re responsible for online courses Secretary: Great! You also need an SAT score of
at a British university, right? over 950.
Beth: That’s correct. We even teach parts of some of Laura: That’s OK – I got 1350.
our programmes over the Internet these days. Secretary: Well done! Well, then, you’re all set, Laura.
Chris: It’s a popular way to learn, then! It’s not just
universities that have online teaching programmes, Unit 8
though. In fact, anyone can create an online course
Exercise 4 (p. 85)
these days.
Beth: University learning definitely has its place in the Good morning. My name is Robert Fowler. Technology
modern world. However, there are many people who has developed very quickly in recent history, hasn’t it?
are experts at something, and now they’re sharing 100 years ago, people didn’t have televisions in their
their expertise online. homes, shops didn’t have CCTV security systems,
and hardly anyone travelled by plane. But what are the
A7
Audioscripts
most important inventions? In my opinion, they are download books onto.
penicillin and the World Wide Web. Jessica: Hmm, I think he’ll like that. What’s his
Penicillin was discovered by Alexander Fleming in brother getting him?
1928. Before then, infections couldn’t be treated Craig: Richard’s buying him a camera.
properly. No one knows how many lives have been Jessica: I just use my smartphone to take pictures.
saved by penicillin, but experts guess it’s about 200 Craig: I know you can use your smartphone for
million! everything, playing games, listening to music, taking
The World Wide Web was invented in 1989. It’s pictures, but George wants a better camera than you
important because it allows everyone to use the get on your phone.
Internet. Just think about it – without the World Wide Jessica: And what about you? What are you getting
Web, we couldn’t send emails, read blogs, watch him?
vlogs or use social media. Craig: I’ve got him a smartwatch. I think it’s so cool
There are lots of great inventions in our modern having a computer on your wrist.
world and more are appearing all the time. To me, the Jessica: Wow! That’s really generous of you, Craig.
most important are penicillin and the World Wide So, what can I get him?
Web. Do you agree? Craig: I don’t know Jessica. You could just get him a
Thanks for listening. Are there any questions? new video game. He loves playing video games.
Jessica: Good idea.
8c
Exercise 2 (p. 90) Progress Check D
Katie: Hi, Jamie! I found your vlog online last night – Exercise 7 (p. 96)
I love it! Why didn’t you say anything? The Young Inventor of the year competition is now
Jamie: Well, I didn’t want my friends to watch it. I taking entries. Are you good at making things? Enter
want to know all my likes and shares are real. I know this competition! It is open to any child between the
my friends support me, so they’ll follow me even if ages of 7 and 14. The design must be original. There
they don’t like my content. are a few rules to keep in mind when creating your
Katie: I see. Is it expensive to make a vlog? Your videos invention. You can ask for some help from teachers or
look professional. How did you afford all the equipment? parents, but the invention must perform a practical
Jamie: Well, actually, I’m using my parents’ video function and solve a problem. The aim of your
camera at the moment. My uncle gave me an old invention must be to make life easier. Remember to
microphone, and I edited my videos using some cheap make a clear diagram of the invention. You will need
software I bought online. That’s the part that takes the to send this in with your signed form, a photograph
longest. Playing my guitar and singing is the easy part. and a log book describing each stage of your
Katie: Do you ever get any negative comments? invention. There are two categories, according to age.
Jamie: Yeah, sometimes. I know not everyone will For the first category, the age group 7-11, there are
like my music, and that’s fine. It’s just annoying when two prizes of £1,000 and in the second category, for
people make hurtful comments about my clothes or ages 12-14, there is one prize of £1,500. The closing
hair. What’s the point? date for competition entries is March 15th next year.
Katie: You don’t need to worry about comments like Every student who enters this competition receives a
that. Your vlog is fantastic! I’ve already shared it on personalised certificate of technical awareness and a
both my social media accounts and my friends from home inventors’ book. Start designing today!!!
school love it.
Jamie: Really? Thanks, Katie!
Exercise 4 (p. 90)

Craig: Hi, Jessica. Have you thought of a present for
George’s birthday yet?
Jessica: No, I haven’t decided what to get him.
Craig: Well, I know he would like an e-reader but his
mum has already bought him a tablet that he can
A8
Audioscripts
Exercise 3 (p. 98)
Josh: Hi, Sandra. Have you decided where you’re
going on holiday yet?
Sandra: Well, I went sightseeing in Rome last year
and I wanted to do something different this
summer, so I’m going to the Galápagos
Islands. I’ve booked my tickets as only a
certain number of people are allowed to
visit. I want to see all the animals that live
there. The Galápagos Islands are a great
eco-destination. What about you, Josh?
Josh: My parents and I are going to Africa! We’ll
have a unique opportunity to explore nature
and see wild animals up close.
Sandra: Wow, that sounds like fun. Is your sister
going too?
Josh: Abigail, no, she’s going to the seaside with
her friends. Abigail loves relaxing by the sea
and sunbathing.
Sandra: What about your grandparents?
Josh: They are going to Spain. Accommodation,
food and flights are included in the price
plus tours. They’ll visit local sights, learn
about the culture and try local dishes. I’m
sure they’ll bring us souvenirs from Spain.
Sandra: Well, it sounds like you’ll all have a great
time even if you aren’t together.
A9
Evaluations
Formative Evaluation Chart
Name of game/activity: ....................................................................................................................................
Aim of game/activity: .......................................................................................................................................
Unit: ................................................................................. Course: ...............................................................
Students’ names: Mark and comments

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E1 © Express Publishing PHOTOCOPIABLE

Cumulative Evaluation
Student’s Self Assessment Forms
CODE
**** Excellent *** Very Good ** OK * Not Very Good
Student’s Self Assessment Form Unit 1
Go through Unit 1 and find examples of the following. Use the code to evaluate yourself.
• talk about daily routines
_______________________________________________________________________
• listen for specific information
_______________________________________________________________________
• listen and read for gist
_______________________________________________________________________
• read for detail and specific information
_______________________________________________________________________
• talk about household chores
_______________________________________________________________________
• listen for key information
_______________________________________________________________________
• listen for detail
_______________________________________________________________________
_______________________________________________________________________
• learn phrasal verbs with look
_______________________________________________________________________
• talk about free-time activities
_______________________________________________________________________
• role-play a dialogue inviting and suggesting
_______________________________________________________________________
• pronounce \aI\ - \eI\; \g\ - \dZ\
_______________________________________________________________________
• read for cohesion and coherence
_______________________________________________________________________
Go through the corrected writing tasks. Use the code to evaluate yourself.
• write a weekly list of household chores

_______________________________________________________________________
• write a short note to a family member
_______________________________________________________________________
• write an informal email to a friend
_______________________________________________________________________
© Express Publishing PHOTOCOPIABLE E2

CODE
• talk about entertaining activities
_______________________________________________________________________
_______________________________________________________________________
• read for gist
_______________________________________________________________________
• listen and read for cohesion and coherence
_______________________________________________________________________
• read for specific information
_______________________________________________________________________
• talk about types of performances
_______________________________________________________________________
_______________________________________________________________________
• learn phrasal verbs with put
_______________________________________________________________________
• talk about types of music
_______________________________________________________________________
• role-play a dialogue narrating an experience
_______________________________________________________________________
• pronounce \s\ - \z\; interjections
_______________________________________________________________________
_______________________________________________________________________
• write an email to an English friend

_______________________________________________________________________
• write a short paragraph about a bad experience
_______________________________________________________________________
• write a narrative letter to a friend
_______________________________________________________________________

CODE
• talk about community service activities
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
• read for detail
_______________________________________________________________________
• talk about charity organisations
_______________________________________________________________________
• present an organisation
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
• learn phrasal verbs with give
_______________________________________________________________________
• talk about volunteer activities
_______________________________________________________________________
• role-play a dialogue expressing concerns and making suggestions
_______________________________________________________________________
• pronounce \e\ - \œ\; disappearing consonants (\t\ - \d\)
_______________________________________________________________________
_______________________________________________________________________
• prepare a poster advertising an organisation

_______________________________________________________________________
• write a letter inviting a friend to an event
_______________________________________________________________________

CODE
• talk about famous women & jobs
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
• read for detail
_______________________________________________________________________
_______________________________________________________________________
• talk about job descriptions
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
• learn phrasal verbs with fit
_______________________________________________________________________
• talk about job qualities
_______________________________________________________________________
• role-play a dialogue expressing opinions
_______________________________________________________________________
• pronounce \‰…\ - \´\; intonation in Yes-No questions and Wh-questions
_______________________________________________________________________
_______________________________________________________________________
• write a short paragraph describing a dream job

_______________________________________________________________________
• write an opinion paragraph
_______________________________________________________________________

CODE
• talk about environmental problems
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
• read for detail
_______________________________________________________________________
_______________________________________________________________________
• talk about environmental protection activities
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
• learn phrasal verbs with turn
_______________________________________________________________________
• talk about eco-friendly activities
_______________________________________________________________________
• role-play a dialogue making suggestions
_______________________________________________________________________
• pronounce \I\ - \i…\ word stress in verbs
_______________________________________________________________________
• read for gist and specific information
_______________________________________________________________________
• prepare a poster illustrating environmental problems and possible solutions

_______________________________________________________________________
• write a paragraph making suggestions
_______________________________________________________________________

CODE
• talk about holiday activities
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
• talk about eco-tourism
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
• learn phrasal verbs with get
_______________________________________________________________________
• talk about ways to protect heritage
_______________________________________________________________________
• role-pay a dialogue asking and giving advice
_______________________________________________________________________
• pronounce \f\ - \v\; digraphs
_______________________________________________________________________
• read for gist and specific information
_______________________________________________________________________
• write a short summary of the text

_______________________________________________________________________
• write an email describing a holiday
_______________________________________________________________________

CODE
• talk about online education
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
• read for detail
_______________________________________________________________________
• read for gist
_______________________________________________________________________
• talk about technology in education
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
• learn phrasal verbs with keep
_______________________________________________________________________
• talk about new ways to learn a foreign language
_______________________________________________________________________
• role-play a dialogue making suggestions
_______________________________________________________________________
• pronounce blended consonants; word stress in nouns, adjectives and adverbs
_______________________________________________________________________
_______________________________________________________________________
• write a short paragraph about how technology has improved education

_______________________________________________________________________
• write an email giving advice
_______________________________________________________________________

CODE
• talk about inventions that changed the world
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
• talk about technological inventions of the 21st century
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
• learn phrasal verbs with back
_______________________________________________________________________
• talk about the Internet
_______________________________________________________________________
• role-play a dialogue talking about the Internet
_______________________________________________________________________
• pronounce \e´\ - \Ú\; stress in compound nouns
_______________________________________________________________________
_______________________________________________________________________
• write a short summary of the text

_______________________________________________________________________
• write an opinion paragraph
_______________________________________________________________________

Progress Report Cards
Progress Report Card

__________________________________ (name) can: Unit 1
very well OK not very well
talk about daily routines
listen for specific information
listen and read for gist
read for detail and specific information
talk about household chores
listen for key information
listen for detail
learn phrasal verbs with look
talk about free-time activities
role-play a dialogue inviting and suggesting
pronounce \aI\ - \eI\; \g\ - \dZ\
read for cohesion and coherence
write a weekly list of household chores
write a short note to a family member
write an informal email to a friend


__________________________________ (name) can: Unit 2
talk about entertaining activities
read for gist
listen and read for cohesion and coherence
read for specific information
talk about types of performances
learn phrasal verbs with put
talk about types of music
role-play a dialogue narrating an experience
pronounce \s\ - \z\; interjections
write an email to an English friend
write a short paragraph about a bad experience
write a narrative letter to a friend


__________________________________ (name) can: Unit 3
talk about community service activities
read for detail
talk about charity organisations
present an organisation
learn phrasal verbs with give
talk about volunteer activities
role-play a dialogue expressing concerns and making
suggestions
pronounce \e\ - \œ\; disappearing consonants (\t\ - \d\)
prepare a poster advertising an organisation
write a letter inviting a friend to an event


__________________________________ (name) can: Unit 4
talk about famous women & jobs
read for detail
talk about job descriptions
listen for detail
learn phrasal verbs with fit
talk about job qualities
role-play a dialogue expressing opinions
pronounce \‰…\ - \´\; intonation in Yes-No questions and
Wh-questions
write a short paragraph describing a dream job
write an opinion paragraph


__________________________________ (name) can: Unit 5
talk about environmental problems
read for detail
talk about environmental protection activities
listen for detail
learn phrasal verbs with turn
talk about eco-friendly activities
role-play a dialogue making suggestions
pronounce \I\ - \i…\ word stress in verbs
prepare a poster illustrating environmental problems and
possible solutions
write a paragraph making suggestions


__________________________________ (name) can: Unit 6
talk about holiday activities
talk about eco-tourism
learn phrasal verbs with get
talk about ways to protect heritage
role-pay a dialogue asking for and giving advice
pronounce \f\ - \v\; digraphs
write a short summary of the text
write an email describing a holiday


__________________________________ (name) can: Unit 7
talk about online education
read for detail
talk about technology in education
learn phrasal verbs with keep
talk about new ways to learn a foreign language
role-play a dialogue making suggestions
pronounce blended consonants; word stress in nouns,
adjectives and adverbs
write a short paragraph about how technology has improved
education
write an email giving advice


__________________________________ (name) can: Unit 8
talk about inventions that changed the world
talk about technological inventions of the 21st century
learn phrasal verbs with back
talk about the Internet
role-play a dialogue talking about the Internet
pronounce \e´\ - \Ú\; stress in compound nouns
write a short summary of the text
write an opinion paragraph

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BRIGHT

words to be explained using the context each appears in

sections to develop students’ information and communication technology skills

suggestions to help students become autonomous learners

sections to develop students’ critical thinking skills

plan to help students do their writing tasks

sections to boost students’ vocabulary

1 • free-time activities T/F statements; • adverbs of frequency

Review (Units 1–4) pp. 55–56

• Oral accuracy work: • Rolling questions

School subjects 3 1.3Complete the sentences with the

4 Think of rules for your classroom.

2 To revise vocabulary for school

3 To revise vocabulary for classroom

4 To talk about classroom rules

6 To revise and practise subject/

7 To revise and practise the imperative

8 To revise and practise the imperative

Subject I you he she it

5 Fill in each gap with the correct subject

6 Fill in each gap with the correct

and check. bath(tub) painting sink

John Jessica Emily 1

Bill David Amy

1 Jack is Lisa’s husband/brother.

3 Draw your family tree and present

3 To talk about family

4 To revise vocabulary for home –

9 To revise the verb have got

7 Ask and answer questions as in

Hobbies 3 Put the food/drinks in the list under

2 What are your hobbies? Talk with

2 To talk about hobbies

3 To revise vocabulary for food &

4 To talk about food & drinks

Means of transport 3 a) 1.9 Complete the spidergram.

1 1.8 Label the pictures. Use the words

change Places practise

2 Use the adjectives in the list

• fast – slow • cheap – expensive

2 To talk about the means of transport

3 a) To revise vocabulary for places in

b) To talk about places in town

6 To revise prepositions of movement

7 To revise prepositions of place

Wh-questions 7 Look at the map and choose the

5 Act out a dialogue similar to the

1 Go up/down the 2 Run along/across

5 Walk under/ 6 Walk along/across

I’m not going to ... • stay up late.

(Ss’ own answers)

3 To talk about daily routines

4 To practise pronunciation for \aI\ and \eI\

(an article – T/F statements;

• chore • messy • butler • sort

2 Read the text and decide if each of the statements

2 To read for detail

Suggested Answer Key Ask Ss to work in groups and discuss which

7 Make a list of your weekly chores.

VALUE YOUR ROUTINE

1 _______ the dishwasher 2 _______ the floor

3 _______ the table 4 _______ the rug

Family is an integral part of Vietnamese life

1 Identify the tenses of the verbs in bold

words to be explained using the context each appears in

1 _ the dishwasher 2 _ the floor

3 _ the table 4 _ the rug