Longman John Potter ~ Sarah Rigby — Kitty Wong HSEJohn Potter Sarah Rigby Kitty Wong ARSEWelcome to Longman English Edge! We hope you will enjoy using this exciting new series and that you find it use in helping you learn English for real-life reading, writing, listening and speaking In this book you will find four units of interesting materials. Each unit will include a Warm-up page GF), hought-provoking Reading texts Complete the fun activity and discuss ‘ideas with your classmates! Look forthe unit objective to find out what you willbe doing in each unit Read all the texts, or just ‘choose one with your teacher to focus on in class. Practise answering the summary cloze and vocabulary ‘questions in each section. Listen to an audio recording ofthe text. Learn how words are formed oe ‘and used, and how to use them & View an animated version ofthe text, effectively in your daly ie Lear about a reading skill to help you answer a question. (Go to Appendix 15 and look for the numbered skil.) FMSRE(79) practical explanations about Language & fen to the target © language in use. See how grammar is used in texts. ‘Think more deeply about what you have learnt, do some research and/or work with others to complete a meaningful piece Find out how to apply the new cof writing or a presentation, and be as language in your own writing creative as you like — the sky's your limit and speaking. Review new and useful vocabulary from the unit in one place. (Cut out and keep!) + Reflect on what you have learnt in the unit. * Share your views with your class. ‘Access a further reading list ‘and view a collection of videos related to the unit topic online. and finally, a Checkpoint sectio Go to the online platform and complete a self-assessment to find ‘out how much you have learnt. FBSExl WAYnew{Startexs Labelling p.21 © Reading Article Track cycling pp. 22-23 Check your understanding pp.24-25 © Q8A article Up-and-coming sports pp. 26-27 Check your understanding pp.27-28 Word building Using prefixes to form opposites p.29 unclear incorrect disagreement Language ‘Asking for different kinds of information + Wh-questions-pp.3031, What sport do you ike? Talking about rules and necessities ‘+ Have to, must, need to p.32 You have to wear aheimet onthe itch. Talking about possibilty + Gan p33 You can ply fotbl indoors or outdoors. Language roundup pp.33-34 Diary entry Diary ofa Troubled Tween pp.2-3 Check your understanding _pp.4-5 @ skit Staff Room Banter pp.6-7 Check your understanding pp.7-8 @ Parts of speech p.9 nouns pronouns adjectives ‘Talking about things that are generally true + Thesimple present p.10 ‘Mark sits beside me in class, Talking about repeated events «+ The simple present, Adverbs and adverbial phrases of frequency p.11 The canteen is usually crowded with people at lnchtime Talking about actions in the past + The simple past pp. 12-13 ‘Mrs Ng was absent yesterday. Language roundup p.14 Task Writing an article about an up-and-coming sport p.35-38 ‘Writing a blog entry about secondary school life pp.isi8 © Vocabulary roundup pp. 39-40 Leammore p.40 roundup p.19 Vocabulary roundup p. Let'sreflect p.40 Learn more p.20 Let's reflect p.20 Materials for students pp. 83-24 Appendices ‘Appendix 6 Definite and indefinite articles p.A11 Appendix) Prefixes. [Link] ‘Appendix? Prepositions of location p.A12 ‘Appendix 2 Suffixes p.A2 Appendix Prepositions of movement _p.A13 Appendix 3 Verb forms pp. A3-A6 Appendix 9 Adverbs of manner p.Al4 ‘Appendix 4 Irregular verbs pp. A7-AB Appendix 10 Adverbs and adverbial phrases of time p. Alf Appendix 5 Have to, must, need to, can. pp.A9-A10 Appendix 11 Discussion language p.A1S = FBSEDilute tere) Warm-up Labelling. p.41 Reading Article The enduring appeal of Sherlock Holmes pp. 42-43 Check your understanding pp. 44-45 © Graphic story The Man with the Twisted Lip pp. 46-48 Check your understanding pp. 48-49 O@ Word building Using suffixes to form nouns _p. 50 ocer otvaction equipment Language Talking about things that are happening now « The present continuous pp. 51-52 Look! The burglar is running away! Talking about people, places or things « Definite and indefinite articles p.53 A robber is escaping from the shop. Talking about location and movement « Prepositions of location, Prepositions of movement, Verbs of movement pp. 54-55 A security guard is standing inside a bank. The man is racing into the bank. Language roundup pp.55-56 © Task Writing a script for a TV crime series pp.57-60 © Vocabulary roundup pp. 61-62 Lear more p.62 Let'sreflect p.62 endix 14 Pronunciation p.A1 15 Reading skills pp. A20-A21 16 Note taking skills p. A22 Aexpegiences = WAU mene Matching p.63 Reading Article and infographic Exploring the ocean floor pp.64-65 Check your understanding pp. 66-67 Blog entry Challenging myself pp. 68-68 Check your understanding pp.69-70 @ Word building Using prefixes to form new words p.71 downgrade upmarket underground Language Describing how something happens + Adverbs of manner _.72 Ken held the tree branch tightly. Describing when something happened ‘+ Adverbs and adverbial phrases of time p.73 Last month, our family watched the sunrise on Tai Mo Shan. Talking about continuing actions in the past « The past continuous. p.74 | was sailing with my uncle on his boat. Connecting actions () « The past continuous, The simple past, Connectives of time p.75 Kelly was wakeboarding when Mike spotted a shark. Language roundup p.76 © Task Writing a story about an amazing experience pp.77-80 Vocabulary roundup pp. 81-82 Learn more p.82 Let's reflect p.82 vecabuiary — G tistening activity FMSREHow did you do? Turn the page upside down and add up your score {| & 6-17 points) Starting a new | school is tough, isn’t it? Cheer up! It’ still early days. ChGe AA aura EU ¥ (12-18 points) You're doing just —— fine. Keep up the good work! @ (19-25 points) You've taken to your new school like a duck to water! Well done! Now help your schoolmates get settled in. ‘1095, HSEStarting a new year at school is exciting, isn't it? Read the diary entries about one student’s experience. USTEN, ares 3) wnen wo SCAN, wo "look quick for particular pce of Irirmation no ox. Scan the ft lary entry. What is o tweon Bi inwhat week of term were the diary entries written? | learnt a new word today — TWEEN. According to my English teacher, Mrs Long, its short for tweenager, which means a person who's almost a a teenager! | think | can learn a lot from Mrs Long. She knows so many 5 unusual words. One of my resolutions now that I'm at secondary school isto x learn at least one new English word or phrase every day. Today its TWEEN . € LL Jam in trouble or IN HOT WATER as Mrs Long says. Today my Chinese teacher Mrs Ng caught re talking in class. As punishment, she gave me detention and made me write a0-character wo essay about why this was bad behaviour. Detention was fun though! There were lots of other kids writing 50-character essays about not eating in class, not playing with smartphones in class, not forgetting to wear the school badge, and not looking out of the window in class. Mrs Ng is 1s definitely very UP ON the school rules. | think 'm going to call her Mrs ‘Ng Sup Ji. hope she never finds out. | bet there's a school rule about not giving 20 teachers nicknames! HSE12 Wednesday, Mum is impossible! A lot of my friends have TIGER MUMS, but my mum is more like a T-Rex mum! as She could eat all other tiger mums for breakfast. Breakfast! That reminds me! She often insists that | eat wholegrain bread, eggs and nuts for breakfast. Why? Becouse these are brain foods! Then there's the constant so nagging: Recite those verb tables again for me. Wher's the English test? Grret| know g she wants me to do well, but sometimes it can be annoying! C= 7C/ | usually take the MTR to school with my classmates. | told Sarah about Mrs Fifty Characters and about how 35 terrifying she is! Everyone usually laughs at my jokes, but Sarah didn't She said its always important to be polite and respectful. She didnt think we should give anyone nicknames. | have a lotto learn. @) Oh no! We were talking so much that we arrived late. The principal 40 was waiting at the gate. He tut-tutted os we arrived Did you know that TUT-TUT is not only a verb but also an interjection and a noun? Im sure Mrs Long knows that! RSECheck your understanding A 1 5 10 ‘Answer the questions using information from Text 1. For multiple-choice questions, blacken one circle ‘The writer just started anew and has written in her what happened during ___ days out of the week. Per 8 ay Are you a tween? Explain your answer. = Why was the writer ‘in hot water’ on Tuesday? What does ‘this’ (line 10) refer to? Which of the following school rules is NOT mentioned in Tuesday's entry? Why do you think the writer calls her teacher Mrs Fifty Characters? Wednesday's entry is mainly about ‘A. breakfast B healthy eating C the writer's mum D tiger mums Give one reason why the writer thinks her mother is a T-Rex’ mum. O> Why didn’t Sarah like the writer's joke about the Chinese teacher? On Thursday, the writer learnt that she should —__. ‘A. give teachers nicknames B_ learn more English words C not make fun of others D pay attention in class A. & 0 0 O78 FMSRE11 Complete the sentence. Diary entries are usually written in the first person, Writers often use the pronoun'___________" to talk about their experiences. B_ Complete the following summary using words from Text 1. Flin each blank with one word only. You should ‘make sure your answers are grammatically correct. ‘The diary entries are written by a\”” who shares her experience at ® . In the first entry, she says she wants to improve her °) by learning anew word or phrase every day. She then writes about her troubles withher and her 6 She also talks about - She even gives one of her teachers a funny her mum her about her school work. In the end, however, she learns a valuable lesson about how to {s the writer's experience of starting secondary school similar to yours? In what ways? Is ita good idea to give teachers nicknames? Why or why not? im, others. 9,¢ Look at he following pictures and complete the captions using words from Tex! I, Remember fo use Ihe correct form of each word. _ em Tane, but everyone calls me"Mappy. uy f ; wa eee. is Jane's __E a, Yesterday the boys to learn to play the guitar. is Happy that I played with them. »: (Cm a eS Dade What a is so annoying! Poster! FMSEEDo you ever wonder what goes on in the staff room? Read the skit below, View Bs : Staff Room Banter It’s the end of the school day and the teachers are relaxing in the staff room. E=) when we SKIM, AY we read quickly to understand the main idea of a tex. Skim the conversation and look at the pictures. Where does the conversation take place and what is itobout? Mrs Ng: Hi, everyone! What a day! Roll on the weekend. Oh hello, Mrs Long. My name is Wincy, Wincy Ng. You're new, aren’t you? How’s everything going BB Read the title of the text. Can you ‘guess what the word ‘banter’ means? Mrs Long: Just fine, thank you. Please call me Nancy. At my last school, even the s students called the staff by their first names! Mrs Ng: Wow! You won't see that in many schools in Hong Kong. It’s too informal ‘even though I like to be friendly with the students. Mr Wong: That's not what the Form Ones think. You terrify some of them ... or so they 1 + say! ‘ 10 MrsNg: Ah, it’s only Week 2, They don’t know me yet. 'm not that bad. | just want to make sure they understand the school rules. | found a student in 1D playing with his pet lizard yesterday. It was a very attractive chameleon but I had to tell him that it’s against the school rules to bring animals to school. Mrs Long: | teach 1D too, Wincy. They're a funny lot... always so keen to learn. When Ks I told them my last teaching job was in Peru, they asked me if that wa \ the New Territories. | explained it wasn’t. Then we did a whole lesson about South America and my life there. HSE» Mrs Ng: bet they loved that! Anyway, nice to chat but | have a detention to supervise. 20 Mrs Long: Oh, Wincy! What's that in your bag? It has whiskers and a black nose, and it's moving. Mr Wong: You know you're breaking school rules if MrsNg: Bye, Simon. See you later, Nancy. (Picks up her bag and rushes out.) 25 Mrs Long: She’s an interesting character. She always seems so strict but . Mr Wong: She’s not really! She’s just like her students! Luckily the principal doesn’t know! Check your understanding A Answer the questions using information from Text 2. For multiple-choice questions, blacken one circle only. 1 Whoare the people involved in the conversation? 2 The word ‘Banter’ in the title suggests that the people are having A achat B ameeting C aparty A B C D D anargument oOoO0o°0 3. Fill in the blanks with the correct first names of the people. a) Mrs__Ng By Mires ee eee ee Lone ©) Mr___ Wong 4 What expression does Mrs Ng use to show that she is looking forward to the weekend? FMSRE5 Decide ifthe following statements are True, False or ifthe information is Not Given. a) Text 2 takes place in the morning, 1b) Mrs Long is a new teacher at the school ‘) Mrs Ng’s students call her by her first name. ) Mr Wong teaches Class 1D. oo008r o0007 00002 6 Complete the sentence by crossing out one word. ‘When Mrs Ng says that she likes to be friendly with the students, Mr Wong (agrees / disagrees). What is a ‘chameleon’ (line 12)? The student in 1D brought his pet lizard to school. Why is this a problem? 9 What will Mrs Ng do next? A. get anew bag B_ goto the principal's office supervise a detention A B C D D teach a lesson to Class 1D ooo a 10, What animal do you think is in Mrs Ng's bag? Why do you think she brought it to school? Explain your answer. Complete the following paragraph using words from Tex! 2 Fill n each blank with one word only. Use the clues In brackets to help you. You should make sure your answers are grammatically correct. Mrs Ng seems tobeavery” _____(harsh) teacher who gives® ______ (punishment where you stay longer after schoo)) to students to make them learn the school rules. However, she ° (does not follow) a rule herself by bringing her own (an animal that you keep at home) to school _—* ® 7 Isit ever OK to bring animals to an . school? Explain your answer. + Should the same school rules apply to both teachers and students? Why or why not? FMSREEO EO eow~E:, Parts of speech Words do different jobs’ in a sentence. There are nine common ‘ob titles’. We call them parts of speech. The poem below introduces these parts of speech and includes examples from Texts 1 and 2. Some words can ‘be more than one part of speech, eg. tut-tut isan interjection, a vverb and a noun. IB Read the poem and find one other example of each part of speech in Texts 1 and 2. A noun refers to a person, place or thing (ike Wincy or playground, rules or ring) Instead of nouns, pronouns) stand Go Kim's hand is her hand, my hand or your hand) Adjectives) tell more about a noun (an unusual teacher, or a dog that's brown) Articles) (a, an, and the) are really common, aren't they, huh? Véibs tell of something being done (like read, write, spell, sing, jump or run) How things are done, the adverbs tell (lke walking slowly or she sings well) comes before a noun }or, oF in the town) sections show surprise (ike Oh, how pretty! Ah, how wise! - att —-—___ Understanding the ‘jobs’ that different words do is important because it can help us to use the right word when we write and speak. [Bi what part of speech is the underlined word in each sentence below? Write the correct part of speech In the blank. Then write your own sentence using the underlined word. One has been done for you. 1 Students who behave badly will be punished. adverb 1 play the piano badly 2 Do you want me to go to the library with you tomorrow? 3 Although Susan is new, she gets on very well with all her classmates. 4 Hey, is that John over there? 5 Freda didn’t believe my explanation for why | was late. 6 Last night, I saw 2 really interesting film at the cinema. FMSEETalking about things that are generally true Sceappenaney >) When we want to talk about things that are true now (but may change later), we can use forinformation | the simple present. | conhowtoform | Mark sits beside me in class. stat 1 evens and | yee ret vo tte in oul yes/no-quesions | eRe in ' . , ke thi ; “ thesimple | We form yes/no-questions and short answers in the simple present like this. in tex resent ! eccbrobe Find examples of With the verb to be the simple present Is Sarah a member of the English Club? Yes, she is, in Texts 1 and 2. ‘Are there a lot of native English teachers in your school? No, there aren't. In each example, ' ° what ist that is Thereare,not | * With other verbs: tive atthe time TherehastThere | Does your school have a swimming pool? No, it doesn't thatthe text was hovetoshowthe | poet shem th | Do most students go fo school by MTR? Yes, they do. eae ets Complete the following chat with the correct forms of the verbs given. Add ‘Yes’, ‘No* gi P or ‘not’ where necessary. Theres nostor foto There ore We cannot write eee, | ‘swim Three verbs can be used more than ae we 0 lucky. Our school + allow even _a proper + be + do + have + the Most of them ® quite nice | + mean exce Sh ~ except for our Science teacher. | + seem \ | + want Yes, especially when we make any mistakes. Whenever someone in the class") _________ something wrong, hel? the whole class. @) 10 — ws ARSETalking about repeated events ‘We also use the simple present to talk about things people do regularly. We can use adverbs of frequency to say how often they happen. Find an example 100% aaa 0% | otanadverbof always usually often sometimes occasionally argu nary ever VET frequency in Texts 1 and 2. What does each ‘example tell you about how often something happens? ‘We usually place adverbs of frequency immediately after the verb to be (am/are/is) or immediately before other main verbs. The canteen is usually crowded with people at recess and lunchtime. Our Maths teacher occasionally gives us a pop quiz. ‘Mrs Long is very kind. She never scolds us. We sometimes use adverbial phrases to specify how often we do things. ‘We usually place adverbial phrases of frequency at the end of a sentence. The adverbial phrase every doy is two ; words, €.g. 1,90 to school every day. We have English and Chinese lessons every day. The adectve Pealeoke The principal talks to the whole school twice a week. eg. The mobile phane is an important The Social Services Club meets once every two months. port of everyday ie. TS tise Answer the following questions in complete sentences and give a reason for your ‘answers. Write your answers in the orange boxes. Q How often do you go to the canteen? Q How often do you bring your own lunch? them, eg. only {goto the canteen two to three times a week. It's always very QQ) Do you often use your locker? 1 Q How often do you tidy your locker? Arrow ‘work in pairs. Ask your partner the questions above and jot down notes in the blue boxes. Then tell the class what you found out about your partner. ail RSE 2CARERMER AmSee Appendix 3 for information fon how to form statements, yes/ rno-questions and regular verbs in the simple past. os qo AWA We use s and ‘re a short forms in the simple present, not the simple past. [t's isthe short form for iti, not it was. They're is, the short form for they are, not they were, See Appendix 4 for alist of irregula One of the verbs can be used more than once. + agree + ask + be + choose + dap + find out + hear + say + stand + start * strike + tell + think + want Talking about actions in the past We use the simple past to talk about things that happened in the past. We usually use a time expression to say when they took place. Mrs Ng was absent yesterday. Jason woke up very late this morning. All main verbs have a past tense form. Many of them end in -ed, -d or ied. These are called regular verbs. Some verbs do not have regular endings for their past tense forms. These are called irregular verbs. We stayed behind after school and tidied our lockers last Friday. € regular verbs Ronald fell down the stairs and broke his leg on the first day of school. € irregular verbs BI Fi in the past tense forms of the inregular verbs. Think of two more examples with similar formation for each group. Some have been done for you. Past tense forms formed by changing the vowel: sink sank blow slide Past tense forms formed by changing / adding a consonant at the end: spelt spell mean meant Complete the following blog entry with the correct forms of the verbs given. Add ‘not’ where necessary. Cen) Secondary school life is full of surprises. This morning, Mrs Lee us that we were going to change our seats. She ®! this time we could choose our si and. own seats! When we ® this, everybody cheered. Within minutes, everyone their favourite seats and partners. I mean everyone except Tracy, who ® quietly in the corner. My classmates to sit with her because they ® she ® friendly. Suddenly an idea (i her | couldn't find a partner and “) if she wanted to sit with me. She "? “ When we to chat, 1" FMSREWe form yes/no-questions and short answers in the simple past like this. + With the verb to be: Was the traffic heavy? Yes, it was, Were there a lot of people on the train? No, there were! + With other verbs: Did you study at Kowloon Bay Primary School? _Yes, I did. Didn't your dad drive you to school this morning? No, he didn't. TES vise) Complete the following conversation with the correct forms of the verbs given. Add ‘not’ where necessary, Mrs Ma: Felix, you____ what time it is? Where have you Two of the verbs been? @ can be used more you the bell? a Felix: imsonry, MrsMa1© my way. where. be the lab © Luckily | an upper form ig ‘student in the corridor and she |”) gues me the way here. + baiget Mrs Ma: OK. Do remember where the lab is next time. Now settle down quickly and open your book at + happen + have Je nine. Page + hear Felix. Ohno,!®___________ the wrong book with me. Can | go back to the classroom to «know get my book? lie , ° cies Mrs Ma: I'm afraid not, Felix. We much time left. The bell is going to go in pimeet fifteen minutes. yo ‘your homework? ‘pack + show Uhope you) to ring it. Felix: Oh, my homework, Sure, here it is. Mrs Ma: Felix, what) _________ to your worksheet? It's so creased! Don't tell me your dog chewed on it, Felix: Well, not exactly, Mrs Ma. My dog just) on it all night. | only i) when |") my school bag this morning. Mrs Ma: Oh, Felix! 13 FBSEorcas ere a A. Two students are chatting about schoo! life at a boarding schoo! in Australia. Listen fo the conversation ‘and complete the sentences. Make sure you use the correct tense. diiicalll FERED Everyone gets up,” and gets changed for breakfast. stool Students usually ® on the lawn. School finishes and students have different extra-curricular activities, e.g. Kenny goes for rugby training Gio Dinner time — thete’s a choice of hot food every day and there is traditional Australian food cart Students together. when the lights go out (but Kenny sometimes | 930 p.m. Everyone ” @ with his roommate for a while before sleeping). Qs _ustento Kenny taking about wo incidents that happened last week. Which pictures is he talking about? Tick (7) the correct boxes BB Write about how your secondary schoo! Ife Is different from primary school. You can begin like this. In secondary school, we buy food and eat at the canteen. When we were primary students, we ate in our classroom. FMSREA blog is ike an online diary or journal. it's a place where you can share @ blog entry your thoughts, feelings and experiences. What's new and interesting about ‘your secondary school life? Write a blog entry to share your opinions! A First, find out more about blogs. Blogs cover a wide variety of topics but they have some features in common. Read the following extracts and pay attention to the waiting style. Then read the guidelines below and cross out the incorrect options in the brackets Autumn fashion & Check out Suzi Ling’s new collection below. Thanks for the front row seats, Suzi. | think your retro patterns are right on-trend. | felt so excited when I saw them on the catwalk. picked up an LP in Sham Shui Po this evening that | think could be Jason's blo: _ 3) c2 eed » She eee ae rae worth a lot — the White Album by the Beatles. Now to find out how old it is! Watch this space! ey Home | About | Blog LD NEW ICE CREAM FLAVOUR oO Lam going to try out Heston Blumenthal’ yy bacon and egg ice-cream today! ThetlS and ws of writing blogs ‘+ Remember that your blog is for family and friends, so it should be (formal/ informal) Don't write exactly how you speak though! * I's OK to use the (first/ third) person when you write about yourself * (00/ Don't) use too many big words. You want your blog to be readable and not too fancy! = Don't be afraid to express strong opinions. Your readers are interested in what you (think | remember) and how you feel. You can be humorous, but don't be mean! Have you read any blogs? If so, what do you like about them? f | GUIDELINES HSE‘NS wimming pool, but we You can begin like this. Student A: Thi have one ol doesn't have Student B: This school and ours have a hall and a gym. the diagram to help you. You can begin like this. Student B: Me too. Did you go to the library? Student A: Yes, | weon the map. Your partner will then ask you: ‘What happened here and how did you feel?’ Your answer can be true or entirely made up. See who can tell the best story! > Gofraid confused embarrassed Jf grateful @phappy Enervous shocked )surprised HSEC The following blog entry was writen by a student in another class. Work in pairs. Read the comments about the firs! paragraph. Then read the second paragraph, correct the mistakes ‘and complete the comments with the phrases given. ‘One phrase can be used more than once. + aninformal word + interesting etal + nice ending + the simple present + There are + your opinion Find examples of the simple present, adverbs of frequency and the simple past in the blog entry. Use what you have learnt to form simitar ‘examples in your ‘own blog entry. This month, started at my new schoo! in Sha Tin. Every day, I take the school bus to and from school. Its a very big bus and very falltoo. At fis, felt nervous because | did't 5 know anyone but now lm fine. think look asked pretty confident as another Sr student asks me for advice about bus stops yesterday, | had no idea but boldly ave him some advice. hope he got home OK! 1» There have lots of new things to get used to at my new school. | think the hardest thing is remembering where the rooms are, Our classroom was on the ground floor, but for Science we have to go up three floors. Every 15 lesson time myself It aways took me 1 minute 30 seconds to get there — longer ifl forget my laboratory book and have to go back down to my locker! The science laboratory is cool though and is my favourite part of schoo. 20 | love the experiments, We never did things ke this in primary school. ‘Now plan and write your blog entry. When you have finished, show it fo your family and friends. They will be very interested to find out how you are selting in at school. Clear first sentence! Good use of an adverb of frequency Nice to include how you felt! Use the simple past to recount an event Wall done for including an incident. It makes the blog entry interesting and its funny too. © oe should be used here to introduce the ‘new things. Good to include Use the”) to talk about things in general. « Use to talk ‘about 2 repeated event. a about timing Good use of ® ® r FMSREustEN. VOCABULARY ROUNDUP People in school class teacher (n phr) p. 17 janitor (n) p. 17 principal (n) p. 1 Parts of a school badminton court (n phr) p. 16 classroom (n) p. 14 hall (n) p. 16 playground (n) p. 9 school office (n phr) p. 16 School life arrive late (v phr) p. 3 give sb a nickname* (v phr) p. 2 stay behind after school (phr) p. 12 Describing people annoying (adj) p. 3 impossible (adj) p. 3 troubled (adj) p. 2 Describing feelings afraid (adj) p. 17 excited (adj) p. 15 nervous (adj) p. 17 worried (adj) p. 16 counsellor (n) p. 17 librarian (n) p. 16 school secretary (n phr) p. 16 basketball court (n phr) p. 16 corridor (n) p. 13 laboratory (n) p. 16 principal's office (n phr) p. 16 staff room (n phr) p. 17 be absent (v phr) p. 12 give sb detention* (v phr) p. 2 confident (adj) p. 18 strict (adj) p.7 confused (adj) p. 17 grateful (adj) p. 17 shocked (adi) p. 17 * ‘sb’ stands for somebody and ‘sth’ stands for something. i discipline master (nphr) p.17 w (nat other useful words and phrases monitor (n) p. 17 technician (n) p. 17 have you learnt? ‘Add them to the oppropriote lists canteen (n) p. 11 gym (n) p. 16 library (n) p.9 running track (n phr) p. 10 swim ing pool (n phr) p. break a rule (v phr) p.7 make friends (v phr) p. 1 friendly (adj) p. 6 terrifying (adj) p.3 embarrassed (adj) p. 17 happy (adj) p. 17 surprised (adj) p. 17 10 FMSREOther vocabulary catch sb doing sth’ (v phr) p. 2 bad behaviour (n phr) p. 2 banter (n) p.6 constant nagging (n phr) p. 3 get lost (v phr) p. 1 getsettled in (v phr) p. 1 insist 6) p.3 make a mistake (vphr) p. 10 pet (n) p.6 punishment (1) p. 2 resolution (1) p.2 settle down (phr v) p. 13 tween (n) p.2 LEARN MORE nt n something every day if you pay attentio™ Ray LeBlond ‘you lea LET’S REFLECT ‘+ Which parts of this unit made you laugh? ‘+ What kinds of things did your classmates write about that surprised you? * How is secondary school different from primary school? ‘+ What are three important things that you have learnt at school so far? @® ‘Share your ideas with the class. How much have you learnt in this unit? Go to the online platform to find out! Sine mESome are fnprid ater spo Gods flere ioe eer ines Scene a) OD Sores Wii) ican sakes ouetal- se a “chess boxing i TB Look at the photos ) {and skim tho text What do you think the text is about? B Scan the text Whatare three | feasons to take up the sport? Jumping on a bike that has no brakes and a tiny saddle, and then racing around a track at terrifying speeds seems unwise. What's more, you're pedalling at 110-130 revolutions per minute, and your muscles are screaming in agony at the effort. Forget that advice 5 you always got as a child to Keep clear of other riders — as a track cyclist, you need to cycle so close to others that the handlebars are touching. It's enough to put anyone off, right? Not at all! Here are THREE awesome 1 reasons to take up track cycling. FBSE1. You're following in the footsteps (or pedals?) of local champions. World champion cyclists Wong Kam-po and Sarah Lee Wai-sze are two local success stories 4s. who are raising the profile of track cycling in Hong Kong. These two athletes are both great role models. Sarah Lee is particularly inspiring as. she brought home Hong Kong's first Olympic medal in cycling after competing in the keirin event at the London 2012 Games. Other cyclists are on the up, and wouldn't it be cool to be one of them! 2 Hong Kong has great facilities. ‘When Wong Kam-po won gold in the men's road race at the 2006 Asian Games, the HKSAR 2s Government agreed to build a state-of-the-art velodrome in Hong Kong. Opened in Tseung Kwan in 2013, it means that it's now unnecessary for up-and-coming local cyclists to go to mainland China to train. The Hong Kong Velodrome can also host large track racing events. To local enthusiasts’ delight, a round of the Track Cycling World Cup was held for the first time in 2016. Hong Kong Velodrome This world class velodrome has a 250-metre cycling track and seating for 3,000 spectators, It boasts other facilities such as a climbing wall, Jogging track and skatepark. 3 It'll make you a better cyclist. Many road cyclists say that the intensity of track as cycling makes them fitter and faster. As track cyclists need to cycle very fast, they're experts at controlling their bikes. This leads to fewer accidents: when back on the road. Cycling indoors has other advantages too. There are no pedestrians or stray dogs that get in your way. You don't need to stop at traffic lights either — you can concentrate just on cycling. Seize life by the handlebars! FMSRECheck your understanding A. Answer the questions using information from Text 1. For mulliple-cholce questions, blacken one circle only. 1 What sport is the text about and where does it usually take place? Pour parts of a bicycle are mentioned in lines 1-21, Label the bicycle below with these words. a) 9 3 According to lines 1-10, which of the following is NOT a reason to avoid track cycling? A It’sanoisy sport. B Ita tiring sport. C The bike has nothing to stop or slow it down. AsBegs 11) p Youhave to cycle dangerously near others. 0 90 0 . Interest in trampoline dodgeball is on the rise with several trampoline parks where you can join in the fun, including ones in Kowloon Bay and 30 North Point. There's also a buzz about climbing and many climbing walls ) are now available. When might trampoline dodgeball be an Olympic sport? A> Nobody knows! New sports must fulfil many strict criteria before they're accepted. For example, trampoline dodgeball will need to have 3s one set of rules that everyone follows. This includes playing in the same size court using the same type of ball. Check your understanding ‘Answer the questions using information trom Text 2. For multiple-choice questions, blacken one circle only. What up-and-coming sports does the text focus on? According to paragraph 1, why are trampoline dodgeball and climbing popular with young people? A. It doesn't cost a lot to take part in them. B They are dropped Olympic sports. © They are easy to learn. A BC OD D You don’t need any equipment. (a) @) 2) ©) 3. Which sentence best summarises paragraph 1? A. In 2016, the Olympic Games were held in the city of Rio. B The lst of sports included at each Olympic Games is different. © The Olympic Games are very popular with teenagers. A BC D oo00 D_ Two new sports will be included in the next Olympic Games. 4 Whats the main difference between dodgeball and trampoline dodgeball? 5 Find words in paragraph 2 that have the same or similar meaning as the words below. a) remove (v) b) competing (adj) 9) not firm or hard (adj) 6 According to paragraph 3, what are TWO things you need to be a good climber? FMSRE§Q.¢ tav01:e map below wih names of sports rom paragraph 1. One has been done for you. Complete the sentence below. In an individual competition, you race alone, but in a relay competition, you ® ° and take turns to go) You will most likely read this text in a ‘A. newspaper report B sports magazine A’ BURG D TVguide oo°o ALG ‘What do you think makes a good Olympic sport? Why? How would you encourage people to do more sports? Complete the following summary using words from Text 2. Fillin each blank with one word only. You should ‘make sure your answers are grammatically correct. The article introduces two sports that are among teenagers: climbling and trampoline dodgeball. Climbing was recently ‘as an Olympic sport. Trampoline dodgeball, however, still has a long way to go to become an Olympic sport because it doesn't fulfil certain ©) ® . For ‘example, it does not have a that everbody must follow. FMSREU: ‘A prefix is a letter or group of letters added to the beginning of a word to form a new word with a related meaning. The following prefixes all mean ‘not’, We can add them to some words to form opposites g prefixes to form opposites See Appendix 1 for more antonyms). | examples of | prefixes. (Find words that begi with unin: Text 1: | Text 2: Not al words beginning with eee In- or dis- form opposites, e.9, 2 indifferent # not different, : disappoint # not [Bi Work in pairs. Think of three more examples of words for each prefix and write them in the table. Can you work out rules for using any of the prefixes? Be careful, some words take a different prefix for different parts of speech. We can use a dictionary to check which prefix a word takes. believe (verb) > disbelief (noun) > unbelievable (adjective) [Bi Complete each sentence below by adding the correct prefix to the word in brackets. 1 Luckily tickets for the football match are ® members of the Sports Club and §20 for”) (expensive) — only $10 for (members). 2 Alexis very. (patient) and doesn't like waiting for people. 3 _Leois our best player and is__________ (replaceable) in our team — whenever he can't play, we always lose the game. 4 Ithinkher argument is totally® _.._____(logical)and™ (convincing). 5 Three months after falling off her bike, she still feels some ® (comfort) in her knee. She feels particularly” (comfortable) going up stairs. 6 I thought the service at the fitness centre was very ® (satisfactory). Many other customers were also” © (satisfied) with it.| plan to show my (satisfaction) by writing a letter of complaint to the manager. FMSREAsking for different kinds of information When we want to ask for information, we can use wh-questions. We ask these questions when we expect more than yes /no-answers. We use different wh-words to ask for different kinds of information. IB Complete the following questions with wh-words based on the information given. whewords: : 4 ____ invented trampoline dodgeball? (person) + how ling? (thi a 2 ___are the rules of track cycling? (thing/action) when 3 ________ did the Hong Kong Velodrome Park open? (time) + where = which, 4 ____dopeople play ice hockey in Hong Kong? (place) + who: = why 5 ____did the player get a penalty? (reason) 6 do you prefer — indoor sports or outdoor sports? (people/things — Wese which, not ! 7 is rugby played? (in what way) ‘what, when there | Es sesenenencnenee 7 maces ‘We can also ask wh-questions beginning with question phrases: ‘better—eycing | * what/which/whose + noun/noun phrase or jogging? What What sports do you like? sport do you like Which sports centre in Sha Tin do you usually go to? Whose tennis rackets are these? Kou + how + adjective/ adverb / determiner Whoseisa | How heavy are you? question word | How far do you usually run in each practice session? asking about | possession. Who's ‘How many players were late today? is the short form i ‘Complete the following questions with the correct wh-words or question phrases. 1 isan inter-class football game? Only forty minutes, 2 ____players are ineach team? Five. cae! 3 Class 1A, 1B, 2A and 2D. La ' people, e4. ese ' 4 will be the referee? Our PE. teacher Mr Lo. iveses The Seower ' 5. like our new orange jerseys.. Itwas our captain's idea. pa mepore | was it? ijeon's toi i ' They'rejeson. | 6 ____didhe choose orange? He thought it showed our team spirit. FMSREWe can use the verb to be or other verbs to form wh-questions. + When we use the verb to be, we put it immediately after the wh-word. Where are the scoreboards? Who was the goalkeeper? Find examples of wh-questions in + When we use other verbs, we put the helping verb to do immediately after the wh-word and Text 2. the main verb after the subject. What kind of Where do you play squash? How did the player get hurt? Moreton is Player get hurt fans a + When we use who and what as the subject, we put the main verb immediately after the ech enample?, wh-word. Who won the game? What inspired this new sport? TS ise Write questions for the following interview with Sarah Lee Wal-sze. Start each question with a different wh-word or question phrase and make sure you use the correct fenses. Reporter: You can use these Sarah: Running. | was a member of the school's athletics team. hin + duration of a practice every Reporter: ash Sarah: _ started training as a cyclist when I was in Secondary 3. + most influential, person in ife a + reason for switching From Sarah: The coaches at the Hong Kong Cycling Association thought | had great potential in running to cycling ding + sports you did ‘4 at secondary Reporter: “ Shad Sarah: | usually practise for more than eight hours a day. = aI became a q cyclist Reporter: «ipsa place ts Sarah: usually train at the Hong Kong Sports Institute and sometimes at the velodrome in tat Tseung Kwan 0. Reporter: Sarah: | think the person who has the greatest influence on me is Wong Kam-po. I have learnt a lot from him. HSETalking about rules and necessi ies ‘See Appendix 5 ; | Ifwe want to say that it is necessary to do something, we can use have to, must and need to. for information | Haye to and must are stronger than need to. ‘onhow toform | yes/no-questions | we often use have to in rules and regulations. a dut vse 74 Itexpresses a duty. Grammar in tex must and need to. Find a , , ind sentenc 1 Players have to wear a helmet on the pitch, but wth hove te | referees don't have to. 3 ‘must or need toi, Texts 1 and 2, 2. Players have to stand behind the line when they. What rules or 4 H Sometimes have | | throw the ball for the first time, but they don’t ees toand mustean | uidelines are ' [Rf have to do so the second time. be used I Pea itd * being describea) interchangeably. | However their | We can also use must to express a duty. We often use it to express the point of view of a speaker negativeforms 1 or an authority. have very ! different | You must wear sports shoes. You mustn't play in bare feet. meanings. You | (The speaker has the authority to make the player do this.) dont tovelo¥ee | cys mis pass atest Befrs ing te cycing tack, Yu must sar ying without showing soe | your certificate. nat necessary or | Te speakers refering to regul by horities in charge of the track. foutowearene, | (The speakers refering to regulations set by the authorities in charge ofthe track) ' You mustnt wear 1 We often use need to to talk about guidelines for an activity. We use it to say that something is cap means you | . se a uv oes vgxo {_ important and necessary. wear one. 1 Players need to know how to swim, but they don't need to/need not be expert swimmers. ros Complete the following descriptions about underwater hockey using the correct forms of ‘have to’, ‘must' or ‘need fo' and the verbs given. Add ‘not’ where necessary. One verb canbe (1) There_____six players in each team in the water at all times. used more than once. @ Players*___________the puck into their opponent's goal with their stick. i" bil They®______any part of their body to hit the puck * hit ® Players * practise ae contact with other players. @ Swimwear standardised, but players are advised to avoid baggy trunks. © Pisjers es for years to be able to hold their breath for long periods of time. FBSETalking about possibility "See Appen for information We use can to talk about possibility. It often shows that there is a choice, You can play football indoors or outdoors. ‘on how to form ' yes/no-questions 1 with can, Linda can go for swimming practice before school. TD ise Complete the following description using the correct forms of have fo’, ‘must, You can use these P ‘need to’ or ‘can’. Add ‘not where necessary. verbs: + choose Jogaling is a sport that combines juggling and jogging. Despite its name, competitors actually + develop mo during the race. They in + jeg + juggle “other ways, such as walking or skipping. + keep + look During the race, competitors + move juggling as they move forward. They “’ at least three objects. (For a challenge, Find sentences with can to tale about possibility in Texts 1 and 2. ‘What possibilities or choices are being described? athletes ____to juggle more than three objects). To ensure a smooth race, jogglers a matching rhythm between the arms and the legs. According to expert jogglers. they directly at the objects. Instead they should look at the road ahead, 2B ror roundup B, vounove neon ostoao complete «pote obou boob stn foo convraton out he new sport and jot notes on the note sheet below. Then complete the poster on the next page using your notes and the language items you have leamt in this unit. *Tip------- Bossoboll See Appendix 16 Combines + sports:" a ‘on how to take Place of origin: Time invented: notes Bossaball is ______— popular than volleyball a ~ Equipment: inflatable Curt size: Some features of bossaball: © wer”) © Players per team: j one © Serving: — 33, FMSREserve with their hands, They ‘over the net. @ Players" according to their needs. HSEle [esto an ar ) BeA Sports Writer ‘Are you interested in journalism? We hope so, because here is your chance to try your hand at writing a sports article. First, think about what makes a good article. One key feature is that it needs to catch the reader's eye, and encourage him or her to read further. Read the article below. Where do the following features appear in the article? What other good features have you noticed? Gramatic photo) eye-catching tite > ‘teresting caption) -roPheadings) Underwater rugby was invented in 1961 but has recently taken off in Singapore, and is now 5 spreading to other parts of Asia such as Japan and the Hong Kong SAR. Itis a fast-paced team sport where "players jostle underwater to. puta ball into a basket to Pathe i score a goal. Sree cuca 20 What equipment do I need? Find examples of wh-questions and sentences with have to, must, need to or can in the article. Players need to wear a snorkel and a diving What are the rules? mask. They also wear flippers on their feet. Each team has six players, and each player must a ne have @ substitute. You have to hold your breath 15 underwater, which is exhausting, so players and their substitutes take turns to play or rest on 25 Where can | buy the equipment? To play a game, you also need a special ball and two baskets (one at either end of the pitch. Use what you have learnt to the surface. Like rugby, contact is allowed, Underwater rugby is getting popular in form similar although only players with the ball can move Hong Kong so you need to look online for ‘examples for your , own article. the goalie off the basket in order to score. a supplier. Good luck! GAA 100k back at text 1 and Tex! 2. How do the aiticles catch the readers eye? 3 HSEB The following website accepts articles trom teens. You want fo try out your journalism skills andl submit an article for publication, Fist read the guidelines and decide if each is about conte (©) organisation (0) or language (1), and tick (/) the appropriate box(es). Some items cover ‘more than one aspect. actor bake + -or > baker beg + -ar > beggar violin + ist > violinist Notice that we sometimes need to change the spelling when we add a suffix. We can use a dictionary to check the correct spelling. BB. Use the underlined word and one of the suffixes above fo form a noun to complete each of the following sentences. 1A is someone who robs people. 2A is someone who plays the piano. 3 A________is someone who directs films. aA is someone who tells lies 5A is someone who is kept in prison. BB. Work in pairs. Think of other nouns with the suffixes above for referring fo people and write similar sentences with them. You can scan Texts 1 and 2 fo help you. Use a separate sheet of paper. ‘We can also add suffixes to words to form nouns referring to things, e.g. attract. + ion > attraction disappear + -ance > disappearance equip. «+ -ment > equipment bugle = + ry > burglary [Bi Use the underlined word and one of the suffixes above to form a noun to complete each of the following sentences, Remember, you may need fo change the spelling when you add a suffix. 1 A_____is an amount of money that you pay for something. 2. Guiding others to do something is to give them 3 An_______isaplace, such as a restaurant or cafe, where you can eat 4 Ifyou can concentrate for a long time, then you have good __ 5A is when you perform something, lke singing a song, byAt is something you work hard to achieve. 7 When you decide to do something, you make a [Bi Work in pairs. Think of other nouns with the suffixes above for referting to things and write similar sentences with them. You can scan Texts ! and 2 0 help you. Use a separate sheet of paper. FMSEETalking about things that are happening now When we want to talk about something that is happening at the moment, we use the present bes ey, 5 adverbs of time tinuous. cons (now, right now, At the moment, Sherlock is looking for clues at the crime scene. cat the moment) with the present | The burglar is runni ! c Ls a ed Find examples of the ‘continuous, but we also use the present continuous to talk about what is oot, areas Li = oe need sning in a picture that we are looking at. aia reas happening in a pi 8 What are the actions, clear. Is Officer Chan talking to the criminals in this picture? that are happening at that moment? ‘See Appendix 3 | for information ‘No, she isn't. She's telling some undercover detectives about the theft. + omhow to form a ead the sentences below. lick (/) the ones that are correct. Then discuss your answers in pairs. | statements and ? : : | yes/no-questions (0) bv She talks to the detective now. | inthe present | continuous. (1) 2) She's talking to the detective now. i = o 3) The police drive through my neighbourhood every day. (9) 4) The police are driving through my neighbourhood every day. Be careful not to leave out the form of be or the -ing ending in the present continuous. We (9) 5) The thief gets on a bus in this picture. : o 6) The thief is getting on a bus in this picture. (1) 1 Ohno! The robbers get away! 6 8) Ohno! The robbers are getting away! We cannot say She talking or ' ' ' | say She is talking i ' TEKS) Werk n pas. 00k atic a secuny camera ino shop. ak uns fo ast [BraCLIS) oe anonerqustons about what shoppening inne picture You can use these verbs: + chat + eat + enter + read + report + sit + steal a You can begin like this: Student A: Is the tall woman in the coat buying a drink? Student B: No, she isn't. She's stealing it. Is the .. 51 HSEOne verb can be used more than 7 » change * chase + do * happen Complete the telephone conversation using the correct forms of the simple present or the present continuous and the verbs given. Add pronouns where necessary. Jeff: Hey, Nick! Are you at a football match? There's a lot of noise. TV at home. Nick: No, Jeff, nothing like that! |". Jeff: football? Nick: No! It’s a programme called Bones Jeff: Bones? Isit @ horror story? Nick: No, it's a police show. It's about a team of people ina crime laboratory who @ crimes using technology. | really enjoy it It’s showing a car chase now. Some criminals ® in a getaway car and the police them, Jeff; t®__ ike a typical cop show to me. Nick: Well it's not. Hang on, the scene Now they're back inthe lab. The scientists®______=—=—____tests on some bones from a victim. Eww! I guess that's why it’s called Bones. ¢ Right! 1! ye) a screenshot of the show now ... and now itto you Jeff: Got it. What” in the screenshot? Nick: The main scientist, Dr Brennan, the vietim’s bones. She's very good at observing things and making deductions. Jeff: She sounds lke Sherlock Holmes. Nick: She is, | quess. Hey, let me call you back, They 03 asuspect now and | to hear what they say. Jeff: OK, then. Enjoy the programme! Bye! FMSRE— TS Talking about people, places or things When we mention something for the first time or refer to one of many things, we use the indefinite articles a or an. We use them only before singular countable nouns. {A robber is escaping from the shop. 1 We use a before 3 My sister Anne is an undercover police officer. omens | [Link] 1 auniform. When we have mentioned something before, when itis clear which person, thing or place we are | talking about, or when there is only one of a person, thing or place, we use the definite article the, | #50" before | a vowel sound, £9. on umbrella, on hour We're looking for a missing gir. The gin is wearing a yellow dress. Anne works at the airport. ‘We use no article: (See ‘Appendix 6 + with most proper nouns. Sherlock Holmes lived on Baker Street in London. eer | information on + to talk about things in general. I don't like crime but I love crime stories! + using definite + with certain types of places, e.g. The victim is in hospital. The criminal is in prison. ' hospital, prison, university. t + with most time expressions. The robbery happened on Sunday but they only discovered it lastnight. Find examples TE ge) evo outen miotein teeing drat crime report. Insert the missing ane articles with a" and cross out he articles that are not necessary indefinite articles In Txts 1 and 2, Ineach case, explain why the definite or indefinite article was used, Three men broke into Sai Kung flat and escaped with money and watches the last night. All of suspects were caught shortly after burglary. At 10 p.m,, the burglars entered flat in Hebe Villa on Che Keng Tuk Road through open window and tied up domestic helper. They ran away with the stolen items at 10.30 p.m. 5 After they made their getaway, lady untied herself and called 999. Police stopped two of suspects on the Hiram’s Highway. Meanwhile, the third suspect ‘was seen on Pak Kong Road, where he had climbed up tree. Five officers surrounded him. After about hour, the man got thirsty. He came down and accepted soft drink offered by a police officer. He was then arrested. Police recovered stolen goods. HSEa ’ Talking about location and movement Note- ‘We use prepositions of location to talk about where people, things or places are. Other Prepositions of lecation indude: In this scene, a security guard is standing = inside @ bank, behind the glass doors. e To the right of the bank is an ATM. A large, below /under dangerous-looking man is standing in an beside/next to alley between the bank and the ATM. inthe comer of inthe middle of on ‘on top of opposite We use prepositions of movement to describe how people or things move. We can also use them with different verbs of movement to make our writing more interesting. oe ' Here, the man is racing into the bank and evamplesot | heading forthe counters. The guard is prepositions of | leaping onto the man. A female customer locaton is dashing towards the doors, knocking {an elderly man tothe floor. Outside, two policemen are pushing through the crowd to get tothe bank. Other prepositions of movement indude: Find examples of prepositions of location and movement in Texts 1 and 2. across In each example, what information about location or movement s given? along round down Teese) Look at the following picture. Think about what people, places and things you see In p the picture, where the people are and what they are doing. _ Ning Seedloy J _| AAS See Appendix8 | for more i examples of | prepositions of ‘movernent. You can use these ‘ words and phrases: + getaway car R + jewellery shop ont ose STREET) + pavement + railing '* security guard » + snack tll a = = CINE easy HSEWork in pairs. Take tuns fo ask and answer questions about ne picture on the epposiie page, Yevcanuse Use prepostions of location. prepositions of movement and the verbs given. these vers ef movement You can begin ike tis cae Student A: Where's the young woman with the pram? © escape Student B: She's outside the restaurant on Long Street. + jump Student A: What is she doing? + pass by Student B: She's strolling along the street. A motorcycle is passing by + pour + push IB. Now complete this description ofthe pictur on a separate ploce of paper a There isa jewellery shop on Long Street. Outside the shop, + sro + trip wage Cen & A. Usten fo a police officer describing photos taken from a security camera in the entrance lobby of @ residential building. Arrange the following photos in the right order. Write 1 to 6 in the boxes provided. Ihe first one has been done for you. HSEa B Work in pairs. One of you should look at the following picture of a crime scene. The other should [ook at the picture on page 83. There are six differences between the two pictures. ‘Ask and answer questions about your pictures fo find the differences. Make notes In the blue space nex! fo the picture. Picture A You can ask and answer questions lke this: Student A: In my picture, a woman in a green dress is sitting at a table in the corner of a coffee shop. She listening to music. What's she doing in your picture? ‘She's doing that in my picture, too. Is she drinking coffee in your picture? Student B: Student A: No, she isn't. She's Bi When you have found the six differences, write them down on a separate piece of paper. You can begin ike this. In Picture A, a woman in a green dress is eating a sandwich. In Picture B, the woman is .. BSE+, {rime-fighting stories are fun, aren't they? How would you like to write a Script script fora TV crime series? Now's your chance to find out how! Complete the activity below to get started. olmes & Watson Fighting crime in the city ee new TV crime series, Holmes & Watson, a modern-day Sherlock Holmes and Jr Watson solve crimes in the city using the latest surveillance technology to help “Watson reports what he sees, as it happens, to Holmes, whois atthe scene of Here are screenshots of some recent episodes of Holmes & Watson’ Each episode is about a different type of crime. Match each screenshot with the correct line of dialogue below. Write the correct letters in the boxes provided. WN The bank robbers are inside the safe now. Ey The pickpocket is taking 3 phone out of the victim's bag. "ve got a camera on the kidnappers. They'e tying up Mr Sharma Dy Two mugeers are attacking an old mann the alley. {BI The arsonists are pouring petrol over everything! Tl Agroup of masked vandals are spraying paint on the shop windows. 87 FMSREPOC ELe Csi) is organising a writing contest for teenage: Want to see your ideas come to life in a Holmes & Watson episode on TV? Based on any crime ‘you like, write the dialogue for Holmes & Watson as it happens. Will the criminals get caught? Will they get away? It's up to you! " The winning script wil be filmed for a special episode of next season's series. Bi Read the script extract below for a ‘Holmes & Watson’ episode. Think about the location, the characters and what the people are doing. Make notes in the green boxes. eeu ; Holmes, Holmes, are you at the Pre acts airport yet? Hi, Watson. Yes, what's happening? informal lang} What do you see? (lowly and carefuly) I'm watching video from a security camera in the Departure area near Gate 21. A thin rman is standing there behind a tall plant. He looks nervous. Now he's ° taking something out of a backpack beside the plant. Find examples of Holmes: Can you see it? the present porta Watson: No, | can't, Let me zoom in. Yes, indefinite articles, Ian see it now. I's a bag of white ard prepostons | Ona s powder. Now he's stuffing the bag an ide his shi paciae biel eee eer) inside his shirt rd : ; script extract. re Holmes: Guprised) He's the drug arugaleg Use what you suspect that we're looking fr! Is he have leamt to still there? form soe, 20 Watson: No, he isn't. I've lost him. Let me aver check another camera . . own script. * Tip-------~ 9 tryouwere to nish his scene, how would you end i? Discuss your ideas wih @ partner. You can use the seeussicn & Now listen fo a performance of the script. What happens fo the suspect at the end? language in Appendix 11 to help you. Did you like the ending? Ist similar to or diferent from the ending you would have written? Discuss with your partner. 58 FMSREGB® Workin pats. You and your partner have decided to wit a shor scene for Holmes & Watson’ in which Wotson is watching a crime hoppening and telling Holmes abou! I, Use the map below fo help plan your script. Look at the key and note where things are on the map. You can add other features on the map if you want 10. Office tower Car park © roundabout tunnel @ corbridge {By retestian subway (BOHG) zebra crossing GissexNow discuss ideas for your script with your partner. Think about the following and use the map (on the previous page fo help you. *Tip---- a oo is happening? ; ‘You can use the what crime i PPE ‘na? peer : “Efe where is it happening’ language in : s Areenayr'? | Xe How many criminals are there? . help you. 2 What is their escape route after the crime? ! 2 ind Watson do? Do they catch the criminals? es a a & What do Holm Read these guidelines for writing a script and underline the key words and phrases. Guidelines for writing a script When you write a script, pay attention to the following: «+The dialogue is usually written in a conversational style, with informal language oO and contractions (e.g, Hey, how's it going?) The characters should interact, so the dialogue usually includes: — questions (e.g. Are they climbing over the wall?) — short answers (e.g. Yes, they are.) ‘+ Adverbs and adjectives in brackets are used to describe how to speak the dialogue or what emotions to display when necessary, €.8. Watson: (quickly) Hury! They're getting away! Holmes: (angry) Not if can help it! Work in pairs Read the scrip! on page 58 again. Undertine the parts ofthe script that follow the guidelines and make notes about them in the blue box. Now write your script with your partner. When you have finished, use the guidelines above as ‘checklist fo check your work and make improvements to your script if necessary. Work with another pair. Take tums fo perform your script fo the other pair, who should mark your criminals’ escape route on the map on page 59 as they listen. Did they mark the correct route? FMSEEVOCABULARY ROUNDUP a Criminals arsonist (n) p. 57 bank robber (n phr) p. 57 burglar (n) p. $1 kidnapper (n) p. 57 mugger (n) p. 57 murderer (n) p. 47 eer pickpocket (n) p. 57 thief) p. 51 vandal (n) p.57 have you lear? ‘Add them to the ‘oppropriate lists Crime fighters cop (n) p. 52 judge (n) p. 41 spy (n) p. 41 superhero (n) p. 41 (undercover) detective (undercover) police officer (nphr) p.51 (n phn) p. 83 Fighting crime arrest (v) p. 53 car chase (n phr) p. 43 connect the case with sth" (v phr) p. 49 ‘crime scene (n phr) p. 51 gunfight (n phr) p. 43 interrogate (v) p. 52 investigation (n) p. 46 look for clues (v phr) p. $1 make deductions (v phr) p. 43 recover stolen goods (v phr) p. 53 report sth (to the police)* (v phr) p. 45 security camera (n phr) p. 51 solve a crime/ mystery (v phr) p. 42, p. 49 surveillance (n) p. 57 City features airport (n) p. 58 avenue/road/street (n) p. 59 bank (n) p. 54 bus stop (n phr) p. 59 car park (n phr) p. 59 clinic (n) p. 59 footbridge (n) p. 59 hotel (n) p. 59 housing estate (n phr) p. 59 museum (n) p. 43 office tower (n phr) p. 59 pedestrian subway (n phr) p. 59 police station (n phr) p. 47 post office (n phr) p. 59 roundabout (n) p. 59 shopping mall (n phr) p. 59 tunnel (n) p. 59 zebra crossing (n phr) p. 59 FMSREDescribing movement break into (phrv) p. 53 climb over (v phr) p. 60 dash towards (v phr) p. 54 get away (phrv) p. SL head for (phrv) p. 54 leap onto (v phr) p. 54 push through (phrv) p. 54 race into (v phr) p. 54 run along (phr v) p. 42 run away (phrv) p. 51 rush into (phr v) p. 48 stroll along (v phr) p. 5S Other vocabulary burglary (n) p. 42 cell (n) p.47 commit (a crime) (v phr) p. 42 ccrime drama (n phr) p. 43 disappearance (n) p. 46 disguise (n) p. 43, ‘enduring appeal (n phr) p. 43 getaway car (n phr) p. 52 instant success (n phr) p. 43 observe (¥) p. 52 passerby (n) p. 47 sidekick (n) p. 43, suspect (n) p. 42 turn out (phr v) p. 47 uunemotional (adj) p. 43 victim (n) p. 47 wealthy banker (n phr) p. 42 whodunit (n) p. 42 LEARN MORE Pe ‘never learn anything by talking. | only E learn thimgs when! ask questions. Lou Holtz LET’S REFLECT ‘+ Which parts of this unit id you most enjoy and why? * How are detective stories different from other types of stories? ‘+ Do you think that crime stories or crime reports encourage people to commit crimes? ‘+ What skil or information di you use inthis unit that you think you will se again? D snare your ides withthe class. How much have you learnt in this unit? Go to the online platform to find out! FMSRETMM ap AUS MCU le etd eden eC eM ut eget ee en Eeteieinerdeenenest is el eel tt © Sours Biserie courage] s0) 0 ee OMCRC UTA ERAN el Min sis ACRE CEA Ween aetna Rte 2 Match the photos with these captions: 7 Telititn-qieh [Link] rs ars Fyselenmeraite (sa cle) euneeers ayine Cite Pere eureeneeaee tae ling solo around the world) Visiting the International ace (pT RO OR RuetoraCeemt Te Teese Moreen ana FMSREfos scant Amazit rac ell B Look at he photos. What G9 they show? BB scan tne text Who is the subject of the text? © In 1969, while astronauts were walking on the moon for the first time, ; “ as i Dr Syivia Earle was living at the bottom of the sea. A year later, Earle led the 1a ‘person who first all-woman team on a two-week underwater expedition. They lived and ives and works worked in Tektite Il, a laboratory built on the floor of the Caribbean Sea near wed for 5 a coral reef. Every day, Earle and her aquanauts explored the spectacular Pe underwater world around them. © what an eye-opening experience for Earle! She was an experienced diver, but she had never spent so much time underwater in one place. Even the differences between individual fish amazed her. ‘All fish are different, one from another,’ she remembers. ‘Even the little snails that 10 lived in the vicinity of the lab, you could quickly see that there aren’t any two exactly alike.” eos & One time, Earle had an alarming moment. She was exploring a part of the reef ‘a piece of diving 300 metres away from the laboratory when her rebreather stopped. She was unable to equipment, It breathe, but she didn’t panic. She knew that it would be dangerous to swim quickly to recycles the air that i aes beasties the surface. Instead, she waved calmly to Peggy Lucas, her diving partner. Lucas shared “45 air from her own rebreather with Earle and then helped her return to Tektite I.