TA 10-SB - 30.8.2022 File IN

HOÀNG TĂNG ĐỨC (Tổng Chủ biên)
NGUYỄN THUÝ LAN (Chủ biên)

CẤN THỊ CHANG DUYÊN - HOÀNG THUỲ HƯƠNG
Sách học sinh
Được chỉnh lý từ sách gốc Gateway 2nd Edition A2

của tác giả: David Spencer
thuộc bản quyền của NXB Macmillan Education
N
O VE O
L A NM
MI L
C
MA

Sách Tiếng Anh 10 - Macmillan Move On được biên soạn dành cho học sinh lớp 10
cấp Trung học phổ thông (THPT), dựa trên Chương trình Giáo dục phổ thông môn Tiếng
Anh do Bộ Giáo dục và Đào tạo ban hành kèm theo Thông tư số 32/2018/TT-BGDĐT,
ngày 26 tháng 12 năm 2018 của Bộ trưởng Bộ Giáo dục và Đào tạo.
Sách Tiếng Anh 10 - Macmillan Move On giúp các em phát triển năng lực ngôn
ngữ thông qua các nhiệm vụ học tập, trải nghiệm, các tình huống đa dạng, gắn liền với
thực tế cuộc sống và đặc điểm tâm lý lứa tuổi học sinh THPT. Sách Tiếng Anh 10 -
Macmillan Move On được thiết kế nhằm trang bị kiến thức, kỹ năng ngôn ngữ và kỹ
năng sống giúp học sinh chuẩn bị tốt cho tương lai.
Các bài học trong sách có cấu trúc mạch lạc, rõ ràng, thân thiện với giáo viên và
học sinh. Các kiến thức ngữ pháp, từ vựng, ngữ âm được lồng ghép và tích hợp trong
ngữ cảnh, chủ đề, chủ điểm, từ đó giúp phát triển kỹ năng ngôn ngữ. Sau mỗi bài học
lớn, học sinh sẽ tự đánh giá mức độ tiến bộ và lên kế hoạch học tập phù hợp thông qua
mục tự đánh giá (‘Can do’ progress check).
Ngoài ra, sách có những đặc điểm nổi trội như sau:
█ Các video theo mô hình lớp học đảo ngược (Flipped classroom) cung cấp các
chủ điểm ngữ pháp, giúp học sinh chủ động tìm hiểu, nghiên cứu lý thuyết và
có thể tiếp cận các video ở mọi lúc, mọi nơi.
█ Kỹ năng sống (Life skills) là chuyên mục được thiết kế đặc biệt cho học sinh
THPT, cung cấp cho học sinh những trải nghiệm bên ngoài lớp học.
█ Các chủ đề thiết thực và đa dạng như sức khoẻ thể chất và tinh thần, công dân
toàn cầu, kỹ năng xã hội, kỹ năng quản lý tài chính và thị trường việc làm. Mỗi
học sinh sẽ có nhiệm vụ (Life task) của riêng mình để giải quyết những vấn đề
cá nhân.
█ Các hoạt động khuyến khích người học chủ động và tích cực như chiến thuật
học (Study skills), tư duy phản biện (Critical thinking), hoạt động chiêm
nghiệm (Reflection).
Nhóm tác giả mong nhận được những ý kiến đóng góp của các nhà quản lý, nhà
giáo, phụ huynh học sinh và độc giả quan tâm để sách được hoàn thiện hơn.
Xin chân thành cảm ơn!
Nhóm tác giả
Hãy bảo quản, giữ gìn sách giáo khoa để dành tặng các em học sinh lớp sau!
Scope and sequence
Starter unit Starter
Aa Bb unit
Vocabulary Classroom
Aa Vocabulary
objects
Bb • ColoursClassroom
• Countries
objects
and nationalities
• Colours • Countries and nationa
page 6 p6 Days, months
Days, months and ordinal numbers and ordinal
• The family numbers
• Basic descriptions
• The family • Ba
Grammar Grammar
to be • Subject pronouns andto possessive
be • Subject
adjectives
pronouns and possessive adjectives
have got • Possessive ‘s • Demonstrative
have got • Possessive’s
pronouns • Demonstrative pronouns
Vocabulary Aa Bb
Reading
Vocabulary Grammar
Aa
Reading
Bb
Grammar
Life skills L
It’s my life! It’sday

The school my life The
TheBRIT School
school day Present
The BRIT
simple
School Present simple
Personal P
page 14 p14 affirmative and negative affirmative and negative
well-being: w
Free-time activities Teenage
Free-time
stress
activities Teenage stress
Unit 1
Unit 1
Dealing with stress D

Prepositions of time Prepositions of time
Places to go in a town An Places
informal
toemail
go in a An informal email
town Adverbs of frequency Adverbs of frequency
Present simple questions Present simple questions
Around the Rooms Around the Inside

Roomsthe White There
Inside
is/There
the White
are There is/There are
house house House House
Household objects Household objects Prepositions of place Prepositions of place
Unit 2
Unit 2
page 26 p26 Making your house M

and furniture To save
and the
furniture
planet, To save the planet,
Present continuous Present continuous
green g
begin at home! begin at home!
Jobs around the Jobs around the
Present simple and Present simple and
house My house
dream house My dream house
present continuous present continuous
Move On to exams: UnitsGateway

1–2 to exams:
page 38 Units 1–2 p38
Fitness Fitness
Parts of the body Cliff-diving
Parts of the body can/can’t
Cliff-diving can/can’t
Physical P
fanatics well-being: w
Physical fanatics
activities Fitness
Physical
blogactivities
and Adverbs
Fitness
of manner
blog and Adverbs of manner
Unit 3
Unit 3
page 40 p40 Designing a fitness D

article article
Sports Sports have to/don’t have to, have to/don’t have to,
programme p
Club must/mustn’t
Club must/mustn’t
announcements announcements
Tourist Tourist
Countries and Tourist
Countries and
graffiti: Past
Tourist
simplegraffiti
of Past simple
Autonomy and of A
information nationalities
informationA new problem?
nationalities to be to be
enterprise: e
How to start a
Unit 4
Unit 4
page 52 p52 Developing a D

Words connected HowWords connected
to start a Past simple
business
of can Past simple of can
product p
with tourism with tourism
business
Past simple
A postcard
affirmative: Past simple affirmative
Transport Transport
A postcard regular and irregular verbs (regular and irregular
verbs)
Move On to exams: UnitsGateway

3–4 to exams:
page 64 Units 3–4 p64
Great Places ofGreat

work Becoming a
Places of work Past
Becoming
simple a Pastculture:
Art and simple A
works best-selling author negative
best-selling author negative
Getting the G
Jobs andworks
work Jobs and work
Unit 5
Unit 5
page 66 p66 reading habit r

The power of Past simple
The power
questions
of Past simple questions
Culture and work Culture and work
reading! and short
reading
answers and short answers
A story A story
Past continuous Past continuous
2 Scope and sequence
Contents
g The alphabet and
Speaking
spelling • Consonant
Classroom cluster
expressions Saying hello
• The• alphabet Telling the
and •spelling time
• Classroom expressions • Saying hello
Telling the time
Listening
Speaking Speaking
Writing Writing
Exam success Strategies for test
ies Free-time
Introducing
activities
yourself Introducing
An informal
yourself
email An informal
Reading: email
True/False/ Reading: True/False/
Not Mentioned Not Mentioned activities
Talking
Comparing
about stress
schools Comparing
A video message
schools or A video message or an
informal email informal
Listening:
email
Matching Listening: Matching activities
Introducing
Free-timeyourself
activities Free-time activities
ues Everyday
Speaking on the phone Speaking
dialogues A description
on the of a house A
phone description
Use of English:of a house
Multiple- Use of English: Multiple-
choice cloze choice cloze activities
Famous
Saving homes
energy A leaflet
Famous homes A leaflet
Writing: Checking your Writing: Checking your
one Describing
Speaking rooms
on the phone Describing rooms
work work
Sepak for information Asking

Takraw
Asking for information
An announcement An announcement
Reading: Multiple-choice Reading: Multiple-choice
Exercise habitssports
Dangerous Dangerous
A fitness sports
programme A fitness programme
Speaking: Information activities
exchange Speaking: Information
on Asking for information
You and sports You and sports
exchange
Edinburgh
Talking about a holiday Talking
A postcard
about a holiday A postcard
Listening: True/False/ Listening: True/False/
Not Mentioned Not Mentioned activities
new Your opinionof
A presentation ona graffiti
new A presentation
Your opinion on graffiti A presentation
product Speaking: Talking about Speaking: Talking about
Tourism Tourism
past events past events
day Talking about a holiday
Charles
Talking about a past
Dickens Talking
A story
about a past A story Matching
Reading: Reading: Matching activities
event event
habit Getting the reading habit A poster Listening: Completing notesListening: Completing notes
A poster
Being a professional writer Being a professional writer
t event Talking about a past event
Culture and work Culture and work
Scope and sequence 3
Contents
Vocabulary Aa Bb
Reading Grammar Life skills
Wildlife Wild animals and Wild Bear be going to Numeracy:

watch insects prepares to attack Using infographics
will/won’t
Unit 6
page 78 again!
The natural world
Present continuous for
A quick introduction
The weather future
to infographics
Messages
Move On to exams: Units 5–6 page 90
The world Feelings Happy Comparative Social skills and

around me teenagers? adjectives citizenship:
Personality
Helping a charity
Unit 7
page 92 Three charities Superlative adjectives

Social problems
A newspaper Articles
editorial and an
opinion paragraph
Top shops Clothes T-shirts that tell Present perfect Money and
page 104 a story finance:
Accessories Present perfect with ever
Investigating
Unit 8
Sweatshops and never

Shops ethical trade
Present perfect with just
Present perfect with
already and yet
Brilliant Useful inventions Women The passive ICT:

brains inventors Checking
Creating and
The passive with modal information on the
Unit 9
page 118 inventing Pyramids of glass verbs Internet

discovered in the
Nouns with -ion First conditional
ocean
A biography Second conditional
Bestsellers Fiction The life of a top Reported speech – Art and culture:
children’s author statements
page 130 Non-fiction Enjoying fiction
Unit 10
Phrasal verbs Prologue Reported speech –

connected with A story questions
reading and writing
Aa Bb
Wordlist page 144 Strategies for test page 155 Communication activities page 157
4 Scope and sequence
Contents
Listening Speaking Writing Strategies for test
Wildlife centres Making suggestions and A message Speaking: Pair activities

plans
The Northern White Rhino A presentation Writing: Handwriting and
Outdoor activities and presentation
Making suggestions and
survival
plans
The natural world where
you live
News stories Describing a photo An opinion paragraph Use of English: Open cloze
activities
Helping a charity Comparing countries and Negative impacts of
social problems computer games on Speaking: Describing a
Describing a photo photo
teenagers
Describing feelings
Sales Shopping A paragraph about Listening: Multiple-choice

advantages and/or activities
Interviews outside a A special T-shirt
disadvantages Use of English: Dialogue
shopping centre
Your clothes Teenagers doing activities
Shopping part-time jobs
A science programme A presentation A biography Speaking: Giving

on TV presentations
Inventions by women A video message
A student’s online Writing: Paragraphs
Discussing useful inventions
investigation
A presentation
Book vs. film survey A presentation A story Reading: Missing sentences

activities
Book descriptions The best book that you’ve Organising a book club
read Listening: Completing notes
A presentation
Irregular verb list page 160 Writing bank page 162
Scope and sequence 5
Contents
Starter
unit
Vocabulary Aa Bb
Classroom objects
7 13 12
8
E ON
ILLAN MOV
MACM
9 14
5
1 A-Z
6
4
3
2
11 10
1 01 Work with a partner. Match the words Colours

to the pictures. Then listen and repeat. 3 SPEAKING Work with a partner. Look around
and find the classroom object(s) to make a
board • board rubber • CD player
conversation.
chair • computer • desk • dictionary • notebook
pen • pencil • pencil sharpener • rubber
1 black 2 white 3 red 4 blue
ruler • textbook
5 brown 6 green 7 yellow
2 SPEAKING Work with a partner. Practise the 8 grey 9 pink 10 purple 11 orange
conversation. Then change the roles.
Student A: What's this? A: They're yellow. What are they?
Student B: It's a board. B: They're chairs.
Speaking
The alphabet and spelling Classroom expressions
1 PRONUNCIATION 02 Listen. Why are the letters 4 Reorder the words to make complete
in different lists? Then listen and check. classroom expressions.
1 spell/How/you/do/that/?
Grey: A H J K
2 repeat/Can/that/,/please/you/?
Green: B C D E G P T V
3 pencil case/mean/?/What/does
Red: F L M N S X Z
4 understand/./sorry/I’m/don’t/I
White: I Y
5 English/in/say/How/you/do/that/?
Yellow: O
Blue: Q U W 5 Ask your partner to spell other
SPEAKING
numbers. Use classroom expressions from 4
Dark blue: R
if necessary.
2 LISTENING 03 Listen and write the letters. How do you spell 7?
What are the five words?
S-E-V-E-N. How do you spell 15?
3 Write each word from 2 in numerals.
FOUR = 4 Can you repeat that, please?
6 Starter unit
Vocabulary Aa Bb
Countries and nationalities

1 04 Complete the table with these words.
Then listen and check.
American • Australian • Canadian • Ireland

the United Kingdom (UK) • Vietnamese
Capital city Country Nationality

London 1 British or English
Dublin 2 Irish
Washington D.C. the United States (US) 3
Ottawa Canada 4
Canberra Australia 5 2 Work with a partner. Write a list of
Hanoi Vietnam 6 other countries and nationalities.
Speaking
Saying hello
3 06 Match the questions with the answers.
1 LISTENING 05 Listen and complete the dialogue. Then listen and check.
1 What’s your name? a No, I’m Australian.
2 How do you spell b I’m 17.
your name? c E-M-I-L-Y.
3 Are you English? d I’m Emily.
4 How old are you?
4 LISTENING 07 Listen to the dialogues and

choose the correct alternative.
Thomas: Hi, I’m Thomas. What’s your name? 1 Name: Amy/Amie

Lan: I’m (a) ................................ Nice to meet you. Nationality: English/American/Australian
Thomas: Nice to meet you too. How do you Age: 16/17
spell your name?
2 Name: Katrin/Catrin
Lan: (b) ...................................
Age: 15/17
Thomas: Are you English?
Nationality: English/American/Australian
Lan: No, I’m not. I’m Vietnamese.
Thomas: How old are you? 5 SPEAKING Work with a partner. Talk about your
Lan: I’m 16. And you? names, ages and nationalities. Practise the
Thomas: I’m 16 too. This is my friend. His dialogue.
name’s Luke. He’s (c) .................................... Hi, I'm Hoa. What's your name?
2 SPEAKING Work with a partner. Practise the I'm Trang. Nice to meet you.
dialogue in 1.
Starter unit 7
Grammar in context
to be 4 LISTENING 09 Look at the table. Then listen and

read the dialogue. Who is the person?
1 Read the sentences and complete the table.
The UK The US
1 I’m Thomas. 4 No, I’m not.
LONDON BRISTOL NEW YORK BOSTON
2 Are you English? 5 This is my friend.
3 Yes, I am. 6 His name is Luke. 15 16 14 17 13 18 15 17
Smith
Jones
Willis
Kent
Ali
Finn
Ross
Dale
Marks
West
Dent
Cross
North
Mills
Storm
Last
Affirmative
I (a) . . . . ............................ English.
You/We/They are English.
A: Are you from the UK? A: Are you 17?
He/She/It (b) ............................... English.
B: No, I’m not. B: Yes, I am.
Negative
A: Are you from the US? A: Is your surname Last?
I (c) . . . . ........................... Australian.
B: Yes, I am. B: No, it isn’t.
You/We/They aren’t Australian.
A: Are you from Boston? A: Is it ?
He/She/It isn’t Australian.
B: Yes, I am. B: Yes, it is!
Question
Am I Canadian? 5 SPEAKING Work with a partner. Choose a person
(d) . . . . . ........................... you/we/they Canadian? from the table in 4. Can your partner discover
who you are?
Is he/she/it Canadian?
Short answers Are you from the UK?
Yes, I am.
Yes, I (e) ............................... . / No, I (f) ......................... ..... .
Yes, you/we/they are. / No, you/we/they aren’t.
Yes, he/she/it is. / No, he/she/it isn’t. Subject pronouns and possessive adjectives
GRAMMAR REFERENCE ➤ PAGE 12 6 Read the sentences. Match the subject
pronouns (1–7) with the possessive
2 Complete the sentences with the correct form adjectives (a–g).
of the verb to be. Make true sentences in the
affirmative or negative. 1 I’m British. a Her name is Eva.
2 You’re Irish. b Your name is Tom.
1 Nam ............................ from Vietnam. 3 He’s Australian. c Their names are Jo and Jim.
2 I ................................. a student. 4 She’s German. d My name is Jack.
3 We ............................... 16. 5 It’s my cat. e His name is Taylor.
4 Lan ................................... Vietnamese. 6 We’re 15. f Our names are Al and Tim.
7 They’re 16. g Its name is Tiger.
5 This book ................................... blue.
6 Spain and Mexico ...................... English-speaking GRAMMAR REFERENCE ➤ PAGE 12
countries.
7 Choose the correct alternative.
Hi! (a) I/My name is Amy and this is my science
classroom. Is (b) you/your science classroom
similar? In the photo you can see two other
students. (c) His/Their names are Lily and Ella.
(d) They/Their are 15. (e) Our/Your teacher is Miss
Smith. (f) His/Her first name is Helen. (g) He/She
is from a big city. (h) His/Its name is Birmingham.
(i) It/Its is in the middle of England.
Lan and Nam
3 PRONUNCIATION 08 Listen and match each group of

words (1–3) with the correct consonant cluster
(a–c). Complete the words with the consonant
clusters. Then listen again and practise.
1 __eak, __ain, __ell a st
2 __udent, fir__, li__, we__ b br
3 __itish, __other, __istol c sp
8 Starter unit
Speaking
Telling the time o’clock
1 Use the clocks on the left to help you five to five past
complete the times.
ten to ten past
quarter to quarter past

1 It’s seven ........................... .
twenty to twenty past
twenty-five to twenty-five past

2 It’s ............................. past eight. half past
2 SPEAKING Write five times and ask your partner

3 It’s ..................................... to ten. the time.
7.20 What time is it?
It’s twenty past seven.

4 It’s twenty ............................ six.
5 It’s ......................................... nine. 3 SPEAKING Work with a partner. Ask and answer
the questions.
1 What time is it now?
2 What time does this class start?
6 It’s .......................................... ...... .
3 What time does this class end?
Vocabulary Aa Bb
Days, months and ordinal numbers

1 10 Complete the table with these words. 2 SPEAKING Work with a partner. Say these
Then listen and check. ordinal numbers.
eleventh • February • fifth • July • June • March • May 1 16th 5 23rd
ninth • November • October • second • September 2 19th 6 25th
seventh • sixth • Sunday • tenth • third • Thursday
3 21st 7 30th
Tuesday • Wednesday
4 22nd 8 31st
Days Months Ordinal numbers
3 SPEAKING Work with a partner. Ask and
1 Monday 1 January 1st first answer the questions.
2 2 2nd
1 What date is New Year’s Day?
3 3 3rd 2 What day is your favourite day of the
4 4 April 4th fourth week?
5 Friday 5 5th 3 What is your favourite month?
4 What date is it today?
6 Saturday 6 6th
5 What date is your birthday?
7 7 7th 6 What date is it tomorrow?
8 August 8th eighth
9 9th What date is New Year’s Day?
10 10th
It’s the first of January.
11 11th
12 December 12th twelfth
13th thirteenth
Starter unit 9
w w
Vocabulary Aa Bb
Grammar in context
Grammar in context
The family have got
1 Look at the Mandy’s family tree and read the
sentences. Check that you understand the 1 Read the sentences and complete the table.
words in red. 1 Mandy has got one brother.
Frank Martha 2 She hasn’t got a sister.
3 Has Mandy got cousins?
4 Yes, she has.
Carl Jake
Denise Jenny
Affirmative
Mandy Kevin Joe Kate I/You/We/They have got three cousins.
He/She/It (a) three cousins.
Mandy has got one brother but she hasn’t got a Negative
sister. Mandy’s father is Carl and her mother is
Denise. Jake is Mandy’s uncle. Jake’s wife is I/You/We/They haven’t got three cousins.
Jenny. She is Mandy’s aunt. Joe’s grandparents He/She/It (b) ................................ three cousins.
are Frank and Martha. Frank is Joe’s grandfather Question
and Martha is his grandmother. Joe and Kate
are Mandy’s cousins. Mandy is Jake’s niece and Have I/you/we/they got three cousins?
Kevin is Jake’s nephew. Carl is Denise’s (c) ................................ he/she/it ................................ three
husband. Frank has got four grandchildren – cousins?
two granddaughters and two grandsons. Joe is Short answers
Jake’s son and Kate is Jake’s daughter. Yes, I/you/we/they have. / No, I/you/we/they haven’t.
2 Look at the family tree in 1 and complete the Yes, he/she/it (d) ...................... . / No, he/she/it hasn’t.
sentences.
1 Kate is Joe’s ............................................................. ...... . GRAMMAR REFERENCE ➤ PAGE 12
2 Joe is Carl’s .............................................................. ...... . 2 Complete the sentences with the correct
3 Denise and Carl are Joe’s ................................ and form of have got. Make true sentences in
. . ...................................................................................... ...... . the affirmative or negative.
4 Frank is Kate’s ......................................................... ...... . 1 We ........................................... a cat.
5 Kate is Martha’s ............................................................ . 2 My mother .......................................... blue eyes.
3 Work with a partner. Draw your family

SPEAKING
3 I .......................................... short hair.
tree and describe it to your partner.
3 Complete the questions with the correct
I've got one brother. His name is Quân. form of have got.
Basic descriptions
4 Who do the words describe, Jake or Carl?
He's got blue eyes.
He's Jake.
beard
blue eyes
brown eyes Hoa Mai Chi
dark hair
fair hair 1 ................................ Mai ................................... red hair?
glasses
long hair 2 ................................ Mai and Chi ......................... . . . . . . . . . . . . .
moustache short hair?
short
3 ............................... Hoa ................................ short hair?
Jake short hair Carl
tall
thin 4 SPEAKING Work with a partner. Take it in turns to
ask and answer the questions in 3.
5 SPEAKING Work with a partner. Describe one
member of your family/one friend in your Has Chi got brown hair?
Yes, she has.
class to your partner using the words from 4.
10 Starter unit
Possessive ’s Demonstrative pronouns
5 Read the sentences and choose the 7 Look at the pictures and sentences.
correct alternative to complete the
rules in 1 and 2.
a Mandy’s grandparents are Frank
and Martha.
b Her grandparents’ names are Frank
and Martha.
c Her brother’s eyes are brown.
d Her parents’ names are Denise and
Carl.
e Jake is Jenny’s husband.
To indicate possession or a family 1 This is my sister. 2 That is my cousin.

relationship:
1 we add ’s/just add an apostrophe (’)
after singular names or nouns.
2 we add ’s/just add an apostrophe (’)
.
after plural nouns ending in -s.
GRAMMAR REFERENCE ➤ PAGE 12
6 Put apostrophes in the correct places in

the sentences.
1 Lan and Hùng are Mr. Tâns children.
3 These are my parents. 4 Those are my grandparents.
2 Their mothers name is Mai.
3 Their parents eyes are black. GRAMMAR REFERENCE ➤ PAGE 12
4 Lans hair is long.
5 Their grandparents dog is very friendly.
8 Look at the pictures and complete the sentences
with this, that, these or those.
1 is my friend. 2 are my friends.
3 are my friends. 4 is my friend.
Starter unit 11
Language checkpoint: Starter unit
Grammar reference
to be have got
FORM FORM
Affirmative I’m (am) American. Affirmative I/You/We/They’ve got (have got)

You/We/They’re (are) American. brown eyes.
He/She/It’s (is) American. He/She/It’s got (has got) brown eyes.
Negative I’m not (am not) American. Negative I/You/We/They haven’t got (have not
You/We/They aren’t (are not) American. got) brown eyes.
He/She/It isn’t (is not) American. He/She/It hasn’t got (has not got)
brown eyes.
Question Am I American?
Are you/we/they American? Question Have I/you/we/they got brown eyes?
Is he/she/it American? Has he/she/it got brown eyes?
Short Yes, I am. No, I’m not. Short Yes, I/you/we/ No, I/you/we/they
answers answers they have. haven’t.
Yes, you/we/ No, you/we/they
Yes, he/she/it has. No, he/she/it hasn’t.
they are. aren’t.
Yes, he/she/it is. No, he/she/it isn’t. USE
USE
■ We use have got to talk about the things we
possess.
■ We use the verb to be to describe a person’s
nationality, age, appearance, etc. Possessive ’s
■ We do not use contractions (’m, ’re, ’s, etc.) in
short answers. FORM
Jack’s sister My parents’ names
Subject pronouns
My brother’s hair My brothers’ names
Singular Plural I’m 15.
USE
I we She’s a student.
you you We are Swiss.
■ We use ’s to indicate possession or a family
relationship.
he/she/it they
■ When a noun is plural and ends with an -s, we just
add an apostrophe (’) to the end of the word.
Possessive adjectives Demonstrative pronouns
Singular Plural My name is Robert. ■ We use this and these

Singular Plural
my our Where is your school? for people and objects
your your This is my These are which are close to the
Their mother is Spanish.
his/her/its their father. my parents. speaker.
■ We use that and those
That is my Those are
for people and objects
brother. my cousins.
that are distant from
the speaker.
REFLECTION
TAKE AND PASS: Write down words/phrases that you’ve learned from the Starter
unit, then pass the paper to the friend next to you for more words/phrases.
12 Starter unit
Grammar revision
to be / 6 points have got / 6 points
1 Complete the dialogue with the correct 2 Complete the dialogue with the correct form of
form of to be. have got.
Harry: (a) ......................................... you American? Joe: (a) ....................................... you ...................................... a sister?
Megan: No, I (b) .............................................. . Sam: Yes, I (b) ..................................... . I (c) ..........................................
I (c) ................................................ British. one sister.
Harry: (d) ............................................ Alex English? Joe: (d) .................................... she ..................................... dark hair?
Megan: No, he (e) ............................................. . Sam: No, she (e) ........................... . Her hair is fair. And she
He (f) ...................................... from Australia. (f) ................................. brown eyes. Her eyes are blue.
Subject pronouns, possessive adjectives, possessive ’s, demonstrative pronouns / 4 points
3 Choose the correct alternative.

1 I’m a student. My/Our name is Felipe. 3 This/These are my parents.
2 She’s my sister. His/Her name is Olivia. 4 The boy’s/boys’ name is Max.
Vocabulary revision
CLASSROOM OBJECTS / 6 points
1 Name the classroom objects.
a b c d e f
DAYS, MONTHS AND ORDINAL NUMBERS / 4 points BASIC DESCRIPTIONS / 5 points
2 Complete the lists. 5 Complete the description of the man on the

left below with some of these words.
1 first, second, , fourth
2 Monday, , Wednesday beard • blue • fair • glasses • long
3 April, May, , July moustache • short • tall
4 sixth, seventh, , ninth
THE FAMILY / 4 points

This man is (a) ........................... .
3 Write the correct words.
1 Your father’s brother is your ......................................... . He’s got (b) ........................ hair.
2 Your father’s mother is your .......................................... .
His eyes are (c) ......................... .
3 Your aunt’s son is your ............................................ ........... .
4 Your father’s wife is your ....................................... ........... . He’s got a (d) ............................. .
COUNTRIES AND NATIONALITIES / 5 points and he’s got (e) ........................ .
4 Complete the sentences.

1 He is from England. He is .................................. ............ .
2 Jack and Jill are American. They are from ....... .
3 Peter comes from Ireland. He is ............................... .
4 We are from Vietnam. We are ................................... .
5 - Where are you from?
- I’m from ............................................... . I am Canadian.
Total: / 40 points Starter unit 13

It’s my
life!
Vocabulary Aa Bb
The school day Free-time activities

1 11 Work with a partner. Match some 5 12 Work with a partner. Match some of these words
of these words to the pictures. Use to the photos. Then listen and repeat.
your dictionary if necessary. Then listen
and repeat. chat online • dance • do sport • draw • go shopping
go out with friends • listen to music • play the guitar/piano
art • biology • chemistry • English read • surf the Internet • take photos • watch films
French • geography • German • history
ICT (information and communication
a b
technology) • maths • music
PE (physical education) • physics • Spanish
a c
A=πr2 b c d
e f 6 LISTENING 13 Listen to four dialogues. What free-time

activity is the subject of each dialogue?
Choose from a–g.
Dialogue 1 a chatting online
b dancing
Dialogue 2
2 SPEAKING Work with a partner. Which of c drawing
the school subjects in 1 are in your Dialogue 3 d going shopping
school timetable today? Which are Dialogue 4 e surfing the Internet
your favourite subjects? f taking photos
3 Put the activities in time order. Use g watching films
your dictionary if necessary.
7 Complete these sentences with true information
go to school (by bike/bus/car/train/ about you and your free-time activities.
on foot) • have lunch • have a break 1 I love .
get up • do homework • go to bed
start school • get dressed • have dinner 2 I like .
finish school • have breakfast • go home 3 I think is OK.
1 get up 4 I don’t like .
2 get dressed 5 I hate .
4 SPEAKING Work with a partner. Say when 8 SPEAKING Work with a partner. Compare your answers
you do the activities on a typical school from 7. How similar are you?
day.
I love surfing the Internet.
I get up at half past seven. I like surfing the Internet
but I hate watching films.
14 Unit 1
Reading
The BRIT School IT’S 4 TEENS • FORUM 1 Work with a partner. Look at the photo of
students at school and answer the questions.
Hey! Somebody tells me there’s a great
1 What are the students doing?
school for people who love music and dance.
It’s called the BRIT School. Does anybody 2 Does this school look similar to your school?
know it? Why/Why not?
Posted by Lee on 21st September at 2.36 p.m. 2 Read the comments in this forum. What’s
your opinion of the BRIT School?
Yeah. It’s for students between 14 and 19. a I think it’s great. c It’s OK.
They study the usual subjects like maths, b I think it’s good. d I don’t like it.
history, ICT, PE, etc. But they also have
special classes in art, music, dance, film, 3 Read the comments again. Are the sentences
photography … True (T), False (F) or is the information Not
Posted by Mia on 21st September at 5.44 p.m. Mentioned (NM) in the text?
A friend of mine goes to the BRIT School. 1 Students at the BRIT School only
She plays the guitar and sings. She says the have unusual school subjects. T / F / NM
school is brilliant! Sometimes, at lunchtime, 2 At the BRIT School they have long
there are concerts where students sing, play breaks. T / F / NM
music, dance … Imagine! Sometimes she 3 Ella93’s friend lives in the school. T / F / NM
wants classes at the weekend, she loves it
that much! 4 In Jonno’s school it’s unusual for
students to call their teachers
Posted by Ella93 on 21st September at 8.12 p.m.
‘John’ or ‘Anne’, for example. T / F / NM
In my school, we usually call our teachers 5 BRIT students don’t have a school
Sir or Miss, but at the BRIT School, I think the uniform. T / F / NM
students call their teachers by their first 6 Computers are not important at
names. And they don’t wear school uniform! the BRIT School. T / F / NM
Posted by Jonno on 21st September at 9.06 p.m.
The idea is for the students to learn all STRATEGIES FOR TEST
about the creative industries – music, art,
theatre, TV … And they learn to use new In 3, what is the difference between False
technology to do it. and Not Mentioned?
Posted by Ella93 on 22nd September at 4.32 p.m. ➤ STRATEGIES FOR TEST page 155
I know the school has some very famous

old students. Adele, for example! And 4 CRITICAL THINKING
famous people visit the school. They play
Think! Then compare ideas with your class.
concerts there, or just talk to the students
and help them. Lee consults a forum on the Internet for
Posted by KidLondon on 22nd September at 7.45 p.m. information about the BRIT School.
■ What are the advantages of consulting a
Awesome! I really want to study there! forum? What are the disadvantages?
Thanks for the help, guys.
Posted by Lee on 22nd September at 8.10 p.m.
5 Match the underlined words in the forum
with these definitions.
1 one of my friends 3 people (informal)
2 great, fantastic 4 companies, businesses
6 What about you?

SPEAKING
What do you like about your school? Why?
Unit 1 15
Grammar in context Flipped classroom: watch the grammar
presentation video.
Present simple affirmative and negative 4 Write a minimum of six true sentences about what
you normally do at the weekend. Use the words in
1 Complete the sentences with the the table to help you.
present simple form of the verbs in
I do sport at the weekend.
brackets.
I don’t watch TV.
1 They ....................................... (study) the
usual subjects. Verb Noun
2 My friend ....................................... (go) to do • watch • play sport • homework • school
that school. study • chat • surf the Internet • maths • tennis
3 We ....................................... (not play) read • go to films • online • TV • football
music at school. computer games • books
4 She ....................................... (finish) school
at 4 p.m. 5 Work with a partner. Talk to him/her about
SPEAKING
5 She ....................................... (not go) home what you normally do/don’t do at the weekend.
at 3 p.m. Then tell the class about your partner.
6 They ....................................... (not wear)
school uniforms. Alex does sport at the weekend.
He doesn’t watch TV.
7 She ....................................... (sing) and
....................................... (dance) at the
school gym every day.
8 We ....................................... (learn) about
music and art at school.
2 PRONUNCIATION14 Listen and match each

group of verbs (1–3) with the correct
sound (a–c). Then listen and practise.
1 starts likes asks a /ɪz/
2 studies plays goes b /s/
3 finishes watches relaxes c /z/
3 Complete the sentences with the

present simple affirmative or negative
form of these verbs.
go • listen • take • have • watch
1 I hate loud noise, so I .........................................

to music when I do my homework.
2 My friend’s house is far from school, so
she ......................................... to school on foot.
3 The food in the canteen is delicious, so
we ......................................... lunch at home.
4 They like Spanish lessons because they
......................................... films in these lessons.
5 Dylan ......................................... photos in his

free time because he loves seeing
himself in the photos.
16 Unit 1
Vocabulary Aa Bb
Prepositions of time Places to go in a town

6 Read the sentences and complete 1 15 Work with a partner. Match some of these
the rules with on, at or in. words to the photos. Use your dictionary if
necessary. Then listen and repeat.
a We start school at half past eight.
b I don’t go to school on Saturday. cinema • fast-food restaurant • library • museum • park
c Classes finish in the afternoon. shopping centre • sports centre • stadium
d They start school in September. swimming pool • theatre
e School starts on 7th September.
f We do homework at night.
a b c
g She wants to go to school at the
weekend.
h The school celebrates its
anniversary in 2021.
1 We use with days.
2 We use with times.
3 We use with months.
4 We use with dates. d
5 We use with parts of
the day (the morning, the afternoon).
6 We use with years.
7 We use with night
and the weekend.
7 Complete the text 2 16 Read the descriptions. Which places are

with on, at or in. described? Then listen and check.
Minh is a student at
1 You swim there. swimming pool
a secondary school
2 You buy things there.
in Hanoi, Vietnam.
3 You watch films there.
He starts school
(a) ................... 7.30 a.m. 4 You eat pizzas or burgers there.
He goes to school six 5 You read books there or take them home for two
days a week because or three weeks.
he has some lessons 6 You play basketball or football there.
(b) ................. Saturday, but only (c) .................. 7 You can see a play or listen to concerts there.
the morning. But he has extra exam 8 You watch football matches, sports events or
classes (d) ...................... the evening and concerts there.
(e) ....................... the weekend. (f) ....................... 9 You see paintings and old objects and learn about
night, he’s very tired! Of course, he has history there.
a break in the summer. This year, his 10 You walk, play sport, meet friends and see trees
holidays start (g) ................ July, (h) .................. and flowers there.
the 14th July to be exact. 3 SPEAKING Look at the words in 1. Tell your partner
three places that you like going to and three
8 SPEAKING Work with a partner. Talk about
similarities and differences between places that you don’t like going to.
you and Minh.
I like going to the
We don’t start school at 7.30 a.m. cinema, but I don’t like I like playing football,
going to the theatre. so I love going to
That’s right. We start at 7 a.m. the park.
Unit 1 17
Move On to life skills: Personal well-being
Dealing with
LIFE SKILLS OBJECTIVES KEY CONCEPTS
■ To understand stress stressful [adj]: It’s stressful when you have a lot of
■ To identify what makes you stressed things to do. stressed (out) [adj]: I am/feel
stressed (out) because I have a lot of things to do.
■ To choose appropriate relaxation techniques
relax [v]: I relax at home by listening to music.
1a Look at the photos and a b c d e

find somebody who is:
1 happy 4 angry
2 sad 5 worried
3 relaxed
1b Match the halves to make logical sentences.

1 I feel worried when I … a listen to slow, calm music.
2 I feel relaxed when I … b have a very difficult exam.
3 I feel happy when I … c don’t listen to me.
4 I feel sad when I … d see a grey sky.
5 I feel angry when people … e am at a party with my friends.
2 Read the website text. Match the questions with the paragraphs.
READING
1 What are common causes of teenage stress? 3 How can you deal with stress?
2 What is stress? 4 How do you know when you are stressed?
Advice
FAQ
About
Home
NS
R E Q U E N T LY A SKED QUESTIO
SS – F
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Stress is somet good stress, stre
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Are ac
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ki ds . Th er
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e is
or
or
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re
of
la
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xe
n,
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Bu
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t it’s always im
feeling,
portant
yo ppy
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to remember th
ss in di ff erent ways. So an d al so
re ac t to st re e he lp yo u to sleep.
B
Peop le angry. So m
and others feel Talk to people about
people are sad . O th er s ch an ge ho w you feel.
sleeping
op le ha ve di fficulties with ss . St re ss ca n Li st en to m us ic .
pe stre
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is ho
exams, it’s a good id mework or
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ork or exams ca s ea
plan or timetable. Th to make a
pl e, ho m ew sick . Pr ob le m
exam pet is
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find time to do ever helps you to
may be yo u ha mily m em be
s or pa rents or other fa yo u to do yt hi
time to do things th ng, including
with fr ie nd they w an t
r po ss ib le cause. Perhaps r ex am pl e. at
anot he to do it, fo you love –
you don’t want surfing the Internet
something, but is th at st re ss is , ch atting to
The good news
D an d it ’s no t friends, reading ...
al
completely norm things And be positive!
an en t. A nd there are lots of
perm
al with stress.
you can do to de
18
3 Read the text in 2 again and 4 LISTENING 17 Three teenagers are talking about
complete the sentences with the stress in their lives. Watch the video or listen
words in the box. and complete the notes in the table.
pet • sleep • food • plan (n) What makes me stressed How I deal with stress
breakfast • exams • time Kieran Doing (a).................................... Taking (c)...........................,
(Speaker 1) on time and the playing the (d).................
1 It can be difficult to (b)................................... life at and the (e).........................
when you are stressed. school.
2 Eating can help with Amelia Working in (f)....................... (h)........................... in the
stress because it gives you energy (Speaker 2) at weekends. No time for park or to school or
for the day. (g)............................ or friends. (i)..............................
3 It’s important to find George Parents want me to go Doing (m)..........................,
(Speaker 3) (j)............................... and look going for a (n).................
to do your favourite activities.
A can help you to after (k)........................... and or swimming. Playing
(l).............................. (o)..............................
do this.
4 Stress can change your attitude to 5 Work with a partner. Look at the list of ways of dealing
in general. with stress. Add ideas from the text on page 18 and
5 If you have a that is your ideas.
not well, it can make you stressed.
1 watch a film 5 eat healthy food
6 Studying for can
2 go for a walk 6 do yoga
cause stress at school.
3 listen to music 7
4 sleep for eight hours 8
6 SPEAKING Work with a partner. Talk about how you deal

with stress.
I love music. When I’m stressed,
I listen to my favourite songs.
What songs are they?
Anything by Katy Perry.
LIFE TASK
Imagine that you have a friend who is stressed
at the moment because they have a lot of
things to do at school – practising for a music
concert, revising for exams, and playing in a
school sports team. In groups, prepare a
video message or write an email to help them.
Follow this plan:
1 Say hello.
2 Give three ideas to deal with stress during
the week (We think it’s a good idea to ...,
When this happens to me, I ...).
3 Give two ideas to help at the weekend.
4 Tell your friend to contact you in two weeks
to say how they are.
19
Listening Grammar in context
1 SPEAKING Work with a partner. Think of a
Adverbs of frequency
typical Saturday morning. Talk about
what you do and where you go. 1 Read the sentences. The words in blue say how
often we do something. We call them adverbs of
STRATEGIES FOR TEST frequency. Put them in order from 100% (always)
In this listening exercise, you match to 0% (never).
people with the correct information. a I always go to the library.
Why is it important to read the names
b I never go to the library.
and information before you listen?
c I often go to the library.
➤ STRATEGIES FOR TEST page 155
d I usually go to the library.
2 LISTENING 18 Listen to two people e I hardly ever go to the library.
talking about where their friends go f I sometimes go to the library.
on Saturday morning. Match each
person with a place. 100% 1 always
1 Sam a art gallery 2
2 Matthew b library 3
3 Ben c museum 4
4 Isabel d park 5
5 Sophia e school
0% 6
f shopping centre
g sports centre 2 Read the sentences and choose the correct
h swimming pool alternative to complete the rules in 1 and 2.
a I’m always here.
3 18 Look at this information. Which
b They never go to the cinema.
person in 2 is it? Listen again if
necessary. 1 Adverbs of frequency come before/after to be.
a This person always plays basketball on 2 Adverbs of frequency come before/after main verbs
Saturday morning. (go, swim, play, etc.).
b This person never swims on Saturday GRAMMAR REFERENCE ➤ PAGE 24
morning.
c This person often does his homework 3 Write the sentences again with an adverb of frequency
on Saturday morning. in the correct place. Make the sentences true for you.
d This person hardly ever goes to the 1 I dance. I hardly ever dance. 5 I go out with my friends
sports centre. 2 I go to the theatre. on Friday.
e This person sometimes goes to 3 I am late for class. 6 I am relaxed.
the park. 4 I do my homework. 7 I watch football on TV.
4 SPEAKING Work with your partner. Talk about activities in 3
and complete the chart below. Then tell the class about
your partner.
dance
go to the theater
be late for class
do homework
go out with friends
on Friday
be relaxed
watch football on TV
1- 2- 3- 4- 5- 6-
never hardly some- often usually always
ever times
I think you often dance. No, I never dance!
20 Unit 1
Present simple questions
8 PRONUNCIATION20 Choose the correct alternative.
Then listen and check whether the intonation in
5 Read the questions. Which questions these questions goes up or down. Practise the
can we answer with short answers? intonation.
1 Does Matthew go with you?
1 How/What do you do at the weekend?
2 Where do you go on Saturday I go out with my friends.
morning?
2 When/Where do you go out?
3 What does she do?
On Saturday, in the evening.
4 Does he swim on Saturday?
3 Where/Which do you have dinner?
GRAMMAR REFERENCE ➤ PAGE 24 At home, or in a fast-food restaurant.
4 Where/Which places do you go to?
To the cinema, or just to the park.
5 How/Why do you go to the cinema?
Because we all like watching films.
6 How/Why do you go there?
By bus usually.
7 How/When do you do your homework?
On Sunday.
9 SPEAKING Use the words to prepare questions to

ask other students about what they do at the
weekend. Add three more questions.
6 PRONUNCIATION 19 Choose the correct

alternative. Then listen and check the
intonation in these questions. Practise
saying these questions with the correct
intonation.
Do NOT
1 Do/Does you like reading?
2
3
4
Do/Does your mum have an e-reader?
Do/Does your best friend read comics?
Do/Does your teacher tell you to read
WAKE ME UP!
books in English?
5 Do/Does people read a lot in your country?
6 Do/Does your school have a big library? 1 What time/get up on Sunday?
2 When/go to bed on Saturday?
7 Work with a partner. Ask and
SPEAKING
answer the questions in 6. Use short 3 Where/have lunch on Saturday?
answers to reply. 4 What/eat on Sunday?
5 Who/go out with at the weekend?
6 How many hours of TV/watch?
10 Now tell the class about one student. Can the

class guess who it is?
She usually gets up at 11 o’clock on Sunday

morning. She goes to bed at about 11 p.m.
on Saturday. She has lunch at Pizza Palace …
Is it Vy?
Yes, it is!
Unit 1 21
Developing
Developingspeaking
speaking
Introducing yourself 6 Complete the sentences in a logical way.
Compare answers with your partner.
1 LISTENING 21 Listen to a new student introducing
1 I don’t like maths because … .................. . . . . . . . . . . . . .
herself to the class. Put the topics in the
correct order. 2 I’ve got a sister, but … ............................... . . . . . . . . . . . . .
3 I hate sports, so … ....................................... . . . . . . . . . . . . .
a her family
4 I love music, but … ...................................... . . . . . . . . . . . . . .
b her free-time activities
5 I speak English and I … .............................. . . . . . . . . . . . . .
c the school subjects she likes
6 I walk to school because … ...................... . . . . . . . . . . . . .
d her name, age and home town
7 My English teacher is very good, so …
e the school subjects she doesn’t like
2 21 Listen again and complete what the

teacher says. 7 SPEAKING Work with a partner. Do the role-play.
Student A: You are the teacher. Ask the
1 Tell us something about yourself. What’s your
questions in 2.
. . .................................. and .................................... are you
Student B: You are the student. Look at
. . ............................................ ?
page 157.
2 Tell us about .................................................. .
Now change roles. Student A: Use the
3 What about ....................................... ? What are your
information on page 157.
. . ............................................ ?
4 What ............................................ you like? PRACTICE MAKES PERFECT

5 And what do you do ............................................ . ?
8 SPEAKING Work with a partner. One of you
is the teacher and asks questions in 2.
3 Match the answers with the questions in 2. Prepare another dialogue. Practise it and
a I play basketball and tennis and I watch them then act it out for the rest of the class.
on TV … I don’t chat online during the week
because my parents don’t like it.
b My parents’ names are Ben and Helen. I’ve also
got a brother.
c I’m quite good at maths and physics, but in
general, I don’t like science subjects much.
d I love drawing, so my favourite subject is art.
I’m also good at sports, so I really like PE too.
e My name’s Alice Morgan. I’m 15 years old and
I’m from Toronto, in Canada.
4 SPEAKING Work with a partner. One of you is the
teacher and the other is the student. Practise
the completed dialogue.
5 Look again at the answers in 3 and find an
example sentence for each word in the
Speaking bank.
SPEAKING BANK
Basic linkers
■ Addition: and
I play basketball and I watch it on TV.
■ Contrast: but
■ Reason: because
■ Consequence: so
22 Unit 1
Developing writing
An informal email Richard@mailnet.com
To:
From: Liam@mailnet.com
1 READING Read the email on the right from Subject: About me
a boy called Liam to his new e-pal.
Hi!
Complete Liam’s personal profile.
A My name’s Liam Byron. I’m 14 and I live with my
family in Newcastle, in the UK. My father is English,
E-pal profile but my mother is German. I’ve got a brother and a
sister. Their names are Lucas and Claire.
B I go to a big school called Riverton. I like science, so
my favourite subjects are biology and chemistry.
Our school year always starts in September. Lessons
NA M E Liam Byron begin at quarter to nine and finish at half past three.
C I get up at eight o’clock on school days. I walk to
AGE school because it’s only ten minutes away. We have
a 20-minute break in the morning and I have lunch
LI VE S (I N)
at school at quarter past twelve.
D In my free time, I play the guitar in a band. We’re not
bad! I don’t like sports much, but on Wednesdays
BR OTHE RS AND SISTERS
and Fridays I usually go to the swimming pool with
my friends. What about you? What do you do in
FAVOURITE SUBJ EC TS your free time?
Write back soon and tell me all about yourself.
FR EE -TIME A CTI VITIES Best wishes,
Liam
2 Read Liam’s email again. Match the headings with 5 Look at Liam’s email again and complete
the paragraphs in the email. the information in the Writing bank.
1 Life at school Paragraph A
2 Free-time activities Paragraph B WRITING BANK
3 Name, age, home town and family Paragraph C Useful words and expressions in informal
4 Daily routine Paragraph D emails
■ Begin with ........................... or Dear (Liam).
3 When do we use capital letters in English? One of ■ Use contractions, e.g. ...................... . . . . , not
the answers below is not correct. Which one? Use I am, and ............................. , not I have got.
the email to help you. ■ Use exclamation marks to show
1 with names and surnames excitement: .......................................... . . . !
2 with cities ■ To finish, write Write back ............. . . . . . . . . . . . . ,
3 with countries Bye for now!, Best ............................. , All
4 with nationalities and languages the best.
5 with times
6 with days and months PRACTICE MAKES PERFECT
7 with the first person singular pronoun 6 Look at the task below and write the
8 at the start of a sentence email. Use Liam’s email as a model and
use the Writing bank for reference.
4 Write the sentences again using capital letters Remember to use capital letters.
where necessary.
You have a new e-pal in the UK. Write an
1 i have french and spanish on tuesdays. email (120–150 words) to them and introduce
2 my family and i live in puebla in mexico. yourself. Include information about:
3 in the UK, school finishes on wednesday 23rd ■ your name, age, home town and family
july this year. ■ your life at school
4 my brother jamie plays the guitar and i play ■ your daily routine
the piano. ■ your free-time activities
5 olga and i go to a music school in moscow
called borodin. WRITING BANK ➤ PAGE 162
Unit 1 23
Language
Languagecheckpoint: UnitUnit
checkpoint: 1 1
Grammar reference
Present simple
FORM USE
Affirmative I/You/We/They work. We use the present simple to talk about:
He/She/It works. 1 regular habits and routines.
Negative I/You/We/They don’t (do not) work. We study maths on Mondays.
He/She/It doesn’t (does not) work. He watches TV every weekend.
Question Do I/you/we/they work? 2 things that are always or usually true.
Does he/she/it work? Teachers teach and students learn.
Short Yes, I/you/we/they do. No, I/you/we/they don’t. I feel happy when I listen to music.
answers Yes, he/she/it does. No, he/she/it doesn’t.
SPELLING OF THE THIRD PERSON SINGULAR AFFIRMATIVE FORM

■ We usually add -s to the verb. ■ With verbs that end in consonant + y, we omit
like – likes, walk – walks the y and add -ies.
■ We add -es to verbs that end in -s, -sh, -ch, -x, -z, -o. study – studies, cry – cries
wash – washes, watch – watches, kiss – kisses ■ With verbs that end in vowel + y, we add -s.
play – plays, say – says
Prepositions of time
USE
in ■ with parts of the day on ■ with days at ■ with times
in the morning/afternoon/evening on Monday, at six o’clock, at ten to eleven
■ with months on Sunday ■ with night and the weekend
in September, in December ■ with dates at night, at the weekend
■ with years on 20th January,
in 1999, in 2011 on 6th November
Adverbs of frequency
USE
■ We use adverbs of frequency to say if something happens often or not. 100%
always
■ The usual position for adverbs of frequency is before the main verb.
usually
I usually walk to school. often
■ Adverbs of frequency go after the verb to be. sometimes
I’m always happy. hardly ever
He’s often at home. never
0%
REFLECTION ‘CAN DO’ PROGRESS CHECK UNIT 1
ROSE-BUD-THORN After this unit, I can …
Think about the unit and list under: a introduce myself, my school and my
school day.
things you want
Bud b use correct prepositions of time and
to learn more
adverbs of frequency in the simple
things you have present tense.
Rose
learned c understand written and spoken texts
about teenage stress.
things you do not
Thorn
like about the unit d write an informal email.
24 Unit 1
Grammar revision
Present simple / 8 points
1 Complete each space with one word. Jack: I do my homework and then I go and
Lucy: What time (a) your sister finish school? play basketball.
Jack: She (b) school at half past four. Lucy: Why (f) you play basketball?
Lucy: (c) you finish at the same time? Jack: Because I love it!
Jack: No, I (d) . Lucy: (g) your sister like basketball?
Lucy: What do you (e) when you get home? Jack: No! She (h) basketball!
Prepositions of time / 6 points Adverbs of frequency / 6 points
2 Choose the correct alternative. 3 Put the words in order to make sentences.
1 My birthday is in/on July. Then put the sentences in order of frequency
(1–6). 1 = 100%, 6 = 0%.
2 I start school at/on 7th September.
a plays tennis She never
3 I study Spanish at/in the evening.
b Internet I usually the surf
4 I play basketball at/in the weekend.
c school to walk sometimes We
5 The programme starts at/on 7.30 p.m. d They sport ever hardly do
6 We do sport in/on Sunday. e is My happy sister always
f are friends My late often
Vocabulary revision
THE SCHOOL DAY / 8 points FREE-TIME ACTIVITIES / 6 points
1 Complete the school subjects and the activities. 2 Complete the sentences with suitable
verbs.
1 He photos with a digital camera.
2 I the guitar and the piano.
3 She to music on the radio all day.
4 At the weekend, I out with my
1 5 get friends.
5 He comics, books and magazines.
6 I pictures in my free time. I use
special pencils.
PLACES TO GO IN A TOWN / 6 points

2 6 have
3 Complete the sentences.
1 He doesn’t buy books. He goes to the
l to read them.
2 She hates burgers, so tonight she doesn’t
want to go to a f r .
3 7 have a 3 At the weekend, they go to a big
s c to buy things.
4 My favourite football team plays in a very
big s .
5 He loves history, so he often goes to the
local m to see all the old objects.
4 8 go 6 Sometimes in PE, we swim because our
school has a s p .
Total: / 40 points Unit 1 25

Around
the house
Vocabulary Aa Bb
Rooms
c d
1 22 Look at the photo. Which room
can you see? Choose from the box. a
Then listen and repeat.
b
bathroom • bedroom
dining room • garage • garden e
f
hall • kitchen • living room
2 Name the parts of the house.

Use the words in 1.
g
1 You cook there.
2 You have a shower there.
3 It’s outside. Children play there.
It usually has flowers.
4 When you go into a house, you are 5 Work with a partner. Where do you find these
SPEAKING
there. objects in your house?
5 You put the car there. I’ve got a CD player in my bedroom, and a clock.
6 You watch TV there. I think we’ve got clocks in all the rooms.
7 You sleep there.
8 You eat there. We haven’t. We’ve got a clock in the
living room and the kitchen. And the
3 SPEAKING Work with a partner. Tell your
CD player is in the living room.
partner what rooms your house or
flat has or hasn’t got.
6 LISTENING 24 Listen to someone describing their flat.
My flat has got six rooms. It’s got two
Complete the diagram with the furniture and objects
bedrooms. It hasn’t got a garden.
that they have.
Household objects and furniture

bedroom living room
4 23 Work with a partner. Match
some of these words to the objects
in the photo in 1. Use your dictionary
if necessary. Then listen and repeat.
bathroom kitchen
armchair • bath • bed • CD player

chair • clock • computer • cooker
cupboard • desk • dishwasher 7 SPEAKING Work with a partner. Talk about what you’ve
DVD player • fridge • games console got in your bedroom. Try to find at least five
lamp/light • microwave • mirror • phone similarities between your bedroom and your partner’s.
painting/poster • radiator • shelf/shelves I’ve got a desk
shower • sink • sofa • table • toilet and two chairs. I’ve got a desk too, but
TV • washing machine • window I’ve only got one chair.
26 Unit 2
Reading
1 Work with a partner. Do you
know the answers to these
questions about the White
House? If not, guess.
1 Where is the White House?
2 Who lives in the White House?
3 How many rooms are there in
the White House?
4 What is the Oval Office?
2 READING Read the text and check Inside the
White House
your answers in 1.
3 Read the text again and choose
the correct alternative.
1 The President of the US has
got an old/a modern desk. The White House is a world-famous house. It’s in the capital
2 There is/isn’t a very large dining city of the United States, Washington D.C. and it’s where the
room connected to the Oval Office. President of the US lives and works.
3 From the Oval Office, there
is/isn’t direct access to a place
with flowers. ✯ The White House is big! There are 132 rooms and 35
4 The West Wing is a place to bathrooms, plus 412 doors and 147 windows.
work/relax. ✯ There’s a large kitchen in the White House. The chefs can
5 The paintings in the Oval Office make dinner for 140 people. 140 is the maximum number of
✯
never/sometimes change. people who can sit in the main dining room.
6 The President sometimes ✯ The room where the President works is called the Oval Office.
watches films/listens to music in The president has got a big desk there. The desk is famous
the East Room. because the wood for it comes from a British ship from
about 1850. The desk was a present from Queen Victoria to
4 CRITICAL THINKING US President Rutherford in 1880.
✯ There are four doors in the Oval Office. One door goes to a small
Think! Then compare ideas
dining room and study. Two of the four doors take you to the
with your class. West Wing of the White House. In the West Wing, there are
■ Does this text generally offices for the Vice-President and other important people. The
express facts or opinions? fourth door takes you to a rose garden.
5 What do the underlined words ✯ In the Oval Office, there are famous paintings on the walls.
The paintings come from the White House or from other
in the text mean? Guess and museums. New presidents decide which paintings they
then check in your dictionary. want on the walls, and the colour of the walls!
6 SPEAKING What about you? ✯ Are there rooms in the White House where the
1 What part of the White House President can relax? Yes, there are! There’s a
would you like to see? Why? small cinema in the East Wing of the White
2 What do you know about the House. There are seats for 42 people there.
They also have concerts in the East Room. And
place where your President or
in the Oval Office there is an unusual tradition.
Prime Minister lives? Some US presidents play golf there!
Unit 2 27
presentation video.
There is/There are 5 Read about the Burj Khalifa in Dubai. Choose
the best answer (A, B or C) to complete the
1 Read the sentences and complete the table. text.
1 There’s a large kitchen. The Burj Khalifa is an incredible tower in Dubai.
2 There are 132 rooms. It’s approximately 828 metres tall. That’s almost
3 No, there aren’t. twice the size of the Empire State Building!
4 There aren’t 150 seats. There (1) ........................ 900 homes in the building,
plus offices, hotels, restaurants and sports
5 Is there a cinema?
centres. There’s a big lake next (2) ................. . . . . . . .
6 Yes, there is. the tower. They have spectacular shows with
Singular Plural fountains and music there. For people who like
relaxing (3) ........................ the water, there are a
Affirmative (a) ................................ (b) ...............................
number of swimming pools, including an outdoor
Negative There isn’t a big (c) ................................ pool on the 76th floor. And for people who love
cinema. shopping, there’s an enormous shopping centre
Question (d) ................................ Are there 132 (4) ........................ the Burj Khalifa. But there
rooms? (5) ........................ one problem with the Burj Khalifa.
Short (e) .............................. . / Yes, there are. / Some days, when you look down, you don’t see
answers No, there isn’t. (f) ................................ a thing! That’s because the top part of the tower
is sometimes (6) ........................ the clouds and you
can’t see what’s (7) ........................ them!
2 Complete the sentences about the room that 1 A is B isn’t C are
you are in now. Use is, are, isn’t or aren’t. 2 A of B to C in
1 There ............................................... a board. 3 A on B in C to
2 There ............................................... two armchairs. 4 A near B next C on
3 There ............................................... three computers. 5 A is B isn’t C are
6 A above B on C under
4 There ........................................... a clock on the wall.
7 A above B on C under
5 There ............................................... a sink.
STRATEGIES FOR TEST
3 Prepare five questions to ask your
SPEAKING
partner about their living room. Then In this type of exercise, there is a text with
interview your partner. spaces. You fill each space in the text with one
of three words. Is it a good idea to stop and
Is there a computer in your living room? think about the missing words the first time
Are there pictures in your living room? you read? Why/Why not?
How many pictures are there? ... ➤ STRATEGIES FOR TEST page 155
Prepositions of place
4 Match the sentences to the pictures.
1 2 3 4
5 6 7 8
There’s a cat …
a on the desk. e in front of the desk.
b under the desk. f next to the desk.
c near the chair. g in the desk.
d behind the desk. h above the desk.
28 Unit 2
Vocabulary Aa Bb
Bb
6 Look at picture a and complete the Jobs around the house

sentences with the correct prepositions. 1 25 Complete the phrases under the
1 The cat is ........................... the chair. pictures. Use the phrases in the box to help
2 The cupboard is ........................... the fridge. you. Then listen and repeat.
3 The table is ........................... the fridge. cook • do the ironing • do the shopping
4 There are two books ........................... the table. do the washing • lay the table • make the bed
5 The fridge is ........................... the table. take the rubbish out • tidy up • wash the dishes
6 The clock is ........................... the cupboard. a b
take out make the
c d
lay the do
b e f
do up
2 Write six sentences saying how often you
do these jobs around the house. Make two
of your sentences false.
I always take the rubbish out.
I usually make my bed.
...
3 SPEAKING Work in small groups. Say your
7 Work with a partner. Look at pictures
SPEAKING
sentences. Can the other students guess
a and b. What differences can you find? which two sentences are false?
In picture b, there isn’t a clock in the cupboard. I always take the rubbish out.
There’s a clock on the microwave.
I think it’s false. I think you hardly
ever take the rubbish out.
You’re right!
Unit 2 29
Move On to life skills: The world around you
Making your house GREEN

■ To understand how the things we do at home the environment [n]: The environment is the
can affect the environment natural world around us. pollution [n]: Pollution
■ To learn about positive action we can take at has a bad effect on nature. to recycle [v]: When
home to help the environment plastic bags are old, recycle them to make new
■ To think of practical steps at home to protect ones. synthetic [adj]: You make synthetic products
the environment from artificial ingredients, not natural ones.
1a SPEAKING Work with a partner. Look at the photos 1 2 3

and answer the questions.
1 Do you use shampoo or shower gel with natural
ingredients?
2 Do you reuse or recycle empty shampoo or
shower gel containers?
3 Do you buy food or drinks with plastic packaging?
4 Do you eat organic food? 4 6
5 Do you buy canned drinks or food?
5
6 Do you leave the tap running when you brush
your teeth?
1b Do the photos in 1a show things that are good
or bad for the environment? Why? Discuss with
your partner.
2 Read this text and check your answers to
READING
1b. Why is each thing good or bad?
la n e t , b e g in at ho me!
To save t h e p onment.
day to save the envir
ch
e can do at home ea
Let's look at what w dining room
In the kitchen and
ls has killed
In the bathroom s of Fa rm in g wi th synthetic chemica
nwhile, we
proximately 50 litre other animals. Mea
Each person uses ap e wa te r in se ct s an d
ch day and
rsonal washing. Th 80 million cans ea
water per day for pe m th e th ro w aw ay
ing each year.
ntains chemicals fro es of plastic packag
then is dirty and co e ar e 45 ,00 0 to nn
abirds a year.
ross the world, ther up to one million se
shampoo or gel. Ac sh wa te r. Th es e ki ll
etres of polluted fre
12,000 cubic kilom
Positive action!
n! c food and
Positive actio . A Bu y an d co nsume fresh, organi
ed locally.
time in the shower cially things produc
■
Don’t spend a long te r. dr in ks , es pe e

uses 35 litres of wa eds for long-distanc
■
five-minute shower This reduces the ne

when
ts in the bathroom food transport.
■ Use natural produc an d ge ls co nt ai n d that comes in cans
or
possible. Normal sh
ampoos ■ Don’t always buy foo g a
tead of buyin
lots of synthetic ch
emicals. plastic packaging. Ins
or shower e-p ackaged sa nd wi ch, make your own!
sh am po o pr
Reuse or recycle em
pt y ount of rubbish
■
e th ro w aw ay fiv e billion Th at helps reduce the am
gel containers. W you produce.
ar.
containers every ye ere possible.
en yo u brush ■ Reuse packaging wh
ru nn in g wh tic and metal
■ Don’t leave the tap 18 lit re s wh en we Separate paper, plas
ab ou t em .
your teeth. We use e a gla ss of water items and recycle th
in g. Us
leave the tap runn
instead.
30
3 Read the text again. Why do these numbers 8 26 Put the sentences in 7 in the order that
appear in the text? you hear the information. Watch or listen
1 80 million the number of cans they throw away again to check.
in the UK each day 1 3 5
2 50 5 35 2 4 6
3 one million 6 45,000
4 18 7 five billion 9 SPEAKING Work with a partner. How often do
you and your family do the things that
4 SPEAKING Work with a partner. Discuss how appear in the video? Use always, sometimes,
these things can help the environment. never when you answer.
1 making your own sandwiches
2 using a glass of water when you brush
your teeth
3 buying organic food
4 having short showers
5 buying locally-produced food
6 using natural products in the bathroom
Making your own sandwiches is a good

idea because there isn’t any packaging.
5 Work with a partner. Look at this sign.

What other ways of saving energy at
home can you think of?
SAVE ENERGY!
Turn it off
when you
leave the room!
6 LISTENING 26 Some teenagers are

talking about ways of saving energy
at home. Watch the video or listen.
Do they talk about any of your ideas in 5?
LIFE TASK
7 26 Watch or listen again. Are these
sentences True (T) or False (F)? Correct the You want to let other teenagers know what
false sentences. they can do at home to protect the
environment. In groups, prepare a leaflet to
a ‘Standby power’ is the electricity that give them ideas how to do this.
something uses when it is on. T/F
Follow this plan:
b Wearing warm clothes at home is bad. T/F
1 Make a list of ideas for each room in a
c Central heating at home usually produces
house or flat. Use the ideas in the text and
about 3.6 tonnes of carbon dioxide a year. T/F
the video. Add your own ideas and search
d It can be good to use a dishwasher for others on the Internet.
instead of washing dishes by hand. T/F
2 Organise your ideas in a logical way.
e You save energy and money when Think about how to illustrate the ideas.
you turn off lights. T/F 3 Write a title for the leaflet and/or for
f Televisions in the UK use £190,000 different sections.
worth of electricity a year when they
4 Make your leaflet!
are on standby. T/F
31
1 Work with a partner. Describe the Present continuous
pictures.
2 LISTENING 27 Listen to four dialogues 1 Read the sentences and choose the correct
and answer the questions. Tick (✓) alternative to complete the rules in 1 and 2.
the correct picture for each dialogue. a I’m cooking pasta with tomatoes.
3 27 Listen again and write more b You’re reading about your favourite actor.
details for each dialogue. c We aren’t playing computer games.
a d Are you using the computer?
b
e Yes, I am. / No, I’m not.
1 We make the present continuous with the verb
be/have and the -ing form of the main verb.
2 We use the present continuous to talk about
routines/things that are happening now.
1 Where is Sarah when James calls?

2 Look at the spelling rules for the -ing form of the
verbs.
a b
1) most verbs: 2) verbs ending 3) one-syllable
add -ing in consonant + e: verbs ending in
take away e and one consonant +
add -ing one vowel + one
consonant:
double the last
consonant and
add -ing
2 Why is Danny’s mum not happy at first? play – playing write – writing run – running
cook – cooking make – making swim – swimming
a b
3 What do you know about Matt’s

cooking skills?
a b
Now put the -ing form of these verbs in the correct place
in the table.
chat • dance • do • eat • have • put • sit • study

take • tidy • wash
3 PRONUNCIATION 28 Listen to the pronunciation of the -ing

4 What does Olivia’s brother want to do form of the verbs in the table. Do we say playing or
and why? playing?
32 Unit 2
4 Look at the picture. What are the people Present simple and present continuous
doing? Use these verbs in the present
continuous. 6 Read the sentences and answer the questions.
a We usually watch films on Saturday afternoons.
b He’s reading a magazine.
Minh Đức c What are you cooking?
d I make dinner every Friday.
1 Which sentences are in the present simple and
which are in the present continuous?
2 Which sentences describe routine actions and
which describe actions that are happening now?
Vy GRAMMAR REFERENCE ➤ PAGE 36
Phong Long 7 Complete the dialogue with the correct form of

the verbs given.
Mum
Dad
Hoa: Hey, Katie! What (a) ...................... you

do homework • do the ironing • draw • eat ...................... (do)?
play computer games • brush teeth
Katie: I (b) .................... (cook) dinner for my family.
take the rubbish out • wash the dishes
Hoa: (c) ...................... you usually ......................
1 Đức ............................................................................ .... . (cook) dinner?
Katie: No, I usually (d) ...................... (wash) the
2 Mum ......................................................................... .... .
dishes, but now I (e) ...................... (help) my
3 Phong and Long ................................................. .... . mum. She usually (f) ..................... (make) our
4 Dad ........................................................................... .... . dinner, but today she (g) ......................
(work) late.
5 Vy .................................................................................. .
Hoa: What (h) ...................... your mum ........... . . . . . . . . . . .
6 Minh ......................................................................... .... .
(do)?
5 Work in small groups. One person
SPEAKING Katie: She’s a chef!
makes questions about the picture in 4.
The others answer but do not look at 8 SPEAKING Work with a partner. Take it in turns to
the picture. ask and answer the questions.
What is Minh doing? 1 Do you usually listen to music when you do your
homework?
2 Are you listening to music now?
I think he’s drawing.
3 Do your parents work?
4 Are they working now?
No, I think he’s doing his homework.
5 Do you write a lot in English lessons?
6 Are you writing now?
Unit 2 33
Developing speaking
Speaking on the phone 4 SPEAKING Work with a partner. Take it in turns
to say these telephone numbers.
1 LISTENING 29 Listen to three phone conversations.
In which conversation is it possible for Jessica 1 0649 445 6777 3 9219 0042 6519
to speak to Tom? What problems does she 2 9866 328 8822 4 7511 1165 0862
have in the other two conversations?
5 SPEAKING Write down three phone numbers.
2 29 Listen again and complete the conversations Say your numbers to your partner. Can they
with the questions and sentences below. write them down correctly?
Conversation 1 6 Look at the expressions in the Speaking
Mr Harris: Hello. bank. Who says them – the person making
Jessica: Hello. Is that Mr. Harris? the call (C) or the person who is answering
Mr Harris: (a) ..................................... the phone (A)?
Jessica: Hello. This is Jessica, Tom’s friend.
(b) ..................................... SPEAKING BANK
Mr Harris: No, he isn’t. He’s having his piano
lesson at the moment. Useful expressions on the phone
Jessica: (c) ..................................... ■ Hello, is that Ann?
Mr Harris: Yes, of course. ■ Yes, speaking. / No, it’s Isabel.
Jessica: Can you tell him to call me at home? ■ Is Katy there?
Mr Harris: OK. Has he got your home number? ■ Sorry, you’ve got the wrong number.
Jessica: No, I don’t think so. (d) .................... ......... ■ Hang on a minute. I’ll get him/her.
Mr Harris: 453 720. OK, that’s fine. ■ Can I leave a message?
Jessica: Thanks!
■ Do you want to leave a message?
1 Is Tom there? 3 Yes, speaking.

2 Can I leave him a 4 It’s 453 720. PRACTICE MAKES PERFECT
message? 7 SPEAKING Work with a partner. Do the role-play
using the phone expressions from the
Conversation 2
Hello? Speaking bank.
Leo:
Jessica: Hello. (a) .............................. Student A: You are Monica’s sister/brother.
Leo: No, it’s Leo. Look at page 157.
Jessica: Oh, hi, Leo. It’s Jessica. Student B: You are Monica’s friend.
(b) ................................. Look at page 158.
Leo: Yes, he is. (c) ........................... I’ll get him.
8 Work with a partner. Prepare another
Jessica: Thanks.
telephone conversation. Practise it and
1 Is Tom there? 3 Is that Tom? then act it out for the rest of the class.
2 Hang on a minute.
Conversation 3
Man: Hello.
Jessica: Tom? Is that you? (a) ..............................
Man: Sorry. (b) ..............................
Jessica: Tom. Tom Harris.
Man: Sorry. (c) ........................... This is 453 736.
1 Who are you calling? 3 This is Jessica.
2 You’ve got the wrong
number.
3 PRONUNCIATION 30 Look at these telephone
numbers. Listen to how we say them.
1 0161 482 6530 =
oh one six one/ four eight two/ six five three oh
2 0253 669 5558 =
oh two five three/ double six nine/ double five
five eight
34 Unit 2
Developing writing
A description of a house
1 SPEAKING Work with a partner. Look at the
photos and describe what you can see. My Dream House
Which house do you prefer? Why? My dream house is in a warm country. It’s very
important for the house to be near the sea because
2 READING Read a description of one of the I love the water. That’s why my ideal house has a
houses. Answer the questions. spectacular swimming pool, too!
1 Which one is it in the photos? My dream house has windows, not walls. It’s bright in
the day, and at night there are lights everywhere.
2 What does the writer say about the
There are comfortable sofas and chairs next to the
following?
swimming pool so you can sit outside and relax there
■ the location of the house
all day. An essential room in my dream house is the
■ special rooms or features in the house
living room. It has colourful lights that turn on at
■ household objects and furniture night and pictures of my favourite film stars on the
shelves. The living room is
a enormous! When my friends
come, we can all watch TV
there together. And under
the living room, there’s a
cinema for us to watch our
favourite films!
3 Look at the Writing bank. Complete the list of

adjectives with adjectives that appear in the
text. Check that you understand them. Use
WRITING BANK
Using adjectives
■ Adjectives help us to write interesting
descriptions. Here are some useful adjectives
to describe a place: beautiful, ideal, big, ..........
............................................................................................... PRACTICE MAKES PERFECT
■ Adjectives usually come: 5 Look at the task below and write the
before the noun they describe, e.g. It has a description. Use the description above as a
spectacular swimming pool. model. Use the Writing bank for reference.
after the verb to be, e.g. The swimming pool
is spectacular. An English magazine wants teenagers to
describe their dream house. Write a description
4 Work with a partner. Talk about your dream (120–150 words). Include information about the
houses. Think about the following. location, special rooms and features, furniture
and special household objects and technology.
■ the location: in a particular country? near the
sea? in the country? in the mountains? WRITING BANK ➤ PAGE 162
■ special rooms or features: a swimming pool?
somewhere to play your favourite sport? a STRATEGIES FOR TEST
special garden? a cinema or concert room? When you finish writing a text in an English
interesting technology? exam, what things do you need to check
■ household objects and furniture: a special bed? before you give it to the teacher?
special sofas? special furniture in the kitchen?
interesting posters, paintings or lights?
Unit 2 35
Language checkpoint: Unit 2
Grammar reference
There is/There are
FORM
Singular Plural
Affirmative There’s a bedroom. There are two bedrooms.
Negative There isn’t a kitchen. There aren’t two kitchens.
Question Is there a bedroom? Are there two bedrooms?
Short answers Yes, there is. / No, there isn’t. Yes, there are. / No, there aren’t.
Prepositions of place
on under above near behind in front of next to in

Present continuous
FORM SPELLING
■ We usually add -ing to the verb to form the present participle.
Affirmative Subject + am/are/is + jump – jumping, study – studying, sleep – sleeping
verb + -ing ■ When verbs end in one or more consonant + e, we omit
We’re tidying up.
the e and add -ing.
Negative Subject + am not/aren’t/ have – having, make – making, dance – dancing
isn’t verb + -ing ■ When a verb has only one syllable and finishes with one
She isn’t cooking. consonant + one vowel + one consonant (except w, x, or
Question Am/Are/Is + subject + y), we double the last consonant and add -ing.
verb + -ing? put – putting, swim – swimming, sit – sitting
Are they making the bed? ■ When a verb ends in -ie, we change it into -y and then add -ing.
lie - lying, die - dying, tie - tying
Short Yes, subject + am/are/is.
answers No, subject + ‘m not/ USE
aren’t/isn’t. We use the present continuous to talk about actions that are
Yes, I am. / No, they aren’t. happening now.
She can’t answer the phone. She’s doing her homework.
We use the present simple to talk about regular habits and routines, and things that are always or usually true.
My father works (present simple) in a bank. But it’s the weekend, so today he isn’t working. (present continuous)

FINGER CHECK
After this unit, I can …
In each finger, say:
a talk about houses and rooms using there
One thing you often do to make your
is/there are.
house green.
b talk about what’s happening now using
the present continuous.
c understand written and spoken texts
about homes.
d have a basic conversation on the phone.
e write a short description of a house.
36 Unit 2
Grammar revision
There is/There are / 7 points
1 Look at the picture and complete the

sentences with There is, There are,
There isn’t or There aren’t.
1 ....................................... a poster of a car.
2 ....................................... three mobile phones.
3 ....................................... a CD player.
4 ....................................... two cats.
5 ....................................... two tables.
6 ....................................... a lamp.
7 ....................................... an armchair.
Prepositions of place / 6 points Present continuous and present simple / 7 points
2 Look at the picture in 1. Are these 3 Complete the sentences with the present continuous
sentences True (T) or False (F)? Change or present simple form of the verbs given.
the prepositions in the false sentences. 1 A: Where’s Joe?
1 The mobile phones are on the table. T/F B: He ................................ (have) a shower.
2 The games console is on the table. T/F 2 Kate isn’t here at the moment. She ................... . . . . . . . . . . . . .
(take) the rubbish out. She always ...................... . . . . . . . . . . . . .
3 The poster is above the sofa. T/F (take) the rubbish out after dinner.
4 The lamp is behind the sofa. T/F 3 Ethan and I ................................ (not watch) TV at the
5 The sofa is under the poster. T/F moment. We ................................ (not watch) TV much
on Sundays.
6 The armchair is behind the sofa. T/F
4 A: I can hear water in the kitchen. ....................... . . . . . . . . .
Dad ................................ (wash) the dishes?
B: Yes, he ................................. .
Vocabulary revision
ROOMS / 6 points JOBS AROUND THE HOUSE / 7 points
1 Which room do you usually use for 2 Complete the jobs around the house with
these activities? these words.
1 making breakfast: .........................................
do (x2) • lay • make • take • up • wash
2 eating with family and friends:
...............................................................................
1 .............. the rubbish out 5 .............. the bed
3 having a shower: ...........................................
2 .............. the shopping 6 .............. the dishes
4 entering the house: .....................................
3 tidy ................... 7 .............. the washing
5 watching TV: ..................................................
parking the car: ............................................ 4 .............. the table
6
HOUSEHOLD OBJECTS AND FURNITURE / 7 points
3 Name the furniture and household objects.

a b c d e f g

Gateway
Move Onto to
exams:
exams: Units 1–2
Reading
➤ TIPS FOR READING 2 Read the text again. Are these sentences
True (T), False (F) or is the information Not
In True/False/Not Mentioned activities, Mentioned (NM) in the text?
remember … 1 Luke doesn’t like normal subjects
Answer the questions, look for the information like maths, English or history. T / F / NM
in the text. Do not answer with your opinion.
2 Luke goes to the academy by bus. T / F / NM
3 Luke has his football lessons in a
sports centre. T / F / NM
1 Read about a special school.
4 Luke’s mum and dad watch him in
1 Why is the school special? the training sessions. T / F / NM
2 Do you like the school? Why/Why not? 5 Luke and the other students have
a break in the morning. T / F / NM
Every summer, 15-year-old Luke Jones goes to a 6 They don’t play football in the
school. But he doesn’t study maths, English or afternoon. T / F / NM
history at this school. The school is a special 7 Luke has his shower at home. T / F / NM
football academy and Luke studies how to play
8 Luke has three football computer
football. Football is Luke’s favourite free-time
games. T / F / NM
activity. One day he wants to be a professional
football player.
3 What about you?
SPEAKING
At the academy, Luke begins at nine o’clock. His
The football academy is Luke’s idea of a perfect
parents take him to the academy. It’s inside a
special sports centre. But his mum and dad don’t
school. What is a perfect school for you?
stay because the teachers don’t want parents to
watch the lessons. Listening
The first lesson begins. It’s a training session.
Luke does special exercises with the ball. At 11 ➤ TIPS FOR LISTENING
o’clock the students stop and have water, fruit
and an energy bar. From 11.45 to 12.45 they play In matching activities, remember …
football again. At 12.45 Luke and his friends have Read the names and information before you listen.
lunch. They have a special lunch to give them They can give you an idea of what will appear
energy to do more exercise in the afternoon. in the dialogue.
After lunch, from 1.45 to 2.30, they don’t play ➤ STRATEGIES FOR TEST page 155
football. They play other sports. But from 2.30 to
3.30 they have a football match. Then it’s time to 4a Work with a partner. Look at the presents.
have a shower and go home. Luke usually goes Which free-time activities do you need each
home by bus. In the evening, Luke usually watches object for?
football on TV or he sometimes plays one of his
computer games. It’s always a computer game Friends Presents
about football, of course! 1 Mark a book
2 Simon b digital camera
3 Pat c CD
4 Jenny d pencils
5 Barbara e DVD
f comics
g computer game
h ball
book – reading
4b LISTENING 31 Listen to Mel and her dad talking
about presents that she has got for her friends.
Match the people with the presents in 4a.
5 What about you?
SPEAKING
Look again at the presents in 4a.
Which one is your favourite and why?
38 Units 1–2
Use of English Writing
➤ TIPS FOR USE OF ENGLISH ➤ TIPS FOR WRITING
In activities where you choose missing words In writing exams, remember …
to complete sentences, remember … Put all the necessary information in your text
First, read the complete text. This is to get a and write the correct number of words.
general understanding of the text. Don’t stop ➤ STRATEGIES FOR TEST page 155
to think about the missing words.
➤ STRATEGIES FOR TEST page 155 7 Write an informal email to a friend. Describe
somebody in your family.
Include this information:
■ their name, age and description
■ their daily routine
■ their free-time activities – likes and dislikes
Write 120–150 words.
‘CAN DO’ PROGRESS CHECK UNITS 1–2
1 How well can you do these things in

English now? Give yourself a mark
from 1 to 4.
1 = I can do it very well.
2 = I can do it quite well.
3 = I have some problems.
4 = I can’t do it.
About Language components, I can ...

a use vocabulary about free-time activities.
b use vocabulary about places in town.
6 Read about skateboarder Tony Hawk’s house. c use vocabulary about rooms and houses.
Choose the best answer (A, B or C) to
complete the text. d use vocabulary about household chores.
e use the present simple and adverbs of
Tony Hawk is the king of skateboarding. So it’s no frequency.
surprise that there (1) ....................... a big skate park
f use there is/there are.
next (2) ........................ his house. He likes basketball,
g use the present continuous.
too. There (3) ........................ two basketball courts.
He and his friends often play there. And he has an About Language skills, I can ...
outdoor swimming pool. You don’t see the pool
when you arrive at the house because it’s h scan for main ideas and read for
(4) ....................... it. Tony likes relaxing (5) ......................... specific information.
the water. There’s (6) ....................... really big living i listen and identify specific information.
room in the house, with three different games j make a conversation to exchange
consoles, all connected to an enormous plasma basic personal information.
TV. Tony spends a lot of time (7) ....................... the TV k talk about school and routine actions.
because he loves playing new computer games.
l talk about houses and rooms.
He always has lots of skateboard games (8) ..................
the table – they’re his favourite! m write a short, informal email.
n write a short description of a house.
1 A is B are C isn’t
2 Now decide what you need to do to
2 A of B to C in improve.
3 A are B isn’t C aren’t
1 Look again at my book/notes.
4 A in front of B behind C near 2 Do more practice exercises.
5 A on B to C in ➤ WORKBOOK Units 1 and 2
6 A a B – C the 3 Ask for help.
7 A in front of B on C under 4 Other:
8 A next B in C on
Units 1–2 39
Fitness
fanatics
Vocabulary Aa Bb
Parts of the body Physical activities

1 32 Work with a partner. Match the parts of 3 33 Work with a partner. Match some of
the body with these words. Then listen and these words to the photos. Use your dictionary
check. if necessary. Then listen and check.
ankle • arm • back • chest • ear • elbow climb • dive • fall • hit • jump • kick • rest
face • finger • foot (plural: feet) • hand ride (a horse/bike) • run • skate • ski • swim
head • knee • leg • mouth • neck • nose
shoulder • stomach • toe • wrist a b
3 1
9 c d
2
10 7
4
8
6 5
11
16 4 Work individually. What physical activities do
18 you associate with these words?
12
17 1 mountains climb, 4 the winter
ski, fall 5 water
19 2 triathlon 6 martial arts
13
14 3 football
20 15 5 SPEAKINGWork in small groups. Read out the

activity or activities for one of the words in 4.
Who can guess the word?
2 Complete the sentences with parts of the
body. Run, dive, swim, ride a bike, rest.
1 You use your to listen. Triathlon?

2 Think! Use your ! Yes.
3 Giraffes have very long .
4 When you eat, the food goes down to your 6 SPEAKING Work with a partner. Talk about how
. often you do the activities in 3.
5 On the end of your leg is your I always swim in the summer.
and then your foot.
I don't often swim, but I sometimes

climb mountains.
40 Unit 3
Reading
1 READING Read the article and choose the best title. 3 Read the article again and answer the
a The crazy world of diving questions. Compare your answers with a
b Cliff-diving – a dangerous sport
partner.
c How to be a diver 1 Why are small mistakes important in
cliff-diving?
2 Read the article again and choose the best
2 How do cliff-divers enter the water and why?
answers.
3 Why do some people say Splash! is dangerous?
1 Why is it difficult to be a cliff-diver?
a Each dive is very short. 4 What helps Professor Splash to do his dives?
b You need to prepare for a long time 4
before you dive. CRITICAL THINKING
c Divers hurt themselves in every dive. Think! Then compare ideas with your class.
2 In cliff-diving, it’s always a bad idea to … ■ Why do you think famous people appear
a make impact with the water with your in TV programmes like Splash!? Why do
hands and arms first. people like to watch them?
b dive quickly.
c hit the water at over 90 kph. 5 Match the underlined words in the article
3 They sometimes stop cliff-diving with these definitions.
competitions when … 1 idea, opinion, feeling
a the weather conditions are bad. 2 cause pain
b one competitor can’t continue diving.
3 practise a sport regularly before a competition
c the water isn’t warm.
4 Some people are unhappy with the TV 4 this shows us something or gives information
programme Splash! because … 5 condition
a the dives are not very high.
b the competitors are not very good.
6 SPEAKING What about you?
c it gives the wrong idea about the sport. 1 Which dangerous sports do you like watching?
5 Professor Splash’s dives are spectacular 2 Would you like to do a dangerous sport one
because … day? Why/Why not?
a he dives from really high places.
b they are specially for children. I love watching motor racing!
Me too!
c he doesn’t dive into the sea or a
normal pool.
Diving can be great fun, but it can also metres. It’s like jumping from the third
be dangerous. Imagine diving from a floor of a building. Some say that the
cliff that is 26 metres high! A cliff dive programme is dangerous because it gives
begins like any other dive, but the the impression that diving is easy. Others
divers must always enter with their say it’s dangerous for those people to do
feet first to protect their arms, shoulders something that divers spend years
and neck. The divers have to train hard training to do. Some can’t swim and
to do it safely. When they hit the water, some hurt themselves badly.
they’re moving at about 90 kilometres Professor Splash (real name Darren
per hour! If they make a small mistake, Taylor) knows all about the dangers of
the consequences can be terrible. The diving. He is famous because he dives
weather and the state of the sea also from 11 metres or more into a small
affect the dive. When the sea is moving plastic swimming pool for kids which
a lot, the divers can’t calculate the dive sometimes contains just 34 centimetres
well and the competition stops. of water! As he says on his website,
A sign that diving is popular recently is he can do it because he prepares
the British TV programme Splash!. In carefully and he has over
this programme, famous people learn 25 years of experience.
to dive from a height of up to ten
STRATEGIES FOR TEST
Look at your answers in 2. Have you got an answer for each question? ➤ STRATEGIES FOR TEST page 155
Unit 3 41
presentation video.
5 What can or can’t you do? Write the activities in

can/can’t
the correct squares. Use these words.
1 Read the sentences and questions (a−d)
and then decide if the statements (1−3) climb • cook • draw • play the piano • ride a bike/horse
below are true or false. sing • skate • ski • speak German • swim
a He can dive from 11 metres into a

small pool. I can … I can’t …
b Some competitors can’t swim.
c Can you do it?
d Yes, I can. / No, I can’t.
1 The forms of can/can’t do not change My partner can … My partner can’t …
with different subject pronouns (I, you,
he, she, we, they).
2 We use do/does to make questions
with can.
3 We use can/can’t to talk about ability 6 SPEAKING Work with a partner. Ask your partner
and possibility. questions to find out what they can or can’t do.
Write the activities in the correct squares in 5.
Can you cook?
2 PRONUNCIATION 34 Listen to these sentences.
No, I can’t.
Which sound is long, can or can’t?
1 I can speak Spanish. Me neither.
2 I can’t speak Spanish. Can you swim?
I can.
3 LISTENING 35 Listen to the sentences. Put a Me too.
tick (✓) if the people can do the activity.
Put a cross (✗) if they can’t.
1 3 5 Adverbs of manner
2 4 7 Read the sentences and answer the questions.
a Dive safely.
4 Complete the sentences with can or can’t b They’re moving fast/quickly.
and these verbs.
c It’s difficult to do it well.
cook • hit • play (x2) • swim d You can’t learn it easily.
e Divers train hard.
1 My sister . I never eat the f They hurt themselves badly.
things she makes. g He prepares each dive carefully.
2 My friend the guitar but he 1 Do adverbs of manner describe how we do
isn’t in a group. something or how often we do something?
.
3 I tennis. I don’t have a
2 Do adverbs of manner go with the verb to be
racket and I don’t know the rules. or with other verbs?
4 Jamie and Becky under the .
water. They go 15 metres without air! 3 What are the two last letters in regular adverbs?
5 You the ball with your hand .
4 Are these adverbs regular or irregular?
in football.
well fast hard late early
.
42 Unit 3
Vocabulary Aa Bb
8 Complete the text with the adverb Sports

form of the words in the box. Use
each word once.
bad • careful • fast • good • hard
patient • slow
In my family, we like skiing. My brother

loves skiing (a) .............................................,
sometimes he goes at 30 kph! I know
that professional skiers go at 100 kph,
but that’s because they train and work
(b) ........................................... every day. I don’t
want to ski professionally, but I think it’s
important that you can ski (c) ...............................
when you live in the mountains like we
do. My little brother is learning to ski
right now. He skis quite (d) .................................
– he falls and has accidents all the time.
But he’s only four! My grandfather skis
(e) ......................................... and (f) .........................................
now because he doesn’t want to fall and
hurt himself. The only person who
doesn’t like skiing in my family is my
grandmother. But she sits and waits (g)
......................................... for us to finish. Then we
all go and eat together.

9 SPEAKING Choose from these verbs
and adverbs of manner to form six 1 36 Work with a partner. Separate the words in
questions. Then interview another the box into three columns: Indoor sports/Outdoor
student. sports/Indoor and outdoor sports. Use your
dictionary if necessary. Then listen and repeat.
Verbs Adverbs
sing fast baseball • basketball • climbing • cycling • diving
wait slowly
fishing • football • golf • gymnastics • horse-riding
ride carefully
do (exams) well ice skating • judo • rugby • running • sailing • skiing
speak (French) badly swimming • table tennis • tennis • volleyball
write patiently
dance hard
swim calmly 2 PRONUNCIATION 36 The word baseball has two syllables,
with the stress on the first syllable. Listen again to
Can you sing well? the words. Which words are similar? Repeat those
Yes, I can. words with the correct stress.
Do you usually wait patiently? baseball
No, I don’t. 3 Work with a partner. Ask and answer the

SPEAKING
questions.
1 What is your favourite sport? Why?
2 Which sport(s) can you play well?
3 Which sport(s) do you like watching?
4 Which sport(s) do you hate? Why?
5 Who is your favourite sports player or team?
Which sport do they do/play?
Unit 3 43
Move On to life skills: Physical well-being
FITNESS
FITNESS
Designing a PROGRAMME
PROGRAMME
■ To understand the importance of fitness and stamina [n]: When you have stamina, you can do
exercise in our daily life exercise for a long time. strength [n]: He has a lot
■ To identify three main types of exercise of strength in his arms. flexibility [n]: Yoga gives
■ To plan a weekly fitness programme you flexibility. heart [n]: Your heart beats fast
when you do exercise.
1 SPEAKING Work in small groups to discuss this 2 READING Read Celia’s blog about fitness and
statement. Do you agree or disagree with it? exercise. Are these sentences True (T) or
Give reasons for your answer. False (F)?
TEENAGERS
1 This is the blog of a fitness expert. T/ F
‘MOST 2 The idea of the blog is to motivate
TODAY DON’T GET ENOUGH EXERCISE. ’ people to take exercise. T/ F
3 Zumba and swimming are the only sports
that Celia does each week. T/ F
Celia’s Blog 4 Celia spends two hours a week doing

Zumba. T/ F
Home About Contact 5 Celia agrees that dancing isn’t physically
hard. T/ F
Hi! My name’s Celia, 6 Celia thinks that swimming is always
I’m 15 and I’m from Spain. I love cats (I have two), T/ F
great for your body.
listening to music, and, above all, keeping fit. In this blog
I want to tell you about some fitness activities and,
3 Now read the article on page 45 quickly and
especially, inspire you to do them. answer the questions.
My favourite weekly workouts 1 What is the connection between this article
I have two favourite workouts. and Celia’s blog?
I want to tell you a bit about them.
2 Who is the author of the text on the right?
3 What is the aim of this text?
1 Swimming
People get in the pool and splash 4 How is the style of this text different from
about for ten minutes and think Celia’s blog?
they’re doing exercise. Listen
closely, people: ‘You aren’t!’ But
swimming quite fast and hard for
about forty minutes is probably the perfect workout for
your body. It’s great for flexibility, strength and your heart.
I have swimming lessons once a week at school and I just
know that it does me good.
2 Zumba
It’s basically a mixture of dancing and gym. The
dancing is Latin dancing, a bit like salsa. Each
session usually lasts 60 minutes. My friend Cristina
and I go twice a week. Some people think that
dancing isn’t really a type of exercise, but I can tell
you that these sessions really make your body work
hard. And they help you to be flexible. Plus, it’s
aerobic exercise (do you know what that means?),
so it’s good for your heart. Zumba is perfect for
people who want to do exercise but also love music
and dance. What are you waiting for? Try it!
44
4 Complete the table with information from 6 LISTENING 37 Watch and listen to some
the article. Read it again if necessary. teenagers talking about sport. Write
the name of the person who says these
Three different types of exercise things. One statement goes with two people.
What exactly Example What types of sport do you like?
does it do for sports/
you? activities 1 I prefer individual sports. ............................. . . . . . . . . . . . . . . .
How often do you do sport?
1 Aerobic exercise
2 I do sport every day. ...................................... . . . . . . . . . . . . . . .
2 Exercise to build
How do you find time to do exercise?
your strength
3 I find time to do sport by doing it together
3 Exercise to improve with my friends. ................................................ . . . . . . . . . . . . . .
your flexibility
4 I change my daily routine to do sport a few
times a week. .................................................... . . . . . . . . . . . . . . .
5 Work with a partner. Evaluate these different What advice would you give to somebody who
sports according to the different criteria. wants to start doing sport?
Key: *** = excellent ** = quite good * = no real effect 5 It’s best to choose a sport you enjoy. .... . . . . . . . . . . . . . . .
Sport 1 stamina 2 strength 3 flexibility What’s important to consider when you’re
choosing a sport?
Zumba *** ** *** 6 It’s useful to decide if you prefer to do indoor
swimming *** *** *** or outdoor sports. .......................................... . . . . . . . . . . . . . .
golf 7 It’s important to think about how fit you are
judo before you start doing exercise. .............. . . . . . . . . . . . . . .
3
running 7 SPEAKING Work with a partner and discuss these
questions.
1 How much exercise do you do each week?
DIFFERENT 2 Which types of exercise do you prefer?
TYPES OF 3 What do you think is your strong point – your

stamina, strength or flexibility?
EXERCISE LIFE TASK
A healthy body is one that is strong,
flexible and can keep working ove You want to design a fitness programme for
r a long
period. That’s why it’s important to your partner.
do
these three different types of exercis
e: Follow this plan:
1 AEROBIC EXERCISE 1 Take a piece of paper and write columns for the
This kind of exercise makes you use days of the week.
more oxygen
and it’s great for your heart. When 2 Complete the timetable with all the sport and
you do aerobic exercise
frequently, you build stamina, so you exercise that you do in a typical week. Include
can continue to do
exercise for a long time. Your body sport and PE that you do at school, and things
doesn’t get tired
immediately because your heart bec you do outside school and at the weekend.
omes very efficient at
sending oxygen to your muscles. Som
e examples of aerobic 3 For each activity, put how much time you spend
exercise are swimming, basketball,
cycling, and dancing. on the activity and how much you enjoy it.
2 EXERCISE TO BUILD YOUR STRENGTH 4 Exchange fitness timetables with your partner.
When you do exercise, you want to Use the ideas on these pages to improve your
make your heart
strong, but also to make your muscles
strong. This helps
partner’s fitness timetable. Use these questions
you to be active and full of energy. and make your recommendations:
Strong muscles also
protect your body. Running, cycling
and skating are all good a Does your partner do at least one hour a
for strong legs, and some gymnastic
exercises are great for day, as health organisations recommend?
strong arms and a strong stomach.
b Do they do the three different types of
3 EXERCISE TO IMPROVE YOUR FLE
XIBILITY exercise (stamina, strength and flexibility)?
Exercise can help to make you flex c Do they do things that they enjoy?
ible. That means
your muscles are strong but they can
also move easily and 5 Give your partner the timetable. Do they like it
in lots of different positions. You nee
d good flexibility to do and think it will work? Why/Why not?
some sports like dancing or swimmin
g, but also to play
football or basketball. Gymnastics,
yoga and martial arts can
all help you to become flexible. 45
have to/don’t have to, must/mustn’t

1 Read the sentences and complete the rules
with have to, don’t have to, must or mustn’t.
a You have to kick the ball.
b You don’t have to be strong.
c You must get fifteen points to win.
d The players mustn’t touch the net.
1 We use ......................................... and ......................................... for
things that are necessary or obligatory.
2 We use ......................................... for things that are not
necessary (but we can do them if we want).
3 We use ......................................... for things that we can’t
1 Work with a partner. Look at the photo of do because we don’t have permission.
a sport called Sepak Takraw and talk about
what you can see. How do you think you
play Sepak Takraw? Guess.
2 Complete the sentences with have to, has to,
2 Read these notes about Sepak Takraw. don’t have to or doesn’t have to.
What type of information do you think is
missing? 1 You ......................................... be good at football to become
a professional player.
Notepad
2 A football player ......................................... be especially tall.
Sepak Takraw is very popular in
3 A professional football player .........................................
(a) (place, country) know all the rules of the game.
Another name for the sport is
‘(b) 4 You ......................................... be a boy to play football.
volleyball’.
In Sepak Takraw, it’s not possible to hit 5 Professional footballers ......................................... play
the ball with your (c) football 365 days a year.
or
(d) . But you can hit the ball
(e) times consecutively.
The ball (f) heavy.
You need to be (g) to play
Sepak Takraw.
There are (h) players in
each team. To win a set, you need to get
(i) points, or to win by two
points.
You can also touch the ball with your
(j) , knee, or
(k) .
It’s not difficult to play Sepak Takraw if you’
re
good at (l) .
3 LISTENING 38 Listen to two people talking

about Sepak Takraw and complete the
notes.
4 What about you?
SPEAKING
Would you like to play this sport?
Why/Why not?
46 Unit 3
3 Read the statements about basketball and 6 Look at the sentences and choose the correct
choose the correct alternative. alternative. If you think two alternatives are
1 You must/mustn’t kick the ball.
correct, mark both of them.
2 You must/mustn’t hit other players. 1 Usually, we has to/have to/don’t have to
3 You must/mustn’t respect other players. go to school on Monday.
4 You must/mustn’t follow the rules of the 2 You must/mustn’t/have to study hard to be a
game at all times. doctor.
5 The ball must/mustn’t go in the basket to 3 At our school we mustn’t/doesn’t have to/
get points. don’t have to wear a uniform.
4 You has to/have to/must speak English in
4 Read the sentences. Write N if the sentence English lessons if you want to speak well.
describes a necessary action; NN if it 5 You mustn’t/must/don’t have to break school
describes an action that is not necessary; furniture.
or NP if it describes an action that we do
not have permission to do. 7 Work with a partner. Prepare true sentences
1 You don’t have to run fast. NN to talk about things that are necessary, not
2 Football players often have to travel.
necessary or not permitted at your school.
Think about clothes, furniture, sports,
3 You mustn’t play ball sports here. excursions, eating and drinking, etc.
4 You must do all the exercises.
You mustn’t arrive late. You have to wear
5 You mustn’t insult the other players when
things go wrong. a uniform.
5 SPEAKING Work with a partner. Look at the

photos on pages 46 and 47. Write rules for
one of these sports. Use have to, don’t have
to, must, mustn’t and the words below. Use
ball • bat • foot • hand • hit • kick • minutes

net • player • racket • run • team • touch • wear
Unit 3 47
Developing speaking
Asking for information 4 Complete the expressions in the Speaking

bank. Who says them – the person who asks
1 SPEAKING Look at this advertisement for tennis for information (A) or the person who gives
lessons. Work with a partner. Guess the information (G)?
missing information.
SPEAKING BANK
TENNIS
LESSONS
Useful expressions to ask for and give
information
■ I’d some information, please.
For players 12– (a) years old ■ How can I you?
(b) and Fridays ■ Can you me what time they are?
(c) –8 p.m. ■ How do they cost?
(d) £ per lesson ■ Thanks for help.
Must bring own (e) ■ welcome.
■ you for calling.
WESTON SPORTS CENTRE
2 LISTENING 39 Listen to a girl making a telephone PRACTICE MAKES PERFECT
call to Weston Sports Centre. Complete the
5 SPEAKING Work with a partner. Use the diagram
information in the advertisement in 1.
below to prepare a dialogue, using
3 Work with a partner. Mai is phoning
SPEAKING expressions from the Speaking bank.
a sports centre to ask for information. Practise it and then act it out.
Complete the dialogue. Then practise.
You want to learn swimming to take part in Phù Đổng
Sports Festival next year. Call a sports centre and
Receptionist: Good afternoon. This is
ask about their swimming lessons.
(a) ......................................... Sports Centre.
Mai:
Receptionist
Good afternoon. I’d like some
You
information please.
Receptionist: Certainly. How can I help you?
Answer the phone. Give the name
Mai: I believe you have (b) .................................. of the sports centre.
lessons at the sports centre. Who Say you want information.
are the lessons for? Offer to help.
Receptionist: They’re for children and teenagers Ask about lessons
between the ages of (c) ............................ for teenagers.
and .......................................... Say what ages
the classes are for.
Mai: Oh, perfect! What days are the Ask about when
lessons? they have lessons
Receptionist: They’re on (d) ................................... and – days/times.
Give the days and
......................................
times.
Mai: Can you tell me what time they are? Ask about the price
of the lessons.
Receptionist: Each lesson is (e) ...................................
Give the price.
hours long, from (f) ...................................
Say thanks.
to p.m. Reply and finish the conversation.
Mai: Uh huh. How much do they cost?
Receptionist: (g) ....................................
Mai: Sorry, can you repeat that? STRATEGIES FOR TEST
Receptionist: Yes, of course. The lessons are In this type of activity, can you say what
(h) ......................................... . Oh, and you you like or do you have to give specific
must bring your own (i) ............................. information?
Mai: Ok. Thanks for your information. ➤ STRATEGIES FOR TEST page 155
Receptionist: You’re welcome. Thank you for
calling.
48 Unit 3
Developing writing
An announcement b
1 READING Read the two announcements. Which
DYLAN’S STREET DANCE CLUB
club do you prefer? Why?
Are you mad about street dance? Do you want to learn
a
some unique dance? Do you want to make new friends?
The Yoga Club If the answer is yes, Dylan’s Street Dance Club is the
Do you want to try something new? Do you right place for you!
want to learn how to relax and control your We usually meet on Friday at 6 p.m. in the sports hall.
body and mind? Do you want to become a part And we dance away until 8 p.m. We create our own
of a healthy community? If you do, come and dance routines and video them every week. You can
join the Yoga Club now! visit our Youtube channel to watch our dancing videos.
You don’t have to have any experience of We are also invited to perform at all the school shows!
Yoga. Just bring an open mind. We teach you So come, learn some funky new moves and get your
everything you need to know about this chance to appear at a local school event.
ancient art.
The Yoga club meets in the gym on Wednesday
at 5 p.m. (or in the playground when the
weather’s good!) Wear comfortable clothes!
Mats will be provided but
feel free to bring your own.
For more information, Call Dylan on
0234 765 0953
call Charlotte on Don’t sit there!
0761 327 4997 or visit Call him NOW!
our new website.
WRITING BANK
Useful language in announcements

■ Use short questions to make people
interested.
■ Give the essential information in clear

sentences.
2 Answer these questions. ■ Use imperatives. They tell people what to
The Yoga Dylan’s Street do or what not to do.
Club Dance Club
1 Where does
the club meet?
PRACTICE MAKES PERFECT
2 When does the
club meet? 4 Look at the task below and write an
3 What do they announcement. Use the announcement in 1
do in the club? and the Writing bank as a reference. Then
4 How do you display your announcements in the classroom
get more and vote for the most popular club.
information
about the club? Write an announcement (120–150 words) for a new
club at your school. The club can be for any
3 Put these sentences from the announcements free-time activity. In your announcement, include
in the correct place in the Writing bank.
this information:
1 We usually meet on Friday at 6 p.m., in the ■ where you meet
sports hall. ■ when you meet
2 Don’t sit there! ■ what you do
3 Bring an open mind. ■ how you can get more information
4 Are you mad about street dance?
WRITING BANK ➤ PAGE 162
5 Call him now!
Unit 3 49
Grammar reference
can /can’t Adverbs of manner
FORM FORM
Affirmative I/You/He/She/It/We/They can swim. Regular adverbs

■ We add -ly to the adjective:
Negative I/You/He/She/It/We/They can’t
(cannot*) skate. slow – slowly, patient – patiently, careful – carefully
Question Can I/you/he/she/it/we/they ski?
■ We sometimes need to change the spelling of the
original adjective:
Short Yes, I/you/he/she/it/we/they can.
answers
easy – easily, terrible – terribly
No, I/you/he/she/it/we/they can’t.
Irregular adverbs
* We write cannot as one word, not two. good – well, fast – fast, hard – hard, early – early,
USE late – late
■ We use can to talk about ability. USE
She can speak English. ■ We use adverbs of manner to describe how we
■ We also use can to talk about possibility. do something. They go with verbs (but not the
I can go out this evening because I haven’t got verb to be).
any homework. I walk slowly.
have to/don’t have to must /mustn’t
FORM FORM
Affirmative I/You/We/They have to wear a uniform. Affirmative I/You/He/She/It/We/They must

He/She/It has to wear a uniform. come to class on time.
Negative I/You/We/They don’t have to go to Negative I/You/He/She/It/We/They mustn’t
school on Sunday. eat in the classroom.
He/She/It doesn’t have to go to
school on Sunday. USE
Question Do I/you/we/they have to wear a uniform? ■ We use must to talk about things that are
Does he/she/it have to wear a uniform? necessary or obligatory.
Short Yes, I/you/we/they do. You must sit down in class.
answers No, I/you/we/they don’t. ■ We use mustn’t to talk about things we can’t do
Yes, he/she/it does. because we don’t have permission.
No, he/she/it doesn’t. You mustn’t be late.
USE ■ Must is not very common in the question form.
We usually use have to.
■ We use have to to talk about things which are
obligatory or necessary.
I have to go to school five days a week. ‘CAN DO’ PROGRESS CHECK UNIT 3
■ We use don’t have to to talk about things which
are not obligatory or necessary. After this unit, I can …
I don’t have to go to school at the weekend.
a talk about abilities and
REFLECTION obligations using can, must,
have to, etc.
MIND MAP What do you remember about
b name different parts of the
physical activities from the unit? Draw a
body and physical activities.
mindmap about what you can do to keep fit.
c identify simple written and
spoken texts about sports.
d ask for and give information
about sports classes.
e write a short announcement.
50 Unit 3
Grammar revision
can/can’t / 7 points
1 Write the questions or sentences again using can or can’t. Do not change the meaning.
1 Do you know how to ski? 5 They aren’t able to swim.
? .
2 It is impossible for me to come. 6 Is it possible for you to walk?
. ?
3 I don’t know how to play golf. 7 I’m able to ride a bike.
. .
4 It’s possible for her to run marathons.
.
Adverbs of manner / 7 points have to/don’t have to, must/mustn’t / 7 points
2 Make the adverb for these adjectives. 3 Complete the sentences with have to, don’t have
1 patient to, must or mustn’t. If there are two possibilities,
2 good use both.
3 bad 1 You drink and drive a car. It’s illegal.
4 fast 2 You have a passport to visit the US.
5 slow 3 You be born in the UK to be able to
speak English.
6 careful
4 Eating is not permitted here. You do it.
7 hard
5 Children under 16 go to school.
6 Not all exercises are obligatory. You
do them all.
7 We go by car because there isn’t
any public transport.
Vocabulary revision
PARTS OF THE BODY / 7 points

1 Name the parts of the body.
a b c d e f g
PHYSICAL ACTIVITIES / 5 points SPORTS / 7 points

2 Look at the pictures. What physical activities do you usually do 3 Complete the sports
with them? with the missing letters.
a b c d e 1 j o
2 v yb ll
3 r by
4 c sk ng
5 s l ng
6 f s ng
7 b s b l

Tourist
information
Vocabulary Aa Bb
Countries and nationalities Words connected with tourism

4 Match the words with these definitions.
a b c
book (v) • guidebook • luggage
package holiday • passport • sightseeing
souvenir • tickets • travel agency • trip/excursion
d 1 the bags you take on holiday

2 a book that gives tourist information
3 a business that helps people to plan holidays
4 an official document for travelling with your
photo and your nationality
5 a short visit to an interesting place
1 40 Work with a partner. In which countries 6 reserve (for example, a room in a hotel)
are these tourist attractions? Choose from 7 travelling around to visit monuments and other
these countries. Then listen and repeat. interesting places
8 papers that show you can use a type of transport
Argentina • Brazil • China • Czech Republic or enter a place
Egypt • France • the UK • Greece • Ireland 9 a holiday where everything is included – the
Italy • Japan • Mexico • Peru • Poland transport, hotel, etc.
Russia • Scotland • Slovakia • Spain • Switzerland
10 something that you buy or keep to remember a
Turkey • Ukraine • the US • Vietnam
place or holiday
2 SPEAKING Work with a partner. Think of famous 5 LISTENING42 Listen. What is the subject of each
cities or tourist attractions. Guess where dialogue? Choose a word from 4 for each one.
they are.
1 2 3
Copacabana.
6 Work with a partner. Ask and answer
SPEAKING
I think it’s in Brazil. the questions.
That's right! 1 Do you like to go on school trips?

Where do you like to go?
2 How much luggage do you or your family
3 41 Match the countries in 1 with these usually take when you go on holiday?
nationalities. Then listen, check and repeat. 3 What’s your favourite souvenir from a holiday?
Russian • Swiss • Irish • French • British • Turkish Do you like to go on school trips?
Argentinian • Spanish • Greek • American
Scottish • Egyptian • Polish • Brazilian • Ukrainian Yes, I do.
Chinese • Japanese • Italian • Czech • Slovak
Peruvian • Mexican • Vietnamese Where do you like to go?
Argentina – Argentinian, Brazil – Brazilian I like to go to History Museum.
52 Unit 4
Reading
1 Work with a partner. Look at the photo below 4 CRITICAL THINKING

and talk about what you can see.
2 Read the title of the article. What do you ■ Why do you think tourist graffiti is a crime
think the text is about? Then read the article in most countries now?
and check your answer.
5 Match the underlined words in the article
3 Answer the questions with information from with these definitions.
the article.
1 an illegal activity
1 Where was Ding Jinhao’s graffiti? 2 a religious building
2 Why was it easy to find Ding Jinhao? 3 an important or interesting historical building
3 What is the attitude today to tourist graffiti in 4 have a good time
Egypt? 5 finding something or someone for the first
4 Ding Jinhao’s message is a new example of time
tourist graffiti. In the text, what is the first 6 a search to find something or someone
example? important
5 Who was Giovanni Belzoni? 7 polite, reasonable, good
6 What is there at the top of the Great Pyramid 6 SPEAKING What about you?
and why? 1 What do you think about Ding Jinhao’s actions?
7 What is the Chinese National Tourist 2 What’s your opinion of graffiti, either tourist
Administration’s message to tourists? graffiti or street graffiti?
A new problem?
A Chinese tourist on holiday in Egypt
was shocked to see graffiti in Chinese
on a 3,500-year-old monument in Luxor.
A photo of the graffiti was soon on his blog.
P eople in China were angry and there was a

big hunt to find the person responsible. The
message wasn’t very imaginative, but basically
In Roman times, one of the first Egyptologists, Giovanni
Belzoni, was the first modern man to enter the pyramid of
Khafre. Inside the pyramid today you can read his text
‘Ding Jinhao was here’, so Internet users easily
celebrating the discovery.
found this particular Ding Jinhao, a teenager in
Nanjing. His parents then told a local newspaper Later, in the second half of the 19th century, Europeans could
that their son was sorry for his actions. travel around the world, and they could climb to the top of
It is a serious crime to write on a historic monument the Great Pyramid. There was graffiti in just about every
in Egypt. But in the past, people could write on language up there.
monuments and no one was angry about it. At Giza Luckily, it wasn’t difficult to make Ding Jinhao’s graffiti
there is an example of graffiti on a temple wall from disappear. But China’s National Tourism Administration is
1244 BC. It says ‘Hadnakhte … came to make an right to advise all tourists to act in a civilised way.
excursion and amuse himself on the west of the
Memphis, together with his brother, Panakhti’.
Unit 4 53
presentation video.
3 Look at the list of top 10 tourist destinations. Complete

Past simple of to be the sentences below with was, wasn’t, were or weren’t.
1 Read the sentences and complete
TOP 10
the table.
1 Belzoni was Italian.
2 It wasn’t difficult.
3 They were on an excursion.
4 His parents weren’t happy.
5 Was it a good idea? No, it wasn’t. TOURIST DESTINATIONS 2013
Affirmative 1 Paris, France
I was in Egypt in 2013. 2 New York, US
You were 3 London, UK
He/She/It (a) ....................................... . 4 Rome, Italy
We were 5 Barcelona, Spain
You were 6 Venice, Italy
They (b) ....................................... . 7 San Francisco, US
Negative 8 Florence, Italy
I wasn’t in Egypt in 2013. 9 Prague, Czech Republic
You weren’t 10 Sydney, Australia
He/She/It (c) ....................................... .
We weren’t
You weren’t
They (d) ....................................... .
Question
(e) ........................................ I/he/she/it in Egypt
in 2013? 1 In 2013, Paris the number one tourist
Were you/we/they in Egypt in 2013?
destination in the world.
Short answers
2 One destination in the top ten in the UK.
Yes, I/he/she/it (f) ........................................... .
3 Prague number ten in the list.
No, I/he/she/it (g) ............................................... .
Yes, we/you/they (h) ............................................. . 4 Madrid and Milan in the top ten.
No, we/you/they (i) .............................................. . 5 One of the top ten destinations in North
GRAMMAR REFERENCE ➤ PAGE 62 America or Europe.
6 Three of the top ten tourist destinations in Italy.
2 Complete the dialogue with the
correct past forms of to be. 7 Berlin in the top ten.
8 Two of the top ten destinations American.
Mia: Hey! Where (a) ...........................................
you last week? You (b) ....................... 4 Write questions using the past of to be.
at basketball club. Why not? 1 Where/you/at 6 a.m.?
Ryan: I (c) ....................................... in the US! Where were you at 6 a.m.?
My dad (d) ..................................... 2 Where/your family/last July?
3 Where/your best friend/yesterday?
there on business.
4 Where/you/in 2012?
Mia: (e) you in
New York? 5 SPEAKING Work with a partner. Ask and answer the questions
Ryan: Yes, we (f) . in 4. Then tell the class two of your partner’s answers.
Mia: (g) .................................. it warm there? Where were you at 6 a.m.?
Ryan: No, it (h) ....................................... .
I was in bed.
It (i) ....................................... really cold!
54 Unit 4
Vocabulary Aa Bb
Bb
Past simple of can Transport

1 Match some of these words to the photos. Use your
6 Read the sentences and answer the dictionary if necessary.
questions.
a Tourists could climb to the top. bike • boat • bus • car • coach • helicopter • lorry
moped • motorbike • plane • ship • taxi • train
b They couldn’t believe it.
tram • underground • van
c Could you understand the message?
No, I couldn’t. a b
1 What part of the verb comes after
could or couldn’t?
2 What happens in questions? Where
does could go?

c
7 Work with a partner. Look at the
activities. Make sentences saying if
tourists could or couldn’t do these
things 150 years ago.
d e
1 book tickets online f g

Tourists couldn’t book tickets online.
2 sail from England to America
3 travel by car at 160 kph
4 fly non-stop from England to Japan
8 SPEAKING Work with a partner. Find out 2 Complete the table with the words in 1.
at what age your partner could do
these things for the first time. Road Rail Air Sea
1 swim bike tram
2 count to ten in English
3 walk
4 ride a bike
5 read 3 Work in small groups. Say how often you
SPEAKING
travel by the different types of transport in 1. Ask
When could you swim? other questions to find out more information.
I never travel by plane.
I could swim when I I sometimes travel by coach.
was five. Could you?
Where do you go when
No. I could swim when you travel by coach?
I was seven, I think.
I usually go to see my cousin. She

lives about 50 kilometres from here.
Unit 4 55
Move On to life skills: Autonomy and enterprise
Developing a
■ To learn about a business idea company [n]: She works for a company that makes
■ To understand key questions when furniture. enterprise [n]: Matt shows a lot of enterprise.
developing a new product He is able to think of new ideas and make them succeed.
■ To work together to develop and sales [n]: The business is doing well because sales of their
present a new product new phone are good. start-up [n]: She starts her start-up
by establishing a computer company. success [n]: The new
product was a great success – lots of people bought it.
1 Work with a partner. Describe the

SPEAKING 3 Read the text again and put these steps in
photo. Who are in the photo and what are the correct order about how to start a
they doing? travel agency in Vietnam.
2 READING Read this text about start-ups. a make a list of tourist attractions
Answer the questions. b advertise the tours
1 What makes Vietnamese tourism develop c describe destinations in a brochure
rapidly?
d design schedules for the tours
2 Why is it excellent to set up a travel agency at
this time? e collect information about places of interest
3 Which qualities do young people need to start f contact local governments
up successfully?
4 What do people need to do to increase the
sales of a travel agency?
How to start a travel agency in Vietnam

GUIDANCE FOR THOSE WHO ARE INTERESTED IN VIETNAM – ONE OF THE TOP DESTINATIONS
Tourism is getting more and more important, interesting descriptions of these places to attract
becoming one of the fastest-growing industries in the customers. After that, you need to arrange
Vietnam. The reason for the rapid development of the activities to create a perfect schedule for your
tourism is an increasing number of foreign visitors tourists. Last but not least, to increase the sales,
coming to Vietnam every year. you need to run marketing campaigns to make
your company and your tours widely known.
However, the services for tourism in Vietnam are There’re lots of things you must do to set up and
quite limited. Therefore, great efforts have been run a travel agency properly in Vietnam.
made to improve tourism. They encourage young However, if your company succeeds, it will not
people to do start-ups in tourism. So, this is an only bring benefits to you but also help to boost
excellent time for you to start a travel agency Vietnamese tourism.
business.
However, starting a travel agency may be one of
the biggest decisions that you have ever made.
You must have passion for travelling, strong
determination and a specific goal towards what
you should do and what you shouldn’t do.
There are several steps that you should take to
ensure the success of your company. First, you
need to contact local governments to get
information about tourist attractions. Then, you
need to make a list of the locations and write
56
4 Look at this information about starting a 7 Work with a partner. Think of ideas for a new
new business. Try to answer the questions product. Read the advice below and write
with information from the text How to start down all your ideas – even the crazy ones!
a travel agency in Vietnam. Read the text One way to think of a new product is to think of
again if necessary. a problem or something that is difficult in your
daily life. Then think of something to help with
this problem or difficulty. Think about these
HOME NEWS ADVICE BOARD areas of life:
■ travel ■ home
SOME KEY QUESTIONS WHEN ■ holidays ■ school
STARTING A BUSINESS ■ sport and exercise ■ hobbies
To start a new business and be successful,
you have to ask yourself important questions. LIFE TASK
For example: You want to develop a new product and
present it to the class. Work in a small group.
1) What should you have before starting a
start-up? Follow this plan:
1 Share the product ideas you had in 7 and
choose one of them. Decide how exactly the
product is different from all others and why
people want or need it. Also, think about
2) What steps should you follow to make
who wants or needs it.
sure that your start-up is successful?
2 Plan a presentation of your product. Decide
who does each part and what materials (a
poster, a computer, photos, real objects, etc.)
you need. Remember to do the following:
■ Explain in detail what the product is.
■ Make some illustrations of the product.
■ Say why you think your product is a good
idea and how it is different.
5 LISTENING 43 Two students are presenting ■ Say who you think needs or wants your
an idea for a new product. Watch the
product.
video or listen and choose the correct
alternative. 3 Give the presentation.
1 Their product is a new type of towel/cap. 4 Have a vote in your class to choose the
2 Their product is useful to keep valuable things winning product!
safe at home/on the beach.
3 Half/All of the class were interested in the product.
4 The product is/isn’t available to buy now.
5 The product is expensive/cheap to make.
6 They can make more than one/one type of
the product.
6 What do you think of their product?
Why?
57
Past simple affirmative: regular and irregular

verbs
1 Read the sentences and put the verbs
in the correct place in the table.
1 We visited the castle.
2 We climbed to the top.
3 We walked along the road.
Edinburgh Castle 4 I went last year.
5 They spoke in English.
1 Choose the correct alternative. Guess if you 6 We bought souvenirs there.
don’t know. 7 We saw concerts and shows.
1 Edinburgh is/isn’t the capital of Scotland.
2 Edinburgh is famous for its annual sports events/ List A: List B:
festivals.
.
Infinitive Past form Infinitive Past form
3 The Royal Mile is a famous castle/road in Edinburgh.
visit visited buy
2 LISTENING 44 Listen and check your answers in 1. climb go
walk see
STRATEGIES FOR TEST speak
In the next exercise, you listen and say if the
statements are True/False/Not Mentioned. When
should you read the statements – before listening
or after listening? Why?
3 44 Listen again. Are the sentences True (T),

False (F) or is the information Not Mentioned (NM)?
1 Sam says Edinburgh is a very big city. T / F / NM GRAMMAR REFERENCE ➤ PAGE 62
2 Sam’s trip to Edinburgh was in the
summer. T / F / NM 2 Match the spelling rules for regular past
3 The events are quite expensive. T / F / NM simple forms (1–4) with the examples
below (a–d).
4 All the events in the summer in
Edinburgh are indoors. T / F / NM 1 Most verbs: add -ed to most verbs. b
5 Sam recommends visiting Edinburgh in 2 Verbs that end in -e: add -d.
June. T / F / NM 3 Verbs that end in a consonant + y: take away
6 You have to climb up a rock to visit the -y and add -ied.
Edinburgh Castle. T / F / NM 4 Verbs that end in one consonant + one
7 At Edinburgh Castle, they fire a cannon vowel + one consonant: double the last
at 1 p.m. to let sailors know the time. T / F / NM consonant and add -ed.
8 Shortbread is a type of bread that’s a study – studied, try – tried
popular in Scotland. T / F / NM
b walk – walked, need – needed
9 They ate fish and chips every day. T / F / NM
c stop – stopped, shop – shopped
10 Sam could understand local people in d decide – decided, phone – phoned
Edinburgh. T / F / NM
4 SPEAKING What about you? 3 How do we spell the past simple form of
Which city or cities would you like to visit one day? these verbs? Follow the rules in 2.
Why? 1 like 4 want
I’d like to visit Rome.
Why? 2 cry 5 arrive
3 chat 6 work
Because there are lots of great
monuments and I love Italian food!
58 Unit 4
Unit 4
4 PRONUNCIATION 45 Listen to the verbs in the table. 7 Complete the sentences with the correct
past simple form of the verbs given. Use
/d/ /t/ /ɪd/ the irregular verb list on pages 160–161 to
listened liked hated help you. Then underline time expressions
in each sentence.
1 Last night, my brother and I ...........................................

(make) the dinner.
2 The day before yesterday, my parents
5 46 Listen to these past simple forms and
write them in the correct column above. ............................. (catch) a train to go to the airport.
3 Two days ago, we .................................... (do) a history
decided • loved • needed • played • started
project at school.
stayed • wanted • washed • watched • worked
4 Last month, our English teacher ..................................
6 Complete the text with the past form of these (teach) us different parts of the body.
verbs. Use each verb once. Use the irregular 5 Three years ago, my parents ...........................................
verb list on pages 160–161 to help you. (buy) me a pet for my birthday.
go • see • speak • take • understand 8 Write true sentences about yourself and
buy • eat • use • visit • walk
your family using time expressions in 7.
The day before yesterday, I played computer
Last year, I (a) .................................... on holiday with games with my friend.
my family. We (b) .................................... Rome.
Last night, my brother watched football on TV.
I (c) .................................... a guidebook with me and
I (d) .................................... it to find out useful 9 SPEAKING Tell your partner the things that you
information. We (e) .................................... people did, but don’t say when you did them. Can
dressed as centurions and gladiators at the your partner guess when you did the
Colosseum! We (f) .................................... really good different things?
pasta and I (g) .................................... presents for my
I went to London.
friends in a big shopping centre. My legs I think it was last year.
were really tired because we (h) .................................
a lot every day. My mum (i) .................................... No, it was three years ago.
Italian all the time because her Italian is very
good. She (j) .................................... everything that
people said to her.
Unit 4 59
Developing speaking
Talking about a holiday a
1 Look at Jonathan’s holiday

photos. Match some of the
topics to the photos.
1 where you went
2 who you went with
3 how you went
4 where you stayed e
5 what you saw and did
6 what you ate
7 what you bought
c
b
d
2 SPEAKING Work with a partner. Take it in turns to

talk about Jonathan’s holiday using the photos.
He went to Barcelona.
5 Work with a partner. Take it in

SPEAKING
3 LISTENING 47 Listen to Jonathan talking about turns to talk about your holiday photos
his holiday. What does he say about the topics using the ideas in 1.
in 1? Make notes. Listen again and check.
Student A: Your photos are on page 157.
2 Went with family – mum, dad and brother. Student B: Your photos are on page 158.
4 Complete the useful expressions in the

Speaking bank with at, to, with or by. Use your PRACTICE MAKES PERFECT
dictionary if necessary. 6 SPEAKING Work with a partner. Invent your
holiday. You can help your partner by
SPEAKING BANK saying:
Useful expressions to talk about a holiday
Tell me about what you did/saw/ate.
■ I went (a) .................... (Paris/Tokyo/Cairo) (b) .....................
(car/plane/coach/train) (c) ...................... (my family/
my brother/my friends/my school).
Talk about a holiday that you really liked.
■ It took (20 minutes/two hours/a day) to get Include this information:
there. ■ when, where and how you went, and who
■ We stayed (d) ......................... (the Ritz Hotel/ you went with
a campsite/a youth hostel/a bed and breakfast). ■ where you stayed and what you did and saw
■ We went (e) ......................... (the beach/the city ■ what you ate and bought
centre/a theatre/a stadium).
■ We did some sightseeing./We went sightseeing.
■ We saw (a monument/bridge/tower). STRATEGIES FOR TEST
■ We bought (souvenirs/a T-shirt/a CD). What language and expressions are
■ We ate (tropical fruit/typical food). important to revise for a speaking exam
■ It was (great/brilliant/spectacular/delicious). where you need to talk about past events?
■ I had a great time./I loved it. ➤ STRATEGIES FOR TEST page 155
60 Unit 4
Developing writing
A postcard 4 Look at the postcard again and complete the
advice in the Writing bank.
1 SPEAKING Work with a partner. Which of
these things are important for you to WRITING BANK
have a great holiday? Decide together Useful advice for writing a postcard
and put them in order of importance. ■ We usually begin a postcard with (a) ..............................
■ the food you eat or Dear and the person’s first name.
■ shopping ■ Then, we ask about the person we are writing to
■ sightseeing using (b) .............................. are you? and I (c) ..............................
■ relaxing you’re well.
■ activities ■ Next, we talk about where we are and what we
are doing. We use the (d) ............................... continuous
■ the hotel and area where you are staying
to talk about what we are doing.
■ the weather
■ When we talk about things we did before writing
the postcard, we use the (e) .............................. simple.
The important thing for me is
sightseeing. I like visiting
■ We usually end a postcard with Wish you were
interesting places. (f) ..................................., (g) ..................................., Bye for now or
See you soon and our first name.
I agree. But I think relaxing is PRACTICE MAKES PERFECT

important too because holidays
are for relaxing. 5 Look at the task. Choose one of the postcards
on page 159. Plan what you are going to write.
Follow the advice in the Writing bank.
OK. So number 1 on our
list is sightseeing and You are on holiday. Write a postcard (120–150 words)
number 2 is relaxing. to an English friend. Say what you are doing now and
what you did yesterday and this morning. You can
talk about sightseeing, shopping, food and drinks,
2 Tell the class the top and bottom activities your hotel, etc.
on your list. Do your classmates agree? WRITING BANK ➤ PAGE 162
3 Read the postcard and underline

READING 6 Individually, write your postcard (120–150 words)
any information about the things in 1. and then ‘send’ it to your partner.
Hi Hoàng,
How are you? I hope you're well and enjoying the school holidays.
We're here in Hanoi and we're having a brilliant time. The weather
is lovely, and there's lots to do. Right now, we're sitting in a café,
enjoying Vietnamese coffee and thinking about you. Hoàng Nguyên
Yesterday, we went sightseeing. In the morning, we went to Hô Chí 13 Ðiên Biên Phu Street,
Minh Mausoleum and visited One Pillar Pagoda. I could hear a lot of
interesting and moving stories about Hô Chí Minh and Vietnamese Ðà Nang
people there. In the afternoon, we visited the Imperial Citadel of
Thang Long. I took a lot of photos there. Vietnam
This morning, we did some shopping near the hotel. I bought a cool
T-shirt with the name of the city on it, and a little present for you 100000
at a local souvenir shop.
Wish you were here!
Love,
Megan
Unit 4 61
Grammar reference
Past simple of to be Past simple affirmative: regular and irregular verbs
FORM FORM
Affirmative I/He/She/It was in Scotland last year. Affirmative I/You/He/She/It/We/They visited
You/We/They were in Scotland last India.
year. I/You/He/She/It/We/They went to
Negative I/He/She/It wasn’t (was not) in Brazil India.
last year.
You/We/They weren’t (were not) in SPELLING
Brazil last year. Spelling of regular past simple forms.
Question Was I/he/she/it in Italy last year? ■ Most verbs add -ed.
Were you/we/they in Italy last year? walk – walked, want – wanted, need – needed
Short Yes, I/he/she/it was. ■ Verbs that end in -e, add -d.
answers No, I/he/she/it wasn’t. decide – decided, phone – phoned, arrive – arrived
Yes, you/we/they were. ■ Verbs that end in a consonant + y, take away -y
No, you/we/they weren’t. and add -ied.
study – studied, cry – cried, try – tried
Past simple of can ■ Verbs that end in one consonant + one vowel
+ one consonant, double the last consonant
FORM and add -ed.
Affirmative I/You/He/She/It/We/They could + verb
He could swim when he was five. ■ Many common verbs are irregular. See the list
Negative I/You/He/She/It/We/They couldn’t of irregular verbs on pages 160–161.
(could not) + verb
She couldn’t ski when she was five. USE
Question Could I/you/he/she/it/we/they + verb?
■ We use the past simple to describe finished
Could they speak French? actions or situations in the past.
Short Yes, I/he/she/it/we/they could. I watched a film last night.
answers No, I/he/she/it/we/they couldn’t. ■ With the past simple, we often use time
Yes, they could. expressions like yesterday, yesterday morning/
No, he couldn’t. afternoon/evening, last night, the day before
yesterday, two/three/four days/weeks/months/
USE years ago, last week/month/year.
After could/couldn’t we use the infinitive form of Two years ago, my family went to Japan by plane.
the verb without to.
Yesterday, Sam booked a ticket to the UK.
She could use a computer.
We couldn’t write.
‘CAN DO’ PROGRESS CHECK UNIT 4

REFLECTION
After this unit, I can …
TRAVEL BROADENS THE MIND
a talk about the past using the
List of countries I’d like to visit when I am 30.
past simple affirmative.
b name different countries and
nationalities.
c understand written and spoken
texts about travel and tourism.
d talk about a holiday.
e write a postcard.
62 Unit 4
Grammar revision
Past simple of to be and can / 7 points Past simple affirmative – regular verbs / 6 points
1 Complete the sentences with was, were, 2 Complete the sentences with the past simple
wasn’t, weren’t, could or couldn’t. form of the verbs in brackets.
1 Mozart very famous because 1 Last night, I ............................ (walk) home with my
he play the piano at the age friends.
of five. 2 My brother ........................... (study) German last year.
2 Shakespeare American. He 3 My father ........................... (stop) driving to work two
English. years ago.
3 We vote in the general
4 Last summer, we ........................... (want) to go to
election last year because we
Scotland for our holidays.
only 15 years old.
5 Last night, I ......................... (decide) to go to bed early.
4 Nefertiti and Cleopatra
Indian. 6 My mum ........................ (hate) the film on TV last night.
Past simple affirmative – irregular verbs / 7 points
3 Change the sentences from the present simple to the past simple.
1 She sees her grandparents at the weekend. 5 Mrs Jones teaches maths.
She saw her grandparents at the weekend. 6 My friend comes to school by bus.
2 He buys CDs and books. 7 My dad catches the train to work.
3 I take a pen to the class. 8 They get back home late on Saturday.
4 We do a lot of sport on Friday.
Vocabulary revision
COUNTRIES AND NATIONALITIES / 7 points WORDS CONNECTED WITH TOURISM / 7 points
1 Complete the table. 2 Complete the sentences with the words in the box.
Country Nationality
book • guidebook • luggage • package holiday
Poland 1 sightseeing • travel agency • trip
Egypt 2
3 Greek 1 Pass me the ................................................ I want to read about
the monument we visited this morning.
4 Turkish
2 Is this all your ........................................ – just these two bags?
Scotland 5
6 Swiss 3 I love ................................................ When I went to New York,
I saw the Statue of Liberty, Times Square, the
China 7 Empire State Building, etc.
4 I’d like to ............................................... a room in this hotel for
TRANSPORT / 6 points next Saturday.
3 Complete the words for transport 5 I went to the ............................................... to ask the price of a
with vowels. holiday in Ireland.
1 l rry 6 When I was 12, we went on a ............................................... to
Oxford, just for the day.
2 tr m
3 v n 7 I don’t want to go on a ................................................ I want to
explore and find my own place to stay when I
4 m p d
arrive there.
5 nd rgr nd
6 c ch

Move On to exams: Units 3–4
Reading
➤ TIPS FOR READING 2 Read the text again. Choose the best answers.
1 To play ‘underwater rugby’, it’s important to
In multiple-choice activities, remember …
be good at ...
Always answer all the questions. You do not
lose marks for incorrect answers. a swimming.
b rugby.
➤ STRATEGIES FOR TEST page 155 c unusual sports.
2 The game lasts for …
1a Look at this photo of a sport called
a 15 minutes. b 30 minutes. c 34 minutes.
‘underwater rugby’. Work with a partner.
What two things would you like to know 3 You can easily see the different teams because …
about this sport? Look at the examples. a one team has men, the other has women.
Then write two more questions. b they have very different colours.
c one team has to swim fast, but the other
Is it difficult to play? doesn’t.
How many people are there in a team? 4 In a game of ‘underwater rugby’ there are
usually … players in the water in total.
1b READING Read the text. Does it answer your two
questions? a six b eleven c twelve
5 Which of these things is not bad?
a putting the ball in the air
b putting the ball in the basket
c playing with five people in your team
3 What about you?
SPEAKING
Would you like to play underwater rugby?
Why/Why not?
Speaking
➤ TIPS FOR SPEAKING
In activities where you have to talk about past
events, remember …
‘Underwater rugby’ is an unusual sport. People
Prepare by learning as many regular and
usually think that it’s similar to rugby. It isn’t.
You play underwater, so you have to be able to irregular past forms as possible. Learn and use
swim well to play. words and expressions of time (yesterday, two
The game has two halves. Each half is 15 minutes. years ago, last night, etc.) to explain when
In the middle, the game stops and the players things happened.
have a break for four minutes. There are two ➤ STRATEGIES FOR TEST page 155
teams. One team usually wears white and the
other team wears blue or black. This is to make it
easy to see who is on your team and who isn’t.
4 Work with a partner. What are the past forms
of these verbs? Some are regular, some are
Each team has 11 players. But your team can’t irregular.
have 11 players in the water at the same time.
Only six people from each team can be in the be • buy • eat • get • go • hate • have • like
water. It’s very difficult to swim fast underwater love • make • read • see • speak • stay • take
for a long time. So the other five players are
understand • visit • walk • want
substitutes: they go in and play when the other
players get tired. Men and women can play in the
same team. 5 SPEAKING Work with a partner. Look at the
There are two goals, one at each end of the
situation below and role-play the dialogue.
swimming pool. They are like the baskets in When you finish, change roles.
basketball, but they are on the bottom of the pool.
Talk about a trip that you went on and really loved
To score a goal, you must put the ball in the
basket. The ball has got salt water inside it. This or really hated. Include this information:
makes the ball go down in the water, not up. The ■ where you went
players mustn’t take the ball out of the water. You ■ when you went
mustn’t attack another player. If you do, you have ■ who you went with
to be out of the water for two minutes and your ■ what you did and saw
team must play with only five people, not six.
■ what was good or bad, and why
64 Units 3–4
Listening Speaking
➤ TIPS FOR LISTENING ➤ TIPS FOR SPEAKING
In True/False/Not Mentioned activities, In information role-plays, remember …
remember … You have to communicate specific information.
Read the statements before you listen. You cannot just say what you like.
They can give you an idea of what you are ➤ STRATEGIES FOR TEST page 155
listening for.
8 Work with a partner and follow the instructions.
Student A: You want information about
swimming lessons. Ask your partner
for this information:
■ where? ■ how much? ■ when? ...
Student B: You work at the swimming

pool. Look at the information on
page 159 and answer your partner’s
questions.
1 How well can you do these things in

English now? Give yourself a mark
from 1 to 4.
1 = I can do it very well.
2 = I can do it quite well.
3 = I have some problems.
4 = I can’t do it.
About Language components, I can ...

a use modal verbs for abilities and
obligations.
b use the past simple affirmative.
c use vocabulary about body parts
and physical activities.
d use vocabulary about countries
6 Look at this photo of Paris. Work with a and nationalities.
partner and make a list of things you think About Language skills, I can ...
you can do on holiday in Paris.
e scan for main ideas and read for
visit the Eiffel Tower specific information.
go on the river in a boat f listen and identify specific
information.
7 LISTENING 48 Listen to a girl talking about a trip
g ask and answer about sports classes.
to Paris. Are these sentences True (T), False (F)
or is the information Not Mentioned (NM)? h talk about a holiday.
i write a short announcement.
1 Katie went to Paris with her family. T / F / NM
j write a postcard.
2 Katie didn’t like travelling by boat. T / F / NM
3 Katie couldn’t speak a word of 2 Now decide what you need to do to
French the first time she went. T / F / NM improve.
4 Katie bought some French comics. T / F / NM 1 Look again at my book/notes.
5 Katie’s friend wasn’t happy eating 2 Do more practice exercises.
fast food. T / F / NM ➤ WORKBOOK Units 3 and 4
6 Katie saw an adventure film on her trip. T / F / NM 3 Ask for help.
7 It was impossible for Katie to 4 Other:
understand the film she saw. T / F / NM
Units 3–4 65
Units 3–4
Great
works
Vocabulary Aa Bb
Places of work 3 PRONUNCIATION 50 Each of these words has three

syllables. Put each word in the correct column.
1 49 Work with a partner. Match some of these Then listen, check and repeat.
words to the photos. Use your dictionary if
necessary. Then listen and repeat. assistant • businessman • engineer
footballer • hairdresser • journalist • mechanic
clinic • factory • garage • hospital • office professor • secretary
outdoors • restaurant • school/university
shop • studio 1 Ooo 2 oOo 3 ooO
a b c
4 SPEAKING Work with a partner. Say where the

people in 2 usually work.
d e A dentist usually works in a clinic.
5 LISTENING 51 Listen to the people talking about

their jobs. What are their jobs?
1 3
Jobs and work 2 4
2 Match some of these words with the definitions 6 Choose a job from 2. Work in groups.
SPEAKING
(1–6). Work in pairs and define the words Take it in turns to ask a maximum of 20 yes
without the definitions. − no questions to discover the job.
actor/actress • artist • builder
Do you work in an office?
bus/taxi/lorry driver • cleaner • cook
Yes, I do.
dentist • footballer • hairdresser • journalist
writer/author • farmer
businessman/businesswoman • doctor • engineer Do you have to make telephone calls?
mechanic • nurse • secretary • shop assistant
singer • teacher/professor • waiter/waitress
No, I don’t.
1 Someone who reports the news for a newspaper, Do you make a lot of money?
a magazine, a TV show or a radio show.
No, I don’t.
2 Someone whose job is to build or repair houses.
3 Someone whose job is to look after your teeth. Do you sit all day?
4 Someone whose job is to clean the rooms in a
No, I don’t.
building.
5 Someone who works in films or in a theatre. Are you a cleaner?
6 Someone who paints pictures. Yes, I am.
66 Unit 5
Reading
1 Work with a partner. What jobs do you think writers STRATEGIES FOR TEST
do before they become famous? Make a list.
In the next activity, you match the
2 Read this magazine article.
READING
person and the information. First, read
Do any of the jobs in your list the text to get a general understanding.
appear in the text? Then, what do you need to do?
BECOMING A
BEST-SELLING 3 Read the text again. Is the information
AUTHOR about Michael Morpurgo (MM), David
Almond (DA) or both (B)? Underline
details for each answer in the
MICHAEL MORPURGO passage.
How did he become a writer?
1 His first job was as a
Michael Morpurgo wrote his first primary teacher. MM / DA / B
novel called War Horse in 1982.
It was also a popular film. But he didn’t begin his 2 He always wanted to be
professional life as a writer. When he finished a professional writer. MM / DA / B
studying at university, he became a primary 3 People loved the film version
teacher. One day, he was reading out a book to of one of his novels. MM / DA / B
his class, but he didn’t like it. His wife suggested 4 He once did a physical,
he write his own story. outdoor job. MM / DA / B
Did he do that? 5 He won, or wins, official
Yes, he did. And the children loved it. His first recognition for his work. MM / DA / B
book, a collection of the stories he told to his 6 The first book he wrote
students, appeared in 1974. was for young readers. MM / DA / B
What does he do now?

4 CRITICAL THINKING
He started a charity in 1976. It helps children go
to live on a farm to discover the outdoors. It Think! Then compare ideas with
now has three farms. But Michael continues to your class.
write stories and win prizes! ■ Before you read this text, did you
have any ideas about what type of
DAVID ALMOND people writers are or how people
become writers?
Did he always want to be a writer?
■ Did the information in this text
It was always David’s ambition change any of your ideas or
to be a writer. When he finished surprise you?
studying literature at school,
first he worked in a hotel, then
as a builder, and finally at a 5 Match the underlined words in the
primary school. During his time text with these definitions.
as a teacher, he wrote his first
stories. 1 a prize, something you receive for
doing something well
When did he become famous?
2 something you really want to do in life
David’s first novel for children was Skellig. It
came out in 1998, after two books for adults. 3 an organisation that helps people for
Skellig was popular, but its film version wasn’t a free
success. 4 reading in a loud voice, so that people
What does he do now? can hear you
David still writes novels and wins prizes. In 2010, 5 gave an idea or plan to somebody
he won an award for writers who contribute to
children’s literature. Almond also loves running 6 What about you?
SPEAKING
and football. Would you like to be a professional writer?
Why/Why not?
Unit 5 67
presentation video.
3 Complete the text with the correct form of

Past simple negative
the verbs given.
1 Read the sentences and answer the
Life (a) .................................... (be)
questions.
hard for Noel Gallagher
a He didn’t plan to write books for children.
before his success with
b He won an important award.
c They didn’t like the story. the group Oasis. He
d It didn’t make him famous. (b) ........................................................
e The children loved it. (not like) school. When he
(c) ........................................................
1 Which sentences are negative?
(leave) school, he
2 What comes before the main verb in past
simple negative sentences? (d) ........................................................
(work) as a builder for his dad.
However, he and his dad
2 LISTENING 52 Work with a partner. Guess if the
(e) ........................................................
sentences are affirmative or negative and write (not have) a good
the complete sentences. Then listen and check. relationship. In the end, he (f) ..................................................
(go) to work as a builder in another company, but
Before they became he (g) .............................................. (have) an accident. After
the accident he (h) ........................................ (write) his first
songs. A Manchester band (i) ..................................................
(need) a singer, but they (j) ....................................... .................
1 Beyoncé/help her mother, who was a hairdresser. (give) Noel a job helping to carry their guitars
2 Bruce Willis/work in a fast-food restaurant. and instruments. Three years later, his younger
brother, Liam, (k) .............................................. (ask) Noel to
3 Brad Pitt/want to be a journalist.
join his group as guitarist. Noel said yes, but he
4 Jennifer Aniston/work as a secretary. (l) .......................................... (not want) to sing their songs.
5 Johnny Depp/ So, he (m) ............................................. (become) the band’s
drive a taxi. songwriter. In 2009, after many arguments with
6 Julia Roberts/ his brother, he (n) .............................................. (leave) Oasis.
make ice cream. Accordingly, Noel (o) ........................................ (start) his
7 J. K. Rowling/ own band, Noel Gallagher’s High Flying Birds, in
teach French. 2011. In 2013, Noel Gallagher (p) ..........................................
(win) the Ivor Novello Award for Outstanding Song
Collection.
4 Are these sentences true for you? If not,

change them from affirmative to negative.
Then work in pairs. Compare sentences.
1 I liked coffee when I was 11.
2 I went to another country last summer.
3 I won a prize before the age of 12.
4 I did sport last weekend.
5 I went out last night.
68 Unit 5
Vocabulary Aa Bb
Bb
Past simple questions and short answers Culture and work

5 Read the sentences and choose the correct 1 53 Look at the famous people. What
alternative to complete the rules in 1 and 2. were their jobs? Use the words in the
a How did he become a writer? box. Then listen and repeat.
b When did he become famous?
c Did he want to be a writer?
d Yes, he did. / No, he didn’t.
1 To make questions we use did + subject + the
infinitive/past form of the verb.
2 In short answers, we repeat/don’t repeat the
main verb.
6 Complete the questions with the correct form of the

verbs given.
1 What film ................................... Johnny Depp ..... .............................. Shakespeare

(star) in as Jack Sparrow?
2 Which cartoon family ................................... Matt Groening
................................... (create)?
3 What dance ................................... Michael Jackson
................................... (make) famous?
4 Which sport ................................... Anna Kournikova
.................................. (play)? Mozart
5 Which statue ................................... the French ... ................................

(give) to the US in 1886?
7 SPEAKING Use words and expressions in the box to find actor • composer • dancer • director
out about what your partner did last week. In pairs, musician • novelist • painter • playwright
ask and answer eight questions. poet • singer • writer
do sport • go out
2 Match these words with the jobs in 1.
go to the park/the cinema • listen to music
play computer games/football/a musical instrument
art • ballet • classical music • film
ride your bike • skate • surf the Internet
literature • opera • poetry • theatre
take photos • watch a film
art – painter
Did you surf the Internet (last week)?
3 SPEAKING Work in small groups and
Yes, I did.
discuss these questions.
1 Which of the things in 2 do you study
at school?
2 Which of the things are you interested
in?
Unit 5 69
Move On to life skills: Art and culture
Getting the Rea d i nG habit

■ To understand why reading is non-fiction [n]: There are people who prefer non-fiction, like
important history books or books about real problems and events.
■ To learn how to get the reading improve [v]: When you read English every day, your
habit understanding of the language improves. literacy [n]: Literacy,
■ To recommend and choose a the ability to read and write, is an essential part of our education.
book to read comprehension [n]: Her listening comprehension is very good –
she understands nearly everything she hears.
1 Work with a partner. Answer the

questions. Then make a list of how you
think reading can be good for you.
1 Do you like reading? Why/Why not?
2 How can reading be good for you?
You can learn about different people
and countries.
2 READING Read the text. How many of

your ideas from 1 appear?
THE P O W E R O F R E A D IN G ! k that reading

According to the National Literacy Trust,
we are There are also people who thin
. And it appears to
con tinue helps our concentration
reading for pleasure when we read or . Gre at wri ters often
Research increase creativity, too
reading something because we want to. begin their careers as gre at rea der s.
ly
shows that reading for pleasure is extreme ut rea ding from
Here are some quotations abo
three famous writers:
“
well. rcise is
Reading helps you to write Reading is to the mind what exe
It improves your comprehe
It increases your vocabular
nsion and grammar.
y.
to the body.
Joseph Addison ”
“
to reading and your A reader lives a thousand lives bef
ore
It improves your attitude er
The ma n who nev
”
success in reading. he dies, said Jojen.
knowledge and helps reads lives onl y one .
It increases your general
you to learn new things. George R. R. Martin
“ ”
standing of other
It gives you a good under Today a reader, tomorrow a lead
er.
cultures. Margaret Fuller
human behaviour
It helps you to understand
isions. racy Trust found
and how people make dec Sadly, in 2012, the National Lite
UK doesn’t want
It can help you to spell cor
rectly. that one in six children in the
g a book. They’re
lonely. their friends to see them readin
It can stop people feeling ’t think reading is
informative, but it worried that their friends don
It can be educational and about that and to
fun . cool. It’s time to stop worrying
can also be relaxing and start enjoying a good book!
70
3 Read the text again and answer the questions. 6 LISTENING54 Watch the video. Does
1 How does the National Literary Trust describe
James say if the ideas in 5 are Dos
‘reading for pleasure’? or Don’ts? What other ideas does
he give?
2 Why do a number of British children not want
to appear in public with a book?
4 SPEAKING Work with a partner and discuss these

questions. Legend
1 What do you read for pleasure and how often by
do you do it? Marie Lu
2 Would you read a book in front of your friends?
5 SPEAKING In James’s video blog, he gives

ideas about how to ‘get the reading habit’. Los Angeles in the
future is a terrible
Work with a partner. Decide if you think It’s where a girl ca place.
lled June meets a
the ideas below are Dos (good ideas) or They feel somethi bo y ca lled Day.
But June doesn’t kn ng special.
Don’ts (bad ideas). ow that Day killed
There are many m her brother.
ore surprises!
1 Ask your friends and other people for ideas
about what books to read. Read about them
in Legend by Marie
Lu.
2 Let other people decide a book for you to
read.
3 Read the back of the book before you begin. (The Hunger Games
was good. Legend
is great!)
4 Read the first page or two of the book.
5 Choose long books.
6 Stop reading the book if you don’t like it.
7 Start a blog.
LIFE TASK
You want to give the class an idea for a book

to read. Work individually.
Follow this plan:
1 Choose a book you enjoyed reading. The book
can be in English or in your own language.
2 Think about what happens in the book and why
you enjoyed it. Make notes.
3 Make a poster to make other people want to
read your book. Include text and an illustration.
Look at the example on this page.
4 Put your poster on the classroom wall.
5 Look at all the posters. Choose at least one
book that you want to read. You can ask the
person who made the poster to tell you more
about the book before you decide.
6 Find the book and read it!
71
1 LISTENING 55 Do you know anything about Charles Dickens Past continuous
or his books? Work with a partner and guess the correct
answers. Then listen and check. 1 Read the sentences and
answer the questions.
1 Charles Dickens was British/American.
a Many people were living in
2 Dickens lived in the 18th/19th century. bad conditions at that time.
3 Most of Dickens’s stories took place in the city/the country. b After three years, he went
4 Dickens’s books were/weren’t immediately popular. back to school.
5 Dickens liked/didn’t like speaking in public. c While he was working as a
journalist, he wrote his first
novel.
STRATEGIES FOR TEST
1 Do the verbs in red describe
In the next activity, you complete
short completed actions in the
notes by writing a word or phrase in past or activities in progress in
the spaces. How important do you the past?
think it is to spell the words correctly?
2 What about the verbs in blue?
3 Which verbs are in the past
simple and which are in the
2 55 Listen again and complete the notes. past continuous?

Notepad
Charles Dickens was born on (a) . 2 Complete the paragraph below
When Dickens was a boy, his father went to (b) . from a novel with the past
When he was young, Dickens worked in a (c) . continous form of the verbs in
At that time, working conditions were (d) .
brackets.
Dickens wanted to work in the (e) .
When he wrote his first novel, he was working as a CHAPTER TWO
(f) . e
looked out of th
Dickens went to (g) twice to give When Pugwick wa
wn house, he sa
(h) . window of his to
ene. It was very
Dickens died when he was (i) years old. typical London sc
(not rain).
grey, but it (a)
(run) down
A boy (b) .
apple in his hand
3 55 Listen again and complete the timeline the street with an d
(wear) very ol
for Charles Dicken. He (c)
)
clothes and he (d nt
s. The shop assista
(not wear) shoe
1800 (shout) at him.
(e)
(a) : He was born. an old man and
At the same time,
1822: (b) (buy) fruit.
woman (f)
1824: (c) (watch) the
They (g)
tunately, they
(d) : He wrote his first novel. boy sadly. Unfor
(h) (not look) behind
1842: (e)
young man
them because a
1867: (f) (take) the old
(i)
(g) : He died. the other side
man’s watch. On
g girl, dirty, cold
the road, a youn
and hungry, (j)
door …
(sleep) in a shop
72 Unit 5
Past continuous & Past simple 3 Complete the text by putting the verbs in the correct
form of the past continuous or past simple.
We use the past continuous with the
J. K. Rowling Facts
past simple when we want to talk
about something that happened in
the middle of another action.
I was walking to the shops. • J. K. Rowling (a) .....................................
It started to rain.
(write) her first book at the age of six
We can make these two actions into while she (b) ..................................... (study)
one by connecting them with when at primary school. It was about a
or while. rabbit called Rabbit!
I was walking to the shops • J. K. Rowling (c) .....................................
when it started to rain. (have) the idea for the Harry Potter
While I was walking to the books while she (d) ...................................
shop, it started to rain. (travel) by train from London to
We can use when and while in the Manchester. But she
middle or at the beginning of the (e) ..................................... (not
sentence. If we put them at the have) a pen to write down
beginning, we must put a comma (,) notes. Other people
after the first part of the sentence. (f) ..........................................
(travel) on the train, but
GRAMMAR REFERENCE ➤ PAGE 76 she was shy and
(g) .....................................
(not ask) anybody for
a pen!
4 What were you doing at these times in the

SPEAKING
past? Then work with a partner. Ask and answer.
What were you doing …
1 at 7.30 this morning?
2 at 10 last night?
3 at 10 yesterday morning?
4 at 3.30 yesterday afternoon?
5 at 8 on Sunday morning?
What were you doing at

seven thirty this morning?
I was sleeping. What about you?
24 I wasn’t sleeping. I was

getting dressed.
Unit 5 73
Developing speaking
Talking about a past event

1 SPEAKING Work with a partner. Look at the photos.
Take it in turns to talk about what you can see.
2 LISTENING 56 Listen to a teenage girl talking about

the photos showing a special event. Complete
the information about the event.
A SPECIAL EVENT
1 When did it happen?
2 Where did it happen?
3 Who did she go with?
4 What problem did they have?
5 What did they see when they arrived?
6 What happened in the end?
7 Was it a good experience?
3 56 Listen to the dialogue again and tick (✓) 4 PRONUNCIATION 57 Listen to the useful expressions
the words and expressions in the Speaking in the Speaking bank. Practise saying the
bank that you hear. expressions with the correct intonation.
SPEAKING BANK PRACTICE MAKES PERFECT
Useful expressions to show interest, 5 SPEAKING Work with a partner. Talk about a
surprise or sympathy special event in your life. Use the given
photos and questions in 2 and the
■ Did you?/Did she?/Is he?/Have they? expressions from the Speaking bank.
■ Really?
Student A: Your photo is on page 158.
■ Then what happened?
Student B: Your photo is on page 159.
■ I see.
Then switch the photos.
■ Why?
■ Wow! 6 Work with a partner and take it in
SPEAKING
■ Cool! turns to do the task below. Use the
■ That’s interesting. expressions from the Speaking bank.
■ That’s amazing! Tell a friend about a special event in your life. You
■ That’s incredible! can invent one if you prefer. Give details about
■ Oh, dear! what you did, where, when …
■ Oh, no!
■ What a shame! Did I tell you about the time when I …?
■ Poor you!
No! What happened?
74 Unit 5
Developing writing
A story WRITING BANK
1 Look at this title of a story. Work with a Words and expressions of time
partner. What do you think happens in the ■ After that,
story? ■ First,
In (2012),
‘HOW AN ENGLISH BOY
■
■ In the end,
BECAME A FRENCH THEATRE STAR! ’ ■ Next,
■ The following year,
■ Suddenly,
2 READING Read the story and put it in the correct
■ Then,
order. Were your ideas in 1 correct?
■ Two months ago,
Paragraph 1: Paragraph 3: ■ Two years later,
Paragraph 2: Paragraph 4: ■ When (I was 12,/the play started,)
3 Underline the verbs in the story. What three

tenses does the writer use? 5 Think about a time when something happy,
sad, interesting or unusual happened to you.
You can use your story from Exercise 6 on
page 74. Copy this table into your notebook
and complete it with notes for your story.
Title:
Paragraph 1
When did the
story happen?
A Where? Who
were you with?
Then, the play started. It was really funny.
When the actors asked for a volunteer, I Paragraph 2
didn’t put my hand up. But they chose me! What were you
Next, they gave me some funny clothes to doing?
put on. My classmates were laughing and What happened
clapping every time I spoke in French. first?
B Paragraph 3
We were travelling by coach to the theatre What happened
when our French teacher told us that the next? And then?
actors were going to ask for volunteers in Paragraph 4
the show. I love acting, but I didn’t want to What happened
be a volunteer because I’m not good at in the end?
French. I was worried they were going to What were the
choose me. results of the
C event?
In the end, I had a great time. Everybody
remembers the French play and they say I PRACTICE MAKES PERFECT
was the star.
6 Write your story with your notes in 5. Use
D the story in 3 as a model. Use the past
Two months ago, our class went to a school
simple, the past continuous and Writing
excursion. Our French teacher took us to
bank for reference. Give your story a title.
see a play at a theatre that was twenty
minutes away from school. Write a story (120–150 words) about when
something happy, sad, interesting or unusual
happened to you!
4 Words and expressions of time are useful in
stories. Tick (✓) the words and expressions in
the Writing bank which appear in the story.
Unit 5 75
Grammar reference
Past simple negative Past simple questions and short answers
FORM FORM
Negative I/You/He/She/It/We/They didn’t Question Did I/you/he/she/it/we/they + verb?

(did not) + verb. Did they plan to be writers?
He didn’t plan it. Did you write songs?
We didn’t like the story. Short Yes, I/you/he/she/it/we/they did.
answers No, I/you/he/she/it/we/they didn’t.
■ After did/didn’t, we use the infinitive form of the Yes, they did.
.
verb without to.
No, I didn’t.
USE ■ After did/didn’t and the subject, we use the
We use the past simple negative to talk about infinitive form of the verb without to.
things that didn’t happen in the past. ■ In short answers, we do not repeat the main verb.
Mai didn’t eat at a restaurant the day before USE
yesterday. We use the past simple questions to ask about
Two days ago, Minh didn’t play basketball things that happened in the past.
at school.
Did Jane go to the shop yesterday? – Yes, she did.
Past continuous
FORM USE
Affirmative I/He/She/It was watching. We use the past continuous to:

You/We/They were watching. ■ talk about activities in progress at a moment in
the past.
Negative I/He/She/It wasn’t (was not)
watching.
At six o’clock, I was watching a film.
■ say that an action was in progress, but not that
You/We/They weren’t (were not)
the activity was finished.
watching.
I was eating my lunch at 1 p.m.
Question Was I/he/she/it watching? ■ describe scenes in a story or description.
Were you/we/they watching? The sun was shining and the birds were singing.
Short Yes, I/he/she/it was. / No, I/he/she/it We use while with the past continuous to talk about
answers wasn’t. an activity in progress when another, shorter activity
Yes, you/we/they were. / No, you/ happened or interrupted it.
we/they weren’t. Dickens wrote the Pickwick Papers while he was
working as a journalist.
MIND MAP After this unit, I can …
Choose a job that you learn in the unit. What a talk about the places where
are the necessary qualities to be successful in people work.
that job? Work in small groups and create a b understand simple written and
mind map. spoken texts about culture
and famous people.
c talk about past events using
the past simple and the past
continuous.
d write a short story.
76 Unit 5
Grammar revision
Past simple negative / 7 points Past continuous / 6 points
1 Look at the affirmative sentences and make 2 Choose the correct alternative.
negative sentences. 1 The letter arrived/was arriving while I was
1 He went by train. He by plane. having breakfast.
2 They finished at 7 p.m. They 2 I sat/was sitting outdoors when it started to rain.
at 5 p.m.
3 While the students were talking, the teacher
3 We had lunch at home. We lunch appeared/was appearing.
at school.
4 My dad was making the dinner when I got/was
4 I read a book. I a magazine. getting home from school.
5 She swam in the sea. She in a 5 When I went out this morning, the sun
swimming pool. shone/was shining.
6 He wrote a novel. He a poem.
6 My brother broke/was breaking a window
7 My mum bought a new bag. She while he was playing with the ball.
new shoes.
Past simple questions and short answers / 7 points
3 Make questions and true answers. Use short answers if possible.

1 you/go to school last Monday? 4 Where/you/go last summer?
Q: .......................................................................................................... Q: ...........................................................................................................
A: ........................................................................................................... A: ............................................................................................................
2 your dad (mum)/play the piano/when he (she) 5 your friend/visit you yesterday?
was young? Q: ...........................................................................................................
Q: ........................................................................................................... A: ............................................................................................................
A: ............................................................................................................ 6 What time/you/go to bed last night?
3 what/your family/give you on your last Q: ...........................................................................................................
birthday? A: ............................................................................................................
Q: ........................................................................................................... 7 it/rain yesterday?
A: ............................................................................................................ Q: ...........................................................................................................
A: ............................................................................................................
Vocabulary revision
PLACES OF WORK / 5 points CULTURE AND WORK / 7 points
1 Where do these people work? 3 Complete the sentences with some of these
words.
1 a mechanic:
2 a waiter: actor • art • ballet • dancers
3 a secretary: literature • novelists • opera • painter
director • poet • poetry • theatre
4 a farmer:
5 a dentist: 1 Swan Lake is a famous .
2 La Traviata is an by Verdi.
3 Poems and novels are different types of
JOBS AND WORK / 8 points
.
2 Put the letters in order to make jobs. 4 ‘Roses are red/Violets are blue/Sugar is
1 heatcre 5 greenine sweet/And so are you’ is a simple example of
.
2 realnec 6 rantojusil
5 Van Gogh was a famous .
3 redbuli 7 redreshrisa
6 Steven Spielberg is a famous film
4 ratewi 8 submenswainos .
7 Shakespeare wrote works for the .

Wildlife
watch
Vocabulary Aa Bb
Wild animals and insects a b
1 58 What do you think the photos (a–d) show?

Use the words in the box to help you. Use your
dictionary if necessary. Then listen and repeat.
alligator • bear • bee • eagle • jellyfish • lizard

scorpion • shark • snake • spider • tiger • wolf
2 Put the words from 1 in the correct column(s).

Then add more animals and insects to the columns.
Land Water Air
3 SPEAKING Work with a partner and answer the questions.

1 Which animals and insects An alligator bites.
in 1 bite?
2 Which sting? A bee stings.
The natural world d
4 59 Match the words to the features (a–l) in the

picture. Then listen and repeat.
field • flowers • forest • grass • hill • island • lake

mountain • river • sky • valley • waterfall
5 LISTENING 60 Listen. What can you hear? Use a word

from 1 or 4 for each sound. a
1 3 5
b
2 4 6
d
6 Work with a partner. Take it in turns to ask
SPEAKING
and answer the questions. If the answer is Yes, give c
more information. e
i
f
1 Are there any mountains or hills near your home?
2 Do you live near a forest? g
h
3 Is there a lake near where you live?
4 Do you live on an island, or is there an island near
your home? j
k
5 What river or rivers are near your home?
l
6 Are there any big waterfalls in your country?
78 Unit 6
Reading
1 Work with a partner. Answer the questions. 2 READING Read the article quickly. Is your
1 What is the man in the photo doing? prediction correct? What is the main topic
2 What do you think he does? of the article?
TV NEWS • COMING SOON
WILD BEAR
WHAT TO WATCH NEXT MONTH
Bear Grylls never stops. Last year, he

wrote another book, A Survival Guide
for Life. He also started his very own
Bear Grylls Survival Academy. And soon
PREPARES TO ATTACK AGAIN! he’s going to be back on TV with a new

series, Get Out Alive with Bear Grylls.
Bear’s new series is going

to be quite different
from his others. He isn’t going to be
to watch them from a comfortable TV
studio but travel with them. And he’s
also going to decide which pair should
alone in the wild. In fact, he’s going win. Above all, he wants to see how
to take 20 people to New Zealand’s ordinary people can become heroes.
South Island. They are going to
When Bear isn’t making TV shows in the
compete in pairs, and the winners
wild, he loves spending time with his
are going to win a prize of $500,000!
wife and three sons. He also runs and
The contestants have to make fires
does yoga for about 60 minutes a day, six
and a shelter, go through obstacles,
days a week. Doing yoga helps his back –
keep safe and dry at night, and find
he broke it in three places when jumping
food. They have to eat some unusual
from a plane and his parachute didn’t
things to survive – snakes, scorpions
work. What about cooking? Bear is
and insects of all types.
famous for eating wild animals and
Bear chose South Island because of insects, so his friends don’t go to his
its forests, mountains and rivers. house for dinner when they know that
Bear Grylls loves to be out in the wild The weather can be quite stormy he’s cooking!
and extreme, too. Bear is not going
3 Read the article again and choose the best 4 CRITICAL THINKING
answers.
1 Bear’s new series is different because …
■ Can you think of somebody who you think
a it isn’t about survival.
is a real-life hero? In your opinion, what
b he teaches people about survival in his
makes a hero?
new school.
c he isn’t the only person in it.
5 Match the underlined words with their
2 The winners of the series … meanings. Use your dictionary if necessary.
a get $500,000 each. a people who take part in a
b need to do a variety of things to win. contest or competition
c need to eat snakes and scorpions to win.
b serious, severe
3 New Zealand is perfect for the series because …
c picked, went for
a it has beautiful geographic features.
d a piece of equipment fastened
b the weather there is usually extremely good.
to a person dropped from an
c it isn’t easy to survive there.
aircraft to make him fall slowly
4 The idea of the programme is to show that … and safely to the ground
a we can all become heroes. e a structure built to give
b we are all heroes. protection, especially from the
c being a hero is nothing special. weather or from attack
5 At home, Bear … 6 What about you?
SPEAKING
a does yoga with his family.
1 What are your favourite outdoor activities?
b does about six hours of exercise a week.
c doesn’t rest. 2 Could you survive in the wild? Why/Why not?
6 Bear’s friends … I like walking in the mountains.
a never receive invitations to eat at Bear’s home.
b are worried that Bear will prepare unusual food. I prefer playing football and tennis.
c know that Bear never cooks at home.
Unit 6 79
presentation video.
be going to 5 SPEAKING Make questions with be going to.

Then work with a partner to ask and
1 Read the sentences and answer the question. answer the questions.
a He’s going to take twenty people to 1 Nam and Lan/have a trip to an island?
New Zealand.
Are Nam and Lan going to have a trip to
b He isn’t going to stay in the TV studio. an island?
c Is he going to go with the contestants?
2 What/Katie/do?
We use be going to to talk about future plans and
3 Jack/buy a pet spider?
intentions. What part of the verb comes after be
going to? 4 Huy/visit a waterfall?
5 Bao and Minh/go on a picnic near the forest?
6 Who/visit a waterfall?
2 PRONUNCIATION 61 Listen to the dialogue. How is Are Nam and Lan going to
going to pronounced? Then listen again and have a trip to an island?
practise the dialogue with a partner. Pay
attention to the pronunciation of going to. No, they aren't.
A: What are you going to do tomorrow?
B: I’m going to meet my friends.
A: Are you going to go out?
B: No, we’re going to watch TV.
3 Complete the dialogue with the missing words.
Al: What do you think? What (a) ...................... .. going
to happen in Bear Grylls’ programme tonight?
Jo: I don’t know. But I think they (b) ..............................
going to show him in the Sahara tonight.
Al: What’s he going to (c) ................................... .. ?
There isn’t much water there.
Jo: No, there isn’t. And he (d) ........................... ............
going to find much food in the desert. I hope
he isn’t going (e) ............................... eat insects!
Al: So, (f) .................... you going to watch it tonight?
Jo: Yes, I (g) ....................... . But I’m (h) ............... ................
going to watch the part where he’s eating
because we’re going to (i) ........................... ..........
dinner while we watch!
4 What are the people’s future plans? Write

sentences with be going to.
Katie’s going to buy a pet spider.
1 Katie buy a pet spider

2 Nam and Lan read a book about wildlife
3 Jack write a book about bees
4 Bao and Minh go on a picnic near the forest
5 Huy have a trip to an island
6 Lily visit a waterfall
80 Unit 6
Vocabulary Aa Bb
6 Work with a partner. Imagine

SPEAKING The weather
you are going to spend 48 hours in
1 Work with a partner. Match the adjectives to the
the wild. Talk about how each object
pictures.
below is going to be useful. Then
choose only three objects to take cloudy • cold • dry • foggy • hot • icy • snowy
and explain why. stormy • sunny • warm • wet/rainy • windy
The A bottle of water is going

a b c
to be useful for drinking.
d e f
a bottle of water
a packet of biscuits
g h i
a knife
j k l
some string a notebook and pencil
2 Now match the nouns with the adjectives in 1.

a mobile phone a blanket
cloud • fog • ice • rain • snow • storm • sun • wind
3 Complete the sentences with the correct form of

the words given.
1 At the moment, it’s ................................... (rain).
2 It’s very ................................... (sun) here in August.
a box of matches 3 Yesterday, it was ................................... (wind).
a plastic bag
4 There is usually ............................... (snow) here in January.
7 Work in groups. Think of two big
5 Here we never have big ................................... (storm).
plans you have for the future and
write them down on a piece of paper. 6 We don’t have much ................................... (fog) here.
Pick a piece of paper and read 7 It’s ................................... (cloud) here in July.
sentences in it. Who do you think
wrote these sentences? 4 SPEAKING Work with a partner. Are the sentences in 3
true or false for where you live? Correct the false
I’m going to be a famous adventurer. sentences.
My brother and I are going to start a band. At the moment, it isn’t rainy. It’s sunny.
I’m going to write a novel.
Unit 6 81
Move On to life skills: Numeracy
Using
■ To interpret information presented visually icon [n]: Picture 1 colour coding [n]: Picture 5
and numerically pie chart[n]: Picture 2 diagram [n]: Picture 4
■ To learn about infographics pictogram [n]: Pictures 3 and 6
■ To present information using visuals and numbers bar graph [n]: Picture 7 line graph [n]: Picture 8
1 Look at the photo. Can you guess anything about this tiger?
■ Where it lives ■ What it eats ■ ...
2 Look at the information below about the Amur tiger. What do the
underlined words in the statements mean? Use your dictionary if
necessary. Are the sentences True (T) or False (F)?
1 A big male Amur tiger is about 350 cm long. T/F
2 Amur tigers live mainly in Russia. T/F
3 Amur tigers are carnivorous. T/F
4 The population of Amur tigers in Russia fell in the 1980s. T / F
5 The population of Amur tigers in China is rising. T/F
6 Amur tigers live at the top of mountains. T/F
7 The Amur tiger is an endangered species. T/F
An Amur tiger, also known as the Siberian tiger.
STATUS
EXTINCT THREATENED LOW RISK
THE AMUR TIGER

A N E N D A N G E R E D S P E C I E S
PICTURE 1
ENDANGERED
PICTURE 3
PICTURE 2 1600 metres HABITAT:
1200 metres
Lives in forest areas
POPULATION DISTRIBUTION: 800 metres
near mountain rivers,
in Russia 90% (approximately 450) at an altitude of
in China 10% (approximately 22) 400 metres 400–700 metres above
0 metres the sea.
PICTURE 4
PICTURE 5
EATING HABITS:
stag 450 Russia
22 China
deer boar POPULATION AND DISTRIBUTION:
Approximately 450 in Russia. Approximately 22 in China.
PICTURE 6
PICTURE 7 PICTURE 8
350 cm
Changes in the Amur tiger population Changes in the Amur tiger
BODY OF A MALE: (approximate numbers) population
250 kg
Maximum length 350 cm. Amur tigers in China Amur tigers in China
Amur tigers in Russia Amur tigers in Russia
Weight approximately 370-400
400-450 450
450
400
250 kilos/3 human males. 350
180-260 300
200 180-190
250
200
150
350 cm 60-80 100
20-30 12-16 18-22 50
0
82 1950s 1970s 1980s 1990s 2000s
3 READING Read this text about infographics. 5 LISTENING 62 Watch or listen to a
Answer the questions. When you finish, presentation about another
compare your answers with a partner. endangered species: the Northern
White Rhino. Complete this information
1 What are infographics?
about the animal.
2 Why are they useful?
3 Which historic examples of infographics does
the text give? 1 Lives (in):
2 Weight in kilos (male):
A quick introduction to infographics
3 Body colour:
There is an old expression in English which says
4 Eating habits:
‘A picture is worth a thousand words’. That really
is the key to infographics. Infographics are
visual presentations of information. By using 5 Status:
infographics, you can give lots of information
in a very fast, clear, direct and memorable way.
6 Population in 1960:
The visual elements help to make information
attractive and interesting. They can include
graphs, pie charts, maps, colour coding, diagrams, 7 Population now:
icons and tables. These make it easy to present
a lot of statistics and facts in a compact space.
Infographics are not new. They have been around
since the first humans learned to scratch symbols
into the dirt. Ancient storytellers already understood
that pictures are worth a thousand words – from 6 SPEAKING Work with a partner and discuss these
depictions of volcanic eruptions to abstract symbols questions.
painted on caves. We could say that Egyptian 1 Did you think that the visuals in the
hieroglyphics are examples of infographics. The presentation were effective? Why/Why not?
map of London Underground is a great example of 2 Do you like receiving information in a visual
infographics too. It takes a complex network of way? Why/Why not?
train lines and transforms them into a colourful,
clear, attractive diagram which is easy to use. In
3 Do you use graphs, charts and diagrams in
1972 and 1973, NASA took infographics into space.
other school subjects? Which one(s)?
The idea was that if people on different planets
found the pictures, they could understand all the LIFE TASK
basics about our planet without needing any
translation. After all, an infographic is composed You are going to prepare a presentation to
of only three important elements: visual, content make people aware of another endangered
and knowledge, which are shared by the earliest species. Work in a small group.
cave drawings and the most modern visual Follow this plan:
presentations. 1 Choose an animal in danger of extinction.
A good place to start looking is at the
website of the World Wildlife Fund.
2 Find interesting information about your
animal. For example, find out about:
■ eating habits
■ body
4 Read the text again and answer these ■ population and distribution
questions. ■ habitat
1 How do infographics improve the ■ changes in the population
presentation of information? ■ endangered status
2 What different types of visuals can we use ■ reasons for being endangered
■ how to help
for infographics?
3 Why is the map of the London Underground 3 Find or create graphs, pictures, diagrams, pie
charts, etc. to present your information.
a good example of infographics?
4 Give your presentation, explaining the
4 How and why did NASA use infographics in
information.
the 1970s?
83
1 SPEAKING Work with a partner. Answer
the questions. will/won’t
1 Do you like visiting zoos, safari parks 1 We use will and won’t to talk about future facts
and/or wildlife centres? Why/Why not? and predictions. Read the sentences and answer
the questions.
2 What can you usually do in these
places? a You’ll have a great time!
b Have a wild day out that you won’t forget.
2 LISTENING 63 Listen to a radio advert c What will the lions do if the car windows are open?
for a wildlife centre and answer the
questions. 1 What are the contractions for will and will not?
2 What part of the verb comes after will and will not?
1 What’s the name of the wildlife centre?
2 Do they have giant pandas there?
3 Which days is the wildlife centre open?
2 What’s your opinion? Complete the predictions
SPEAKING
4 How much does it cost if you’re 14
years old? with will or won't and the verbs given. Compare
your answers with a partner.
3 63 Listen again. Are these sentences
True (T) or False (F)? Correct the false
sentences.
1 There is a safari area where you
can drive, and another where you
can walk. T/F
2 There are five shops and four
restaurants at the wildlife centre. T/F
3 You can travel on a special bus
there. T/F
4 On 20th March, they are going to
have some new animals. T/F
5 Somebody is going to make a TV
programme at the wildlife centre. T / F
6 The wildlife centre is open five
hours a day. T/F
7 A ticket for a 16-year-old is £15. T/F
1 Polar bears ......................................... (disappear) soon.

2 The weather ................................... (change) a lot in the future.
3 Next summer, it ................................... (be) very hot.
4 Lots of people ......................................... (drive) electric cars in
20 years.
5 There .......................................... (be) food for everybody in the
future.
6 The ice at the North Pole .......................................... (disappear)
in the next 25 years.
7 People ......................................... (eat) meat in the future.
Polar bears won’t disappear soon.
I disagree. I think they will disappear!
84 Unit 6
3 SPEAKING Work with a partner. Take it in turns to Present continuous for future
ask and answer these questions. Use short
answers to reply. 5 We can use the present continuous: (1) to
talk about things that are happening now
1 Will it be sunny tomorrow? or (2) to talk about fixed plans for the
2 Will people live on the moon one day? future. Read the sentences. Which are (1)
3 Will this class finish late today? and which are (2)?
4 Will scientists find a cure for cancer? a What are you doing next weekend?
5 Will humans go to Mars? b Why is the lion making that noise?
c He can’t hear you because he’s listening to
Will it be sunny tomorrow? the radio.
Yes, it will! d On 20th March, we’re opening a new section.

4 Look at these questions. Fill in the blank
SPEAKING
with two similar questions. Answer each 6 Complete the dialogue with the correct form
question by completing Yes or No in the "Me". of the present continuous for future.
Then interview two other friends.
Marc: Hi, Lucy. What (a) .................................. . . . you
..................................... (do) tonight?
Lucy: I (b) .................................... (go) to my cousin’s

party.
Marc: (c) .................................... you ................... . . . . . . . . . . . . . . .
(take) her anything?
Lucy: Yes. This afternoon I (d) ..................... . . . . . . . . . . . . . . . .
(make) a cake for her.
Marc: I (e) ..................................... (not do) anything
this afternoon. Can I come and help?
Lucy: No way! I know you! You don’t want to
help me. You just want free cake! Anyway,
you (f) ..................................... (help) Tom with
his maths homework this afternoon.
Will you … Me Student 1 Student 2 Marc: You’re right! I promised him yesterday.
get married? I completely forgot!
live in another
country? 7 Complete the questions using the
SPEAKING
go to university? correct form of the present continuous for
future. Then ask and answer the questions
have children?
with a partner.
appear on TV?
be rich and famous? 1 What ............................................................................... (you/do)
tonight?
drive a sports car?
2 What are ..................................................................... (you/do)
? after school tomorrow?
3 Where ............................................................................ (you/go)
? on Saturday?
What are you doing tonight?

Will you get married?
Yes, I will.
Nothing special. I’m doing my homework.
Unit 6 85
Developing speaking
Making suggestions and plans 4 Look at the words and expressions in

the Speaking bank. Which three
1 SPEAKING Work with a partner and answer the questions. expressions do not appear in the
dialogue in 3?
a b
SPEAKING BANK
Useful expressions to make
suggestions and plans
Asking about somebody’s plans
■ Are you doing anything (on + day/at
+ time)?
■ Are you free (on + day/at +
time/then)?
c d ■ Do you want to (verb in the infinitive)?
Making suggestions
■ Why don’t we (verb in the infinitive)?
■ Shall we (verb in the infinitive)?
■ Let’s (verb in the infinitive).
■ What/How about (noun/verb-ing)?
Accepting suggestions
■ Yes, sure. / That’s fine.
■ OK. / Great.
Rejecting suggestions
1 What places can you see in the photos?
■ Sorry, I can’t.
2 What other places can you go to at the weekend or ■ Sorry, I’m busy.
in the holidays?
3 What can you do in each of these places?
STRATEGIES FOR TEST
2 LISTENING 64 Listen to two people talking about their
plans next week. Answer the questions. When you do a speaking exam in pairs,
1 Where do they decide to go? is it important to listen to what your
partner says? Why/Why not?
2 When do they decide to go?
3 Where do they decide to meet? ➤ STRATEGIES FOR TEST page 156
4 What time do they decide to meet?
3 64 Complete the dialogue. Listen again if necessary.
5 SPEAKING Work with a partner. Do the
Jack: Next week we’re on holiday. Are you doing role-play using the dialogue in 3 and
anything? the Speaking bank to help you.
Paul: No, nothing special. Student A: Begin the activity. Look at
Jack: Shall we go out one day? page 158.
Paul: Yes, sure. Student B: Look at page 159.
Jack: Why don’t we go and (a) ..................................... ?
Next week you and your partner are on
Paul: OK. Let’s go on (b) ..................................... .
holiday. You want to go out together one
Jack: Sorry, I’m busy on (c) .................................. . I’m taking day. Decide where to go and on which
my little brother to the (d) ......................... ........... with day. Agree where and when to meet.
his friends.
Paul: What about (e) ..................................... ? Are you free 6 Work with a partner. Prepare another
then? conversation to decide where and
Jack: Yes, that’s fine. when to go on holiday and where and
Paul: Let’s meet (f) .............................. at (g) .............................. . when to meet. Practise it and then act
Jack: OK. See you there! it out for the rest of the class.
86 Unit 6
Developing writing
A message
1 Read this email message and answer the
READING
following questions.
1 Why did Sơn write this message?
2 Who did Sơn write this message for?
3 What three things did Sơn want to know?
Hi Alex!
Good to hear from you! And it’s great news that we’re meeting at
the weekend.
I know we’re meeting at the cinema, but what time are we meeting?
How about coming a bit early to have some snacks or drinks before
the movie starts? What movie are we going to see on Saturday?
By the way, I saw Ben the other day. You know he never goes out
during the week, but he’s usually free at the weekend. Shall we
invite him to come too? Let me know what you think.
That’s all for now. See you on Saturday!
4 Read this message. Make a note
of the three main things that Paula
Sơn
wants to know.
2 Read this reply to Sơn’s message. Does it contain

the three pieces of information that Sơn wanted
Hi!
to know? Is it clear?
I can’t believe that in three weeks I’m going to
be there at your house. I’m so excited about
Hi Sơn, the trip because this is going to be the first
time I travel to another city on my own! What
I’m so excited about this weekend, too. We’re meeting
will the weather be like in August? Will it be
at five o’clock on Saturday afternoon. The movie starts
sunny? I need to know so that I can decide
at 5:30, so we’ll have half an hour to get some noodles
or sandwiches at the cinema food bar before the start. what clothes to bring. By the way, are there a
We’re going to see Godzilla vs. Kong by Adam Wingard. lot of places for teenagers like us in your city?
I watched the trailer yesterday, and I have to say the And I can’t wait to try the local food there. In
visual effects are amazing! By the way, don’t forget to general, can you tell me about the area where
bring your student ID with you because we can have you live? Oh, are we going to do any sport
some student discounts on our tickets. when I’m there? I always go walking or
I didn’t know that Ben is around this weekend. Sure, running when I can.
let’s invite him to come with us. I’ll call him tomorrow Write back to me soon,
when I get home after school. Paula
See you soon!
Alex
3 Read the information in the Writing bank. Look 5 Look at the task. Use the emails in 2 and
4 as a model. Use the Writing bank for
at the two messages again and find an example
reference and to check your message.
sentence for each piece of information.
Read the message from your friend Paula.
WRITING BANK
Write a short message (120–150 words) to
A message her and answer all her questions.
■ Clear purpose. Identify the receiver at the
beginning of the message and state why you WRITING BANK ➤ PAGE 162
write the message.
■ Simple message. State directly what you want. STRATEGIES FOR TEST
You can use questions or imperatives to make
Is it easy to read your handwriting? Show it
the message straightforward.
to other students. Do they agree? How
■ Short, familiar language. Use basic order of important is good handwriting in an exam?
affirmative and negative sentences: subject +
verb + object ➤ STRATEGIES FOR TEST page 156
Unit 6 87
Grammar reference
be going to
FORM USE
Affirmative I/You/He/She/It/We/They + am/are/is + going to

■ We use be going to talk about
+ verb plans and intentions for the future.
I’m going to survive. We’re going to go to New Zealand.
Negative I/You/He/She/It/We/They + am not/aren’t/isn’t I’m going to make a fire.
+ going to + verb
She isn’t going to read. ■ After be going to, we use the
Am/Are/Is + I/you/he/she/it/we/they + going to verb in the infinitive.
Question
+ verb? She’s going to sleep outdoors.
Are we going to eat? They’re going to travel together.
Short Yes, I/you/he/she/it/we/they + am/are/is.
answers No, I/you/he/she/it/we/they + am not/aren’t/isn’t.
Yes, I am. / No, they aren’t.
will / won’t
FORM USE
Affirmative I/You/He/She/It/We/They + will (’ll) + verb ■ We use will and won’t to talk about
I will go. the future and make predictions.
Negative I/You/He/She/It/We/They + will not (won’t) + verb
We’ll pass our exams.
They won’t win. It’ll be sunny tomorrow.
■ The contraction of will is ’ll. The
Question Will + I/you/he/she/it/we/they + verb? contraction of will not is won’t.
Will he pass?
■ After will and won’t, we use the
Short Yes, I/you/he/she/it/we/they + will. verb in the infinitive without to.
answers No, I/you/he/she/it/we/they + won’t.
Yes, she will. / No, they won’t.
They won’t win the competition.
I’ll write a book one day.
Present continuous for future
■ We use the present continuous to talk about future plans that are confirmed.
Tomorrow, I’m visiting the safari park. I bought the tickets yesterday.
■ When we use the present continuous to talk about the future, we often use time expressions like
tomorrow, next week or on Friday.
PROBLEM SOLVING After this unit, I can …

Work in groups. Think about an endangered a talk about wild animals and
species. Use an infographic to present their natural habitats.
information regarding:
b describe the weather.
■ population changes c talk about future plans using be
■ population distribution going to and make predictions
■ habitat using will.
■ eating habits d understand simple written and
■ ways to conserve the species spoken texts about animals
and the natural world.
e make suggestions and plans.
f write a short message.
88
88 Unit 6
Grammar revision
be going to / 7 points
1 Look at Daniel’s plans. Write sentences and 1 On Monday/visit his mum in hospital.
questions with the correct form of be On Monday, he isn’t going to visit his mum in hospital.
going to.
2 On Tuesday/do the shopping.
Mon – visit a friend in hospital 3 On Tuesday/do homework.
Tue – do homework 4 On Wednesday/tidy bedroom?
Wed – tidy bedroom 5 (Write a short answer for the question in 4.)
6 On Thursday/go for a run.
Thur – go for a run
7 What/do on Friday?
Fri – call friends
8 On Friday/have a party.
will / won’t / 7 points Present continuous for future / 4 points
2 Complete the dialogue with will or won’t. 3 Complete the sentences with the correct
Journalist: Professor, in your opinion, what form of the present continuous. Then choose
(a) ................................... happen to polar bears in P if they talk about the present and F if they
the future? (b) ............................... they disappear talk about the future.
completely? 1 Why .......................... you ......................... (cry)? P / F
Professor: No, they (c) .................................... .
But the future (d) ................................ be good 2 We ...................................... (not play) tennis
for them because thousands of polar bears tomorrow morning. P/F
(e) ..................... disappear. 3 This summer, we ..................................... (fly)
Journalist: Why? to London. P/F
Professor: It (f) ........................... be easy for polar 4 I .......................................... (go) to university
bears to survive because the icy regions where when I finish school.
polar bears live (g) .............................. disappear. P/F
Vocabulary revision
WILD ANIMALS AND INSECTS / 7 points THE WEATHER / 7 points
1 Complete the words with vowels. 3 Choose the correct alternative.

1 w .... l f 5 s n .... k .... 1 At the top of Everest it’s very ice/icy.
2 j l l y f .... s h 6 .... l l .... g .... t .... r 2 Today, there were a lot of white clouds/cloudy.
3 s p .... d .... r 7 l .... z .... r d 3 In the Sahara, it’s very dry/wet.
4 b .... .... 4 They couldn’t see anything because it was really
windy/foggy.
5 Last night, there was a terrible storm/stormy.
6 It rains/rainy a lot in Britain in the winter.
7 40ºC is really warm/hot.
THE NATURAL WORLD / 8 points

2 Label the pictures.
a b c d e f g h

Reading Listening
➤ TIPS FOR READING ➤ TIPS FOR LISTENING
In matching activities, remember … In activities where you complete

First, read all parts of the text. Then, read the pieces of notes, remember …
information you need to find. Try to find the places in the Be careful with the spelling of
text where the information is. Read them again slowly. simple words. If not, you could
lose marks.
1 READING Read the text. Are the sentences about Oprah
Winfrey (OW), Angelina Jolie (AJ), or both (B)? 2 LISTENING 65 Listen to a TV quiz
about Walt Disney and complete
Oprah Winfrey and Angelina Jolie are rich and famous. They also
the notes.
give money to help others.
Oprah is one of the most famous TV presenters in the world. She
was also an actress, and now she’s a successful businesswoman
too. She became the first ever African-American billionaire. But her
Walt Disney
TRIVIA
life as a child was difficult. Perhaps that’s why she helps people
with her money. For example, she gave money to help the victims • Walt Disney created the famous
of Hurricane Katrina in New Orleans and she went there to help
character (a) .............................. . . . . . . . . . . . .
them in person. In 2007, she began a school in South Africa to help
poor girls get a good education. She even has her own charity in 1934.
organisation, Oprah’s Angel Network. • After school, Walt Disney studied
Angelina is one of the most famous actresses in the world. She (b) ................................ .
does a lot of work for UNHCR, an organisation that helps refugees –
people who have to leave their homes and live in camps. She often • Walt Disney made the film
visits these places to help the people there. But she doesn’t sleep in Fantasia in (c) ........................... . . . . . . . . . .
five-star hotels. She works and lives with the people who work for
UNHCR. In 2012, UNHCR named her Special Envoy because of the • Walt Disney won
good work she did. Angelina helps other charities too, such as the (d) ................................ – a record!
Malala Fund. This was started by a fifteen-year-old girl called
Malala Yousafzai. It helps young girls in Afghanistan and Pakistan • Walt Disney built the original
go to school instead of work. Thanks to all her charity work, Jolie Disneyland in (e) ..................... . . . . . . . . . .
was the first person to win the Citizen of the World Award.
• He was (f) ............................ years old
when he died.
1 She received an award for her charity work. OW / AJ / B
• Walt Disney’s Snow White was
2 She started her own organisation to help others. OW / AJ / B
the first ever (g) ...................... . . . . . . . . .
3 She does two or three different jobs. OW / AJ / B
• Mickey Mouse had
4 She visits people who need help. OW / AJ / B
(h) ............................. and a thumb on
5 She had problems when she was young. OW / AJ / B each hand!
6 She doesn’t want special conditions when she to
goes help other people. OW / AJ / B
7 She went from having no money to having a lot
of money. OW / AJ / B
Use of English
➤ TIPS FOR USE OF ENGLISH 3 Complete the sentences with the words given.
1 Poems and novels are different types of ____________ .
In cloze activities, remember to
2 Units
Leonardo
5–6 Da Vinci was a famous ____________.
identify the type of word (verbs,
adjectives or nouns) that can go in 3 A doctor works in the ____________.
the blank. 4 They couldn’t see anything because it was really __________.
➤ STRATEGIES FOR TEST page 155 5 I would love to go _____________ climbing.
6 It ................................ a lot in Britain in the winter.
mountain • foggy • literature • painter 7 Steven Spielberg is a famous film ____________.
rains • clinic • director • waterfall
8 Niagara is the name of the most famous ..................... in America.
90 Units 5–6
Speaking Writing
➤ TIPS FOR SPEAKING ➤ TIPS FOR WRITING
In pair activities, remember … In writing exams, remember …

It is important to listen to what your partner says. Good handwriting and presentation are very
In a conversation, we listen to the other person important.
and then respond to what they say to us. You will probably lose marks if the examiner
finds it difficult to read your work.
4 Work with a partner. Use the prompts

SPEAKING
5 WRITING You receive this message from Tim. What
below to prepare and practise a dialogue. information does he want to know? Write your
reply (120–150 words) to Tim.
Student A Student B
Ask your partner Hi!

what they are doing We’re going to start a school newspaper next
tomorrow evening. Say that you have term. Do you want to write something for us?
nothing planned. I know you’re interested in nature and
Suggest doing animals, so you could maybe write something
something together. that is connected with those. Or maybe you
Accept. Suggest a
place to meet. could write something about a world problem
Accept the suggestion. that you’re interested in. What do you think?
Suggest a time to meet. Anyway, we’re having a meeting to talk about
Reject the suggestion our ideas next week. Why don’t you come? Do
and explain why. you know anyone else who may be interested?
Suggest a different time.
We need lots of people to help.
Accept. Say goodbye. That’s all for now. See you soon!
Say goodbye. Tim
1 How well can you do these things in English now? Give yourself a mark from 1 to 4.
1 = I can do it very well. 2 = I can do it quite well. 3 = I have some problems. 4 = I can’t do it.
About Language components, I can ... About Language skills, I can ...
a use vocabulary about jobs and places g read a text and match the person
of work. and the information.
b use vocabulary about culture and work. h listen and complete notes.
c use vocabulary about wild animals and i talk about past events.
insects. j write a story in about 120–150 words.
d use vocabulary about the weather. k make suggestions and plans.
e use the past simple and past continuous. l write a short message.
f use will/won't and the present continuous
to talk about future plans.
2 Now decide what you need to do next to improve.

1 Look again at my book/notes.
2 Do more practice exercises. ➤ WORKBOOK Units 5 and 6
3 Ask for help.
4 Other:
Units 5–6 91
The world
around me
Vocabulary Aa Bb
Feelings
1 66 Work with a partner and answer the questions. Use the words in the box to help you.
angry • bored • confused • disappointed • excited • frightened • happy • interested

relaxed • sad • stressed • surprised • tired • worried
1 How do the people in the photos feel? They are excited.

2 Why do they feel this way? Perhaps their friend is arriving.
a b c d e
2 LISTENING 67 Listen to five dialogues. Personality

How do the people feel? Choose one 4 Complete the sentences with these words.
adjective from 1 for each person.
1 4 hard-working • intelligent • kind • lazy
2 5 cheerful • responsible • serious • quiet
3
1 A ........................................... person helps other people and is good
to them.
3 SPEAKING Think about when you have the
feelings in 1 and write sentences. 2 An .......................................... person understands and learns things
Then read the sentences to your quickly.
partner without saying the adjectives. 3 A .......................................... person doesn’t like working or making
Can your partner guess it? an effort.
4 A ......................................... person is usually happy and friendly.
I feel … when they don’t pick 5 A ....................................... person is reliable and does all the things
me for the basketball team. that they should do.
6 A ..................................... person doesn’t talk much.
Angry? 7 A ..................................... person thinks carefully about things and
does not laugh much.
No. 8 A .................................. person puts a lot of effort into their work.
Disappointed?
5 Write on a piece of paper three sentences about
yourself using adjectives in 4. Then work in groups
Yes! and each picks a piece of paper and read out sentences.
Can you guess which person wrote the sentences?
I think I’m a cheerful person because I’m usually happy.
92 Unit 7
Reading
1 READING Read the introduction to the
HAPPY TEENAGERS? Internet forum and answer the
question ‘Why do you think young
people in the Netherlands are happier
than in other countries?’. Then read
the text and check your answer.
2 Read the forum messages again.
Who says what?
1 Not everything is bad in their country.
2 There are important, basic problems
in the UK and the US.
3 Journalists are perhaps responsible
for some teenagers being sad or
In 2013, UNICEF wanted to find out if teenagers in rich unhappy.
countries are happy. They discovered that youngsters in 4 They aren’t interested in the report.
the Netherlands are top for general well-being, the UK
was 16th and the US was 26th. 5 The report makes it clear that we have
the wrong idea about some countries.
3 CRITICAL THINKING
Jake23
Shared publicly - 21 Oct Think! Then compare ideas with
your class.
I don’t care if Dutch children are happier than British kids. ■ Write one or two sentences to
What about kids in poorer countries? In richer countries, summarise what each person thinks
kids feel bad if their phone is old, but many kids in the world about the question of teenage
haven’t got any modern gadgets, or schools to go to. It’s happiness in different countries.
more important to think about them than the lucky ones! Are they giving facts or opinions?
June8
Shared publicly - 12 Oct 4 Match the underlined words in the
text with the correct meanings.
We think the US and the UK are super-rich countries, but 1 electronic devices like mobile phones
there are a lot of poor families there as well. Education isn’t or MP3 players
always better. Kids are more unhealthy there than in poorer
countries. The report is useful because it shows that things 2 be interested in
aren’t always what they seem!
3 things that might cause harm or damage
Marion11
Shared publicly - 01 Oct
4 good things happen because of chance
I’m from the Netherlands. It’s true that we’re generally very 5 the way people behave towards and
happy. It’s easy to speak to my parents. At school, we
are involved with each other
don’t feel stressed. Maybe in the UK and the US, television
and newspapers make kids feel disappointed because their
lives aren’t perfect. Here we’re more positive about life.
5 SPEAKING What about you?
Luke52 Which statements in the text do you
Shared publicly - 01 Oct agree with? Why?
I agree that we should think

Being a British teenager I find this strange. Young people are about poor countries.
healthier now. We know the importance of exercise, eating
well and the dangers of smoking. At school, my teachers
Me too. But I also agree that we
care about me. My relationship with my parents is healthy.
should remember that there are
The report is fine, but newspapers make the results sound
poor people here too.
negative. The reality is different.
Unit 7 93
Flipped classroom: watch the grammar
presentation video.
presentation video.
Comparative adjectives 4 PRONUNCIATION Combine the two sentences into

one using the comparative form of the
1 Read the sentences and complete the table adjectives. Then practise saying the sentences
with the words in blue. with the correct stress.
1 Dutch children are happier than British kids.
2 Things could be better but they could also
be worse.
3 My mobile phone is older than yours.
4 American teenagers are sadder than
Swedish teenagers.
5 Family is more important than money. 1 Nam is angry. Huy is very angry.
Huy is angrier than Nam.
Adjective Comparative Rule 2 Jake is worried. Luke is very worried.
adjective
3 Amy is happy. Holly is very happy.
old (a) 1 One-syllable 4 Mai is intelligent. Lan is very intelligent.
adjectives – add
-er. 5 An is bad at English. Tiến is very bad at English.
sad (b) 2 One-syllable 5 69 Do you know these facts? Choose the

adjectives ending correct adjective and use its comparative
in one vowel and
one consonant
form to complete the sentences. Then listen
– double the and check.
consonant and
add -er. 1 Hanoi is .......................................................... (big/small) than
happy (c) 3 Two-syllable Ho Chi Minh City.
adjectives ending 2 The Mekong River is ................................... (long/short)
in -y – omit -y and than the Red River.
add -ier.
3 Mount Fansipan is ............................................ (high/short)
important (d) 4 Adjectives with two than Mount Everest.
syllables or more
– put more before 4 China is ...................................... (large/small) than India.
the adjective. 5 It is ................................................ (cheap/expensive) to live
good (e) 5 irregular in Switzerland than to live in South Korea.
bad (f)
far farther, further
2 Look at these adjectives. Think about the

rules in the table in 1 and write the correct
comparative form.
1 easy easier 5 hard-working
2 beautiful 6 lazy
3 high 7 friendly
4 kind 8 thin
3 PRONUNCIATION 68 Listen and repeat. Put more

stress on the words in red.
1 Mike is older than John.
2 Steve and Paul are lazier than Chris.
3 Your sister is better at maths than Helen.
4 Learning Japanese is harder than learning
English.
5 Jenny is friendlier than Sarah.
94 Unit 7
Vocabulary Aa Bb
6 Write sentences comparing life in Social problems

New York and Hanoi. Use the
adjectives in the box for ideas. 1 70 Name the problems in the photos (a–d). Use the
Then compare your answers with words in the box to help you. Then listen and repeat.
your partner.
crime • homelessness • hunger • pollution
poverty • unemployment • violence
New York City, US
Hanoi, Vietnam
2 Work with a partner. Choose three problems
SPEAKING
in 1 which you think are really important now.
angry • bad • easy • exciting • fast
friendly • good • happy • healthy • quiet I think unemployment is more important
relaxed • slow • stressful • worried than pollution at the moment.
I think life in New York is more I agree. A lot of people

stressful than in Hanoi. haven’t got jobs now.
Unit 7 95
Move On to life skills: Social skills and citizenship
Helping a
■ To learn about different charities support a charity [phrase]: You can support a charity by
■ To consider different factors when giving them money or helping them to do something.
choosing a charity to support raise money [phrase]: You could raise money for a
charity by selling something and giving the money to
■ To find out about ways of helping
the charity. volunteer [n]: They don’t pay him for
a charity
helping the charity – he’s a volunteer.
1 Look at the names of three different charities. Work with

a partner. Talk about what you think each charity does.
1 Make-A-Wish Foundation
2 PETA (People for the Ethical Treatment of Animals)
3 Get Schooled
- -
THE AIM OF THE CHARITY

ndation is to make a wish
The fundamental objective of the fou
ering from a life-threatening
come true for children who are suff
medical condition.
WHAT IT DOES
and finds out what his/her one
A volunteer speaks to the child
ion plans a perfect experience
big wish is. Then, the organisat
wish may be to meet a famous
for the child. Sometimes, the
ce. The Make-A-Wish Foundation
person or to go to a famous pla
dream come true.
does what it can to make any

The main objective of People
for the Ethical Treatment
of Animals (PETA) is to protec
t animals from cruel and
unethical treatment. It is the
largest animal rights
organisation in the world.
WHAT IT DOES
PETA concentrates on four ma
in areas: factory farms, clothe
industry, laboratories and the s
entertainment industry. These
are areas in which the largest
numbers of animals suffer the
most. PETA rescues suffering
animals, and it educates the
public about the cruel treatm
ent of animals. Many celebritie
such as Ryan Gosling, suppor s,
t PETA.
96
2 READING Work in a group of three. Each 4 SPEAKING What is important to you when you
person should choose a different charity. choose a charity to support? Give each a mark
Read the text and make notes about: from 0 (not important) to 5 (very important).
1 who the charity helps
Then compare your answers with a partner.
2 how the charity helps The charity helps …
3 any other interesting facts about the charity a young people.
b old people.
3 SPEAKING Tell your group about your charity. c people who have a problem with their health.
d animals.
e the environment.
f people in your community.
g people in your country.
h people in poor countries.
5 LISTENING 71 Work with a partner. Make

a list of ideas on how to help a charity.
Then watch a video and check if any of
your ideas appear in the video.
6 71 Listen or watch again and complete the
sentences with one to four words.
Amelia
1 She has a cake sale with .
2 They sell the cakes on .
Kieran
3 During the concert, there was .
4 During the concert, Kieran .
George
5 PostPals helps you write to children who are . . . . . . . .
.
6 George says writing a letter is
for volunteers.
Molly
7 Molly did a sponsored run around .
8 She ran km.
LIFE TASK
Work in a small group. Imagine your group is
ldren are leaving
In the US, more and more chi going to support a charity.
te. The aim of
high school before they gradua Follow this plan:
dents to stay at
this charity is to motivate stu
ir cha nces of 1 Apart from the three charities on pages 96 and
school and so improve the 97, are there any other charities that you think
success in the future. are more important? Look on the Internet and
study different charities in more detail if
WHAT IT DOES necessary.
2 Decide on one charity that you want to support.
Nicki Minaj
Get Schooled asks celebrities like Make a list of reasons for your choice.
visit schools and
and One Direction members to 3 Look on the charity’s website for ways in which
ut the importance
speak to students directly abo you can help the charity. Choose one or more
sation also uses
of staying at school. The organi and make a plan of action.
ng people
its website to connect with you 4 Explain your plan of action to the rest of the class.
and information.
through a mixture of games 5 Try to make your plans happen!
97
1 Work with a partner. Did you read, see or hear
the news yesterday? Talk about any news stories Superlative adjectives
you remember.
1 Read the sentences and complete a–f
2 LISTENING 72 Listen to four news stories. What is the with the words in blue. Complete the
topic of each story? Choose from these topics. rules (1–4).
homelessness • hunger • pollution • poverty 1 It is one of the most important

unemployment • violence problems in the country today.
2 This will be the coldest month.
1 3 3 This is the worst month for many
2 4 people.
3 72 Listen again and choose the correct answers. 4 They are the best people in the world
1 In East Africa, a lot of people are … to solve the problem.
a going back to their homes. 5 It was the hottest and driest summer
b going to live in camps. in 10 years.
c looking for doctors and medicine.
2 The situation for people living on the streets at the Adjective Superlative Rule
moment is … adjective
a more difficult than usual. cold (a) the 1
b the same as usual.
c better than usual.
3 They say that … out of every thousand people are hot (b) the 2
without a home.
a 4
dry (c) the 3
b 14
c 40
4 The number of knife attacks this year is probably … important (d) the 4
a more than 277.
b 277.
c under 277. good (e) the 5 irregular
5 The public thinks the situation with knife crime bad (f) the
today is ... far the farthest,
a serious. the furthest
b not very serious.
c better than before. GRAMMAR REFERENCE ➤ PAGE 102
6 Many … are losing their jobs.
a men between 25 and 50 2 Complete the sentences with the
b men between 35 and 50 superlative form of the adjectives given.
c women between 25 and 50
7 The financial crisis is … for people who work in 1 Cristiano Ronaldo is among
construction or car factories. (expensive) football
a only bad players in the world.
b especially bad 2 Russia is (big)
c not bad country in the world.
3 December is (cold)
month in my country.
4 For me, Harry Potter films are
(good).
5 Time magazine voted Albert Einstein
(important) person of
the 20 century.
th
98 Unit 7
3 Look at this table with information about three Articles
different cities. Complete the sentences with
the correct comparative or superlative form of 5 Read the sentences and then join the
the adjectives and the name of the city. sentence halves below to make rules.
■ Charity organisations are asking for help.
■ A new report appeared today.
■ The statistics show that unemployment is
going up.
■ It is one of the most important problems in
the country today.
Barcelona Istanbul
1 We use no article
2 We use a/an
3 We use the
4 We also use the
a to talk about a singular countable person or
thing for the first time.
Hanoi
b to talk about a specific person or thing or a
Barcelona Istanbul Hanoi person or thing mentioned before.
c when we talk about things in general.
approximate 5,586,000 15,460,000 4,678,000
population d with superlative adjectives.
(in 2020)
annual rainfall 605 mm 694 mm 1680 mm
cost of living *** ** * STRATEGIES FOR TEST
1 The population of Barcelona is The next activity is a cloze activity. It is a text
(big) than that of .
with missing words. What type of words do you
think they are – articles, prepositions, nouns,
2 has (big) verbs, auxiliary verbs or pronouns?
population. ➤ STRATEGIES FOR TEST page 156
3 has (small)
population. 6 Fill in each blank with ONE suitable word.
4 Barcelona is (dry) than Last night, I saw (a) very interesting
programme on TV. It was about (b)
.
orchestra from Venezuela. A composer called
5 is (dry). José Antonio Abreu started the orchestra in
6 is (wet). 1975 with just eleven poor teenagers. Some of
the musicians were often in and out of trouble.
7 Barcelona is ....................................... (expensive) than
(c) orchestra helped them. Now,
. the project is bigger and (d)
8 is ..................................... (expensive). important than before. It helps 250,000 kids.
Today, they play in some of the (e)
4 SPEAKING Write sentences giving your opinion
important concert halls in America and Europe.
about these things. Use the superlative form Some say they are
of the adjectives. Then compare the answers better (f)
with a partner. a lot of other
1 popular/sport in the world professional
I think football is the most popular sport in the world. orchestras. Plácido
2 big/problem in the world Domingo, one of
3 difficult subject/at school (g)
4 good/city in the world best opera singers
(h)
What do you think is the most the world, cried
popular sport in the world? I think it’s
football. when he heard
them play!
Unit 7 99
Developing speaking
Describing a photo
a b
1 SPEAKING Work with a partner. Look at the 5 Read the information in the Speaking bank and
photos. How are they similar? check your answers to the questions in 4.
2 LISTENING 73 Listen to a student describing SPEAKING BANK

one of the photos. Which photo is it? Useful expressions to describe photos
3 73 Complete the description with the ■ We often begin with expressions like: This
missing words. Listen again if necessary. is a picture of ... /I can see ... .
Don’t worry about the different colours. ■ We use On the right/left, In the middle and
prepositions (on, at, in front of, behind,

This is a picture of people in a living room, etc.) to say where people and things are.
I think. I can see (a) people.
■ We usually use the present continuous to
There are (b) and in the middle,
say what people are doing, e.g. He’s sitting
there’s (c) . They look happy and down, She’s asking . the boy a question.
relaxed. I think they’re in a living room because ■ To make guesses, we use words and
they are sitting on a sofa. I can see (d)
expressions like I think, maybe, perhaps,
behind them. The two children are probably
she looks .
teaching the woman to use (e) or
play (f) . The boy is on the right of the
picture. He’s looking at the computer in front of
6 SPEAKING Look at photo b. Say where these
things/people are and what the people are
them, not at the woman. The girl is on the left of
doing. Then make two guesses (e.g. their
the picture. She’s looking at the woman. Maybe
relationships, their feelings, etc.).
she’s smiling at her because she’s winning or
learning very (g) . She looks a bit 1 the people 4 the pencil case
more (h) than the boy. Perhaps 2 the woman 5 books
the woman is their grandmother. 3 the boy 6 the phone
Your guesses:
4 Look at the description again and answer
these questions.
1 What expressions are used to begin the PRACTICE MAKES PERFECT
description? 7 SPEAKING Work with a partner. Take it in turns to
2 What type of words are the words in blue? describe photo b. Describe the photo to the
Why are they important in a description of a class.
photo?
STRATEGIES FOR TEST
3 Look at the verbs in green. What tense are they?
When you describe a photo, what should you do
4 Look at the words and expressions in red. Do when you don’t know the word for something in
we use them when we are 100% sure of the photo?
something or when we are making a guess? ➤ STRATEGIES FOR TEST page 156
100 Unit 7
Developing writing
An opinion paragraph
it prevents them from thinking and

from doing other things like playing
sports or making friends. Secondly,
addiction to computer games makes
teenagers read less. In my view,
reading helps young people learn
new words, be more creative and
improve their concentration.
Spending three hours reading can
help you become more intelligent
than playing a computer game for
three hours. In conclusion, I firmly
1 Work with a partner and answer the questions. believe that teenagers should be
1 What is the girl in the photo doing? discouraged from playing computer
games due to its harmful effects.
2 How often do you play computer games?
3 Do you think computer games have a good or bad
influence on teenagers? Why? 4 Look at the paragraph again.
2 Read this newspaper editorial. Do you agree with Which sentence(s) …
what it says? Why/Why not? Compare ideas with 1 expresses the writer’s opinion?
a partner. 2 gives the first opinion and explanation?
3 gives the second opinion and explanation?
4 summarises the writer’s opinion?
It’s official! People were more
5 Look at the paragraph again and
INTELLIGENT
in the past
complete the useful expressions in the
Writing bank.
This week we reported that the results of British WRITING BANK

fourteen-year-olds on IQ tests are going down, not
up. Personally, I am very worried about teenagers Useful expressions in an opinion
today. When I was a child, I played outside with my paragraph
friends after school. There were no computers and no ■ We do not use contractions. For
games consoles. We had television, but we could only example, we write (a) .......................... not
watch it at the weekend. But we were happy and teenagers today aren't learning anything.
healthy. And now these IQ results show that we were ■ To express our opinion, we use words
more intelligent too. Today’s teenagers need to and phrases like I agree, I disagree,
change fast, or the future looks very bad, for us and I think, Personally, In my (b) .......................
for them. or In my (c) ..........................

6 Look at the task below and write an
3 Read this paragraph. Does the writer agree
READING opinion paragraph. Use the writing
or disagree with the editorial? Why? sample in 3 as a model and use the
Writing bank for reference.
In my opinion, I agree that computer games Write a paragraph (about 120–150 words)
have negative impacts on teenagers. Firstly, to express your opinion on the following
teenagers today are not learning anything. statement: ’Computer games have a bad
They sit in front of a computer all day, which influence on teenagers.’
does not make them more intelligent. Instead, WRITING BANK ➤ PAGE 163
Unit 7 101
Grammar reference
Comparative adjectives Articles
FORM USE
Adjective Comparative ■ a/an
We use a/an with singular countable nouns.
one syllable kind kinder
cold colder We use it when we mention something for
the first time. We use a before a consonant
one syllable ending big bigger
in one vowel and one sad and we use an before a vowel sound.
sadder
consonant I’ve got a dog.
two syllables lazy lazier He’s got an enormous cat.
ending in -y happy happier ■ the
two or more syllables serious more serious We use the with countable (singular and
boring more boring plural) and uncountable nouns. We use it to
irregular bad worse refer to something or somebody previously
good better mentioned.
far farther/further
I’ve got a dog. The dog is really big.
USE We also use the with superlative adjectives.
■ We use comparative adjectives to compare two China is the biggest country in the world.
people, places or things. ■ No article
Istanbul is bigger than Barcelona. We do not use an article with plural countable
■ We use than in sentences that compare two nouns or uncountable nouns when we are
people, places or things. talking about people or things in general.
Abu Dhabi is hotter than Amsterdam. Tigers are dangerous.
I like cheese.
Superlative adjectives REFLECTION
FORM SYNTHESIZING
Adjective Superlative Think about teenagers in poor countries.

one syllable kind the kindest Prepare a short presentation about:
cold the coldest ■ what problems they are facing
one syllable ending big the biggest ■ what charity programs might help solve
in one vowel and sad the saddest their problems and improve their general
one consonant well-being
two syllables lazy the laziest
ending in happy the happiest
‘CAN DO’ PROGRESS CHECK UNIT 7
two or more serious the most serious
syllables boring the most boring After this unit, I can …
irregular bad the worst
good the best a talk about social problems.
the farthest/ b talk about people’s feelings.
furthest c understand simple written
USE and spoken texts about
teenagers and charities.
■ We use the superlative to compare more than two
people, places or things. d describe the positions of
people and objects, actions
John is 170cm. David is 175cm. Chris is 180cm.
of people and make guesses
Chris is the tallest.
in pictures.
■ We use the before the superlative form of the
e write an opinion paragraph.
adjective and we often use in.
It’s the most exciting city in the world.
102 Unit 7
Grammar revision
Comparative adjectives / 5 points Superlative adjectives / 5 points
1 Write the comparative form of 2 Look at the information and write sentences using the
the adjectives. superlative form of the adjectives given.
1 hot Tom Richard Harry
2 silly Age 13 15 18
3 beautiful
Height 1.80 m 1.65 m 1.70 m
4 good
IQ 100 120 140
5 long
1 Tom/tall 3 Harry/old 5 Harry/intelligent
2 Richard/short 4 Tom/young
Comparative and superlative adjectives / 6 points Articles / 6 points
3 Choose the correct alternative in each 4 Complete the sentence with a/an, the or –.
sentence or question. 1 She’s funniest person I know.
..................................
1 I’m worse/worst at biology than Mark. 2 I have friend. His name is Ed.
...................................
2 I think she’s –/the most famous singer in

3 In general, I don’t think money
the world.
.................................
is important.
3 What’s the more/most expensive food in
the world? 4 Yesterday, I bought a book. ...................................
4 In my opinion, tennis is more exciting book is in English.

than/that football. 5 You should use ..................................... English
5 Is she the most intelligent person of/in dictionary.
the class? 6 My sister loves ..................................... animals.
6 I think English is –/more easier than maths.
Vocabulary revision
FEELINGS / 8 points PERSONALITY / 4 points
1 What are these feelings? 2 Match the words to the pictures.

1 The opposite of happy: ...........................
cheerful • hard-working • kind • lazy
2 When you want to know about
something or learn about it: a b c d
.....................................
3 When something happens, but you

didn’t think it was going to happen:
...................................
4 When you are calm because you

have no problems: ....................................
SOCIAL PROBLEMS / 6 points

5 After you finish working hard or
doing a lot of sport: 3 Use these words to say what the problems are.
.....................................
crime • homelessness • hunger • pollution

6 When you are thinking about
poverty • unemployment
something bad that could happen:
.....................................
1 Bill hasn’t got enough money to buy basic things.
7 When you are very happy because 2 Daniel hasn’t got a place to live.
you think something good could 3 Jessica hasn’t got a job.
happen: .....................................
4 Somebody attacked Charlie and took his money.
8 When you have no interest in
5 Mary and her family haven’t got anything to eat.
something: .....................................
6 Because of a factory, fish are dying in the river.

Top
shops
Vocabulary Aa Bb
Clothes
1 74 Match some of these words to the photos. Use your dictionary if necessary.
blouse • boots • coat • dress • jacket • jeans • jumper/sweater • leggings • shirt • shoes • shorts
skirt • socks • suit • sweatshirt • tie • tights • top • tracksuit • trainers • trousers • T-shirt
2 11
7
3
4
8
12
5
10
6
13
2 SPEAKING Work with a partner. Student A, close your book. Student B, look at the photos and ask
what colour the clothes are. After five questions, change roles.
What colour is the tie? - It's black.
Accessories
3 75 Where on the body do you wear these 4 LISTENING 76 Listen to Joe talking about clothes
items? Complete the table. You can use the and fill in the blanks with one to three words.
same word more than once. Then listen
and check. 1 He usually wears (a) ............................. , (b) ...........................
clothes at the weekend.
belt • cap • glasses • hat 2 He’s wearing (c) ............................. and (d) ........................... ,
jewellery • scarf • sunglasses • watch (e) ............................ and (f) ............................ now.
3 His (g) ......................... is his favourite item of clothing
Head because he bought it in (h) ................................ and it
Eyes reminds him of the great time he had there.
Neck 5 Work with a partner. Ask and answer the
Body question: What is your favourite clothing item?
Arm Why?
104 Unit 8
Reading
1 SPEAKING Work with a partner. Take it in turns to describe the different T-shirts below.
Which do you like or dislike? Why?
1 2 3 4
Halong
Bay
2 READING Read this blog entry. Match the paragraphs (A–D) to the T-shirts in 1.
Ly's FASHIOONN Blog

FASHI
T-shirts that tell a story
Have you ever thought how important T-shirts are in your life? C I’ve never been to Russia, but
I don’t mean expensive designer T-shirts. I’m talking about the one of my favourite T-shirts
T-shirts that say something about you. Those are the T-shirts has the Russian alphabet on it. I love
that we feel the most comfortable in and wear again and again. the bright colours of the letters. And
I’m going to tell you about two T-shirts that I really love. it has sentimental value. Last year,
my brother studied in Moscow and
A I’ve been to Ha. Long Bay twice. The first time I saw this T-shirt
he gave me this when he came home.
was in a souvenir shop. I really loved the design and the colours.
Nuria Gil, Spain
It reminds me of our trip around this world heritage site. We
almost got lost, but we found our way thanks to the picture on
D My favourite T-shirt has got
this T-shirt.
an important message
B Sometimes I bought clothes that I’ve only worn once or twice. on the front. It says that we should
But I’ve worn this T-shirt hundreds of times. I love Adele, and recycle to protect the environment.
I bought this when I went to see her live at her concert. And Another good thing is that it’s made
white T-shirts go with anything. Those are two of my favourite with organic cotton. And the design
T-shirts that tell a story. What about yours? is cool.
Milos Novak, Czech Republic
posted 16th May at 16:57 post a comment
3 Read the text again and complete the sentences 4 CRITICAL THINKING
with one to four words.
Think! Then compare ideas with
1 Ly’s Ha. Long T-shirt helped her family when they your class.
. ■ What makes some clothes special,
2 Ly has worn the white T-shirt . according to the blogger? Do you agree?
3 She bought the white T-shirt at a .
4 Nuria likes her Russian T-shirt because of the 5 SPEAKINGWork with a partner. Talk about a
colourful . T-shirt that is special for you.
5 Nuria’s T-shirt was a present from . I love the T-shirt that my mother bought me on
my 14th birthday. It can match anything.
6 On the front of Milos’s T-shirt, there is .
Unit 8 105
presentation video.
Present perfect
1 Read the sentences and complete the rules
with the correct word.
a I’ve been to London twice.
b I’ve washed it hundreds of times.
c I haven’t seen many of my favourite
artists live.
d Has your brother studied there?
e Yes, he has. / No, he hasn’t.
1 We can use the present perfect to talk
about the past, but only when we don’t
say when the action happened.
2 We make the present perfect with the
present simple of (a) and the 3 Write true sentences about your life
past participle of the main verb. experiences. Use the affirmative or negative
3 We make the negative form of the present present perfect form of the verbs.
perfect by putting not or n’t after 1 I/wear a superhero costume.
(b) . I haven’t worn a superhero costume.
4 Regular past participles end in,
2 My friends and I/appear on TV.
(c) , but there are many
irregular past participles. 3 I/travel by plane.
See the third column of the irregular verb 4 I/eat sushi.
list on pages 160–161 and in 2 below. 5 My parents and I/go to the US.
5 In questions, (d) goes 6 I/write a song.
before the subject. 7 I/see my favourite band/singer in concert.
6 In short answers, we use have, but we 8 I/buy jewellery for my pet.
don’t repeat the (e) .
GRAMMAR REFERENCE ➤ PAGE 114 4 SPEAKING Complete these questions using the
present perfect. Use the questions to ask
2 Complete the table with the irregular past and answer with your partner about what
participles. they have or haven’t done this week.
made • seen • taken • bought • broken • done 1 you/buy/any clothes this week?
been • given • written • gone/been* • had 2 you/play/sport this week?
thought • drunk • won • eaten • worn 3 How many text messages/you/send/this week?
4 you/have/any exams this week?
Past Past
Verb participle Verb participle 5 you/write/an email this week?
be have 6 you/eat/in a restaurant this week?
break make 7 What/you/watch/on TV this week?
buy see 8 How many emails/you/send this week?
do take
Have you bought any clothes this week?
drink think
eat wear
give win Yes, I have. I’ve bought a T-shirt and a cap.
go write
* I’ve been to the shops. = I went and came back.

He’s gone to the shops. = He went and is at the
shops now.
106 Unit 8
Vocabulary Aa Bb
Bb
Present perfect with ever and never Shops

5 Read the sentences and choose the
correct alternative to complete the
rules 1–3.
a Have you ever thought how
important T-shirts are?
b I’ve never worn that T-shirt.
1 Ever/Never means at any time in
your life and is usually used in
questions.
2 Ever/Never means at no time in
your life and is usually used in
negative sentences.
3 Ever and never go just after/before
the past participle.
1 Match the shops with the things you can find in them.
bakery • bank • bookshop • butcher’s
6 SPEAKING Interview a friend and chemist’s • clothes shop • department store
complete sentences about your electrical goods shop • greengrocer’s • jeweller’s
partner using the affirmative or newsagent’s • post office • shoe shop • sports shop
negative form of the present perfect. stationery shop • supermarket
Use each verb only once.
1 tennis rackets and balls 9 meat
1 My partner has never worn (wear)
2 boots 10 fruit and vegetables
a suit.
3 medicine 11 novels and dictionaries
2 My partner (make)
4 paper and pens 12 gold watches and rings
a chocolate cake.
5 food, drink and other 13 bread and cakes
3 My partner (read)
products 14 fridges and washing
the book Harry Potter.
6 money machines
4 My partner (see)
Star Trek film. 7 stamps 15 T-shirts, tops and jeans
5 My partner 8 newspapers and 16 almost anything!

(win)
magazines
a competition.
2 SPEAKING Play this memory game. One student begins
Have you ever worn a suit?
by saying what shop they’ve been to and what
they’ve bought there. The next student has to
No, I haven’t. repeat what the first person said and add another
example. Continue. How many can you remember?
Yes, I was right!
I’ve been to the bakery and
I’ve bought a doughnut.
And you? Have you
ever worn a suit?
I’ve been to the bakery and I’ve
bought a doughnut. And I’ve
been to the butcher’s and I’ve
bought some chicken.
3 Work with a partner. Which of the places in 1

SPEAKING
do you go to? How often?
Unit 8 107
LITY
QUA
Move On to life skills: Money and finance
10
0%
CO
NT
Investigating
ROL
CO
TT
LIFE SKILLS OBJECTIVES
■ To learn about sweatshops and
KEY CONCEPTS
ON
trade [n]: There is a lot of trade between the two countries,
ethical trade buying and selling many different products. factory [n]: In
■ To find out about the life of young this factory, they make cars. ethical/fair [adj]: It is not
people working in sweatshops ethical/fair to pay men and women differently when they do
■ To investigate and find out how the same work. brand [n]: Do you buy a special brand of
ethical different shops or brands are tomato ketchup or do you buy any brand? manager/worker [n]:
In a factory, the manager is in control of the workers.
1 Work with a partner. Look at the photos and

1 What job is shown in the photos?
2 What do you think the conditions and pay are like
for people that make clothes?
2 READING Read this text about a sweatshop. Match

the questions with the answers.
A Is there anything good to say about sweatshops?
B Why should I be interested in sweatshops?
C Why have sweatshops made the news?
D What are sweatshops?
E Are products from sweatshops always cheaper?
Q: (3)
Q: (1)
A: It isn’t only
A: Sweatshops are factor cheap products
ies where people come fr om sweatshops that
work very hard in very bad con . Imagine
ditions but you buy your fa
don’t make much money. The vourite football
y usually team’s official
work long hours – even up to shirt for $140, w
16 hours a is not exactly ch hich
day. About 250 million children eap. But the wom
between 5 making the shir en
and 14 work in sweatshops. ts may only rece
24 cents. ive
Q: (2)
A: Sometimes we don
’t know it, but many
things we buy, coffee, chocolate
, bananas,
toys, clothes and trainers, com
e from
sweatshops. But it’s easy to for
get the
terrible conditions of the poor
workers
who produce these items bec
ause we all
like buying cheap products. But
how can a
T-shirt only cost £2, or a new
pair of jeans
£10?
a l tr
c ca
108
l tr a d e XX
e t h i c a
3 Read the text again. Are these sentences
True (T) or False (F)?
4 LISTENING 77 Watch or listen to
interviews outside a shopping
centre. Complete the table.
L
1 Many sweatshops employ children. T/F 1 What have they bought?
2 It’s very easy to know which products 2 Do they usually buy Fairtrade clothes?
are from sweatshops. T/F 3 Why/Why not?
3 We only care about getting inexpensive
products, rather than the place where Shopper 1 Shopper 2 Shopper 3
people making those. T/F 1
4 Products made in sweatshops can cost a 2
lot of money. T/F 3
5 The problem with sweatshops is that the
money we pay does not go to the people 5 SPEAKING Work with a partner and discuss
who physically make the product. T/F these questions.
6 The accident in Dhaka was a surprise. T/F 1 Do you know if the clothes you buy or wear
are Fairtrade?
2 How important do you think it is to buy
Fairtrade products? Give reasons.
Q: (4) Dhaka,
g in LIFE TASK
A: Some year
s ago, a buildin
de sh , with many
tal of Bangla
the capi ore than Work with a partner. You are going to
de, collapsed. M
sweatshops insi er at the
e investigate a clothes shop or brand to find
ere working th
5,000 people w le were out how ethical you think it is.
people died. Peop
time. Over 1,000 th at the
everybody knew Follow this plan:
angry because n, but
terrible conditio 1 Choose a clothes shop or brand that you like.
building was in co ntinue
ade the workers
the managers m 2 Look on the Internet for information about the
working there. shop or brand. Think about these questions: T
■ Where does it make its clothes? CON R
OL
■ Does it appear to have a good or bad
relationship with the local community?
LITY
Q: (5)
■ Does the shop or brand seem to have a
T
A: Sweatshop good or bad reputation with the people
s usually exist wher CON
QUA
T
e there TR
are ve ry poor people. Som Y who work for it?
ITle say
O
e peop OL ■ Is the shop or brand taking action to
eatshop isL better
that working in a sw
C
A
than having no work improve conditions for workers?

QU
. The conditions
%
and pay are very ba Use a variety of websites to find out this
d in sweatshops,
0
but conditions and pa
0
information. Remember that just because one
N
y are much
T TO
worse in other jobs
C O 1
in the area. They website says something is true, it might not be.
10 0 %
also say that sweatsh
ops can make 3 Work in groups and share what you have
poor countries riche
r. But they have discovered. Are you surprised by any of the
never worked in a sw
e
eatshop.
d
information?
r a 109
Present perfect with just

1 We use the present perfect with just to talk
SALES
about very recent events. Read the sentences.
Does just usually go before or after the past
participle?
a I’ve just heard that they’re going to have a sale.
b Wait! I’ve just remembered something.
2 Complete the replies to these questions using the

present perfect form of the verbs and just.
1 Are sales popular in your country? Do 1 A: Is your dad at home?
you ever buy anything in the sales? B: No, I’m sorry. He ’s just gone (go) out.
2 A: What are you looking for?
STRATEGIES FOR TEST
B: My keys. I (lose) them.
You are going to do a multiple-choice 3 A: What’s the matter?
listening activity. In this type of activity, B: Somebody (steal) my mobile
you have three or four answers and you phone. It was here a second ago.
choose the best answer. Why is it a bad
idea to write your answers quickly? 4 A: Am I late?
B: Yes, the class (start).
5 A: Why is everybody leaving the cinema?
2 LISTENING 78 Listen to two people talking B: The film (finish).
about a sale and answer the questions. 6 A: Are you hungry?
1 What does James want to buy in the sale? B: No, we (eat).
2 What type of shop are they going to visit? 7 A: Why is there glass on the floor?
3 Who is going to pay for it? B: I .............................................................. (break) a glass.
3 78 Listen again and choose the correct
answers. 3 SPEAKING How do these people feel? Think of the
1 James hasn’t bought a computer because … reasons. Use the present perfect with just. Then
compare the answers with your partner.
a he doesn’t really need one.
b he has had a lot of other things to do. a
c he doesn’t like shopping at Browns I think she’s just passed
Department Store. an exam.
2 The computer that James likes …
Or maybe she’s just
a is going to be cheaper than usual.
won a competition.
b is an SP47.
c has 20% discount.
3 James is interested in buying the c
computer at Browns because …
a it only costs £650.
b it’s faster than the old models.
c he can save about £100.
b
4 The sale at Browns begins on the …
a 13th. b 14th. c 19th.
5 The department store is on … Street. d
a Windy b Win c Wynn
6 James and Steve are going to …
a meet at 10.30 a.m.
b have lunch with James’s sister.
c be with James’s father at the
department store.
110 Unit 8
Present perfect with already and yet 6 Look at the list of things that Mai has to do
today. Write sentences with already and
4 Read the sentences and questions (a−d) yet to say what she has or hasn’t done.
and then decide if the statements (1−4) Then work with a partner and ask questions
below are true or false. about Mai.
a I’ve already been there a couple of times. She’s already bought the bread.
b Have you already decided which computer She hasn’t sent a birthday card to Chi yet.
to buy?
c Have you bought a computer yet?
d I haven’t had time to buy it yet. buy the bread – ✓
1 We use already to talk about something write an email to Lan – ✓
that has happened, possibly earlier than we send a birthday card to Chi – ✗
expected. run 5 km – ✓
2 We use yet to talk about something that phone my sister – ✗
has not happened, but we think it is going
to happen soon. take the dog for a walk – ✗
3 Already usually goes after the past participle. have my music lesson – ✓
4 Yet usually goes at the end of the sentence make soup for dinner – ✗
or question.

7 Write down the name of a new:
■ song.
5 Complete the sentences or questions with ■ TV programme.
the present perfect form and the given
words in bold. ■ game.
■ book/comic.
■ film
8 SPEAKING Prepare questions to ask about things

in 7, using the present perfect with yet. Then
work with a partner to ask and answer the
questions.
Have you listened to Ariana Grande’s new song yet?
1 I (do) the shopping already

I’ve already done the shopping .
2 you (read) the news yet
?
3 we (not do) our homework yet
.
4 you (have) your dinner already
?
5 she (decide) what to wear already
.
Unit 8 111
Developing speaking
Shopping
1 SPEAKING Work with a partner. Describe
the photo.
2 LISTENING 79 Listen to two dialogues and
1 What does the first customer buy?
2 What does the second customer want to buy?
3 Complete the dialogue with these sentences
and questions.
1 We haven’t got any large ones at the moment.
2 How much are they?
3 Do you sell rugby shirts?
4 What size are they?
5 You’re welcome.
Customer: Excuse me. (a)

Shop assistant: Yes, we’ve got these white STRATEGIES FOR TEST
England shirts and we’ve also
got these red ones. In this multiple-choice activity, you read five
Customer: (b) short dialogues. You choose the correct answer
Shop assistant: The white ones are 45,000 VND to complete each one. Look at the activity. Do
and the red ones are 40,000 VND. you know where the people are? Do you know
who is speaking on each side of the dialogue?
Customer: (c)
Shop assistant: They’re both medium. ➤ STRATEGIES FOR TEST page 156
Customer: Oh, I need large.
Shop assistant: I’m sorry. (d) 6 Complete the five dialogues.
Customer: OK. Thanks anyway. 1 Can I help you? a You’re welcome.
Shop assistant: (e) b That’s 10,000 VND.
c Yes, I’d like two of
those cakes, please.
4 SPEAKING 80 Listen to four expressions from
2 That’s a Here you are.
the dialogues. Work with a partner and
62,000 VND, b I’m sorry. We don’t
practise the dialogue in 3 using the correct
please. have any.
intonation.
c You’re welcome.
5 Look at the expressions in the Speaking bank. 3 Thanks for your a Do you sell bread here?
Who usually says them – the Customer (C) or help. b You’re welcome.
the Shop Assistant (SA)? c Can I help you?
4 How much a It’s large.
SPEAKING BANK is this? b That’s all right.
Useful expressions in a shop c It’s 10,000 VND.
■ Can I help you? SA 5 Would you like a Yes, here you are.
■ I’ll take it/them. a bag? b Yes, please. I need one.
■ Excuse me. How much is this? c Yes, here’s your change.
■ Anything else? PRACTICE MAKES PERFECT
■ That’s (50,000 VND).
■ Here’s your change.
7 SPEAKING Work with a partner. Choose a shop
■ I’d like this. and a product you want to buy there.
■ Would you like a bag? Prepare the dialogue. Use the dialogue in 3
■ Do you sell (pencils)? and the Speaking bank to help you.
■ You’re welcome. Student A: You are the shop assistant.
■ Sorry. We haven’t got any at the moment.
Student B: You are the customer.
112 Unit 8
Developing writing
A paragraph about advantages 3 Look at the paragraph again and complete
and/or disadvantages the Writing bank.
1 SPEAKING Work with a partner and discuss these WRITING BANK

questions.
Useful words or expressions in a paragraph
1 Is it typical for teenagers or students to work in about advantages and/or disadvantages
the holidays or in the evenings in your country?
If so, what jobs are typical? To introduce a list of ideas, we use:
2 Have you ever worked? If so, what jobs have ■ First, (a) , First of all, To begin
you done and where? with, …
3 Do you think taking a part-time job is good or
■ Second, (b) , etc.
bad for teenagers? Why?
■ Third, Thirdly, etc.
■ Next, Furthermore, Besides, etc.
2 Look at the paragraph about teenagers doing ■ Finally, Lastly, (c) , etc.
part-time jobs and answer the questions. To end a paragraph, we use (d) ,
Taking up a part-time job provides crucial benefits To sum up, In general, etc.
to teenagers. Firstly, working a part-time job
teaches them about the realities of the workplace.
They learn to become responsible, to build PRACTICE MAKES PERFECT
relationships with others and to work in a team. 4 Write a paragraph (120–150 words) about
Secondly, it helps them understand the value of the disadvantages of teenagers doing
money. Teenagers who do part-time jobs learn to part-time jobs. You might use the hints
appreciate how difficult it is to make money, so below:
they are likely to plan their finance better than
teenagers who do not work. Last but not least, ■ have too much responsibility
a majority of teenagers will pursue university ■ not be able to do their hobbies
education, which is quite expensive. The money ■ not complete their school work
they earn from their part-time job can be saved ■ others:
and used for that purpose. In conclusion, teenagers
can benefit from taking up a part-time job. WRITING BANK ➤ PAGE 163
1 What is the topic of the paragraph?

2 Is the paragraph about advantages or
disadvantages of doing part-time jobs?
3 How many main ideas are there?
4 What sentence summarises the paragraph?
Unit 8 113
Grammar reference
Present perfect Present perfect with already and yet
FORM USE
Affirmative I/You/He/She/It/We/They + have/has
■ We use already to talk about something that
+ past participle has happened earlier than we expected.
She has met a famous person. Don’t buy any bread. I’ve already bought some.
Negative I/You/He/She/It/We/They + haven’t/ ■ Already usually goes just before the past
hasn’t + past participle participle.
We haven’t seen that new film. They’ve already switched off the TV.
Question Have/Has + I/you/he/she/it/we/they ■ We use yet to ask if something we expect has
+ past participle? happened, or to say that it hasn’t. It is used in
Have you bought anything? questions or negative sentences.
Short Yes, I/you/he/it/she/we/they Have you spoken to the teacher yet?
answers + has/have. I haven’t read the book yet.
No, I/you/he/she/it/we/they
+ hasn’t/haven’t.
■ Yet usually goes at the end of a sentence or
Yes, I have. / No, they haven’t. clause.
She hasn’t arrived yet.
USE Has the film started yet?
■ We can use the present perfect to talk about an I have been to Thailand, but haven't been to
experience in someone’s lifetime, without saying China yet.
the exact time when the event occurred. The
time when it happened is not important.
I’ve been to Australia.
REFLECTION
She hasn’t read War and Peace.
Have they eaten all the cake? PROBLEM SOLVING
Yes, they have!
All over the world, many children still
Present perfect with ever and never have to work and cannot go to school.
What are some solutions to help them?
USE Work in groups and create a poster to
■ We can use ever in questions with the present present your ideas.
perfect. It means ‘at any time in your life’.
Have you ever worn a suit?
■ Ever comes just before the past participle. ‘CAN DO’ PROGRESS CHECK UNIT 8
Has she ever appeared on TV?
■ We can use never in affirmative sentences in the After this unit, I can …
present perfect to make it negative. It means ‘at
a describe people’s clothes.
no time in your life’.
I’ve never been to London. b talk about past experiences
■ Never comes before the past participle. using the present perfect.
He’s never done the shopping. c understand simple written
and spoken texts about fair
Present perfect with just trade and clothes.
USE d make conversations about
■ We use just with the present perfect to emphasise shopping.
the fact that something happened very recently. e write a paragraph about
I have just washed my hair. (= I washed my hair advantages and/or
only a few moments ago.) disadvantages.
Has she just taken the rubbish out?
■ Just goes before the past participle.
They’ve just finished doing exercise.
114 Unit 8
Grammar revision
Present perfect / 8 points Present perfect with ever and never / 4 points
1 Put the verbs in the correct form of the 2a Put the words in order to make questions.
present perfect. 1 film appeared ever you Have a in
My sister is a famous fashion designer. She
?
(a) . . . . . . . . . . . . . . . . (do) lots of interesting things in her
life. She (b) . . . . . . . . . . . . . . . . . (make) dresses for the 2 driven car Have ever you a
Queen and she (c) . . . . . . . . . . . . . . . . . (meet) lots of ?
famous actors. (d) . . . . . . . . . . . . . . . . . she . . . . . . . . . . . . . . . . . (work)
for Robert Pattinson? No, she (e) . . . . . . . . . . . . . . . . . . (not 2b Answer the questions in 2a. Write complete
make) any clothes for him so far. But maybe one sentences. Use never if your sentence is
day she will. She (f) . . . . . . . . . . . . . . . (win) some important negative. Your answers must be true.
prizes. Sometimes I (g) . . . . . . . . . . . . . . . . . . . . (help) her. For 1 .
example, once or twice we (h) . . . . . . . . . . . . . . . . . . . . . (write)
articles together for fashion magazines. 2 .
Present perfect with just / 4 points Present perfect with already and yet / 6 points
3 Complete the sentences with the present 4Present perfectthe

Complete withsentences
already andand
yet questions with
perfect form of the verbs given and just. already or yet.
1 Her hair is wet because she (have) 1 I haven’t spoken to my mum .
a shower. 2 I’m bored because I’ve seen this
2 She’s sad because her favourite tennis player programme.
(lose). 3 You’re fast! You’ve finished this
3 They’re cold because they (be) exercise!
outside in the snow. 4 Has the teacher arrived ?
4 I’m happy because I (pass) all my 5 Haven’t they been shopping ?
exams. 6 She hasn’t visited the museum .
Vocabulary revision
CLOTHES / 6 points
1 Write the names of the clothes.
a b c d e f
ACCESSORIES / 5 points SHOPS / 7 points

2 What are these accessories? 3 Write an example of something you can
1 You wear it to tell the time. buy in these shops.
2 You wear it to keep your neck warm in the 1 stationery shop
winter. 2 department store
3 You wear it to keep your trousers up. 3 chemist’s
4 butcher’s
4 You wear it on your head. It can stop the sun 5 bakery
going in your eyes. 6 newsagent’s
5 You wear them to see better. 7 post office

Reading Use of English
➤ TIPS FOR READING ➤ TIPS FOR USE OF ENGLISH
In matching activities, remember … In activities where you have to choose the
First, read all parts of the text. Then, read the right answer to complete short dialogues,
pieces of information you need to find. Try to find remember …
the places in the text where the information is. Think about the situation, place and people
Read them again slowly. before you try to choose the correct answer.
➤ STRATEGIES FOR TEST page 155 ➤ STRATEGIES FOR TEST page 156
1 READING Read the text. 2 Look at the start of four short dialogues.
Lots of British people love shopping. Some people even Try to decide what the situation is.
say it is their favourite activity! We asked some 1 Excuse me. What size is this T-shirt?
teenagers in London about their shopping experiences.
2 Let’s go out on Saturday.
Liam, 15 years old
I love toys, so Hamleys toy shop is my favourite place 3 Good afternoon. I’d like some information,
in London. There are five floors at the shop. That’s a lot please.
of toys! Five million people visit Hamleys every year. I 4 Hello? Mrs Johnson? Is that you?
am looking for a present for my brother. He loves
robots and there are quite a lot here to choose from. 3 Complete the four dialogues in 2 by
Bryony, 16 years old choosing the best answer.
I usually find shopping boring, but I really like
1 a I’m sorry. We haven’t got any.
shopping at Brick Lane Market on Sundays with my
aunt. There are hardly any big shops here; just lots of
b I think it’s small.
stalls selling unusual things. I’m looking for a pretty c It’s ten pounds.
mirror for my bedroom. There are usually a few street 2 a You’re welcome.
entertainers, too, so we always have a lot of fun. b Sorry, I can’t. I’m busy.
Caitlin, 15 years old c Because I like shopping.
Today, I’m shopping at Westfield Shopping Centre with
my mum. It’s a huge shopping mall with lots of 3 a Yes, thanks.
different shops and some department stores, all under b That’s all right.
one roof. I’m looking for new trainers and I’ve seen a c Certainly. How can I help?
few that I really like!
4 a No, she isn’t.
Danny, 16 years old
b Yes, speaking.
Today, I’m in Tottenham Court Road with my uncle.
This street has quite a lot of shops that sell electrical
c Sorry. Can I leave a message?
things like computers and televisions. We’re looking
for a new radio for my uncle. My sister doesn’t like it
4 Work with a partner. Write two more
here because there aren’t any clothes shops. sentences to continue each dialogue.
Then practise the dialogues.
Match the person with the correct statement. Write
L for Liam, B for Bryony, C for Caitlin or D for Danny. Writing
1 I’m buying a present for someone else. ➤ TIPS FOR WRITING
2 I don’t normally like shopping, but the In writing exams, remember …
street where I go shopping is fun. Good handwriting and presentation are
3 I’m buying something for myself. very important. You will probably lose
4 I’m going shopping on my own. marks if the examiner finds it difficult to
read your work.
Decide whether the following statements are ➤ STRATEGIES FOR TEST page 156
true (T) or false (F).
1 Caitlin is buying a new dress, but she 5 WRITING Write a paragraph (120–150 words)
hasn’t found any she likes. T/F about one of the following topics.
2 Lots of people buy toys at Hamleys every year. T/F a Students should be permitted to use
3 Danny’s sister is looking for a clothing cellphones at school. Do you agree or
item on Tottenham Court Road. T/F disagree with this opinion?
4 Many large department stores gather b What are the advantages or disadvantages
around Brick Lane Market. T/F of doing compulsory homework?
116 Units 7–8

Listening Speaking
➤ TIPS FOR LISTENING ➤ TIPS FOR SPEAKING
In multiple-choice activities, remember … In activities where you describe a photo,
Don’t answer the questions too quickly. Sometimes, remember …
the speaker says one thing and then changes what If you don’t know a word for something
they say or adds new information. in the photo, explain it with other,
➤ STRATEGIES FOR TEST page 156 simple words.
6 Work with a partner. Talk about the clothes you
usually wear at school.
8 SPEAKING Work with a partner. Take it in turns
7 LISTENING 81 Listen to Penny and Sarah talking to describe photos a and b.
about a friend who goes to school in the US. a
Choose the best answers.
1 When did Emma start 4 Emma …
school in the US? a has already bought
a last year some new clothes
b last week for school.
c very recently b will buy new clothes
on Saturday or
2 At her school, Emma … Sunday.
a has to wear school c is going to buy new
uniform. jeans and T-shirts.
b isn’t totally free to
decide what to wear. 5 Why does Penny b
c can wear what she likes. think school uniforms
are OK?
3 At Emma’s school, you a You don’t spend
can … time deciding what
a never wear T-shirts. to wear.
b only wear T-shirts for b It’s easy to wear.
one subject. c She doesn’t like her
c always wear T-shirts. weekend clothes.
a use vocabulary about feelings. g guess the meaning of words from
b use vocabulary about social problems. context.
c use vocabulary about clothes and h listen for main ideas and details.
shops. i describe a photo.
d use comparative and superlative j make conversations when I go shopping.
adjectives. k write an opinion paragraph.
e use articles. l write a paragraph about advantages
f use the present perfect. and/or disadvantages.

1 Look again at my book/notes. 3 Ask for help.
2 Do more practice exercises. ➤ WORKBOOK Units 7 and 8 4 Other:
Units 7–8 117

Brilliant
brains
Vocabulary Aa Bb
Useful inventions Creating and inventing

1 82 Work with a partner. Match the 4 Match some of these words to the pictures.
words to the photos. Then listen and
repeat. build • create • design • discover • invent • produce
digital camera • laptop (computer) a b

MP3 player • printer • satnav
smartphone • tablet
a b c
c d
d e
5 PRONUNCIATION 83 Write the nouns of the verbs in 4.

What do they mean? Listen and check your answer.
Pay attention to word stress.
f g
build – builder - building
6a LISTENING 84 Work in groups. Try to complete the

sentences in the General Knowledge Quiz. Then
listen and check.
2 SPEAKING Work in groups. Take it in turns
to talk about what you can do with
each invention in 1. Then decide which
invention is the most useful and why.
1 invented the radio.
satnav – You can use it to find places 2 Alexander Graham Bell invented .
when you are in a car. 3 Charles Babbage designed a basic .
printer – You can use it to print 4 Marie Skłodowska-Curie created the word .
documents. 5 discovered penicillin.
3 6 Apple produced their first tablet in .

Work with a partner. Do you
SPEAKING
think any of these inventions are
7 Karl Benz built the first modern .
more important than your most useful

invention in 2? Why/Why not?
CD player • DVD player • dishwasher 6b 84 Listen again. Write down the date of each
fridge • microwave • washing machine discovery or invention. Which is the oldest?
118 Unit 9
Reading
a b
1 Work in groups. How many famous inventors can you think
of? How many of your inventors are women? Make a list.
2 READING Read the article and write the name of the invention
and the letter of the photo that shows that invention.
1 Ada Lovelace Invention: Photo: c d
2 Mary Anderson Invention: Photo:

3 Stephanie Kwolek Invention: Photo:
4 Josephine Cochrane Invention: Photo:
WOMEN INVENTORS
Do you know Ada Lovelace or Stephanie Kwolek? Their names might not be seen
in textbooks like Alexander Graham Bell, but they, and many other women
inventors, have created important inventions.
In the 1840s, In 1903, Mary Anderson went to Josephine

Ada Lovelace New York in a tram, and was Cochrane’s
ADA collaborated MARY surprised that the driver often family often JOSEPHINE
LOVELACE with Charles ANDERSON stopped to get out of the tram had dinner COCHRANE
Babbage, the and clean the snow from the party. Their
inventor of window. She had the idea for a servants
the first simple windscreen wiper. It wasn’t automatic, often broke
computer. In 1843, but it could be operated from inside. In 1917, plates and
she created a the first automatic wipers were designed by glasses. To solve the
language for the Charlotte Bridgwood. problem, in 1886, she
computer. Her ideas created the first successful
were only discovered In 1971, American Stephanie Kwolek invented dishwasher, which
in the 1950s. In 1980, a new substance. It was used to create became popular in hotels
the US Department a material called Kevlar, a strong and restaurants, but not
of Defence created a but light synthetic fibre. It is in private homes because
software named used by police officers in STEPHANIE it needed a lot of hot
“Ada” to honour this bullet-proof jackets. Kevlar is water. Now, dishwashers
KWOLEK
pioneer of computer also used to make other products are seen in many homes.
programming. such as skis and helmets.
3 Read the text again and complete the information 4 CRITICAL THINKING
in the notes with between one and four words
from the text. Think! Then compare ideas with
your class.
■ Do you think men and women
Notepad
have equal opportunities to
Women Inventors become inventors today?
___________. People
Ada Lovelace: Worked with (a) ___
___________. 5 Match the underlined words with
discovered her invention in (b) ___
ion when travelling their meanings. Use your dictionary if
Mary Anderson: Had idea for invent
(d) ____________. necessary.
by (c) ___________ during trip to
(e) __________ improved design
in 1917. a hard hats you wear to
ion, we can make protect your head
Stephanie Kwolek: Thanks to invent
(f) __________, (g) __________
and (h) ___________. b worked with someone to
produce something
ion to protect
Josephine Cochrane: Created invent c a type of material
(i) __________. At first, wasn’t
used in (j) __________
d people whose job is to
but in hotels and restaurants. clean or work in someone
else’s house
6 SPEAKING What about you? e one of the first people to
Which invention in 2 do you think is the most useful? Why? do something important
Unit 9 119
presentation video.
The passive 3 Complete the sentences with the passive form

of the verbs given.
questions. 1 The first portable computer ........................ (produce)
in 1975. It weighed 25 kilos.
a Kevlar is used in bullet-proof jackets.
2 New games consoles .......................... (create) in
b The first computer was created in
Japan every year.
1843 by Ada Lovelace.
3 The London Eye ........................... (build) in 1999.
c Josephine Cochrane invented the
4 Jeans ........................ (wear) for the first time in 1873.
dishwasher.
5 More and more computer games ....................... . . . . . . . . . . . .
d The police use bullet-proof jackets. (sell) each year.
e Windscreen wipers were invented by
Mary Anderson. 4 Change these sentences from active to passive.
f Dishwashers are used in many homes
today.
1 Which sentences are active and which

are passive?
2 What verb goes before the past
participle to make passive sentences?
3 Which sentences are in the present
form of the passive and which are in
the past?
4 What is more important in passive
sentences − the action or the person
who does it?
5 What do we use by in passive 1 Dr. John H Kellogg invented Corn Flakes in 1894.
sentences for? Corn Flakes were invented by Dr. John H Kellogg in 1894 .
GRAMMAR REFERENCE ➤ PAGE 128 2 Suzanne Collins wrote the book The Hunger Games.
The book The Hunger Games ............................. . . . . . . . . . . . . . .
2 Complete the sentences with is, are, was 3 Robots build cars in many factories.
or were. Cars ................................................................................. . . . . . . . . . . . . . . .
4 Microsoft makes the Xbox.
1 A lot of cars ..................... made in Germany.
The Xbox ...................................................................... . . . . . . . . . . . . . . .
2 The first 3D printer ................................ made
5 Adele sings Rolling in the deep.
in 1984.
Rolling in the deep ................................................... . . . . . . . . . . . . . . .
3 A lot of coffee ............................ produced in
6 Alexander Graham Bell made the first telephone call.
Brazil.
The first telephone call ........................................... . . . . . . . . . . . . . .
4 Rugby, tennis and crickets ...............................
invented in England.
5 Football .................................. played in nearly
every country in the world.
120 Unit 9
Vocabulary Aa Bb
Nouns with -ion
1 Look at these words. Which are verbs and which

are nouns?
5 Choose the correct alternative. create • creation • imagination • imagine
Cars are one of the most important inventions invent • invention
ever. The modern car was made possible by
The part of the words in bold is a suffix. The suffix
the invention of the internal combustion
can change certain verbs into nouns.
engine. The first practical internal combustion
engine (a) made/was made by Etienne Lenoir 2 Complete the table. Check your answers to 1.
in about 1859. Before this, engines
(b) was/were driven by steam. Karl Benz Verb Noun
made his own engine, and then he designed
act 1
and (c) built/was built his first car. His car
needed petrol, but at that time, petrol describe 2
(d) sold/was sold only by chemists. 25 cars 3 explanation
were sold (e) by/from Benz’s company express 4
between 1888 and 1893. Cars became much 5 imagination
more popular thanks to the American Henry inform 6
Ford. More than 15 million Model T cars were 7 investigation
produced (f) by/– Ford’s factories between 8 organisation
1910 and 1927. Of course, now that number
seems small. More than half a billion cars
(g) are/were driven each day by people all
3 PRONUNCIATION 85 Listen to the nouns and mark the
over the world. stress in each word. Then listen again and
repeat with the correct stress.
6 Look at these sentences. Do you know
the answers? 4 Complete the sentences with nouns from 2.
1 The Statue of Liberty was given to 1 She has a lot of ................................. . I think she could
..................... by France. write a novel one day.
2 ................... was created by Mark Zuckerberg. 2 For homework, we have to write a short
3 The series Harry Potter were written by ................................. of the place where we live.
.................... .
3 Is Best wishes a good ................................. to use at
4 The World Wide Web was invented by the end of an email to a friend?
.................... .
4 There will be an ................................. into the crime.
7 Work in groups. Prepare a General
Knowledge Quiz for other groups. Write 5 The United Nations is an international
................................. with 193 member states in 2013.
sentences like the ones in 6. Use these
past participles for ideas. Then ask 6 I’m looking for ................................. about scientific
another group to do your quiz. discoveries on the Internet.
invented • written • painted • sung 7 I hope you have a good ................................. for why
built • created • made you’re late.
Unit 9 121
Move On to life skills: ICT
Checking information
■ To question whether a text on the Internet source [n]: What was your source for this
is fact or fiction information? Where did it come from? link [n]:
■ To look at key questions for checking if a On this page there is a link to another page with
story on the Internet is fact or fiction similar information. click on [v]: Click on this
■ To investigate a story on the Internet and symbol with the right button of your mouse.
decide if it is fact or fiction evidence [n]: There is no scientific evidence to
show that what you are saying is true.
1 Work with a partner. Look at the picture. Talk about 3 READING Read the article and answer
what you can see and what you think about them. these questions.
2 Look at the title of an article from the Internet and 1 Where are these pyramids?
answer the questions. 2 Who discovered them?
3 How big are they?
PYRAMIDS OF GLASS DISCOVERED IN THE OCEAN 4 Are these two the only pyramids
to exist underwater, according to
1 What do you think the article is about? the text?
2 Have you ever heard of these pyramids?
3 Would you click on a story like this to read it? Why/Why not?
HOME | NEWS | GAMES | SCIENCE | PHOTOS
Cosmic
News
These strange underwater sea water move in an unusual way. In 1977, another mysterious
pyramids were found 2,000 It makes scientists wonder if the discovery was made on the
metres under the sea by Dr. pyramid is the reason for all the floor of the Atlantic. A large
Verlag Meyer. Studies by mysterious events in the Bermuda pyramid with lights was
Japanese scientists show that Triangle. found. The discovery was
they are made of something Some experts think the pyramid
photographed by Arl Marahall’s
like thick glass and even was made on the land and that an
expedition near Cay Sal.
larger than the pyramid of earthquake changed its position. Another huge pyramid was
Cheops in Egypt. Others think that the waters of the found by Tony Benik’s
Bermuda Triangle area were the expedition. The group also
Recently, American and French home of the people of Atlantis who found a crystal tablet there
scientists studying the Bermuda built the pyramid. This news was and reported that when a ray
Triangle have found a pyramid discussed at a conference in Florida. of light passed through it,
on the bottom of the sea. The There are a lot of pictures and data mysterious writing became
length of its base reaches 300 about the pyramids. Some people visible.
metres, and the height is about think that the pyramid can attract
100 metres. On top of it, there are and collect cosmic rays, from the
two large holes which make the ‘energy field’ or ‘quantum vacuum’.
122
4 Work in small groups. Do you think these Then look at the article about glass pyramids
pyramids exist? Why/Why not? again. Make a list of specific things that you
could check to find out if this article is real.
5 Read the list of things to think about in order
to check if an article on the Internet is real or
invented.
1 Check these people: Dr. Verlag Meyer,
1 Who are the people mentioned in the text? Cheops, Arl Marahall, Tony Benik.
Do they really exist? 2 The text says ‘Japanese scientists’.
2 When the text mentions ‘scientists’, ‘experts’, Not very specific!
or ‘people’, does it say who they are or where
they are from (a university, a government
agency or a hospital)?
3 Who wrote the text? Does it say? What do you 6 LISTENING 86 A student called Jessica
know about this person? What other things is investigating the story about the
have they written? glass pyramids. Watch the video or
listen and answer the questions.
4 Which website is the text from? What do you
1 Who is Ryan?
know about the website or the people who
create it? 2 What is Jessica’s conclusion – is the story
fact or fiction?
5 Do the places in the text really exist? 3 What does Ryan have to buy Jessica?
6 If the text uses scientific language, is it really
science or ‘pseudo’ science? 7 86 Watch or listen again. What does
7 Is there photographic evidence of what the text Jessica say about …
says? Does it look real? Do you know who took 1 Dr. Verlag Meyer?
the photos? 2 the stories in the Cosmic News?
8 What is the source of the article? Is it a text 3 the Bermuda Triangle?
that comes from another place, like a scientific 4 the photos of the glass pyramids?
or official document? Is it from a
5 the source and the author of the text?
newspaper or a serious magazine?
LIFE TASK
Work with a partner. You are going to investigate a 3 Decide together whether you think the
story on the Internet to see if you think it’s fact or Bosnian Pyramids are fact or fiction, and
fiction. make a list of reasons.
Follow this plan: 4 Prepare and make a video message to
1 Find information on the Internet about the Bosnian send to someone who wants to know if
Pyramids. the Bosnian Pyramids are fact or fiction.
Give reasons to defend your opinion.
2 Investigate the different points in 5. Each of you can
look for different information.
123
1 Work with a partner. What do you think happens The passive with modal verbs
if you do the things in the pictures?
a b questions.
a Their names might not be seen in
textbooks.
b The windscreen wipers could be
operated from inside the car.
c He might come tomorrow.
d I couldn’t hear him well.
1 Which sentences are active and which

are passive?
2 What type of verb goes after modal
verbs could and might in active
sentences?
3 What verbs go after modal verbs
c
could and might in passive sentences?
d
2 LISTENING 87 Two people are talking about a science

2 Rewrite the sentences in passive forms.
programme on TV. Listen and put the pictures in
the order that they appear in the conversation. 1 You must leave the bathroom tidy.
1 2 3 4 The bathroom must be left tidy.
3 87 Listen again. Are these sentences True (T) or 2 You should water this plant daily.
False (F)? Correct the false sentences. ........................................................................................
1 Plants don’t grow well when there is music. T/F 3 He couldn’t borrow these books from
2 Plants grow well when somebody talks to them. T / F the library.
........................................................................................
3 Not everybody agrees that mobile phones
cause no problems on planes. T/F 4 She might take a bus to get home.
4 You can eat food if it’s on the floor for only one ........................................................................................
or two seconds. T/F 5 They must pay their phone bill.
5 On the programme, they dropped a penny from ........................................................................................
a skyscraper to see if it was dangerous. T/F
6 If a penny falls from the top of a tall building, it
can kill somebody. T/F
7 You should be careful if somebody drops a pen
from a high building. T/F
124 Unit 9
First and second conditionals
3 Read the sentences in the first conditional (a, b) and second conditional (c, d) and decide
whether the statements (1–4) are True or False.
a If I finish my homework on time, I’ll watch that science programme.
b If I go there, I’ll remember to wear a hat.
c If I were a writer, I’d write books for children.
d If she had a computer, she would send him an email.
1 We use the first conditional to talk about specific possible situations. We use the second
conditional to talk about imaginary situations in the present or the future.
2 For the first conditional, we use past tense in the half of the sentence with if and future tense
in the other half.
3 For the second conditional, we use present tense in the half of the sentence with if and
would + verb in the other half.
4 We use were with every person in the if-clause of the second conditional.
4 Put the verbs in brackets into correct forms using the second conditional.
Minh is unhappy. If he ...................... (join) an after school club, he ...................... (make) more friends. His school
marks are suffering. If he ...................... (study) more, he ....................... (have) better marks and ........................ (get)
into university. Also, he doesn’t exercise. He ......................... (feel) healthier if he ......................... (walk) to school.
If there ....................... (be) more vegetables in his diet, he ....................... (have) more energy.
5 Look at the situations. Think about a possible consequence and complete the sentences using
the first or second conditional.
a b c d
If you kick the ball, ............. If you use your mobile If we missed the bus, ........ If your handwriting were
. . . . . . . . . . . . ......................................... . phone in class, ........ ............. ..................................................... . good in the exam, . . . . . . . . . . . . . .
.................................................... . ..................................... . . . . . . . . . . . . . . . . .
e f g
If you went to bed early, .................... If you use your mobile phone while If you don’t turn the music down,
. . . . . . . . . . . . ............................................................ . driving, ...................................................... . .
....................................................... . . . . . . . . . . . . . .
6 Individually, think of two questions to ask your friends about possible and imaginary
SPEAKING
situations in the present and future. Then work in pairs to ask and answer the questions.
What will you do if ... What would you do to help your class study better if ...
• you want to study English better? • you were a teacher?
• you need to prepare for a Math test? • you were a principal?
Unit 9 125
Developing speaking
A presentation
a b c
d e
1 Work with a partner. Answer the

SPEAKING 4 SPEAKING Work with a partner. Are these things
questions. you should do in a presentation (DOs) or
1 What inventions can you see? things you shouldn’t do (DON’Ts)?
2 Why was each invention important? 1 Write notes with your ideas, not a complete text.
3 What do you think is the most important 2 Think of a short introduction and a short conclusion.
invention ever? Why?
3 Put your ideas in a logical order before you begin.
2 LISTENING 88 Listen to a student giving a 4 Read your presentation aloud from a piece of paper.
presentation on this subject and answer
5 Look down at the floor or at your notes all the time.
the questions.
1 What does she think is the most important STRATEGIES FOR TEST
invention?
Do you think it’s important to speak very quickly
2 Why does she think so?
in a presentation? Why/Why not?
3 88 Listen again and tick (✓) the ➤ STRATEGIES FOR TEST page 156
expressions in the Speaking bank which
you hear.
SPEAKING BANK 5 Work in groups. What do you think was the
Useful expressions in presentations most important invention ever? Make notes
■ I’m going to talk about … about it using the guide below.
■ Let me explain (why). 1 short introduction about the invention you have
■ For example, chosen
■ Firstly, 2 first and most important reason why you chose it
■ Secondly, 3 second reason
■ What’s more, 4 third reason
■ It’s also true that … 5 conclusion
■ Another thing is that … 6 SPEAKING Prepare a presentation about the
■ Finally, invention you chose in 5. Use the advice in 4
■ Last but not least, and the Speaking bank to help you prepare a
■ In conclusion, presentation. Practise and give your presentation
■ To sum up, in front of the class.
126 Unit 9
Developing writing
A biography 3 READING Read his biography again. Put these

events in his life in the correct order.
1 Work with a partner. Do you know anything
about the man in this photo, Steve Jobs? a He helped to produce the iPhone.
b He worked with Pixar Animation.
c He lived in San Francisco. 1
d He learned about electronics.
e He started Apple Computers.
f He lived in Silicon Valley.
g He began a new company.
h He met Steve Wozniak.
STRATEGIES FOR TEST

What are paragraphs? How do they help
you to write good texts and get higher
marks in writing exams?
2 Look at the biography. Which paragraph talks 4 Look at the advice in the Writing bank.
about … Find examples in the text about Steve
1 Jobs’ death and why he is famous now? Jobs for each piece of advice.
2 his adolescence and the start of his career? Use non-defining clauses to give extra
3 his childhood? information about the person you are
describing (Steve Jobs, who was one of the
4 the main part of his career?
founders of Apple, was born on 24th
February 1955.)
A Steve Jobs, who was one of the founders

of Apple, was born on 24th February 1955
WRITING BANK
in San Francisco, California. He was Useful advice for writing biographies
adopted when he was very small. ■ Use words and expressions of time to
make it clear when different events
happened.
B When he was a boy, Jobs lived in Silicon
Valley. His adoptive father taught him
■ Use the past simple for the main events
in the story.
about electronics. At the age of 16, he met ■ Use the past continuous to describe
Steve Wozniak, who also loved electronics scenes and activities in progress at a
and designing computers. moment in the past.
■ Use new paragraphs for different stages
of the person’s life.
C In 1976, Jobs and Wozniak started Apple

Computers in the garage of Jobs’ family
■ Use linkers of addition (and, also, too),
contrast (but) and reason (because).
home. They made a new type of computer
that was small, fast, cheap and also easy
to use. The company was doing well, but in PRACTICE MAKES PERFECT
1985, Jobs left and started a new company.
5 Think of a person who you think has
Later he worked with Pixar Animation too.
In 1997, he returned to Apple and they
changed the world, but is no longer
produced the iPhone and the iPad. living. Find information and write a short
biography (120–150 words) about
him/her. Write about:
D Jobs died of cancer in 2011. He is one of

the world’s most famous creators because
■
■
when they were born and their early life.
their childhood and adolescence.
he helped produce some of today’s most ■ the main part of their career.
popular and useful inventions. ■ their death and how they changed the world.
Unit 9 127
Grammar reference
The passive The passive with modal verbs
FORM FORM
subject + to be + past participle subject + modal verb + to be + past participle
■ We make the present passive with the present The windscreen wiper can be controlled automatically.
form of the verb to be and the past participle
USE
of the main verb.
Many computers are built in China and India. We use the passive with modal verbs to add
Tea is drunk in many countries. meanings of ability, probability, posibility, etc.
to the passive sentence.
■ We make the past passive with the past form
of the verb to be and the past participle of the First conditional
main verb.
The television was invented in 1926. FORM
New images of Mars were seen last week. If + present simple, S + will/won’t + infinitive
If the bus comes, we will get on.
USE
If we don’t listen, we won’t understand.
■ We use the passive when we are more interested The present simple comes in the part of the
in the action than the people who do the action. sentence with if. Will does not appear in this
The bridge was built in 1866. part of the sentence.
‘If I will go to the shops, I will buy some bread.’ X
The passive with by
USE
FORM We use the first conditional to talk about specific
subject + to be + past participle + by + agent possible situations in the future, and their consequences.
The television was invented by John Logie Baird in 1926. If it doesn’t rain, we won’t have enough water.
USE Second conditional
■ We use the preposition by after the past FORM
participle to introduce the person or thing
If + past simple, S + would/wouldn't + infinitive
which does the action.
Note: Use were with every person in the if clause.
The bridge was built by the French in 1866. If I were you, I would study harder.
Note: We usually place adverbs of place before by If you added more vegetables to your diet, you would
+ agent and adverbs of time after by + agent. be healthier.
A new tower was built in our city by a group of USE
French architect last month. We use the second conditional to talk about
imaginary situations in the present or in the future.
REFLECTION After this unit, I can …

Do you remember any female a talk about actions using different forms of
inventors from this unit? Women the passive.
inventors in the past were b talk about situations and their usual or
typically not recognised. What possible or imaginary consequences using
do you think are the reasons for first and second conditionals.
that?
c understand spoken and written texts about
inventions and inventors.
d give a simple presentation about an invention.
e write a short biography of a famous person.
128 Unit 9
Grammar revision
The passive / 7 points / 5 points
1 Complete the sentences with the correct 2 Complete the sentences with the correct word.
form of the verbs given in the passive form. 1 Jeans were invented .................................... Mr. Levi
1 The book Twilight .................... (write) in 2007. Strauss.
2 White coats .................................... (wear) in labs. 2 The 2014 World Cup ..................................... won by
3 This photo .................... (take) when I was five. Germany.
4 Bread ............................. (make) here every day. 3 The Mona Lisa was ................................ by Leonardo
5 I didn’t understand the words of the last da Vinci.
song because it ....................... (sing) in French. 4 Mobile phones ................................ used by millions
6 The pyramids .......................... (build) long ago. of people every day.
7 English and French ...................... (speak) here. 5 The work must ........................................ done today.
First conditional / 5 points Second conditional / 5 points
3 Look at the situations and consequences. 4 Look at the imaginary situations and
Use the words to write sentences in the consequences. Use the words to write
first conditional. sentences in the second conditional.
1 I (see) Tom ➞ I (give) him the message 1 I (find) a fly in my soup ➞ I (complain) to the
....................................................................................... manager
......................................................................................................
2 the bus (not come) ➞ I (walk)
.......................................................................................
2 I (see) a burglar breaking into my house ➞
I (ring) the police
3 my pen (not work) ➞ I (buy) another one ......................................................................................................
....................................................................................... 3 my car (run) out of petrol ➞ I (walk) to the
4 my team (win) ➞ I (be) happy nearest garage
....................................................................................... ......................................................................................................
4 I (see) an accident ➞ I (call) an ambulance
5 there (be) no water ➞ I (buy) some
......................................................................................................
.......................................................................................
5 dogs (have) wings ➞ they (be) able to fly
........................................................................................................
Vocabulary revision
USEFUL INVENTIONS / 7 points
1 Complete the names of the inventions with vowels.
1 pr .... nt .... r 2 fr .... dg .... 3 MP3 pl .... y .... r 4 s .... tn .... v 5 l .... pt .... p 6 t .... bl .... t 7 sm .... rtph .... n ....
CREATING AND INVENTING / 6 points NOUNS WITH -ION / 5 points

2 Complete the sentences with the correct form of the verbs. 3 Look at the verbs and write
1 The Taj Mahal is a famous (build) in India. the correct noun form.
2 The (invent) of the plane was an important 1 describe
moment in history. 2 imagine
3 Steve Wozniak was one of the main (design) 3 organise
of the first Apple computers.
4 express
4 Harvey Weinstein is a famous film (produce).
5 explain
5 Walt Disney (create) Mickey Mouse.
6 The (discover) of insulin by a team of scientists
helped to save many lives.

Bestsellers
Vocabulary Aa Bb
Fiction a b c
1 89 Match some of these words with

the book covers (a–f). Check that you
understand all the words. Then listen
and repeat.
comic • crime novel • fairy tale • fantasy
graphic novel • historical fiction • horror
play • romance • science fiction • thriller
d e f
2 SPEAKING Work with a partner. Ask and

answer these questions.
1 Do you like reading fiction?
2 How often do you read fiction?
3 Which types of fiction do you enjoy
reading the most? Why?
4 Are there any types of fiction which you
dislike? Which? Why? 4 PRONUNCIATION 90 Practise saying the words in 3 and
put them in the correct column. Then listen, check
Non-fiction and repeat.
3 Match the words with the book titles
(1–10).
atlas • autobiography • biography atlas

cookbook • encyclopaedia • guidebook
magazine • manual • newspaper
textbook 5 LISTENING 91 Listen to the conversations. What
types of book or publication are the people
1 The First-timer's Hanoi Travel Guide talking about in each conversation? They can be
guidebook
. . . ............................... fiction or non-fiction.
2 How to get the most from your tablet
1 4
. . . ...............................
3 Trinh Công Son - Tôi là ai, là ai by Trinh 2 5

Công Son .................................. 3
4 Hô Chí Minh - V dai môt con nguoi by
Trân Van Giàu .................................. 6 Work with a partner. Compare how often,
SPEAKING
5 Vietnamese Cooking Made Easy: Simple, and in what situations, you read different
Flavorful And Quick Meals .............................. non-fiction.
6 Asia (World in maps) .................................. I read cookbooks sometimes because I enjoy
7 Vietnam News .................................. cooking. I read them to find new things to make.
8 Tiêng Anh 10 - Macmillan Move On
. . . ............................... I never read cookbooks because
9 National Geographic .................................. I never cook. What about manuals?
10 . . ................................ Britannica
130 Unit 10
Reading
1 Look at these photos and then read the article. Number the photos in the order that they
appear in the article. Don’t worry about the missing sentences at this stage.
a b c d
THE LIFE OF A TOP CHILDREN’S AUTHOR

David Walliams is a top children’s author. He loves writing fiction for kids, but he also does many other things!
1 4 7
....... . Before, he was known ....... . The second of these two ....... . He swims. In
as one main actor in the books, Mr Stink, was for teenagers. 2006, he swam from
comedy series Little Britain. It won the Children’s Award in England to France and
But now he is more famous as the People’s Book Prize in 2010. made about one million
a children’s author. The books were so popular that he pounds for charity. He’s
continued writing. also swum the River
2
Thames, raising two
5
....... . He started acting at ....... . It is about a billionaire boy million pounds.
school. Then he went to who owns many expensive things
university and joined the
8
but has no friends. The book
....... . A boat was
National Youth Theatre. He came with a billion pound note that
met Matt Lucas, and they carrying copies of his
readers could use to enter a contest to
created Little Britain. books from China to
win a day as a billionaire!
the UK when it was hit by
3 6
a storm and 30,000 copies
....... . He showed that he ....... . His sixth book, Demon Dentist,
fell into the sea. His
could act in serious plays sold more than 220,000 copies in publisher said they had to
and films. He was also a the first two months being on sale. make new copies to
judge on Britain’s Got Talent. It combined chills, action and comedy.
replace the destroyed ones.
STRATEGIES FOR TEST 4 CRITICAL THINKING

You are going to do a missing sentences activity. In this type Think! Then compare ideas
of activity, you have to find the best place to put various with your class.
sentences taken from a text. How can you check this activity ■ How important is it for children
when you finish? ➤ STRATEGIES FOR TEST page 157 to read? Why?
5 Match the underlined words in the

2 Read the article again and put sentences a–h into gaps
1–8 in the text. text with the correct meanings.
1 a person who decides who wins
a But it was in 2008 that he signed a contract to write two
a competition .... . . . . . . . . . . . . . . . . . .
children’s books.
2 the time of life when a person
b Walliams was born in 1971. is young .... . . . . . . . . . . . . . . . . . .
c His books have continued to sell well. 3 available to be bought ..... . . . . . . . . . . . . . . . . .
d When he isn’t acting or writing, Walliams has an interesting 4 a feeling of fear ..... . . . . . . . . . . . . . . . . .
hobby. 5 a person or company that prepares
e He continued appearing on TV in different types of programmes. and prints books ..... . . . . . . . . . . . . . . . . .
f David Walliams is a man of many talents. 6 collecting money ..... . . . . . . . . . . . . . . . . .
g However, he wasn’t very lucky with water in 2013.

6 What about you?
SPEAKING
h His third book was called Billionaire Boy.
What about you? What are your
3 Look at the photos in 1 again. Without looking at the favourite books and who is your
reading text, explain what happened in each of the photos. favourite author? Why?
Unit 10 131
presentation video.
Reported speech – statements 3 Look at the examples in 2 and put the tenses
and verbs in the correct places in the table.
1 Look at what David Walliams said to
journalists. could • had to • might • past continuous
1 Demon Dentist is my very first horror story. past simple • would
2 I hope children of all ages will love the new
book. Direct speech Reported speech
3 I think I can swim the length of the Thames! 1 present simple ➤ past simple
4 I feel quite tired. 2 present continuous ➤
Now look at what the journalist wrote. 3 will ➤
a Mr Walliams said Demon Dentist was his 4 can ➤
very first horror story. 5 may ➤
b He told us he hoped children of all ages 6 must/have to ➤
would love the new book.
c He said that he thought he could swim the
length of the Thames. 4 Complete the sentences with said or told.
d He told the interviewer that he felt quite tired.
1 He ...................... he sometimes wore glasses.
Answer these questions. 2 He ...................... us that he could fly.
1 What happens to the verbs when they go 3 He ...................... that he was working as a
into reported speech? journalist.
2 What happens to most pronouns and 4 He ...................... he didn’t like kryptonite.
possessive adjectives when they go into
reported speech? 5 He ...................... that he had an ‘S’ on the front
3 What is the difference between say and tell? of his costume.
4 After say and tell do we always need to use
5 There are other words which we often change
that?
when we put statements into reported
GRAMMAR REFERENCE ➤ PAGE 140 speech. Look at this example.
‘I will read this book tomorrow.’
2 Match these sentences in direct and reported She said she would read that book the next day.
speech.
Use the words in the box to complete the table.
e
1 I write novels. ........
a (week/month/year) ago • here
2 I’m writing a novel. ........ last (week/month/year) • next (week/month/year)
3 I’ll write a novel. ........ this • today • tomorrow • tonight • yesterday
4 I can write novels. ........
5 I may write a novel. ........ Direct speech Reported speech
this
1 ....................... that
6 I have to write a novel. ........
2 ....................... there
a She said she could write novels. 3 ....................... that day
b She said she was writing a novel. 4 ....................... the day before
c She said she’d write a novel. 5 ....................... the next/following day
d She said she might write a novel. 6 ....................... that night
e She said she wrote novels. 7 ....................... the following (week/month/year)
f She said she had to write a novel. 8 ....................... the previous (week/month/year)
9 ....................... a (week/month/year) before
132 Unit 10
Vocabulary Aa Aa
Bb
6 Report what this writer said in an Phrasal verbs connected with reading
interview. Use say and tell. and writing
1 She said that her name was Anna 1 Read the sentences. Match the phrasal verbs in
Caltabiano. italics with the definitions (a–g).
1 I don’t want to stop now. I want to read on to the
1 My name is Anna end. ...........
Caltabiano. 2 Can you read out your answer to the next question so
2 I’m 17 years old. that we can all hear it? ...........
3 I love writing novels. 3 I don’t understand some of these words. I’m going to
4 My first novel is look them up in my dictionary. ...........
about love and 4 I want you all to turn over the page and continue
family. reading. ...........
5 I live in California, 5 Read the sentences and then fill in the gaps. .. . . . . . . . . .
but my home country 6 He flicked through the book quickly to see if he liked
is Hong Kong. it before he bought it. ...........
6 My first language is 7 It doesn’t look good when you make lots of mistakes
and then you cross them out. ...........
Japanese.
7 Apart from writing, a Read so that other people can hear you.
I’m just a regular b Draw an X or a line through some writing to show that
teenage girl. it’s not correct.
8 My next novel will c Write information in empty spaces.
be out this summer. d Try to find a particular piece of information in a book.
e Continue reading.
f Turn a page or piece of paper to see the other side.
7 SPEAKING Write true sentences about g Turn the pages of a book quickly, not looking carefully.
yourself and books. Then read out
the sentences to the other people
in your groups.
2 Complete the text with the words in the box.

cross • flick • look • on • out • over
The other day, I was in a bookshop. I picked up a novel

by a new writer and began to (a) ........................... through it.
I didn’t really read any of it, but I decided to buy it and
I will read an American novel tomorrow. took it home. When I started to read it carefully, I didn’t
I want to go to the bookstore tomorrow. like the start much. However, I decided to read (b) ................
There were lots of unusual words that I had to (c) . . . . . . . . . . . . . . . .
8 Write down what your group members up in the dictionary. I turned (d) ...................... another page
say in 7. and then another, but I still didn’t like it. I told my friend
and he asked me to read (e) .......................... a section so
Nam said that he would read an that he could hear. He said that the writer was using too
American novel the following day. many words to say something simple and that was
Lan told us that she wanted to go to repetitive. He could (f) ............................. out half the words
the bookstore the following day. because they were unnecessary. In the end, I stopped
reading that book and picked up another one.
Unit 10 133
Move On to life skills: Art and culture
Enjoying FICTION
■ To read and think about the start browse [v]: I was browsing an online bookshop because I
of a novel wanted to buy a book, but I wasn’t looking for a specific
■ To hear people recommending title. blurb [n]: I read the blurb on the back of the book
books to read and it said that the book was ‘a unique horror experience’.
■ To read a book and discuss it in a back cover [n]: Usually on the book’s back cover, it tells
‘book club’ you about the book and the author. prologue [n]: Before
the novel really began, there was a prologue.
1 Look at the cover of this novel and answer these questions.

1 What can you see on the cover?
2 What type of novel do you think it is?
3 What do you think the novel is about? Guess.
2 READING Read the prologue to the novel and answer these
questions.
1 What type of novel is it?
2 What does the prologue tell us about the ‘angel experiment’?
56%
4G
9:20
Prologue
/prison
We grew up in a science laboratory
The fact that you' re reading this nk , speak
called the School. We can thi
means you' ve taken one step to one other
and so much more. There was
surviving till your next birthday. ed. Part
School experiment that surviv
Yes, you' re flicking through these dat or: they' re
human, part wolf - all pre
pages. Do not put it down. I' m sm art
it. called Erasers. They' re tough,
serious - your life could depend on
and hard to control.
This is my story, the story of my family, They look like human, but the
y can
but it could be your story too. We' re ool uses
all e Sch
change into wolfmen. Th
mu rderers.
in this together. them as guards, police and
OK, I' m Max. I' m 14. I live with my They want to kill us.
family, who are five kids not related to - or your
' re This story could be about you
me by blood, but still my family. We children. If not today, then soo n. So
nothing you' ve ever seen before. risking
please take this seriously. I' m
.
Basically, we' re quite cool, nice, sma
rt everything important to tell you
me, Fan g, stop
and special. The six of us - Keep reading - don' t let anyone
- Iggy,
Iggy, Nudge, the Gasman and Angel you. Max. And my family: Fang,
were made by the worst scientists you Nudge, the Gasman and Angel
.
us
could possibly imagine. They created
end ed up Welcome to our nightmare.
as an experiment where we
only 98% human. That other 2% has
had a big impact.
134
3 Read the text again and make notes
about these characters. 6 LISTENING 92 Work with a partner.
What do you know about the books?
1 Max
Then listen to three students talking
14 years old, ... about what they think of the book they
2 Max’s ‘family’ have finished reading. Match each
3 the ‘Erasers’ speaker to a book.
4 The author, James Patterson, uses
different techniques to make people
want to read on to find out what
happens next in the story. Find a
sentence from the text as an example
for each of these techniques.
1 The character talks directly to you
Yes, you’re flicking through these pages.
2 Generally, the sentences are short.
3 The reader is made to feel part of the Speaker Speaker Speaker
adventure.
4 The writer introduces the characters
My Books Charts Featured Purchased Search
quickly.
5 Would you like to continue reading the 7 92 Watch or listen again. What did each speaker
book? Why/Why not? like about their book? Write the number of the
speaker next to each item.
Romance Interesting relationships
A serious message Fascinating characters
Simple sentences An unexpected story
8 Which of the three books would you most like to

read and why?
LIFE TASK
You want to organise a book club.
Follow this plan:
1 Each person should choose a book to read.
Browse in a public or school library, or bookshop,
ask friends or family for books or look on the
Internet.
2 Read the book for homework. Decide how long
you have to read the book and make sure you
finish in that time.
3 Work in groups. Take it in turns to talk about
your book. What did you like or dislike about it?
Would you recommend this book to others?
Why/Why not?
135
1 SPEAKING Work with a partner. Ask Reported speech – questions
and answer these questions.
1 Can you think of any books 1 Look at these questions and statements.
that have become films, like Which are direct questions (DQ) and
The Hunger Games? which are reported questions (RQ)?
2 Generally, do you prefer 1 What are you reading at the
reading the book or watching moment?
the film adaptation? Why?
2 He asked what she was reading at
STRATEGIES FOR TEST that moment.
In the next activity you listen and complete 3 How often do you go to the
gaps in some notes with the word(s) you hear. cinema?
Is it possible to predict the type of words that 4 He asked her how often she went
are missing? How? to the cinema.
Choose the correct alternative.
2 LISTENING 93 Listen and complete the notes. Use
just one or two words for each space. 1 We change/don’t change tenses,
pronouns and words like this and here
Notepad in the same way in reported statements
and reported questions.
BOOK VS. FILM SURVEY
2 We use/don’t use question marks in
Comments reported questions.
Reads one or two books a (a) 3 We use/don’t use the auxiliary verb do
.
At the moment, reading a (b) in reported questions.
book. 4 We put/don’t put the verb before the
subject in reported questions.
Goes to the cinema two or three times
a 5 We use/don’t use if or whether in
(c) . reported questions when there is no
(d) goes to see film adaptations. question word (who, what, why, etc.)
Thinks that with books you know what in the original question.
the
characters (e) . GRAMMAR REFERENCE ➤ PAGE 140
The characters are almost like (f )
.
Sometimes gets a shock watching film 2 Complete the sentences with a question
s
because the characters (g ) word or if/whether.
to
the way she imagined. who her
1 They asked the novelist .....................
favourite writer was. She said Tolkien.
if / whether Tina
2 Paul wanted to know .................................
3 93 Are these statements True (T) or False (F)? would come by bus or by car.
Listen again if necessary. 3 Kate asked Jenny ..................... she wanted
1 The interviewer asked her how often she to do.
bought books. T/F
4 Hannah asked me ..................... I wanted a
2 He wanted to know how often she read coffee and I said yes.
science fiction. T/F
5 They asked me ..................... I had brothers
3 He asked her what she was reading at or sisters and I said no.
that moment. T/F
4 The man asked the girl how often she 6 Minh’s teacher wanted to know ........... . . . . . . . . . .
went to the cinema. T/F he didn’t go to school that day.
5 He asked her if she had seen The Hunger 7 Hạnh’s mum asked her ..................... she had
Games films. T/F a good time.
6 He asked her whether she preferred
reading fiction or non-fiction. T/F
136 Unit 10
3 Write this conversation in reported 4 Write what the people actually said in each situation.
speech.
1 The journalist asked the film director if he was making
Keira: What will you do this weekend?
a film at that moment. He said that he wasn’t but he
Matt: I won’t do much. I’ll just watch
was going to start a new one soon.
TV with my parents.
Keira: Will you study for the literature
Journalist: Are you making a
exam?
Matt: When will we have the exam?
film at the moment?
Keira: We’re doing it next Friday.
Matt: Oh, I think we’ll do it next month. Film director: No, I'm not.
Keira: I told you but you weren’t But I'm going to start a new
listening. Why do you never pay
attention to the teacher?
one soon.
Keira asked Matt what he would do

that weekend. Matt said he wouldn't do 2 The writer asked the man what he thought about her
much and he would watch TV with his
parents. book. He said that he thought it was very interesting.
5 SPEAKING Work in groups. Choose a Writer:

famous person (actor, politician,
singer, sports star, etc.) to interview.
Prepare five questions to ask
him/her. Then choose one student to Man:
be the famous person. Others
interview him/her and make notes of
their answers to your questions.
6 Work in pairs. Take it in turns to

SPEAKING 3 The reporter asked the singer why she wouldn’t answer
report back the interview. any of his questions. She told him that she only wanted
First we asked him when she would to talk about her new album and that she wasn’t going
release a new song. He said that to talk about anything else.
she would have a new album the Reporter:
following year.
Then we wanted to know …

Singer:
4 The teacher asked the class whether they could write

an essay for the next day, but they replied that they
couldn’t because they had to study for an exam and
they wouldn’t have enough time.
Teacher:
Students:
Unit 10 137
Developing speaking
A presentation
1 What is the most enjoyable book you have ever read? Make notes in the ‘You’ column.
You Speaker
Title
Author
Type of book
Reasons why you 1 1
like it – the story,
descriptions, 2 2
characters, style, 3 3
etc. … …
2 LISTENING 94 Listen to a student giving a presentation about their favourite book.

Make notes in the ‘Speaker’ column.
3 94 Complete the expressions in the 4 Join the sentence halves with advice about
Speaking bank. Listen again if necessary. giving a presentation.
SPEAKING BANK 1 Write notes with your a a loud, clear voice.
main ideas but … b the audience.
Useful expressions in presentations 2 Include an introduction c a logical order.
Beginning a presentation and …
d a conclusion.
■ I’m going to talk about ... 3 Put your ideas in …
e not a complete text.
■ I’d to by saying … 4 Don’t just read …
Introducing arguments f aloud.
5 Look up at …
■ Firstly,
6 Speak in …
■ First ,
■ What’s ,
■ It’s also that …
■ Another thing is that … 5 SPEAKING Prepare a presentation about the best
■ Last , book that you have read. Use your notes
Ending a presentation in 1 and expressions in the Speaking bank.
■ Finally, Then give your presentation in groups.
■ To sum ,
138 Unit 10
Developing writing
A story
a b c
d e f
g h i
1 Work with a partner. Put the pictures

SPEAKING WRITING BANK
in order and tell the story. Useful advice for writing interesting stories
Use adjectives and adverbs to make your
2 Look at picture e and expand the sentence
■
writing more descriptive.

below by adding words to describe the The young writer immediately took her novel
scene in more detail. to a famous publisher.
A woman was writing on her laptop. ■ Use a variety of past tenses.
3 Look at this sentence. What types of words When she was writing her book, it started
have been added to the sentence in 2? Is the to snow.
sentence more interesting than the one in 2? ■ Use words and expressions of time and
Why? sequence.
It was the middle of a cold winter and a bright
One day in spring, a student went …
young woman was sitting quietly at home writing Suddenly he saw …
her very first novel. Two months later,
4 Read these sentences and match each one
to a picture from the story. PRACTICE MAKES PERFECT
1 It was autumn and the golden leaves were 6 Write the story in 1 (120–150 words). Use
falling softly and slowly from the trees. the sentences on this page and the advice
2 Soon after, they started printing thousands of in the Writing bank to help you.
copies of the novel. In your story, you should:
3 When the boss of the company finished reading ■ explain where and when the story began and
the book, he was extremely happy. who the characters were
5 Look at the advice in the Writing bank. ■ explain the main events in the story
What examples of the advice can you find in ■ explain how the story ended and what
the sentences in 4? consequences were
Unit 10 139
Grammar reference
Grammar reference
Reported speech − statements
FORM Direct speech Reported speech
When the reporting verb (say, tell) is in the past, this/these that/those
the tense of the verb in reported speech usually here there
changes, going one tense ‘back’. today that day
Direct speech – Reported speech – yesterday the day before/
tenses tenses the previous day
‘I work at home.’ She said she worked tomorrow the next/following day
Present simple at home. Past simple last night the night before/
‘I’m working.’ She said she was the previous night
Present continuous working. Past continuous next (week/month/year) the following/the next
‘I will work.’ She said she would work. (week/month/year)
will would last (week/month/year) the previous (week/
month/year)/the (week/
‘I can work.’ She said she could work.
can could month/year) before
‘I may work.’ She said she might work. a (week/month/year) ago a (week/month/year)
before
may might
‘I must/have to She said she had to work. With say you do not need to use a personal object
work.’ must/have to had to to say who you are saying something to.
He said he could cook the meal.
Could, would, should and might do not change He said John he could cook the meal.
from direct to reported speech. With tell you must use a personal object to say who
In reported speech, pronouns and possessive you are saying something to.
adjectives also change. He told John he could cook the meal.
‘II will play football with your brother' He told that he could cook the meal.
➤ Ann said she would play football with my USE
brother. We use reported speech to report the words
Here are some other words which change from spoken by another person.
direct to reported speech. ‘There is nothing new in art except talent,’ said Chekhov.
➤ Chekhov said that there was nothing new in art
Reported speech – questions except talent.
FORM REFLECTION
The same changes occur with tenses, pronouns
MIND MAP
and other words as with reported statements.
We do not use the auxiliary verb do in reported How can a teenager be encouraged to read
questions. more? Work in groups and create a mind map
to illustrate your ideas.
‘Do you write novels?’
➤ She asked me if I wrote novels. ‘CAN DO’ PROGRESS CHECK UNIT 10
There is no inversion of subject and verb in After this unit, I can …
reported questions.
a talk about what people have said
‘Who is she?’ ➤ They asked me who she was.
and asked using reported speech.
Reported questions are not real questions, so b talk about books and reading.
they do not need question marks. When there is
c identify information in an
no question word (who, what, how, why, etc.),
interview about books and films.
we use if or whether.
d give a presentation about a book.
‘Are you OK?’ ➤ She asked me if I was OK.
e write a story.
140 Unit 10
Grammar revision
Reported speech – statements / 8 points
1 Write the sentences in reported speech. 5 ‘There is going to be a concert in this room,
1 ‘I’m going to a concert next week,’ my sister ’ they told us.
said. 6 ‘The play will start at 7 p.m. tomorrow,’ they said.
2 ‘I’ll be late tomorrow,’ Daniel told the teacher. 7 ’We can’t buy any of your books,’ the students
3 ‘This is my dictionary,’ said Holly. told the writer.
4 ‘I always want to write stories,’ said Sylvia. 8 ’I will write the article tomorrow,’ said the journalist.
Reported speech – questions / 8 points
2 Write these questions in reported speech. 5 ‘Will you help me tomorrow?’ Tom asked her.
1 ‘Are you from Mexico?’ she asked me. 6 ’Will the doctor see Sam next Monday?’
2 ‘What time are you going to leave?’ Jo asked Paul. Abigail asked her dad.
3 ‘Why were you crying?’ I asked Katie. 7 ‘Do you know the answer to this question?’
our teacher asked us.
4 ’Are you going to read this book?’ the teacher
asked me. 8 ‘How many pages does it have?’ I asked Jo.
Vocabulary revision
FICTION / 8 points NON-FICTION / 9 points
1 Complete the sentences with the 2 Which type of book or publication is the best in
correct words. each situation?
1 A .......................... story is often about 1 You want to find out about the geography of a
dragons, trolls or other imaginary country. .........................
creatures. 2 You want to read about the life of a person, in
2 A ................................. is an exciting story his/her own words. .........................
about spies and assassinations. 3 You want to find new ideas for dinner. .............. . . . . . . . . . . .
3 You can read a ......................... or see it 4 You want to learn how to use your computer well.
at a theatre. .........................
4 A ...................................... is a story about 5 You’re going to Prague and want to know what to
people who fall in love. visit. .........................
5 A ................................... is usually about a 6 You want to know what’s happening in the world
prince, a princess or a witch. today. .........................
6 In ................................... fiction, the story 7 You want to revise maths for an exam. .............. . . . . . . . . . . .
takes place in the past.
8 You want to find out information about lots of
7 A .................................................. combines different topics, to write a quiz. .........................
writing and art.
9 Once a month, you want to read new articles and
8 A .......................... story should be texts with photographs and illustrations. .......... . . . . . . . . . . . . . .
frightening.
PHRASAL VERBS CONNECTED WITH READING AND WRITING / 7 points

3 Match the sentence halves.
1 I love this book, I want to read … a them out to me in a loud voice.
2 When you finish that page, turn … b it out with a big X.
3 You have to fill ... c over and read the next one.
4 Because the text was difficult, I had to look … d through it and just looking at the pictures.
5 I can’t read what he wrote because he crossed … e up lots of words.
6 I looked at the magazine quickly. I flicked … f in the answers on your sheet.
7 I want to hear your answers, so please read … g on tonight until I get to the end of it.

Reading
➤ TIPS FOR READING 3 Read the text again and choose the best
answers.
In reading activities where you complete a text
1 The price of a basic online essay usually
with missing sentences, remember …
depends on …
When you finish, check the activity by reading
the text with your answers in the correct place. a who writes it. b what the subject is.
Do the sentences go together logically? Do c how long it is.
words like this or it make sense? 2 Barclay Littlewood is …
➤ STRATEGIES FOR TEST page 157 a a businessman. b an ex-teacher.
c a writer of online essays.
1 Read the text quickly. What is the connection 3 Educational specialists think that online
between studying and the Internet in the text? cheating will …
1 ……… There are tens of thousands of websites where

you can buy essays. With most essay-writing
companies, students pay per word. Sometimes
they pay per page. Some companies offer to write
a change the way teachers teach.
b change the way teachers assess students.
c make it easier for students to pass exams.
a special, personalised essay, but at an extra cost. 4 Barclay Littlewood says …
2 ……… 3,500 specialists are employed by his company. a students shouldn’t just give teachers
They have written more than 15,000 essays for the essay that they buy.
students. The company made £90,000 in just one b he is helping students to copy work.
week in May. Universities say that the UK’s c his objective is to help students get
academic reputation is suffering because of online
the best marks.
essay companies, and education experts have
predicted that schools will have to stop continuous 5 The text says that teachers …
assessment and start doing more exams again. a have no way of knowing if students are
3
copying essays.
……… He says that he simply offers them a guide.
‘The essays are a starting point. Students use b are using technology to find people
them to create their own work. Students analyze who are cheating.
our answers and then they write their own. We’re c want to make cheats suffer.
just showing them how to write a great essay.’
4 What about you?
SPEAKING
4
……… As one teacher replied: ‘The suggestion that
these essays are used by students as ‘guides’ is What do you think about buying online essays?
crazy and dishonest. We need to do something to Listening
stop it.’ Many colleges and universities now have
software which allows teachers to check if ➤ TIPS FOR LISTENING
students are copying from five billion web pages.
Many universities have somebody doing this In activities where you complete notes,
full-time. ‘It’s not a question of catching people remember …
and punishing them. We should make students Read the notes before you listen and predict
understand that education is research and what type of word goes in each space.
investigation. In the end, the students who cheat
are just not learning the skills they need for their ➤ STRATEGIES FOR TEST page 157
studies or for the rest of their lives.’
2 Put these sentences in the correct place in the text. 5 LISTENING 95 Listen and complete the
notes. You can write a maximum of three
There is one extra sentence that you do not need.
words and/or numbers.
A Barclay Littlewood is the owner of one online
essay-writing organisation. The first SMS was sent in (1) .................... . SMS
B However, Internet cheating is now an enormous means (2) ...................... . An SMS can only have
problem for schools and universities and it might (3) ............................. characters, or letters, from
make them go back to older, more traditional the Latin alphabet. The first SMS was sent
methods. by a man who was working for Vodafone.
C Millions of pounds are spent each year on Internet It was ‘(4) ............................ ’ At first, you
cheating. couldn’t send SMS to people who were
D But teachers are not convinced that students are with a (5) ............................. . That stopped in
using them in this way. (6) ...................... . (7) ........................ made SMS
E Barclay Littlewood, on the other hand, says he popular because it was (8) ......................... . . . . to
doesn’t help students to cheat. text than to make a phone call.
142 Units 9–10

Speaking Use of English
➤ TIPS FOR SPEAKING ➤ TIPS FOR USE OF ENGLISH
In presentations, remember … In activities where you have to complete gaps in
Don’t speak very quickly. When you speak a text, remember …
quickly, people won’t be able to understand Look carefully at the words just before and after
what you are saying. the gap. Do they need a special preposition or
➤ STRATEGIES FOR TEST page 156 an article or an auxiliary verb, for example?
6 Look at these expressions from a
presentation. Put them in the order you 9 Complete the text about the magazine National
would expect to hear them. Geographic. Use one word in each gap.
1 3 5 The National Geographic Society began in 1888 with
2 4 just a few members and now it is one of the largest
a What’s more, scientific and educational organisations (1) ..... . . . . . . . . . . . . . . .
the world. It was created by teachers, explorers and
b Firstly,
(2) ......................... a group of 33 businessmen
c I’m going to talk about … (3) ...................... 13th January 1888, in Washington, D.C.
d To sum up, They met to talk about their interest in geography.
e Last but not least, Later that year, the first edition of the National
Geographic Magazine was published. The articles
7 Prepare a presentation about a famous
person that you admire. Follow this plan: and reports were (4) ............................ by professors, but
they weren’t very interesting for people (5) .... . . . . . . . . . . . . . . . .
1 say who the person is weren’t experts in geography. But then (6) ..... . . . . . . . . . . . . . . . .
2 first and most important reason why magazine became easier to read. It started to have
you chose them more photos. Some amazing photos have (7) . . . . . . . . . . . . . . . . .
3 second reason printed in the magazine. When you flick (8) .... . . . . . . . . . . . . . . . . .
4 third reason it today, you can still see many spectacular photos.
5 conclusion So if one day you need to (9) ...................... up some
information about geography for a school project,
8 SPEAKING Give your presentation. why not pick up a copy of National Geographic?
a use the passive. a scan for main ideas and read for
specific information.
b use reported speech.
b listen and identify specific
c use first and second conditionals. information.
c give a presentation.
d use vocabulary about inventions d write a short biography of a
and inventors.
famous person.
e use vocabulary about books and
reading. e write a story.

1 Look again at my book/notes. 3 Ask for help.
2 Do more practice exercises. ➤ WORKBOOK Units 9 and 10 4 Other: ..................................... . . . . . . . . . .
Units 9–10 143

Wordlist
(adj) = adjective The most common and useful words in English are marked according to the
(adv) = adverb Macmillan Dictionary ‘star rating’. This is so you can easily recognise the
(conj) = conjunction vocabulary you need to know especially well.
(det) = determiner = very common words = common words = fairly common words
(n/n pl) = noun/noun plural
(phr) = phrase If there is no star next to the word, this means that it is not very common.
(prep) = preposition In the Macmillan Dictionary, (r) is used to indicate where the sound /r/
(pron) = pronoun is pronounced in American English and some other regional varieties of
(v) = verb English. In a standard British accent, (r) is only pronounced if it occurs
at the end of a word which is followed by another word starting with a
vowel sound, for example far away /fɑːr əˈweɪ/.
Starter unit
Words in classroom expressions and instructions plural (adj) /ˈplʊərəl/ số nhiều
in this book / Ngôn ngữ sử dụng trong lớp học và possessive (adj) /pəˈzesɪv/ sở hữu
trong sách pronoun (n) /ˈprəʊnaʊn/ đại từ
act out (v phr) /ˌækt ˈaʊt/ diễn sentence (n) /ˈsentəns/ câu
alternative (n) /ɔːlˈtɜː(r)nətɪv/ lựa chọn short answer (n) /ˌʃɔː(r)t ˈɑːnsə(r)/ câu trả lời ngắn
compare (v) /kəmˈpeə(r)/ so sánh singular (adj) /ˈsɪŋgjʊlə(r)/ số ít
complete (v) /kəmˈpliːt/ hoàn thành subject (n) /ˈsʌbdʒɪkt/ chủ ngữ
conversation (n) đoạn hội thoại verb (n) /vɜː(r)b/ động từ
/ˌkɒnvə(r)ˈseɪʃ(ə)n/ Other words and phrases / Các từ và cụm từ khác
description (n) /dɪˈskrɪpʃ(ə)n/ miêu tả birthday (n) /ˈbɜː(r)θdeɪ/ sinh nhật
dialogue (n) /ˈdaɪəlɒg/ đoạn hội thoại date (n) /deɪt/ ngày tháng
different (adj) /ˈdɪfrənt/ khác nhau end (n & v) /end/ kết thúc
discover (v) /dɪˈskʌvə(r)/ khám phá family tree (n) /ˌfæm(ə)li ˈtriː/ cây phả hệ
false (adj) /fɔːls/ sai half past (phr) /ˌhɑːf ˈpɑːst/ (giờ) rưỡi
fill in (v) /ˌfɪl ˈɪn/ điền vào middle (n) /ˈmɪd(ə)l/ giữa
gap (n) /gæp/ chỗ trống other (det, pron) /ˈʌðə(r)/ khác
guess (v) /ges/ đoán quarter (n) /ˈkwɔː(r)tə(r)/ (giờ) mười lăm phút
if necessary (adj) /ˌɪf ˈnesəseri/ nếu cần similar (adj) /ˈsɪmɪlə(r)/ tương tự
language (n) /ˈlæŋgwɪdʒ/ ngôn ngữ
chữ cái
Unit 1
letter (of alphabet) (n) /ˈletə(r)/
mean (v) /miːn/ có nghĩa The school day / Một ngày ở trường
object (n) /ˈɒbdʒɪkt/ đồ vật biology (n) /baɪˈɒlədʒi/ môn sinh học
partner (n) /ˈpɑː(r)tnə(r)/ bạn chemistry (n) /ˈkemɪstri/ môn hóa học
repeat (v) /rɪˈpiːt/ nhắc lại do homework (phr) làm bài tập về nhà
/ˌduː ˈhəʊmˌwɜː(r)k/
take it in turns (phr) lần lượt
/ˌteɪk ɪt ɪnˈtɜː(r)nz/ finish school (phr) /ˌfɪnɪʃ ˈskuːl/ tan học
/transˈleɪt/ French (n) /frentʃ/ môn Tiếng Pháp
translate (v) dịch
geography (n) /dʒiːˈɒɡrəfi/ môn địa lý
true (adj) /truː/ đúng
German (n) /ˈdʒɜː(r)mən/ môn Tiếng Đức
understand (v) /ˌʌndə(r)ˈstænd/ hiểu
get dressed (phr) /ˌget ˈdrest/ mặc quần áo
Grammar words / Từ chỉ quy tắc ngữ pháp history (n) /ˈhɪst(ə)ri/ môn lịch sử
adjective (n) /ˈædʒɪktɪv/ tính từ ICT (information and communication môn tin học
affirmative (adj) /əˈfɜː(r)mətɪv/ khẳng định technology) (n) /ˌaɪ siː ˈtiː/
apostrophe (n) /əˈpɒstrəfi/ dấu lược (‘) maths (n) /mæθs/ môn toán
contraction (n) /kənˈtrækʃ(ə)n/ dạng rút gọn, viết tắt PE (physical education) (n) /ˌpiː ˈiː/ môn thể dục
negative (adj) /ˈnegətɪv/ phủ định physics (n) /ˈfɪzɪks/ môn vật lý
noun (n) /naʊn/ danh từ Spanish (n) /ˈspænɪʃ/ môn Tiếng Tây Ban Nha
phrase (n) /freɪz/ cụm từ start school (phr) /ˌstɑː(r)t ˈskuːl/ vào lớp
144
Wordlist Aa Bb
Bb
Free-time activities / Hoạt động vào thời gian rảnh kid (n) /kɪd/ trẻ em
chat online (phr) /ˌtʃæt ɒnˈlaɪn/ nói chuyện trực tuyến know (v) /nəʊ/ biết
chơi thể thao lunchtime (n) /ˈlʌntʃˌtaɪm/ giờ ăn trưa
do sport (phr) /ˌduː ˈspɔː(r)t/
đi chơi với bạn magazine (n) /ˌmæɡəˈziːn/ tạp chí
go out with friends (phr)
/gəʊ ˌaʊt wɪð ˈfrendz/ đi mua sắm natural (adj) /ˈnætʃ(ə)rəl/ tự nhiên
go shopping (phr) /ˌgəʊ ˈʃɒpɪŋ/ ordinary (adj) /ˈɔː(r)d(ə)n(ə)ri/ bình thường
play the guitar/piano (phr) chơi đàn ghi-ta/pi-a-no perhaps (adv) /pə(r)ˈhæps/ có lẽ
/ˌpleɪ ðə ɡɪˈtɑː(r)/piˈænəʊ/ pet (n) /pet/ thú cưng
surf the Internet (phr) lướt web photography (n) /fəˈtɒɡrəfi/ nhiếp ảnh
/ˌsɜː(r)f ði ˈɪntə(r)net/ react (to) (v) /riˈækt (tuː)/ phản ứng
take photos (phr) /ˌteɪk ˈfəʊtəʊz/ chụp ảnh relaxed (adj) /rɪˈlækst/ thư giãn
watch films (phr) /ˌwɒtʃ ˈfɪlmz/ xem phim revision (n) /rɪˈvɪʒ(ə)n/ sự ôn tập
Places to go in a town / Các địa điểm trong slow (adj) /sləʊ/ chậm
thành phố somebody (pron) /ˈsʌmbədi/ ai đó
sometimes (adv) /ˈsʌmtaɪmz/ đôi khi
cinema (n) /ˈsɪnəmə/ rạp chiếu phim
special (adj) /ˈspeʃ(ə)l/ đặc biệt
fast-food restaurant (n) cửa hàng đồ ăn nhanh
/ˌfɑːst ˈfuːd ˌrest(ə)rɒnt/ stress (n) /stres/ sự căng thẳng
library (n) /ˈlaɪbrəri/ thư viện stress (out) (v) /ˌstres (ˈaʊt)/ cảm thấy căng thẳng
bảo tàng stressed (out) (adj) /ˌstrest (ˈaʊt)/ (cảm xúc) căng thẳng
museum (n) /mjuːˈziːəm/
công viên stressful (adj) /ˈstresf(ə)l/ gây căng thẳng
park (n) /pɑː(r)k/
teen (adj) /tiːn/ thiếu niên
shopping centre (n) /ˈʃɒpɪŋ ˌsentə(r)/ trung tâm mua sắm
tell (v) /tel/ nói
sports centre (n) /ˈspɔː(r)ts ˌsentə(r)/ trung tâm thể thao
usual (adj) /ˈjuːʒʊəl/ thông thường
stadium (n) /ˈsteɪdiəm/ sân vận động
video message (n) /ˈvɪdiəʊ ˌmesɪdʒ/ tin nhắn video
swimming pool (n) /ˈswɪmɪŋ ˌpuːl/ hồ bơi
want (v) /wɒnt/ muốn
theatre (n) /ˈθɪətə(r)/ nhà hát
weekend (n) /ˌwiːkˈend/ cuối tuần
Other words and phrases / Các từ và cụm từ khác worried (adj) /ˈwʌrid/ lo lắng
angry (adj) /ˈæŋɡri/ tức giận
anybody (pron) /ˈeniˌbɒdi/ bất cứ ai Unit 2
attitude (n) /ˈætɪˌtjuːd/ thái độ
awesome (adj) /ˈɔːs(ə)m/ tuyệt vời Rooms / Tên các căn phòng
brilliant (adj) /ˈbrɪljənt/ xuất sắc bathroom (n) /ˈbɑːθˌruːm/ phòng tắm
calm (adj) /kɑːm/ bình tĩnh bedroom (n) /ˈbedˌruːm/ phòng ngủ
combat (n) /ˈkɒmbæt/ đương đầu dining room (n) /ˈdaɪnɪŋ ˌruːm/ phòng ăn
comic (adj) /ˈkɒmɪk/ truyện tranh garage (n) /ˈgærɑːʒ/, /ˈgærɪdʒ/ nhà để ô-tô, ga-ra
concentrate (v) /ˈkɒns(ə)nˌtreɪt/ tập trung garden (n) /ˈgɑː(r)d(ə)n/ vườn
concert (n) /ˈkɒnsə(r)t/ buổi biểu diễn ca nhạc hall (n) /hɔːl/ sảnh, hành lang
creative (adj) /kriˈeɪtɪv/ sáng tạo kitchen (n) /ˈkɪtʃən/ phòng bếp
deal with (v phr) /ˈdiːl wɪð/ đối phó với living room (n) /ˈlɪvɪŋ ˌruːm/ phòng khách
difficult (adj) /ˈdɪfɪk(ə)lt/ khó khăn Household objects and furniture / Đồ dùng và
emotion (n) /ɪˈməʊʃ(ə)n/ cảm xúc nội thất gia đình
energy (n) /ˈenə(r)dʒi/ năng lượng
e-reader (n) /ˈiː ˌriːdə(r)/ thiết bị đọc sách điện tử armchair (n) /ˈɑː(r)mˌtʃeə(r)/ ghế bành
famous (adj) /ˈfeɪməs/ nổi tiếng bath (n) /bɑːθ/ bồn tắm
forum (n) /ˈfɔːrəm/ diễn đàn bed (n) /bed/ giường
friend of mine (phr) /ˈfrend əv ˌmaɪn/ người bạn của tôi CD player (n) /siː ˈdiː ˌpleɪə(r)/ máy chạy đĩa CD
great (adj) /ɡreɪt/ tuyệt vời chair (n) /tʃeə(r)/ ghế
guys (n pl) /ɡaɪs/ các bạn (nói thân mật) clock (n) /klɒk/ đồng hồ
healthy (adj) /ˈhelθi/ khỏe mạnh computer (n) /kəmˈpjuːtə(r)/ máy tính
imagine (v) /ɪˈmædʒɪn/ tưởng tượng cooker (n) /ˈkʊkə(r)/ nồi cơm điện
industry (n) /ˈɪndəstri/ công nghiệp cupboard (n) /ˈkʌbəd/ tủ chạn
145
Wordlist
desk (n) /desk/ bàn học, bàn làm việc location (n) /ləʊˈkeɪʃ(ə)n/ địa điểm
DVD player (n) /ˌdiː viː ˈdiː pleɪə(r)/ máy chạy đĩa DVD long-distance (adj) /ˌlɒŋ ˈdɪstəns/ khoảng cách xa
fridge (n) /frɪdʒ/ tủ lạnh main (adj) /meɪn/ chính
games console (n) /ˈɡeɪmz ˌkɒnsəʊl/ máy trò chơi điện tử outdoor (adj) /ˈaʊtdɔː(r)/ ngoài trời
lamp/light (n) /læmp/laɪt/ đèn ngủ outside (adv) /ˌaʊtˈsaɪd/ bên ngoài
microwave (n) /ˈmaɪkrəˌweɪv/ lò vi sóng packaging (n) /ˈpækɪdʒɪŋ/ đóng gói
mirror (n) /ˈmɪrə(r)/ gương painting (n) /ˈpeɪntɪŋ/ bức tranh
painting/poster (n) tranh/áp phích pollute (v) /pəˈluːt/ gây ô nhiễm
/ˈpeɪntɪŋ/ˈpəʊstə(r)/ polluted (adj) /pəˈluːtɪd/ bị ô nhiễm
phone (n) /fəʊn/ điện thoại pollution (n) ( )
/pəˈluːʃ ə n/ sự ô nhiễm
radiator (n) /ˈreɪdiˌeɪtə(r)/ lò sưởi power (n) /ˈpaʊə(r)/ năng lượng
shelf (n) /ʃelf/ giá sách/kệ (để đồ) present (n) /ˈprez(ə)nt/ món quà
shower (n) /ˈʃaʊə(r)/ vòi hoa sen recycle (v) /riːˈsaɪk(ə)l/ tái chế
sink (n) /sɪŋk/ bồn rửa reduce (v) /rɪˈdjuːs/ cắt giảm
sofa (n) /ˈsəʊfə/ ghế sô-pha reuse (v) /riːˈjuːz/ tái sử dụng
table (n) /ˈteɪb(ə)l/ bàn run (a tap) (v) /rʌn/ mở vòi nước
toilet (n) /ˈtɔɪlət/ bồn cầu save (v) /seɪv/ tiết kiệm
TV (n) /ˌtiː ˈviː/ ti-vi seabird (n) /ˈsiːˌbɜː(r)d/ chim biển
washing machine (n) máy giặt separate (v) /ˈsep(ə)rət/ chia ra
/ˈwɒʃɪŋ məˌʃiːn/
size (n) /saɪz/ kích thước
window (n) /ˈwɪndəʊ/ cửa sổ
standby (n) /ˈstæn(d)baɪ/ (công suất) dự phòng
Jobs around the house / Việc nhà step (n) /step/ bước
cook (v) /kʊk/ nấu ăn study (n) /ˈstʌdi/ nghiên cứu
do the ironing (phr)/ˌduː ði ˈaɪə(r)nɪŋ/ là/ủi quần áo /sɪnˈθetɪk/ tổng hợp
do the shopping (phr) /ˌduː ðə ˈʃɒpɪŋ/ đi mua sắm tap (n) /tæp/ vòi nước
do the washing (phr) /ˌduː ðə ˈwɒʃɪŋ/ giặt quần áo /ˌθrəʊ əˈweɪ/ vứt đi
lay the table (phr) /ˌleɪ ðə ˈteɪb(ə)l/ dọn bàn ăn together (adv) /təˈɡeðə(r)/ cùng nhau
make the bed (phr) /ˌmeɪk ðə ˈbed/ dọn giường tonne (n) /tʌn/ tấn
take the rubbish out (phr) đổ rác top (adj) /tɒp/ hàng đầu
/ˌteɪk ðə ˈrʌbɪʃ aʊt/ turn off (v) /ˌtɜː(r)n ˈɒf/ tắt
tidy up (v phr) /ˌtaɪdi ˈʌp/ dọn dẹp turn on (v) /ˌtɜː(r)n ˈɒn/ mở
wash the dishes (phr) /ˌwɒʃ ðə ˈdɪʃɪz/ rửa chén dĩa twice (adv) /twaɪs/ hai lần
Other words and phrases / Những từ và cụm từ khác wall (n) /wɔːl/ tường
lối vào wood (n) /wʊd/ gỗ
access (n) /ˈækses/
affect (v) /əˈfekt/ ảnh hưởng
bill (US = bank note) (n) /bɪl/ tờ tiền giấy Move On to exams: Units 1–2
can (n) /kæn/ hộp
canned (adj) /kænd/ được đóng hộp court (n) /kɔː(r)t/ sân thể thao trong nhà
cloud (n) /klaʊd/ mây energy bar (n) /ˈenə(r)dʒi ˌbɑː(r)/ thanh năng lượng
container (n) /kənˈteɪnə(r)/ hộp đựng every (det) /ˈevri/ mỗi
empty (adj) /ˈempti/ trống rỗng session (n) /ˈseʃ(ə)n/ buổi, phiên
enormous (adj) /ɪˈnɔː(r)məs/ to lớn skate park (n) /ˈskeɪt ˌpɑː(r)k/ khu trượt băng
environment (n) /ɪnˈvaɪrənmənt/ môi trường skateboarding (n) /ˈskeɪtˌbɔː(r)dɪŋ/ môn trượt ván
equipment (n) /ɪˈkwɪpmənt/ thiết bị special (adj) /ˈspeʃ(ə)l/ đặc biệt
fountain (n) /ˈfaʊntɪn/ đài phun nước summer (n) /ˈsʌmə(r)/ mùa hè
full (adj) /fʊl/ đầy training (n) /ˈtreɪnɪŋ/ đào tạo
inside (adv) /ˈɪnˌsaɪd/ bên trong
lake (n) /leɪk/ hồ
leaflet (n) /ˈliːflət/ tờ rơi
146
Wordlist Aa Bb
Bb
Unit 3 sailing (n) /ˈseɪlɪŋ/ chèo thuyền

skiing (n) /ˈskiːɪŋ/ trượt tuyết
Parts of the body / Bộ phận cơ thể
swimming (n) /ˈswɪmɪŋ/ bơi
ankle (n) /ˈæŋk(ə)l/ mắt cá chân
table tennis (n) /ˈteɪb(ə)l ˌtenɪs / bóng bàn
arm (n) /ɑː(r)m/ cánh tay
tennis (n) /ˈtenɪs/ quần vợt
back (n) /bæk/ lưng
volleyball (n) /ˈvɒliˌbɔːl/ bóng chuyền
chest (n) /tʃest/ ngực
ear (n) /ɪə(r)/ tai Other words and phrases / Các từ và cụm từ khác
elbow (n) /ˈelbəʊ/ khuỷu tay bat (n) /bæt/ gậy bóng chày
face (n) /feɪs/ khuôn mặt cliff (n) /klɪf/ vách đá nhô ra biển
finger (n) /ˈfɪŋgə(r)/ ngón tay consecutively (adv) /kənˈsekjʊtɪvli/ liên tiếp
foot/feet (n) /fʊt/fiːt/ bàn chân crazy (adj) /ˈkreɪzi/ điên cuồng
hand (n) /hænd/ bàn tay flexibility (n) /ˌfleksəˈbɪləti/ sự linh hoạt
head (n) /hed/ đầu flexible (adj) /ˈfleksəb(ə)l/ linh hoạt
knee (n) /niː/ đầu gối heart (n) /hɑː(r)t/ trái tim
leg (n) /leg/ chân heavy (adj) /ˈhevi/ nặng
mouth (n) /maʊθ/ miệng height (n) /haɪt/ độ cao
neck (n) /nek/ cổ high (adj) /haɪ/ cao
nose (n) /nəʊz/ mũi hurt (v) /hɜː(r)t/ làm đau, làm bị thương
shoulder (n) /ˈʃəʊldə(r)/ vai impact (n) /ˈɪmpækt/ ảnh hưởng
stomach (n) /ˈstʌmək/ bụng impression (n) /ɪmˈpreʃ(ə)n/ ấn tượng
toe (n) /təʊ/ ngón chân insult (v) /ɪnˈsʌlt/ xúc phạm
wrist (n) /rɪst/ cổ tay mistake (n) /mɪˈsteɪk/ lỗi
Physical activities / Hoạt động thể chất muscle (n) /ˈmʌs(ə)l/ cơ bắp
climb (v) /klaɪm/ leo, trèo net (n) /net/ lưới
dive (v) /daɪv/ lặn player (n) /ˈpleɪə(r)/ người chơi
fall (v) /fɔːl/ ngã popularity (n) /ˌpɒpjʊˈlærəti/ sự phổ biến
hit (v) /hɪt/ đánh protect (v) /prəˈtekt/ bảo vệ
jump (v) /dʒʌmp/ nhảy racket (n) /ˈrækɪt/ vợt
kick (v) /kɪk/ đá respect (v) /rɪˈspekt/ tôn trọng
rest (v) /rest/ nghỉ ngơi safely (adv) /ˈseɪfli/ một cách an toàn
ride (a horse/bike) (v) /raɪd/ cưỡi (ngựa), đi (xe đạp) spectacular (adj) /spekˈtækjʊlə (r)/ ngoạn mục
run (v) /rʌn/ chạy splash (v) /splæʃ/ bắn tung tóe
skate (v) /skeɪt/ trượt ván stamina (n) /ˈstæmɪnə/ sức chịu đựng, sức bền
ski (v) /skiː/ trượt tuyết strength (n) /streŋθ/ sức mạnh
swim (v) /swɪm/ bơi strong (adj) /strɒŋ/ khỏe, mạnh
touch (v) /tʌtʃ/ chạm
Sports / Các môn thể thao
train (v) /treɪn/ huấn luyện
baseball (n) /ˈbeɪsˌbɔːl/ bóng chày
basketball (n) /ˈbɑːskɪtˌbɔːl/ bóng rổ
climbing (n) /ˈklaɪmɪŋ/ leo núi
Unit 4
cycling (n) /ˈsaɪklɪŋ/ đạp xe
/ˈdaɪvɪŋ/ lặn Countries and nationalities / Tên nước và quốc tịch
fishing (n) /ˈfɪʃɪŋ/ câu cá Argentina (n) /ɑː(r)dʒənˈtiːnə/ Ác-hen-ti-na (nước)
football (n) /ˈfʊtbɔːl/ bóng đá Argentinian (adj) /ɑː(r)dʒənˈtɪniən/ quốc tịch Ác-hen-ti-na
golf (n) /gɒlf/ đánh gôn Brazil (n) /brəˈzɪl/ Bra-xin (nước)
gymnastics (n) /dʒɪmˈnæstɪks/ thể dục dụng cụ Brazilian (adj) /brəˈzɪliən/ quốc tịch Bra-xin
horse-riding (n) /ˈhɔː(r)s ˌraɪdɪŋ/ cưỡi ngựa China (n) /ˈtʃaɪnə/ Trung Quốc (nước)
ice skating (n) /ˈaɪs ˌskeɪtɪŋ/ trượt băng Chinese (adj) /ˌtʃaɪˈniːz/ quốc tịch Trung Quốc
judo (n) /ˈdʒuːdəʊ/ võ Judo Czech Republic (n) /ˌtʃek rɪˈpʌblɪk/ Cộng hòa Séc (nước)
rugby (n) /ˈrʌgbi/ bóng bầu dục Czech (adj) /tʃek/ quốc tịch Séc
running (n) /ˈrʌnɪŋ/ chạy Egypt (n) /ˈiːdʒɪpt/ Ai Cập (nước)
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Wordlist
Egyptian (adj) /ɪˈdʒɪpʃən/ quốc tịch Ai Cập Transport / Phương tiện đi lại
France (n) /frɑːns/ Pháp (nước) bike (n) /baɪk/ xe đạp
French (adj) /frentʃ/ quốc tịch Pháp boat (n) /bəʊt/ thuyền
Greece (n) /ɡriːs/ Hy Lạp (nước) bus (n) /bʌs/ xe buýt
Greek (adj) /ɡriːk/ quốc tịch Hy Lạp car (n) /kɑː(r)/ xe ô-tô, xe hơi
Ireland (n) /ˈaɪələnd/ Ai-len (nước) coach (n) /kəʊtʃ/ xe khách, xe buýt đường dài
Irish (adj) /ˈaɪrɪʃ/ quốc tịch Ai-len helicopter (n) /ˈhelɪˌkɒptə(r)/ máy bay trực thăng
Italy (n) /ˈɪtəli/ Ý (nước) lorry (n) /ˈlɒri/ xe tải lớn
Italian (adj) /ɪˈtæljən/ quốc tịch Ý moped (n) /ˈməʊped/ xe đạp máy
Japan (n) /dʒəˈpæn/ Nhật Bản (nước) motorbike (n) /ˈməʊtə(r)ˌbaɪk/ xe máy
Japanese (adj) /ˌdʒæpəˈniːz/ quốc tịch Nhật Bản plane (n) /pleɪn/ máy bay
Mexico (n) /ˈmeksɪkəʊ/ Mê-hi-cô (nước) ship (n) /ʃɪp/ tàu thủy
Mexican (adj) /ˈmeksɪkən/ quốc tịch Mê-hi-cô taxi (n) /ˈtæksi/ xe ta-xi
Peru (n) /pəˈruː/ Pê-ru (nước) underground (n) tàu điện ngầm
Peruvian (adj) /pəˈruːviən/ quốc tịch Pê-ru /ˈʌndə(r)ˌɡraʊnd/
Poland (n) /ˈpəʊlənd/ Ba Lan (nước) train (n) /treɪn/ tàu hỏa
Polish (adj) /ˈpəʊlɪʃ/ quốc tịch Ba Lan tram (n) /træm/ xe điện
Russia (n) /ˈrʌʃə/ Nga (nước) van (n) /væn/ xe tải nhỏ
Russian (adj) /ˈrʌʃ(ə)n/ quốc tịch Nga Other words and phrases / Các từ và cụm từ khác
Scotland (n) /ˈskɒtlənd/ Xcốt-len (nước)
adventurous (adj) /ədˈventʃ(ə)rəs/ có tính chất phiêu lưu
Scottish (adj) /ˈskɒtɪʃ/ quốc tịch Xcốt-len
baseball cap (n) /ˈbeɪsbɔːl ˌkæp/ mũ bóng chày
Slovakia (n) /sləˈvækiə/ Xlô-va-kia-a (nước)
cannon (n) /ˈkænən/ đại bác
Slovak (adj) /ˈsləʊvæk/ quốc tịch Xlô-va-kia-a
citizen (n) /ˈsɪtɪz(ə)n/ công dân
Spain (n) /speɪn/ Tây Ban Nha (nước)
civilised (adj) /ˈsɪvəlaɪzd/ văn minh
Spanish (adj) /ˈspænɪʃ/ quốc tịch Tây Ban Nha
clever (adj) /ˈklevə(r)/ thông minh
Switzerland (n) /ˈswɪtsə(r)lənd/ Thụy Sĩ (nước)
company (n) /ˈkʌmp(ə)ni/ doanh nghiệp
Swiss (adj) /swɪs/ quốc tịch Thụy Sĩ
crime (n) /kraɪm/ hành vi phạm tội
The United Kingdom (UK) (n) Vương quốc Anh
/ðə juːˌnaɪtɪd ˈkɪŋdəm/ (nước) destination (n) /ˌdestɪˈneɪʃ(ə)n/ điểm đến
British (adj) /ˈbrɪtɪʃ/ quốc tịch Anh discovery (n) /dɪˈskʌv(ə)ri/ khám phá
The United States (US) (n) Hợp chủng quốc Hoa enterprise (n) /ˈentə(r)ˌpraɪz/ doanh nghiệp
/ði juːˌnaɪtɪd ˈsteɪts/ Kỳ, Mỹ (nước) hunt (n) /hʌnt/ cuộc truy tìm
American (adj) /əˈmerɪkən/ quốc tịch Mỹ imaginative (adj) /ɪˈmædʒɪnətɪv/ giàu trí tưởng tượng
Turkey (n) /ˈtɜː(r)ki/ Thổ Nhĩ Kỳ (nước) luckily (adv) /ˈlʌkɪli/ một cách may mắn
Turkish (adj) /ˈtɜː(r)kɪʃ/ quốc tịch Thổ Nhĩ Kỳ monument (n) /ˈmɒnjʊmənt/ tượng đài
Ukraine (n) /juːˈkreɪn/ U-crai-na (nước) product (n) /ˈprɒdʌkt/ sản phẩm
Ukrainian (adj) /juːˈkreɪniːən/ quốc tịch U-crai-na responsible (adj) chịu trách nhiệm
/rɪˈspɒnsəb(ə)l/
Words connected with tourism / Từ vựng chủ đề
sales (n) /seɪlz/ doanh số bán hàng
du lịch
sell (v) /sel/ bán
book (v) /bʊk/ đặt chỗ (trước),
mua vé (trước) share (v) /ʃeə(r)/ chia sẻ
guidebook (n) /ˈgaɪdˌbʊk/ sách hướng dẫn shocked (adj) /ʃɒkt/ bị bất ngờ, bị sốc
luggage (n) /ˈlʌgɪdʒ/ hành lý shortbread (n) /ˈʃɔː(r)tˌbred/ bánh quy bơ giòn
package holiday (n) /ˌpækɪdʒ ˈhɒlɪdeɪ/ du lịch trọn gói success (n) /səkˈses/ sự thành công
passport (n) /ˈpɑːspɔː(r)t/ hộ chiếu successful (adj) /səkˈsesf(ə)l/ thành công
sightseeing (n) /ˈsaɪtˌsiːɪŋ/ ngắm cảnh /ˈsʌnˌɡlɑːsɪz/ kính râm
/ˌsuːvəˈnɪə(r)/ quà lưu niệm temple (n) /ˈtemp(ə)l/ đền
ticket (n) /ˈtɪkɪt/ vé towel (n) /ˈtaʊəl/ khăn tắm
travel agency (n) công ty du lịch traveller (n) /ˈtræv(ə)lə(r)/ người đi du lịch
/ˈtræv(ə)l ˌeɪdʒ(ə)nsi/
trip/excursion (n) chuyến đi, hành trình
/trɪp/ɪkˈskɜː(r)ʃ(ə)n/
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Wordlist Aa Bb
Bb
Move On to exams: Units 3–4 Culture and work / Văn hóa

art (n) /ɑː(r)t/ nghệ thuật
bottom (n) /ˈbɒtəm/ phần dưới cùng, đáy ballet (n) /ˈbæleɪ/ múa ba-lê
goal (n) /gəʊl/ gôn, khung thành classical music (n) nhạc cổ điển
salt (n) /sɔːlt/ muối /ˌklæsɪk(ə)l ˈmjuːzɪk/
score (v) /skɔː(r)/ ghi bàn composer (n) /kəmˈpəʊzə(r)/ nhà soạn nhạc
substitute (n) /ˈsʌbstɪˌtjuːt/ cầu thủ dự bị dancer (n) /ˈdɑːnsə(r)/ vũ công
underwater (adj & adv) dưới nước director (n) đạo diễn phim
/ˌʌndə(r)ˈwɔːtə(r)/ /daɪˈrektə(r)/,/dəˈrektə(r)/
film (n) /fɪlm/ phim
Unit 5 literature (n) /ˈlɪtrətʃə(r)/ văn học
Places of work / Nơi làm việc musician (n) /mjuˈzɪʃ(ə)n/ nhạc sĩ
clinic (n) /ˈklɪnɪk/ phòng khám novelist (n) /ˈnɒvəlɪst/ tiểu thuyết gia
factory (n) /ˈfæktri/ nhà máy opera (n) /ˈɒp(ə)rə/ nhạc ô-pê-ra
garage (n) /ˈgærɑːʒ/, /ˈgærɪdʒ/ xưởng sửa chữa ô-tô painter (n) /ˈpeɪntə(r)/ họa sĩ
hospital (n) /ˈhɒspɪt(ə)l/ bệnh viện /ˈpleɪˌraɪt/ nhà viết kịch
office (n) /ˈɒfɪs/ văn phòng poet (n) /ˈpəʊɪt/ nhà thơ
outdoors (adv) /ˌaʊtˈdɔː(r)z/ ngoài trời poetry (n) /ˈpəʊɪtri/ thơ ca
restaurant (n) /ˈrest(ə)rɒnt/ nhà hàng theatre (n) /ˈθɪətə(r)/ nhà hát
school/university (n) trường học/trường đại Other words and phrases / Những từ và cụm từ khác
/skuːl/ˌjuːnɪˈvɜː(r)səti/ học
ambition (n) /æmˈbɪʃ(ə)n/ khát vọng, tham vọng
shop (n) /ʃɒp/ cửa hàng
award (n) /əˈwɔː(r)d/ giải thưởng
studio (n) /ˈstjuːdiəʊ/ phòng thu âm
behaviour (n) /bɪˈheɪvjə(r)/ cách cư xử
Jobs and work / Nghề nghiệp benefit (n) /ˈbenɪfɪt/ lợi ích
actor (n) /ˈæktə(r)/ diễn viên nam best-seller (n) /ˌbest ˈselə(r)/ hàng bán chạy nhất
actress (n) /ˈæktrəs/ diễn viên nữ celebrity (n) /səˈlebrəti/ người nổi tiếng
artist (n) /ˈɑː(r)tɪst/ nghệ sĩ chapter (n) /ˈtʃæptə(r)/ chương (sách)
builder (n) /ˈbɪldə(r)/ thợ xây dựng charity (n) /ˈtʃærəti/ từ thiện
bus/taxi/lorry driver (n) /ˈbʌs/ tài xế xe buýt/ta-xi/tải choose (v) /tʃuːz/ lựa chọn
ˈtæksi/ˈlɒri ˌdraɪvə(r)/ vỗ tay
clap (v) /klæp/
businessman (n) /ˈbɪznəsmæn/ doanh nhân nam comprehend (v) /ˌkɒmprɪˈhend/ hiểu
businesswoman (n) /ˈbɪznəsˌwʊmən/ doanh nhân nữ comprehension (n) sự hiểu
cleaner (n) /ˈkliːnə(r)/ nhân viên vệ sinh /ˌkɒmprɪˈhenʃ(ə)n/
cook (n) /kʊk/ đầu bếp creativity (n) /ˌkriːeɪˈtɪvəti/ sự sáng tạo
dentist (n) /ˈdentɪst/ nha sĩ improve (v) /ɪmˈpruːv/ cải thiện
doctor (n) /ˈdɒktə(r)/ bác sĩ increase (v) /ɪnˈkriːs/ tăng
engineer (n) /ˌendʒɪˈnɪə(r)/ kỹ sư literacy (n) /ˈlɪt(ə)rəsi/ sự biết đọc, viết
farmer (n) /ˈfɑː(r)mə(r)/ nông dân lonely (adj) /ˈləʊnli/ cô đơn
footballer (n) /ˈfʊtbɔːlə(r)/ cầu thủ bóng đá look after (v phr) /ˌlʊk ˈɑːftə(r)/ chăm sóc
hairdresser (n) /ˈheə(r)ˌdresə(r)/ thợ làm tóc non-fiction (n) /ˌnɒn ˈfɪkʃ(ə)n/ sách phi hư cấu
journalist (n) /ˈdʒɜː(r)nəlɪst/ nhà báo novel (n) /ˈnɒv(ə)l/ tiểu thuyết
mechanic (n) /mɪˈkænɪk/ thợ sửa máy official (adj) /əˈfɪʃ(ə)l/ chính thức
nurse (n) /nɜː(r)s/ y tá pleasure (n) /ˈpleʒə(r)/ sự hài lòng
secretary (n) /ˈsekrətri/ thư ký quotation (n) /kwəʊˈteɪʃ(ə)n/ sự trích dẫn
shop assistant (n) /ˈʃɒp əˌsɪst(ə)nt/ nhân viên bán hàng repair (v) /rɪˈpeə(r)/ sửa chữa
singer (n) /ˈsɪŋə(r)/ ca sĩ
teacher/professor (n) giáo viên/giáo sư Unit 6
/ˈtiːtʃə(n)/prəˈfesə(r)/
Wild animals and insects / Động vật hoang dã
waiter/waitress (n) /ˈweɪtə(r)/ bồi bàn (nam/nữ)
ˈweɪtrəs/ và côn trùng
writer/author (n) /ˈraɪtə(r)/ nhà văn/tác giả alligator (n) /ˈælɪˌgeɪtə(r)/ cá sấu
ˈɔːθə(r)/ bear (n) /beə(r)/ gấu
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Wordlist
bee (n) /biː/ ong altitude (n) /ˈæltɪˌtjuːd/ độ cao so với mực
bite (v) /baɪt/ cắn nước biển
eagle (n) /ˈiːg(ə)l/ đại bàng bar graph (n) /ˈbɑː(r) ˌɡrɑːf/ biểu đồ cột
jellyfish (n) /ˈdʒeliˌfɪʃ/ sứa be worth (phr) /biː ˈwɜː(r)θ/ xứng đáng
lizard (n) /ˈlɪzə(r)d/ thằn lằn boar (n) /bɔː(r)/ lợn rừng
scorpion (n) /ˈskɔː(r)piən/ bọ cạp compact (adj) /ˈkɒmpækt/ nhỏ gọn
shark (n) /ʃɑː(r)k/ cá mập compete (v) /kəmˈpiːt/ thi đấu
snake (n) /sneɪk/ con rắn contestant (n) /kənˈtestənt/ thí sinh
spider (n) /ˈspaɪdə(r)/ nhện deer (n) /dɪə(r)/ con nai
sting (v) /stɪŋ/ đốt determination (n) sự quyết tâm
tiger (n) /ˈtaɪgə(r)/ hổ /dɪˌtɜː(r)mɪˈneɪʃ(ə)n/
diagram (n) /ˈdaɪəɡræm/ biểu đồ
Unit
wolf (n)6/wʊlf/ chó sói
distribution (n) /ˌdɪstrɪˈbjuːʃ(ə)n/ sự phân bổ
The natural world / Thế giới tự nhiên loài có nguy cơ
endangered species (n)
field (n) /fiːld/ đồng ruộng /ɪnˌdeɪndʒə(r)d ˈspiːʃiːz/ tuyệt chủng
flowers (n pl) /ˈflaʊə(r)z/ hoa extinction (n) /ɪkˈstɪŋkʃ(ə)n/ sự tuyệt chủng
forest (n) /ˈfɒrɪst/ rừng extreme (adj) /ɪkˈstriːm/ (thời tiết) cực đoan
grass (n) /grɑːs/ cỏ fall (v) /fɔːl/ ngã
hill (n) /hɪl/ đồi fire (n) /ˈfaɪə(r)/ lửa
island (n) /ˈaɪlənd/ đảo grass (n) /ɡrɑːs/ cỏ
lake (n) /leɪk/ hồ habitat (n) /ˈhæbɪtæt/ môi trường sống
mountain (n) /ˈmaʊntɪn/ núi hieroglyphics (n pl) /ˌhaɪərəˈɡlɪfɪks/ chữ tượng hình cổ
river (n) /ˈrɪvə(r)/ sông hunter (n) /ˈhʌntə(r)/ thợ săn
sky (n) /skaɪ/ bầu trời hunting (n) /ˈhʌntɪŋ/ săn bắn
valley (n) /ˈvæli/ thung lũng icon (n) /ˈaɪkɒn/ biểu tượng
waterfall (n) /ˈwɔːtə(r)ˌfɔːl/ thác nước knife (n) /naɪf/ dao
length (n) /leŋθ/ độ dài
The weather / Thời tiết
mây line graph (n) /ˈlaɪn ˌɡrɑːf/ biểu đồ đường
cloud (n) /klaʊd/
có mây match (n) /mætʃ/ diêm
cloudy (adj) /ˈklaʊdi/
no way (phr) /ˌnəʊ ˈweɪ/ không đời nào
cold (adj) /kəʊld/ lạnh
obstacle (n) /ˈɒbstək(ə)l/ trở ngại
dry (adj) /draɪ/ khô
parachute (n) /ˈpærəˌʃuːt/ dù nhảy
fog (n) /fɒg/ sương
pie chart (n) /ˈpaɪ ˌtʃɑː(r)t/ biểu đồ tròn
foggy (adj) /ˈfɒgi/ có sương
population (n) /ˌpɒpjʊˈleɪʃ(ə)n/ dân số
hot (adj) /hɒt/ nóng
rise (v) /raɪz/ tăng
ice (n) /aɪs/ băng
stag (n) /stæɡ/ hươu đực
icy (adj) /ˈaɪsi/ đóng băng
status (n) /ˈsteɪtəs/ tình trạng
rain (n) /reɪn/ mưa
string (n) /strɪŋ/ sợi dây
rainy (adj) /ˈreɪni/ có mưa
survival (n) /sə(r)ˈvaɪv(ə)l/ sự sinh tồn
snow (n) /snəʊ/ tuyết
teamwork (n) /ˈtiːmˌwɜː(r)k/ sự làm việc nhóm
snowy (adj) /ˈsnəʊi/ có tuyết
translation (n) /trænsˈleɪʃ(ə)n/ dịch thuật
storm (n) /stɔː(r)m/ bão
weight (n) /weɪt/ cân nặng
stormy (adj) /ˈstɔː(r)mi/ có bão
sun (n) /sʌn/ mặt trời Move On to exams: Units 5–6
sunny (adj) /ˈsʌni/ có nắng
warm (adj) /wɔː(r)m/ ấm character (n) /ˈkærɪktə(r) nhân vật
wet (adj) /wet/ ẩm ướt charity (n) /ˈtʃærəti/ từ thiện
wind (n) /wɪnd/ gió condition (n) /kənˈdɪʃ(ə)n/ tình trạng
windy (adj) /ˈwɪndi/ có gió hurricane (n) /ˈhʌrɪkən/, /ˈhʌrɪkeɪn/ bão lốc xoáy nhiệt đới
refugee (n) /ˌrefjʊˈdʒiː/ người tị nạn
Other words and phrases / Những từ và cụm từ khác nạn nhân
victim (n) /ˈvɪktɪm/
alive (adj) /əˈlaɪv/ còn sống
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Wordlist Aa Bb
Bb
Unit 7 IQ (n) /ˌaɪ ˈkjuː/ chỉ số thông minh

life-threatening (adj) đe dọa tính mạng
Feelings / Cảm xúc /ˈlaɪf ˌθret(ə)nɪŋ/
angry (adj) /ˈæŋgri/ giận dữ
lucky (adj) /ˈlʌki/ may mắn
bored (adj) /bɔː(r)d/ buồn chán
make a wish (phr) /ˌmeɪk ə ˈwɪʃ/ ước
confused (adj) /kənˈfjuːzd/ bối rối
mankind (n) /mænˈkaɪnd/ loài người
disappointed (adj) /ˌdɪsəˈpɔɪntɪd/ thất vọng
excited (adj) /ɪkˈsaɪtɪd/ hào hứng motivate (v) /ˈməʊtɪveɪt/ thúc đẩy
frightened (adj) /ˈfraɪt(ə)nd/ sợ hãi negative (adj) /ˈneɡətɪv/ tiêu cực
happy (adj) /ˈhæpi/ vui vẻ objective (n) /əbˈdʒektɪv/ mục tiêu
interested (adj) /ˈɪntrəstɪd/ hứng thú orchestra (n) /ˈɔː(r)kɪstrə/ dàn nhạc giao hưởng
relaxed (adj) /rɪˈlækst/ thư giãn positive (adj) /ˈpɒzətɪv/ tích cực
sad (adj) /sæd/ buồn rainfall (n) /ˈreɪnˌfɔːl/ lượng mưa
stressed (adj) /strest/ căng thẳng raise money (phr) /ˌreɪz ˈmʌni/ gây quỹ
surprised (adj) /sə(r)ˈpraɪzd/ ngạc nhiên reliable (adj) /rɪˈlaɪəb(ə)l/ đáng tin cậy
tired (adj) /ˈtaɪə(r)d/ mệt mỏi report (n) /rɪˈpɔː(r)t/ báo cáo
worried (adj) /ˈwʌrid/ lo lắng giải cứu
rescue (v) /ˈreskjuː/
Personality / Tính cách suffer (v) /ˈsʌfə(r)/ chịu đựng
cheerful (adj) /ˈtʃɪə(r)f(ə)l/ vui tươi summarise (v) /ˈsʌməraɪz/ tóm tắt
hard-working (adj) chăm chỉ support (v) /səˈpɔː(r)t/ ủng hộ
/ˌhɑː(r)d ˈwɜː(r)kɪŋ/ treatment (n) /ˈtriːtmənt/ sự chữa trị
intelligent (adj) /ɪnˈtelɪdʒ(ə)nt/ thông minh unethical (adj) /ʌnˈeθɪk(ə)l/ vô đạo đức
kind (adj) /kaɪnd/ tốt bụng volunteer (n) /ˌvɒlənˈtɪə (r)/ tình nguyện viên
lazy (adj) /ˈleɪzi/ lười biếng
quiet (adj) /ˈkwaɪət/ trầm lặng Unit 8
responsible (adj) có trách nhiệm
Clothes / Quần áo
/rɪˈspɒnsəb(ə)l/
blouse (n) /blaʊz/ khoác nữ, áo blouse
serious (adj) /ˈsɪəriəs/ nghiêm túc, nghiêm trọng
boots (n pl) /buːts/ đôi ủng
Social problems / Vấn đề xã hội coat (n) /kəʊt/ áo choàng ngoài
crime (n) /kraɪm/ tội ác
dress (n) /dres/ đầm
homelessness (n) /ˈhəʊmləsnəs/ nạn vô gia cư
jacket (n) /ˈdʒækɪt/ áo khoác
hunger (n) /ˈhʌŋgə(r)/ nạn đói
jeans (n pl) /dʒiːnz/ quần bò
pollution (n) /pəˈluːʃ(ə)n/ sự ô nhiễm
jumper (n) /ˈdʒʌmpə(r)/ áo len chui đầu
poverty (n) /ˈpɒvə(r)ti/ nạn nghèo
leggings (n pl) /ˈleɡɪŋz/ quần ôm sát chân
unemployment (n) nạn thất nghiệp
shirt (n) /ʃɜː(r)t/ áo sơ mi
/ˌʌnɪmˈplɔɪmənt/
shoes (n pl) /ʃuːz/ đôi giày
violence (n) /ˈvaɪələns/ bạo lực
shorts (n pl) /ʃɔː(r)ts/ quần cộc
Other words and phrases / Những từ và cụm từ khác skirt (n) /skɜː(r)t/ váy
aim (n) /eɪm/ mục tiêu socks (n pl) /sɒks/ đôi tất
camp (n) /kæmp/ trại suit (n) /suːt/ bộ vest
car manufacturing (n) sản xuất ô-tô sweater (n) /ˈswetə(r)/ áo len
/ˈkɑː (r) mænjʊˌfæktʃərɪŋ/
sweatshirt (n) /ˈswetˌʃɜː(r)t/ áo nỉ
concentrate on (v phr) tập trung vào
tie (n) /taɪ/ cà vạt
/ˈkɒns(ə)nˌtreɪt ɒn/
construction (n) sự xây dựng tights (n pl) /taɪts/ quần tất
/kənˈstrʌkʃ(ə)n/ top (n) /tɒp/ áo (nói chung)
cost of living (n) /ˌkɒst əv ˈlɪvɪŋ/ chi phí sinh hoạt tracksuit (n) /ˈtrækˌsuːt/ bộ quần áo thể thao
cruel (adj) /ˈkruːəl/ độc ác trainers (n pl) /ˈtreɪnə(r)z/ giày thể thao
economic (adj) /ˌiːkəˈnɒmɪk/ (thuộc về) kinh tế trousers (n pl) /ˈtraʊzə(r)z/ quần dài
fundamental (adj) cơ bản, nền tảng T-shirt (n) /ˈtiː ˌʃɜː(r)t/ áo phông, áo thun
/ˌfʌndəˈment(ə)l/
Accessories / Phụ kiện
/ˈɡædʒɪt/ thiết bị
belt (n) /belt/ thắt lưng
graduate (v) /ˈɡrædʒueɪt/ tốt nghiệp
cap (n) /kæp/ mũ lưỡi trai
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Wordlist
glasses (n pl) /ˈglɑːsɪz/ kính shout at (v phr) /ˈʃaʊt æt/ hét lên với ai
hat (n) /hæt/ mũ rộng vành signature (n) /ˈsɪɡnətʃə(r)/ chữ ký
jewellery (n) /ˈdʒuːəlri/ trang sức skill (n) /skɪl/ kỹ năng
scarf (n) /skɑː(r)f/ khăn quàng cổ sweatshop (n) /ˈswetˌʃɒp/ công xưởng bóc lột
sunglasses (n pl) /ˈsʌnˌglɑːsɪz/ kính râm công nhân
watch (n) /wɒtʃ/ đồng hồ đeo tay trade (n) /treɪd/ thương mại
treat (v) /triːt/ đối xử
Shops / Các loại cửa hàng
worker (n) /ˈwɜː(r)kə(r)/ công nhân
bakery (n) /ˈbeɪkəri/ cửa hàng bánh
bank (n) /bæŋk/ ngân hàng
bookshop (n) /ˈbʊkˌʃɒp/ hiệu sách
butcher’s (n) /ˈbʊtʃə(r)z/ cửa hàng thịt compulsory (adj) /kəmˈpʌlsəri/ bắt buộc
chemist’s (n) /ˈkemɪsts/ hiệu thuốc experience (n) /ɪkˈspɪəriəns/ trải nghiệm
clothes shop (n) /ˈkləʊðz ˌʃɒp/ cửa hàng quần áo
entertainer (n) /entəˈteɪnə(r)/ người làm trò giải trí
department store (n) cửa hàng bách hóa unusual (adj) /ʌnˈjuːʒuəl/ lạ, không bình thường
/dɪˈpɑː(r)tmənt ˌstɔː(r)/
electrical goods shop (n) cửa hàng đồ điện
/ɪˌlektrɪk(ə)l ˈgʊdz ˌʃɒp/ Unit 9
greengrocer’s (n) /ˈgriːnˌgrəʊsə(r)z/ cửa hàng thực phẩm Useful inventions / Những phát minh hữu ích
jeweller’s (n) /ˈdʒuːələ(r)z/ cửa hàng trang sức computer (n) /kəmˈpjuːtə(r)/ máy tính
newsagent’s (n) /ˈnjuːzˌeɪdʒ(ə)nts/ sạp báo digital camera (n) máy ảnh kỹ thuật số
post office (n) /ˈpəʊst ˌɒfɪs/ bưu điện /ˌdɪdʒɪt(ə)l ˈkæm(ə)rə/
shoe shop (n) /ˈʃuː ˌʃɒp/ cửa hàng giày laptop (n) /ˈlæpˌtɒp/ máy tính xách tay
sports shop (n) /ˈspɔː(r)ts ˌʃɒp/ cửa hàng đồ thể thao MP3 player (n) máy nghe nhạc
/ˌem piː ˈθriː ˌpleɪə(r)/
stationery shop (n) cửa hàng
/ˈsteɪʃən(ə)ri ˌʃɒp/ văn phòng phẩm printer (n) /ˈprɪntə(r)/ máy in
supermarket (n) siêu thị satnav (n) /ˈsætˌnæv/ hệ thống định vị ằng vệ tinh
/ˈsuːpə(r)ˌmɑː(r)kɪt/ smartphone (n) /ˈsmɑː(r)tˌfəʊn/ điện thoại thông minh
tablet (n) /ˈtæblət/ máy tính bảng
Other words and phrases / Các từ và cụm từ khác
address (n) /əˈdres/ địa chỉ Creating and inventing / Sáng tạo và phát minh
brand (n) /brænd/ thương hiệu build (v) /bɪld/ xây dựng
bright (adj) /braɪt/ sáng sủa builder (n) /ˈbɪldə(r)/ thợ xây
colourful (adj) /ˈkʌlə(r)f(ə)l/ sặc sỡ building (n) /ˈbɪldɪŋ/ tòa nhà
cotton (n) /ˈkɒt(ə)n/ chất liệu cô-tông create (v) /kriˈeɪt/ sáng tạo
design (n) /dɪˈzaɪn/ mẫu thiết kế creator (n) /kriˈeɪtə(r)/ nhà sáng tạo
designer (n) /dɪˈzaɪnə(r)/ nhà thiết kế creation (n) /kriˈeɪʃ(ə)n/ sản phẩm sáng tạo
discount (n) /ˈdɪsˌkaʊnt/ giảm giá design (v) /dɪˈzaɪn/ thiết kế
ethical (adj) /ˈeθɪk(ə)l/ đạo đức designer (n) /dɪˈzaɪnə(r)/ nhà thiết kế
factory (n) /ˈfæktri/ nhà máy discover (v) /dɪˈskʌvə(r)/ khám phá
fair (adj) /feə(r)/ công bằng discovery (n) /dɪˈskʌv(ə)ri/ sự khám phá
gender (n) /ˈdʒendə(r)/ giới tính invent (v) /ɪnˈvent/ phát minh
go with (of clothes) (v phr) kết hợp được với inventor (n) /ɪnˈventə(r)/ nhà phát minh
/ˈɡəʊ wɪð/ (quần áo) invention (n) /ɪnˈvenʃ(ə)n/ (sản phẩm) phát minh
live (n) /laɪv/ chương trình biểu diễn produce (v) /prəˈdjuːs/ sản xuất
ca nhạc trực tiếp producer (n) /prəˈdjuːsə(r)/ nhà sản xuất
manager (n) /ˈmænɪdʒə(r)/ quản lý product (n) /ˈprɒdʌkt/ sản phẩm
previous (adj) /ˈpriːviəs/ trước kia
Nouns with -ion / Danh từ với hậu tố -ion
nhắc nhở ai đó về
/rɪˈmaɪnd ˌsʌmbədi ɒv/ action (n) /ˈækʃ(ə)n/ hành động
giá trị tình cảm description (n) /dɪˈskrɪpʃ(ə)n/ mô tả
/ˌsentɪˌment(ə)l ˈvæljuː/
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Wordlist Aa Bb
Bb
explanation (n) giải thích fairy tale (n) /ˈfeəri ˌteɪl/ truyện cổ tích
/ˌekspləˈneɪʃ(ə)n/ fantasy (n) /ˈfæntəsi/ truyện hư cấu
expression (n) /ɪkˈspreʃ(ə)n/ sự biểu đạt graphic novel (n) /ˌɡræfɪk ˈnɒvl/ tiểu thuyết đồ họa
imagination (n) trí tưởng tượng historical fiction (n) truyện hư cấu lịch sử
/ɪˌmædʒɪˈneɪʃ(ə)n/ /hɪˌstɒrɪk(ə)l ˈfɪkʃ(ə)n/
information (n) thông tin horror (n) /ˈhɒrə(r)/ truyện kinh dị
/ˌɪnfə(r)ˈmeɪʃ(ə)n/ play (n) /pleɪ/ kịch
romance (n) /rəʊˈmæns/ truyện lãng mạn
investigation (n) sự điều tra
/ɪnˌvestɪˈɡeɪʃ(ə)n/ science fiction (n) /ˌsaɪəns ˈfɪkʃn/ truyện khoa học
viễn tưởng
organisation (n) tổ chức
thriller (n) /ˈθrɪlə(r)/ truyện giật gân
/ˌɔː(r)ɡənaɪˈzeɪʃ(ə)n/
Non-fiction / Phi hư cấu
Other words and phrases / Các từ và cụm từ khác
atlas (n) /ˈætləs/ tập bản đồ
adopt (v) /əˈdɒpt/ nhận nuôi
autobiography (n) /ˌɔːtəʊbaɪˈɒɡrəfi/ tự truyện
adoptive (adj) /əˈdɒptɪv/ được nhận nuôi biography (n) /baɪˈɒɡrəfi/ tiểu sử
automatic (adj) /ˌɔːtəˈmætɪk/ tự động cookbook (n) /ˈkʊkˌbʊk/ sách nấu ăn
bottom of the sea (phr) đáy đại dương encyclopaedia (n) /ɪnˌsaɪkləˈpiːdiə/ bách khoa toàn thư
/ˌbɒtəm əv ðə ˈsiː/
guidebook (n) /ˈɡaɪdˌbʊk/ sách hướng dẫn
bullet-proof jacket (n) áo chống đạn
magazine (n) /ˌmæɡəˈziːn/ tạp chí
/ˌbʊlɪt pruːf ˈdʒækɪt/
manual (n) /ˈmænjʊəl/ hướng dẫn sử dụng
click on (v phr) /ˈklɪk ɒn/ nhấp chuột vào
newspaper (n) /ˈnjuːzˌpeɪpə(r)/ báo
computer programmer (n) lập trình viên máy tính
textbook (n) /ˈɔːθə(r)/ sách giáo khoa
/kəmˌpjuːtə(r) ˈprəʊˌɡræmə(r)/
drop (v) /drɒp/ làm rơi Phrasal verbs connected with reading and writing /
earthquake (n) /ˈɜː(r)θˌkweɪk/ động đất Cụm động từ về đọc và viết
electronics (n) /ˌelekˈtrɒnɪks/ đồ điện tử cross out (v phr) /ˌkrɒs ˈaʊt/ gạch bỏ
evidence (n) /ˈevɪd(ə)ns/ bằng chứng fill in (v phr) /ˌfɪl ˈɪn/ điền vào
fibre (n) /ˈfaɪbə(r)/ sợi flick through (v phr) /ˌflɪk ˈθruː/ đọc lướt qua
great-grandfather ông cố look up (v phr) /ˌlʊk ˈʌp/ tra cứu
/ˌɡreɪt ˈɡræn(d)ˌfɑːðə(r)/ read on (v) /ˌriːd ˈɒn/ đọc tiếp
grow (v) /ɡrəʊ/ phát triển read out (v phr) /ˌriːd ˈaʊt/ đọc to
turn over (v phr) /ˌtɜːn ˈəʊvə(r)/ lật sang trang
helmet (n) /ˈhelmɪt/ mũ bảo hiểm
high resolution (adj) độ phân giải cao Other words and phrases / Các từ và cụm từ khác
/ˌhaɪ rezəˈluːʃ(ə)n/
action (n) /ˈækʃ(ə)n/ phim hành động
hole (n) /həʊl/ hố
adaptation (n) /ˌædæpˈteɪʃ(ə)n/ phim chuyển thể
link (n) /lɪŋk/ đường nối
author (n) /ˈɔːθə(r)/ tác giả
pioneer (n) /ˌpaɪəˈnɪə(r)/ người tiên phong
back cover (n) /ɪnˈvenʃ/ trang bìa sau
sand (n) /sænd/ cát billionaire (n) /ˌbɪljəˈneə(r)/ tỷ phú
servant (n) /ˈsɜː(r)v(ə)nt/ người hầu blurb (n) /blɜː(r)b/ phần giới thiệu
shape (n) /ʃeɪp/ hình dạng browse (v) /braʊz/ xem hàng (để mua)
software (n) /ˈsɒf(t)ˌweə(r)/ phần mềm charity (n) /ˈtʃærəti/ từ thiện
source (n) /sɔː(r)s/ nguồn chills (n pl) /tʃɪlz/ sự rùng mình
thick (adj) /θɪk/ dày congratulations (n pl) lời chúc mừng
windscreen wiper (n) cần gạt nước ô-tô /kənˌɡrætʃʊˈleɪʃ(ə)nz/
/ˈwɪn(d)skriːn ˌwaɪpə(r)/ contract (n) /ˈkɒntrækt/ hợp đồng
creature (n) /ˈkriːtʃə(r)/ sinh vật
Unit 10 enter (a competition) (v) tham gia (cuộc thi)
/ˈentə(r)/
Fiction / Hư cấu
evil (adj) /ˈiːv(ə)l/ độc ác
comic (n) /ˈkɒmɪk/ truyện tranh
crime novel (n) /’kraɪm ˌnɒv(ə)l/ tiểu thuyết trinh thám frequently (adv) /ˈfriːkwəntli/ thường xuyên
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Wordlist
giant (adj) /ˈdʒaɪənt/ khổng lồ
guard (n) /ɡɑː(r)d/ bảo vệ
judge (n) /dʒʌdʒ/ giám khảo
main (adj) /meɪn/ chính
natural (adj) /ˈnætʃ(ə)rəl/ tự nhiên
nightmare (n) /ˈnaɪtˌmeə(r)/ ác mộng
novel (n) /ˈnɒv(ə)l/ tiểu thuyết
on sale (n) /ˌɒn ˈseɪl/ để bán
pound note (n) /ˈpaʊnd nəʊt/ đồng Bảng Anh
predator (n) /ˈpredətə(r)/ động vật săn mồi
presentation (n) bài thuyết trình
/ˌprez(ə)nˈteɪʃ(ə)n/
prison (n) /ˈprɪz(ə)n/ nhà tù
prologue (n) /ˈprəʊlɒɡ/ lời nói đầu
publisher (n) /ˈpʌblɪʃə(r)/ nhà xuất bản
racing car (n) /ˈreɪsɪŋ kɑː(r)/ xe đua
raise (v) /reɪz/ gây quỹ
related (adj) /rɪˈleɪtɪd/ liên quan
repetitive (adj) /rɪˈpetətɪv/ lặp lại
risk (v) /rɪsk/ nguy cơ
science laboratory (n) phòng thí nghiệm
/ˈsaɪəns ləˌbɒrətri/ khoa học
talent (n) /ˈtælənt/ tài năng
technique (n) /tekˈniːk/ kỹ thuật
youth (n & adj) /juːθ/ tuổi trẻ
edition (n) /ɪˈdɪʃ(ə)n/ lần xuất bản

explorer (n) /ɪkˈsplɔːrə(r)/ nhà thám hiểm
Latin alphabet (n) /ˌlætɪn ˈælfəbet/ bảng chữ cái La-tinh
pick up (v phr) /ˌpɪk ˈʌp/ mua, lựa chọn
SMS (Short Message Services) (n) dịch vụ tin nhắn ngắn
/ˌes em ˈes (ˌʃɔː(r)t ˈmesɪdʒ
ˈsɜː(r)vɪs)/
154
Strategies for test
Unit 1 Unit 2 Unit 3

READING: TRUE/FALSE/NOT USE OF ENGLISH: MULTIPLE-CHOICE READING: MULTIPLE-CHOICE
MENTIONED ACTIVITIES CLOZE ACTIVITIES ACTIVITIES
In this exercise, decide if the sentences In this type of exercise, there is a text ■ In exams, always answer all the
are true, false or if the information with gaps. You complete the gaps in questions.
does not appear in the text. It is the text with one of three words on the ■ In multiple-choice activities, cross
essential to find the information in the page. The words are often: out any answers which you know
text. Do not answer with your opinion. ■ prepositions (e.g. in, on, next to, etc.) are incorrect.
Step 1: Read the whole text quickly. ■ articles (e.g. a/an, the, –) ■ Look again at the section of the
Step 2: Read the True/False/Not ■ auxiliary verbs (e.g. be, have got, do) text where you think the answer
Mentioned sentences. ■ question words (e.g. who, what, why) comes. Read it slowly and carefully
Step 3: Read the parts where you ■ pronouns (e.g. he, him, his) and choose one answer.
think the answers come. Read slowly
and carefully.
■ linkers (e.g. and, but, because) SPEAKING: INFORMATION EXCHANGE
Step 4: Answer all the questions. Put First, read the complete text. Don’t stop In information role-plays, you have to
Not Mentioned if you cannot find the to think about the gaps. This is to get communicate specific information.
information when you read the text. a general understanding of the text. ■ The examiner explains the
situation and the information that
LISTENING: MATCHING ACTIVITIES WRITING: CHECKING YOUR WORK you need to ask for and give. It
■ In listening exams, read the When you finish an exam task, first is essential in the exam that you
questions and information before of all check that you have all the communicate this information.
you listen. This helps you to know necessary information and the correct ■ If you don’t understand what the
what words and ideas appear in number of words. Also, it is normal to examiner or your partner says,
the conversation. make mistakes when we write. That is ask them in English to repeat
■ In matching exercises, there are, why it is important to read your work or to speak more slowly. Use
for example, five people but eight carefully when you finish, especially in expressions like: Sorry, can you
pieces of information. Sometimes exams. Check for mistakes with: say that again? or Sorry, could you
the extra pieces of information ■ punctuation ■ tenses speak more slowly?
appear in the conversation but ■ capital letters ■ agreement
they are not the correct answers. ■ word order between the
■ The names are usually in the order ■ spelling subject and verb
that they appear in the conversation.
Unit 4 Unit 5
LISTENING: TRUE/FALSE/NOT MENTIONED ACTIVITIES READING: MATCHING ACTIVITIES
■ You should read the statements before you listen. Step 1: In this type of activity, first, read all the texts or parts of
The statements help to give you an idea of what the text quickly to get a general understanding.
you are listening for. Step 2: Read the piece(s) of information that you need to find.
■ Be careful. The words in the statements are not Look for important words that help you to find the text or part
always exactly the same in the listening text. They of the text which contains the information. Read that specific
often express the same idea but in a different way. text or part of the text again slowly and carefully.
■ If the exercise is True/False/Not Mentioned, put Step 3: If you are not sure that you have found the correct answer,
Not Mentioned if you cannot hear the information read other parts of the text again in more detail.
when you listen to the text. LISTENING: COMPLETING NOTES
SPEAKING: TALKING ABOUT PAST EVENTS ■ In this type of activity, do not write down the first thing you
hear. Make sure answers fit the sentences.
■ Before doing a speaking exam where you have to
talk about past events, check that you know as ■ Be careful with spelling. You should spell simple words
many regular and irregular past forms as possible. correctly. If not, you could lose marks.
■ Learn and use words or expressions of time (e.g. ■ Write an answer for each space. Do not leave answers blank.
yesterday, then, two weeks ago, etc.) to explain USE OF ENGLISH: CLOZE ACTIVITIES
when things happened.
In this type of exercise, there are sentences with gaps. You
■ Use fillers like Well, Hmm, or Let me think to give complete the gap in the sentence with one of the words given.
you time to think of what you want to say next. The words are often:
■ Use basic question words like who, what, when, ■ nouns (e.g. mountain, river, fog, etc.)
where, how, why to help you to think of more ■ adjectives (e.g. foggy, rainy, etc.)
things to say. ■ verb (e.g. rains, falls, etc.)
First, read the sentence and identify what type of word goes in
the blank. Then choose a word of that type which suits the
meaning of the sentence.
157
155
SPEAKING: PAIR ACTIVITIES USE OF ENGLISH: OPEN CLOZE LISTENING: MULTIPLE-CHOICE
When you do a speaking exam in ACTIVITIES ACTIVITIES
pairs, remember: In this type of activity, you have a text In this type of activity, you choose the
■ It is important to listen to with gaps. You must complete the text best answer from three or four different
what your partner says. In a with words which are grammatically answers.
conversation, we listen to the other correct and logical. Usually, the words ■ You usually hear the text twice.
person and then respond to what are prepositions, articles, auxiliary verbs, The questions are usually in the
they say to us. pronouns, or linking words (and, but, same order as you hear them in
■ In some activities, you need to because, etc.). the recording.
give and receive information. Be Step 1: Read the complete text. Don’t ■ Read the different answers before
careful that you give and ask for stop to think about the gaps. This is to you listen. They can give you ideas
the correct information. get a general understanding of the text. about the topic of the text and the
■ In some activities, you discuss Step 2: Look again at the gaps and vocabulary you are going to hear
ideas and opinions and then especially the words which come just in it.
come to a decision. In this type of before and after the gap. Fill in the ■ When you listen, do not write the
activity, there isn’t usually a right or gap with the word that you think is answers too quickly. Sometimes,
wrong answer. The examiner wants best. the speaker says one thing and
to hear you speaking English. Step 3: Read the sentence again with then changes what they say or
■ If you don’t understand what your your answer in the gap to check it. adds new information.
partner says, ask them in English Do not panic if you do not
SPEAKING: DESCRIBING A PHOTO ■
to repeat or to speak more slowly. understand information the first
Use an expression like Sorry, can When you describe a photo:
time. If you don’t hear the answer
you say that again? ■ Do not worry too much about
to one question, start listening
vocabulary. If you don’t know
WRITING: HANDWRITING AND immediately for the answer to the
a word for something, explain
next question.
PRESENTATION it with other, simple words.
■ Sometimes, we forget that good Remember that you do not have to USE OF ENGLISH: DIALOGUE ACTIVITIES
handwriting and presentation are describe every small detail in the In this multiple-choice activity, you
very important in writing exams. photograph. have five short dialogues. You choose
If examiners find it difficult to ■ Use the present continuous tense the right answer to complete a short
read your work or if they can’t to talk about what people are dialogue.
understand, you will lose marks. doing. Step 1: Decide where each conversation
■ Give yourself enough time in ■ Use prepositions (e.g. on the right/ is taking place, e.g. in a shop, a
writing exams to write clearly or do left, in the middle, etc.) to say restaurant, at home, etc.
a final, clean version of your text. where people and things are. Step 2: Decide who each person is,
■ Use I think, maybe, perhaps, It looks, e.g. a shop assistant, a customer, a
etc. when you are not 100% sure doctor, a patient, etc.
and you are making a guess. Step 3: Choose the answer. Incorrect
answers will usually be illogical
because they are not right for the
situation or the person who replies.
Unit 9
SPEAKING: GIVING PRESENTATIONS WRITING: PARAGRAPHS

Look at this advice for giving good presentations. ■ A paragraph is made up of different sentences which talk
■ Make notes with the information you want to give in your about one main topic.
presentation and use them when you are speaking; but ■ Paragraphs help you to organise and structure your
don’t just read your notes aloud. writing. This makes your composition easy to understand.
■ Look at your audience. See if they understand you and When there are no paragraphs, compositions can be
are interested. confusing and repetitive.
■ Don’t speak too fast. If you speak too quickly, people will
not be able to follow you.
■ Don’t let mistakes stop you from speaking. Correct your
own mistakes if possible, or start the sentence again, but
don’t stop completely.
156
Strategies for test
Unit 10
READING: MISSING SENTENCES ACTIVITIES LISTENING: COMPLETING NOTES
In this type of activity you have to fill gaps in a text with sentences ■ Always read the incomplete notes before you listen. This
taken out of the text. There are sometimes more sentences than helps you to know what to listen for. Look carefully at
spaces. the words that come just before or after each space and
Step 1: Read the text quickly to get a general idea of what it is think about what type of word is missing (noun, verb,
about. To do this type of exercise, you do not usually have to adjective, adverb, etc.).
understand every word, so don’t panic if you don’t understand ■ It is not usually necessary to understand every word that
everything. you hear. Listen out for the sections which correspond to
Step 2: Read the sentences which go in the text. What does the information in the notes. Pay special attention to
each sentence talk about? these sections.
Step 3: Find the sections of the text which correspond to the ■ Usually you only need to write one or two words in each
information in the sentences and read them again slowly, in space. Be careful with spelling and your handwriting.
more detail. Put each sentence in the most probable space.
■ Don’t worry if you don’t understand everything the first
Step 4: When you finish, check by reading the text with your
time you listen. Usually you listen twice. Use the second
answers in the correct place. Do the sentences go together
listening to find the answers you didn’t hear the first
logically? Do words like this or it make sense? Check also that
time and to check the answers you already have.
you have one answer for each question. Never leave answers
blank in an exam.
Communication activities
Unit 1 Unit 4
DEVELOPING SPEAKING DEVELOPING SPEAKING
Exercise 7, page 22
Exercise 5, page 60
Student A:
Student A:
Name: Max Taylor
From: San Francisco, USA Tell your partner about your holiday using these photos.
Parents’ names: Brad and Lily
Brothers and sisters: Hannah – 22 years old – works at
a hospital
Daniel – 19 years old – studies
at university
Favourite subjects: physics, chemistry
Don’t really like: history, PE ➤ don’t like sports
After school: do homework, don’t play ➤ don’t
have time!
Student B:
Name: Amy Smith
From: Dublin, Ireland
Parents’ names: Joe and Holly
Brothers and sisters: Carl – 16 years old – studies at
this school
Robert – 8 years old – studies at
primary school
Favourite subjects: English, Spanish ➤ have got a
friend in Argentina
Don’t really like: art, music
After school: play computer games, don’t
watch TV ➤ don’t like it!
Unit 2
DEVELOPING SPEAKING
Exercise 7, page 34
Student A:
The phone rings in your house. Answer it. Your sister
Monica is not at home. Find out if the caller wants to
leave a message and their telephone number. You start
the conversation by saying hello.
157
Communication
bB aA activities
Unit 2 Unit 5
DEVELOPING SPEAKING
DEVELOPING SPEAKING
Exercise 5, page 74
Exercise 7, page 34
Student A:
Student B:
You call your friend Monica. Ask if she is there. Invite her
to play tennis with you on Saturday. Leave a message if
she isn’t at home and leave your number: 660 718 2469.
Your partner starts the conversation.
Unit 4
DEVELOPING SPEAKING
Exercise 5, page 60
Student B:
Tell your partner about your holiday using these photos.
Unit 6
DEVELOPING SPEAKING
Exercise 5, page 86
Student A:
You want to go to a safari park or to the sports centre.
You do not want to go to the park. You are free only on
Tuesday and Thursday. The other days you are doing a
photography course.
158
Exam
Communication
success activities
Unit 4 Unit 5
DEVELOPING WRITING DEVELOPING SPEAKING
Exercise 5, page 61 Exercise 5, page 74
Choose one of the postcards and plan what you are going Student B:
to write.
Unit 6
DEVELOPING SPEAKING
Exercise 6, page 86
Student B:
SPEAKING You want to go the park or the sports centre. You do not
want to go to a safari park. You prefer to go out on
Exercise 8, page 65
Wednesday. You are free only on Wednesday and Thursday.
Student B:
The other days you are working in your parents’ shop.
SWIMMING
LESSONS
NESTON SWIMMING POOL
6 High Street
Mondays and Wednesdays
5–6 p.m.
£4.50 per lesson
BRING A SWIMSUIT AND A TOWEL

159
Irregular verb list
Infinitive Past simple Past participle Translation
be /biː/ was/ were /wɒz, wɜː(r)/ been /biːn/ thì, là, ở, bị, được
beat /biːt/ beat /biːt/ beaten /ˈbiːtn/ đánh bại
become /bɪˈkʌm/ became /bɪˈkeɪm/ become /bɪˈkʌm/ trở nên
begin /bɪˈɡɪn/ began /bɪˈɡæn/ begun /bɪˈɡʌn/ bắt đầu
break /breɪk/ broke /breɪk/ broken /ˈbrəʊkən/ phá vỡ, làm vỡ
bring /brɪŋ/ brought /brɔːt/ brought /brɔːt/ mang lại
build /bɪld/ built /bɪlt/ built /bɪlt/ xây dựng
burn /bɜːn/ burnt /bɜːnt/ burnt /bɜːnt/ cháy
buy /baɪ/ bought /bɔːt/ bought /bɔːt/ mua
catch /kætʃ/ caught /kɔːt/ caught /kɔːt/ bắt, chụp
choose /tʃuːz/ chose /tʃəʊz/ chosen /ˈtʃəʊzn/ chọn
come /kʌm/ came /keɪm/ come /kʌm/ đến
cost /kɒst/ cost /kɒst/ cost /kɒst/ có giá, tiêu tốn
cut /kʌt/ cut /kʌt/ cut /kʌt/ cắt
do /duː/ did /dɪd/ done /dʌn/ làm
draw /drɔː/ drew /druː/ drawn /drɔːn/ vẽ
drink /drɪŋk/ drank /dræŋk/ drunk /drʌŋk/ uống
drive /draɪv/ drove /drəʊv/ driven /ˈdrɪvn/ lái xe
eat /iːt/ ate /eɪt/ eaten /ˈiːtn/ ăn
fall /fɔːl/ fell /fel/ fallen /ˈfɔːlən/ ngã, rơi
feel /fiːl/ felt /felt/ felt /felt/ cảm thấy
find /faɪnd/ found /faʊnd/ found /faʊnd/ tìm thấy
fly /flaɪ/ flew /fluː/ flown /fləʊn/ bay
forget /fəˈɡet/ forgot /fəˈɡɒt/ forgotten /fəˈɡɒtn/ quên
forgive /fəˈɡɪv/ forgave /fəˈɡeɪv/ forgiven /fəˈɡɪvn/ tha thứ
get /ɡet/ got /gɒt/ got /gɒt/ nhận, có được
give /ɡɪv/ gave /ɡeɪv/ given /ˈɡɪvn/ đưa cho
go /ɡəʊ/ went /went/ gone /ɡɔːn/ đi
grow /ɡrəʊ/ grew /ɡruː/ grown /ɡrəʊn/ mọc, trồng, lớn lên, phát triển
hang /hæŋ/ hung /hʌŋ/ hung /hʌŋ/ treo, mắc
have /hæv/ had /hæd/ had /hæd/ có
hear /hɪə(r)/ heard /hɜːd/ heard /hɜːd/ nghe
hide /haɪd/ hid /hɪd/ hidden /ˈhɪdn/ che giấu, trốn
hit /hɪt/ hit /hɪt/ hit /hɪt/ đánh
hurt /hɜːt/ hurt /hɜːt/ hurt /hɜːt/ làm đau
keep /kiːp/ kept /kept/ kept /kept/ giữ
know /nəʊ/ knew /njuː/ known /nəʊn/ biết
lay /leɪ/ laid /leɪd/ laid /leɪd/ đặt, để
learn /lɜːn/ learned/learnt /lɜːnt/ learned/learnt /lɜːnt/ học, được biết
leave /liːv/ left /left/ left /left/ ra đi, để lại
160
Irregular verb list
Infinitive Past simple Past participle Translation
let /let/ let /let/ let /let/ cho phép, để cho
lie /laɪ/ lay /leɪ/ lain /leɪn/ nằm
lose /luːz/ lost /lɒst/ lost /lɒst/ làm mất, mất, thua
make /meɪk/ made /meɪd/ made /meɪd/ chế tạo, sản xuất
mean /miːn/ meant /ment/ meant /ment/ có nghĩa là
meet /miːt/ met /met/ met /met/ gặp mặt
pay /peɪ/ paid /peɪd/ paid /peɪd/ trả (tiền)
put /pʊt/ put /pʊt/ put /pʊt/ đặt, để
read /riːd/ read /red/ read /red/ đọc
ride /raɪd/ rode /rəʊd/ ridden /ˈrɪdn/ cưỡi
ring /rɪŋ/ rang /ræŋ/ rung /rʌŋ/ rung chuông
run /rʌn/ ran /ræn/ run /rʌn/ chạy
say /seɪ/ said /sed/ said /sed/ nói
see /siː/ saw /sɔː/ seen /siːn/ nhìn thấy
sell /sel/ sold /səʊld/ sold /səʊld/ bán
send /send/ sent /sent/ sent /sent/ gửi
set /set/ set /set/ set /set/ để, đặt
shine /ʃaɪn/ shone /ʃɒn/ shone /ʃɒn/ chiếu sáng
shoot /ʃuːt/ shot /ʃɒt/ shot /ʃɒt/ bắn
show /ʃəʊ/ showed /ʃəʊd/ shown /ʃəʊn/ chỉ ra, cho thấy
sing /sɪŋ/ sang /sæŋ/ sung /sʌŋ/ hát
sit /sɪt/ sat /sæt/ sat /sæt/ ngồi
sleep /sliːp/ slept /slept/ slept /slept/ ngủ
speak /spiːk/ spoke /spəʊk/ spoken /ˈspəʊkən/ nói
speed /spiːd/ sped /sped/ sped /sped/ chạy vụt
spell /spel/ spelt /spelt/ spelt /spelt/ đánh vần
spend /spend/ spent /spent/ spent /spent/ chi tiêu, sử dụng
split /splɪt/ split /splɪt/ split /splɪt/ chia ra
stand /stænd/ stood /stʊd/ stood /stʊd/ đứng
steal /stiːl/ stole /stəʊl/ stolen /ˈstəʊlən/ đánh cắp
swim /swɪm/ swam /swæm/ swum /swʌm/ bơi
take /teɪk/ took /tʊk/ taken /ˈteɪkən/ cầm, lấy, đưa
teach /tiːtʃ/ taught /tɔːt/ taught /tɔːt/ dạy
tell /tel/ told /təʊld/ told /təʊld/ nói, kể
think /θɪŋk/ thought /θɔːt/ thought /θɔːt/ nghĩ
understand /ˌʌndəˈstænd/ understood /ˌʌndəˈstʊd/ understood /ˌʌndəˈstʊd/ hiểu
wake /weɪk/ woke /wəʊk/ woken /ˈwəʊkən/ thức giấc
wear /weə(r)/ wore /wɔː(r)/ worn /wɔːn/ mặc
win /wɪn/ won /wʌn/ won /wʌn/ chiến thắng
write /raɪt/ wrote /rəʊt/ written /ˈrɪtn/ viết
161
Writing bank

AN INFORMAL EMAIL A DESCRIPTION OF A HOUSE AN ANNOUNCEMENT
page 23 page 35 page 49
Style: Use contractions. Style: Adjectives are important to Style: Use short, clear sentences.
Start: Hi, Hello, Dear ... make our descriptions interesting. Make the announcement easy,
Useful expressions: To begin, ask Useful vocabulary: beautiful, bright, fast and interesting to read. Use
questions like How are you? or How cold, comfortable, enormous, imperatives to tell people what to do
are things? favourite, ideal, old, special, or what not to do, e.g. Come! Don’t
End: Write back soon, Best wishes, spectacular sit there! Use exclamation marks.
Love Useful grammar: Adjectives usually Start: Begin with a short question to
Content in emails giving basic come before the noun they describe get people interested, e.g. Do you
personal information: Suggested (e.g. It’s a beautiful room.) or after
paragraph plan: the verb to be (e.g. The room is End: Use For more information, call/
Paragraph 1: Give basic information beautiful.). contact/visit our website …
about yourself and your family. Content: Introduce the house you Content: Say what the club or event
Paragraph 2: Write about you and are going to describe and say where is that you are announcing. Include
your life at school. it is. Describe what it looks like, the all the practical information that a
rooms, the furniture, what special reader needs to know.
Paragraph 3: Give information
features it has and what interesting
about your daily routine.
household objects are inside.
Paragraph 4: Give information
about your free-time activities.

A POSTCARD A STORY A MESSAGE
page 61 page 75 page 87
Style: Informal; use contractions and Useful expressions: To explain the Style: Use contractions. Use short,
exclamation marks. sequence of events use After that, clear sentences. Make the note easy
Start: Write the name and address Then, Next. and fast to read.
of the person you are writing to on To say when things happened Start: Just write Hi and the name of
the right. On the left, write Dear or use, e.g. Last weekend, Two weeks the person you are writing to.
Hi and the name (not surname) of ago, On Friday, On Saturday night. Useful expressions: I was really sorry
the person you are writing to. You Useful grammar: to hear that … (bad news), I was
can also write the date if you want. 1 Past simple (a completed action pleased to hear that ... (good news).
Useful expressions: Begin with Here in the past). Useful grammar: Use simple subject
we are in …, We’re here in ..., We’re 2 Past continuous (an activity in + verb + object sentences and
having a (great/good/terrible) time. progress at a moment in the simple direct questions.
Use By the way or Anyway to change past. We often use it to describe End: Write your name.
the subject. scenes in the past.). Content: Include all the practical
Useful grammar: Use the present information that the reader needs to
Content in a story:
continuous to say what you are know. Make sure you answer all the
Suggested paragraph plan:
doing. Use the past simple to talk questions.
Paragraph 1: Explain where and
about things you did before writing
when the story begins. Introduce the
the postcard.
characters.
End: See you soon, Wish you were
Paragraphs 2 and 3: Explain the
here, Bye for now.
main events in the story, what you
Content: Say where you are. Say
were doing and what happened
what you are doing and if you are
next.
having a good time. Write about
Paragraph 4: Explain how the story
things you did/saw/bought/ate since
ended and what the consequences
the start of the holiday.
were.
162
AN OPINION PARAGRAPH A PARAGRAPH ABOUT ADVANTAGES A BIOGRAPHY
page 101 AND/OR DISADVANTAGES page 127
Style: Do not use contractions. page 113 Useful expressions: To say when
Start: We indicate whether we Style: Formal. Do not use things happened, use, e.g. When, In
agree or disagree with the opinion contractions. 2012, The following year, At the age
in the topic. Useful vocabulary: To introduce a of 16, Two years later, When he was
Useful expressions: I agree, I list of ideas, use: 12.
disagree, I think, Personally, In my - First, Firstly, First of all, To begin Content in a biography:
opinion, In my view. Finish with I with, … Suggested paragraph plan:
feel very strongly about, I firmly - Second, Secondly, ... Paragraph 1: Where and when the
believe ... - Next, Furthermore, Besides, ... person was born and their life as a
Use defining relative clauses to - Finally, Lastly, Last but not least, ... child.
give more information about the To sum up a paragraph, use In
person or thing we are writing Paragraph 2: The start of their
conclusion, To sum up, In general, ...
about. Content: career.
End: We restate our opinion. Introductory sentence: mention Paragraph 3: The important part of
Content in an opinion paragraph: whether your paragraph is about their career.
Introductory sentence: indicate advantages or disadvantages or Paragraph 4: Their death and why
your opinion both they are famous now.
Main ideas: 2-3 arguments and Main ideas: include 2-3 advantages
explanations and/or disadvantages and
Concluding sentence: restate the explanations
opinion Concluding sentence: restate the
topic
Unit 10
CHECKING YOUR WRITING
A STORY Check for mistakes with:
■ Past continuous (an activity in
page 139 ■ Punctuation
progress at a moment in the past.
Useful expressions: Use adjectives We often use it to describe scenes ■ Capital letters
(young, famous, beautiful) and in the past) ■ Word order
adverbs (quietly, immediately, ■ Spelling
■ Past perfect (an activity that
quickly) to make your writing more ■ Tenses
happened before another action
descriptive. To say when things Agreement between the
in the past) ■
happened use, e.g. One day, subject and verb, e.g. He
Last weekend, Two weeks ago, On Content in a story:
works … not He work.
Friday, On Saturday night, Suddenly, Suggested paragraph plan:
■ Style
Two weeks later. To explain the Paragraph 1: Explain where and
■ Content
sequence of events use At first, First when the story begins. Introduce the
of all, Next, Then, After that, Finally, characters.
In the end. Paragraphs 2 and 3: Explain the
main events in the story.
Useful grammar: Use a variety of
past tenses. Paragraph 4: Explain how the story
ended and what the consequences
■ Past simple (a completed action in
were.
the past)
163
NHÀ XUẤT BẢN ĐẠI HỌC SƯ PHẠM THÀNH PHỐ HỒ CHÍ MINH
280 An Dương Vương, Phường 4, Quận 5, TP Hồ Chí Minh
Điện thoại:(028) 38301303 – 39381382 – Fax: (028) 39381382
Email: nxb@hcmue.edu.vn – Website: http://nxb.hcmue.edu.vn
TIẾNG ANH 10 - MACMILLAN MOVE ON

Sách học sinh
Hoàng Tăng Đức (Tổng Chủ biên)

Nguyễn Thuý Lan (Chủ biên)
Cấn Thị Chang Duyên - Hoàng Thuỳ Hương
Chịu trách nhiệm xuất bản:

Giám đốc – Tổng biên tập
LÊ THANH HÀ
Biên tập:
THÁI THÀNH NHÂN – TRẦN THANH NGA
TRẦN NGUYỄN THANH THANH
Trình bày
NGÔ HẠNH
Chế bản, sửa bản in:

NGÔ HẠNH – HÀ THỊ NHƯ HOA – ĐẢM NGUYỄN
Mã số sách tiêu chuẩn quốc tế - ISBN: ………………….
Liên kết xuất bản:

Công ty Cổ phần Đầu tư và Phát triển Xuất bản phẩm Giáo dục Victoria
Tầng 3, tháp B, tòa nhà Big Tower, số 18 Phạm Hùng, phường Mỹ Đình 2,
quận Nam Từ Liêm, Hà Nội
In ……. cuốn khổ 20,5 x 29 (cm) tại Công ty in …………. (Ghi rõ cả cơ sở

in:…….); Số xác nhận đăng ký xuất bản: ..…-…../CXBIPH/.....-
..…/ĐHSPTPHCM; Quyết định xuất bản số : ..../QĐ-NXBĐHSPTPHCM ký ngày
………………….. In và nộp lưu chiểu năm 2021.

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HOÀNG TĂNG ĐỨC (Tổng Chủ biên)

NGUYỄN THUÝ LAN (Chủ biên)

Sách học sinh

Được chỉnh lý từ sách gốc Gateway 2nd Edition A2

Xin chân thành cảm ơn!

Nhóm tác giả

It’s my life! It’sday

Dealing with stress D

Around the Rooms Around the  Inside

page 26 p26 Making your house M

Move On to exams: UnitsGateway

page 40 p40 Designing a ﬁtness D

page 52 p52 Developing a D

Move On to exams: UnitsGateway

Great Places ofGreat

page 66 p66 reading habit r

2 Scope and sequence

 Sepak for information  Asking

Scope and sequence 3

Wildlife Wild animals and  Wild Bear be going to Numeracy:

Move On to exams: Units 5–6 page 90

The world Feelings  Happy Comparative Social skills and

page 92 Three charities Superlative adjectives

Sweatshops and never

Move On to exams: Units 7–8 page 116

Brilliant Useful inventions  Women The passive ICT:

page 118 inventing Pyramids of glass verbs Internet

Phrasal verbs Prologue Reported speech –

Move On to exams: Units 9–10 page 142

4 Scope and sequence

 Wildlife centres  Making suggestions and  A message Speaking: Pair activities

 Sales  Shopping  A paragraph about Listening: Multiple-choice

 A science programme  A presentation  A biography Speaking: Giving

 Book vs. film survey  A presentation  A story Reading: Missing sentences

Irregular verb list page 160 Writing bank page 162

Scope and sequence 5

1 01 Work with a partner. Match the words Colours

Countries and nationalities

American • Australian • Canadian • Ireland

Capital city Country Nationality

4 LISTENING 07 Listen to the dialogues and

Thomas: Hi, I’m Thomas. What’s your name? 1 Name: Amy/Amie

to be 4 LISTENING 09 Look at the table. Then listen and

3 PRONUNCIATION 08 Listen and match each group of

quarter to quarter past

twenty-five to twenty-five past

2 SPEAKING Write ﬁve times and ask your partner

It’s twenty past seven.

Days, months and ordinal numbers

3 Work with a partner. Draw your family

To indicate possession or a family 1 This is my sister. 2 That is my cousin.

GRAMMAR REFERENCE ➤ PAGE 12

6 Put apostrophes in the correct places in

1 is my friend. 2 are my friends.

3 are my friends. 4 is my friend.

Affirmative I’m (am) American. Affirmative I/You/We/They’ve got (have got)

Possessive adjectives Demonstrative pronouns

Singular Plural My name is Robert. ■ We use this and these

Subject pronouns, possessive adjectives, possessive ’s, demonstrative pronouns / 4 points

3 Choose the correct alternative.

DAYS, MONTHS AND ORDINAL NUMBERS / 4 points BASIC DESCRIPTIONS / 5 points

2 Complete the lists. 5 Complete the description of the man on the

THE FAMILY / 4 points

Around the Rooms Around the Inside

Sepak for information Asking

Wildlife Wild animals and Wild Bear be going to Numeracy:

The world Feelings Happy Comparative Social skills and

Brilliant Useful inventions Women The passive ICT:

Wildlife centres Making suggestions and A message Speaking: Pair activities

Sales Shopping A paragraph about Listening: Multiple-choice

A science programme A presentation A biography Speaking: Giving

Book vs. film survey A presentation A story Reading: Missing sentences