Wider World AmE TB Level 4

e E n g l i s h Rod Fricker
i e n c
Exper c e t h e
E x p e ri e n
Wider World 4
COMPONENTS
Wider World American Edition is the portal FOR STUDENTS
to a fascinating world of English language
STUDENT’S BOOK with integrated
knowledge and skills for the 21st century
AMERICAN EDITION
WORKBOOK
learner. The combination of authentic
and engaging videos from the BBC with PEARSON PRACTICE ENGLISH APP
Pearson’s ELT expertise gives teenage PEARSON ENGLISH PORTAL

learners everything they need to achieve › BBC videos
their goals in the wider world. › Class audios
D I T IO N
AUTHENTIC
E R I CANE
AM
TEACHER’S BOOK with Digital Resources

FOR TEACHERS
BBC Culture videos and Grammar Vox Pop videos
provide real-life content and motivate students to use TEACHER’S BOOK
English as it is really spoken. › STUDENT’S BOOK and WORKBOOK with
overprinted answers
INTERACTIVE › Detailed lesson notes
Numerous opportunities for interaction with real-life PEARSON ENGLISH PORTAL
content across print and digital formats allow students to › Front-of-class presentation tool
develop their language skills at a deeper cognitive level.
› Teacher’s printable resources
› Complete assessment package
RELIABLE › BBC videos
Thoroughly researched and challenging content › Class audios
delivered within the Assessment for Learning principles
improves students’ chances for exam success.
AMERICAN EDITION
COURSE LEVEL CEFR GSE PTE GENERAL CAMBRIDGE
1
4
Wider World 0 <A1/A1 10-25
Wider World American Edition pairs the successful Level A1
English-language learning concepts of Wider World Wider World 1 A1/A2 22-34
with content that has been carefully researched and A2 Key for
Wider World 2 A2/A2+ 32-42 Level 1
adapted to meet the specific needs of teachers and Schools
students looking for an American English course. Wider World 3 A2+/B1 40-50
B1 Preliminary
Level 2
for Schools
TEACHER’S BOOK
Wider World 4 B1/B1+ 45-55
with Digital Resources
Find more information at

Fricker
english.com/widerworld
CVR Wider World American 4 TB CVR.indd 1 07/08/19 14:26

AN
A M E RI C
EDITION
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CVR Wider World American 4 TB IFC.indd 1 24/10/19 11:25

4
TEACHER’S BOOK
Rod Fricker
F01 Wider World American 4 TB 21110 TTL.indd 1 11/23/19 4:17 PM

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Acknowledgements
The Publishers would also like to thank all the teachers who contributed
to the development of Wider World American: Acacio Tavares, Adriana
Felice Gimenes Camargo, Alessandra Franco, Ariane Belchior, Arlete
de Simone, Cristiane Tulmann, Danilo Meris, Felipe José Batista Silva,
Gil Carla Leite do Nascimento, Iara Toledo de Assis Batista, Ivy Caroline
Farias Vieira, Kelly Cardoso, Liliane Reis Soares da Cruz, Marcia
Aparecida Auricchio, Maria Isabel Rossignolli, Maria Luiza Corbisier,
Renan Cyrino Mansur, Sávio Câmara Leite, Sueli Valente da Silva
Caparroz, Vainer Eduardo Pedra. The publishers would like to thank the
editors and authors Carla Maurício Vianna, and Renata Chimim who
contributed to the adaptation of Wider World American.
Teacher’s Book Photo Acknowledgements

The Publishers would like to thank the following for their kind permission
to reproduce their photographs:
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Students’ Book Photo Acknowledgements

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Se e th e
p i ctu re
The eccentric Cadillac Ranch, Amarillo, Texas, USA

Three artists built Cadillac Ranch in 1974 beside the famous Route 66.
They created the installation by half-burying 10 old Cadillacs nose
down in the ground. The cars are placed at the same angle as the face
of the Great Pyramid of Giza in Egypt. You can add your own graffiti,
but make sure you take a photo because it will soon be painted over by
someone else.
What would you paint?

CONTENTS
WELCOME UNIT A new start at W.1 INTRODUCING SKYE AND JAY Relationships; School; Everyday technology; Comparatives
Belmont Academy and superlatives pp. 6-7
VOCABULARY GRAMMAR READING and GRAMMAR
VOCABULARY
Talk about Use different tenses to talk about the Identify the class of words, Use different tenses to talk
challenging new present specific detail in an online about past events and
UNIT 1 experiences and ● Simple Present article about immigrants, and experiences
Out of your emotions ● Present Continuous talk about the problems ● Simple Past
comfort zone ● State verbs

they face ● Past Continuous
● Present Perfect
pp. 10–11 p. 12 p. 13 p. 14
Talk about Talk about the past events Understand the main Talk about repeated past
pollution and the ● Past Perfect points and identify specific actions that no longer
UNIT 2 environment information in a magazine happen
What a waste! article ● used to
pp. 20-21 p. 22 p. 23 p. 24
Describe clothes, Talk about things that started in the Identify specific information in Understand the difference
accessories, and past and have continued until now an article and summarize its between the Present
UNIT 3 appearance ● Present Perfect Continuous main ideas Perfect and the Present
Style challenge! Perfect Continuous
pp. 30-31 p. 32 p. 33 p. 34
Talk about jobs and Use different forms to talk about Identify specific information in Talk about actions in
work experience future events ads and short descriptions progress in the future
● will ● Future Continuous
UNIT 4
● be going to
Team work ● Present Continuous
● Simple Present
pp. 40-41 p. 42 p. 43 p. 44
Talk about space Talk about things that are always Use previous knowledge to Talk about unreal
and use large true and possible, and imaginary understand an article and talk situations in the past
numbers situations about space travel ● Third Conditional
UNIT 5
● Zero Conditional
Light years away ● First Conditional
● Second Conditional
pp. 50–51 p. 52 p. 53 p. 54
Talk about Use verbs in the Passive Understand personal accounts Change active sentences
different forms of ● Simple Present and Simple Past about communication between into passive sentences
UNIT 6 communication ● Present Perfect family members with will

A clear message ● can and must ● The Passive with will
pp. 60-61 p. 62 p. 63 p. 64
Describe works of Talk about ability in the present, Find specific information in Talk about obligation and
art and talk about past, and future an article and talk about art prohibition in the past,
books ● can exhibitions present, and future
UNIT 7
● could ● must
Creative energy! ● be able to ● have to
● managed to ● be allowed to
pp. 70-71 p. 72 p. 73 p. 74
Talk about special Be specific about people, things, Understand the main points of Ask questions politely
occasions and places a travel guide and talk about ● Direct and indirect
UNIT 8 ● Relative clauses tourist attractions questions

Let’s get together
pp. 80-81 p. 82 p. 83 p. 84
SELF-ASSESSMENTS ANSWER KEY p. 166 GRAMMAR TIME ANSWER KEY p. 167
4 Contents
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W.2 INTRODUCTING DAN AND NINA Vacation and travel; Means of transportation; Opinion adjectives; WORKBOOK
Present Perfect with for and since p. 8-9 pp. 116 -117
LISTENING and SPEAKING WRITING REVIEW EXTRAS
VOCABULARY
Identify specific Ask for and offer help, and Write an essay about a WORDLIST p. 18 CULTURE 1
information in a respond to offers of help personal challenge VOCABULARY IN Would you cross a desert?
dilaogue and talk about ACTION p. 18 The adventure begins
personality SELF-CHECK p. 19 pp. 90-91
GRAMMAR TIME 1 p. 106
WORKBOOK pp. 118 -123
p. 15 p. 16 p. 17
Identify specific Agree and disagree with Write an interview WORDLIST p. 28 CULTURE 2
information in short other people’s point of about an environmental VOCABULARY IN When will the lights go out?
dialogues and talk view problem ACTION p. 28 A power crisis pp. 92-93
about elections and SELF-CHECK p. 29 GRAMMAR TIME 2 p. 107
campaigns
p. 25 p. 26 p. 27
Identify specific Give and respond to Write an email WORDLIST p. 38 CULTURE 3
information in a compliments describing people’s VOCABULARY IN Who is the Queen of fashion?
conversation and talk clothes and appearance ACTION p. 38 An unlikely fashion icon
about clothes SELF-CHECK p. 39 pp. 94-95
p. 35 p. 36 p. 37 WORKBOOK pp. 130 -135
Understand specific Give instructions, remind Write a testimonial WORDLIST p. 48 CULTURE 4
information in somebody what to do, and about a work experience VOCABULARY IN What is the happiest profession?
convesations and in respond to instructions program ACTION p. 48 The contest pp. 96-97
award presentations, SELF-CHECK p. 49 GRAMMAR TIME 4 p. 109
and also talk about
success at work WORKBOOK pp. 136 -141
p. 45 p. 46 p. 47
Understand the main Give a warning and tell Write an essay discussing WORDLIST p. 58 CULTURE 5
points of a report somebody not to do advantages and VOCABULARY IN Can you run a marathon in
and talk about space something disadvantages of space ACTION p. 58 space?
science travel SELF-CHECK p. 59 George Moyes – skydiver
pp. 98-99
p. 55 p. 56 p. 57
Understand key Indicate different objects, Write a review and offer WORDLIST p. 68 CULTURE 6
information in and ask for and give opinions and points of VOCABULARY IN Why do languages change?
short conversations clarification view ACTION p. 68 Learning English
and describe a TV SELF-CHECK p. 69 pp. 100-101
commercial
p. 65 p. 66 p. 67 WORKBOOK pp. 148 -153
Understand an interview Compare and contrast Write an exhibition guide WORDLIST p. 78 CULTURE 7
and talk about the press ideas, and express VOCABULARY IN Graffiti: street art or vandalism?
opinions ACTION p. 78 Graffiti in Bristol
SELF-CHECK p. 79 pp. 102-103
p. 75 p. 76 p. 77 WORKBOOK pp. 154 -159
Identify specific Talk about future plans Write an email inviting a WORDLIST p. 88 CULTURE 8
information in a radio ●● verbs + to -infinitive friend to a celebration VOCABULARY IN What is a virtual festival?
interview and talk about ●● verbs + -ing form ACTION p. 88
The Insomnia Festival
sounds ●● other structures SELF-CHECK p. 89 pp. 104-105
p. 85 p. 86 p. 87 WORKBOOK pp. 160 -165
Contents 5
F02 Wider World American Vol.4 SB 21141 Contents.indd 5 22/11/19 18:42

W W.1 INTRODUCING SKYE AND JAY
A new start
at Belmont
Academy
VOCABULARY 1 Read the text below. What has changed in Skye’s life? Circle.
Relationships | School | Everyday
her daily routine her friends her hobbies her home her school
technology | Vacation and travel |
Means of transportation | Opinion
adjectives My name is Skye Winter-Fox and I’m sixteen. After a year in Woodley Bridge
GRAMMAR with my grandma, I now live in the city again with my parents. My parents
Comparatives and superlatives | usually travel abroad a lot for their jobs, but now they work in London. I’m
Present Perfect with for and since really happy to be home with my mom and dad again. I sometimes stay with
my grandma on weekends. Her home is really nice, but pretty small. At my
parents’ house, I have a big bedroom; so, there’s more space to hang out
with my friends. I love taking pictures of my classmates. When I’m alone, I also
like writing songs. I start my new school, Belmont Academy, on Monday. My
neighbor, Jay, goes to the same school. We get on really well. My friend Dan
also starts there on Monday. Dan’s going to Belmont Academy because his
mom wants him to go to an international school. Dan’s not worried at all,
but I am. I hope my first day goes well!
2 Read the text again. Decide if the sentences are true (T) or false (F).
1 F Skye’s grandmother lives in a large city.
2 T Skye’s parents no longer work abroad.
3 F Skye’s grandmother always comes to visit her on weekends.
4 F Skye likes writing songs with her friends.
5 T Jay lives near Skye.
3 1.02 Study Vocabulary A box, then listen and repeat the words.
Circle the people Skye mentions.
Vocabulary A Relationships
best friend classmate grandma (grandmother) great-grandfather
half-brother neighbor parents relative stepfather uncle
4 I KNOW! How many relationship words can you add to Vocabulary

A box in three minutes? In your notebook, write a list of words. Then
compare it with a classmate.
aunt, … Possible answers: boyfriend, child, cousin, fiancé(e), girlfriend, grandchildren,
great-grandchildren, husband, twin brother/sister, wife, younger sister
6 Welcome!
M00 Wider World American 4 SB 21141 U0.indd 6 22/11/19 18:50

5 Read the dialogue. What are the differences 1 Jay thinks Belmont Academy is the
between Belmont Academy and Skye’s old school? friendliest (friendly) school in the area.
Answer in your notebook. 2 Skye is more nervous (nervous)
See answers in the Teacher’s Book. than Jay.
Jay: Skye, you don’t need a brochure for Belmont
Academy. Just ask me! 3 Belmont is the biggest (big)
school in the area.
Skye: OK. Do you like it there, Jay?
4 The curriculum at Belmont is
Jay: It’s great. I’m sure you’ll love it, too.
more interesting (interesting) than at
Skye: But I don’t know what it’s like at an
Skye’s old school.
international school. And it’s bigger than my
5 Languages are the most important
old school in Woodley Bridge.
(important) subjects at Belmont.
Jay: Well, you hear lots of different languages
6 Skye is happier (happy) than
every day because there are students
she was before.
from about forty countries. I think it’s the
friendliest school round here. 7 Jay thinks the astronomy club is
better (good) than the
Skye: That’s cool. And they don’t have a uniform!
chess or soccer clubs.
Jay: No, you can wear what you like. It’s more
relaxed than other schools. 8 1.04 Listen and read Jay’s blog entry.
Skye: That will be a nice change. The curriculum Then, in pairs, cover the text and see how
looks good, too. I might try some different many facts you can remember about Jay.
extracurricular activities. See answers in the Teacher’s Book.
Jay: You should come to the astronomy club
with me. It’s more interesting than chess or
soccer!
Hi! My name’s Jay. I’m from the USA, but
Skye: I might try that. And maybe Mandarin now my family and I live in London. I live
Chinese! with my parents and my brother and sister.
My brother’s still at school, but my sister’s
6 1.03 I KNOW! Listen to the words in training to be a web designer. I go to Belmont
Vocabulary B box. How many words can you add
Academy and my favorite subjects are
in three minutes? In your notebook, write a list of
physics, chemistry, and computer science.
words. Then compare it with a classmate.
See possible answers in the Teacher’s Book. My neighbor, Skye, is joining the school
this semester. I’m really looking forward to
Vocabulary B School
hanging out with her more often. When I’m
School subjects not at school, I love going online. Right now
citizenship, philosophy, physics I’m writing my weekly blog. It’s about science
Places at school and I write about things I hear in the news
cafeteria, computer lab and upload interesting pictures. I also love
Types of assessment everything about physics. At the moment I’m
practical exam, project reading an e-book about Helen Sharman, the
Actions first British person in space. I’d love to go to
learn, take tests/exams, study another planet one day!
7 Study the Grammar box. Complete the sentences

with the comparative or superlative form of the
9 WORD FRIENDS Underline phrases from
the Word Friends box in Jay’s blog entry.
adjectives in parentheses.
Word Friends
Grammar Comparatives and superlatives
chat with friends watch music videos
The classrooms are bigger. upload pictures make a movie/video
It’s more exciting than a normal school. download songs write a blog
Sports classes are better/worse than in my old school. text friends/parents read an e-book
The classrooms have the latest technology. go online
The first day is the most difficult.
It’s the best/worst school in the area.
Welcome! 7

W.2 INTRODUCING DAN AND NINA
1 1.05 Study Vocabulary A box. Write

the words in the correct categories.
Listen, check, and repeat.
B&B campsite city break coach

cruise ferry hiking sightseeing
Vocabulary A Vacation and travel
Means of transportation
canoe, plane, train, coach ,
ferry My name’s Dan Garcia and I’m half American and
Types of vacation half Mexican. I came to England over a year ago
activity camp, beach vacation, with my mom. My brother stayed at home, in the
city break , cruise USA, to study at a college there. This is a picture
Accommodation of me, Alisha, and Tom. Alisha moved to Scotland
hostel, hotel, B&B , campsite because of her dad’s job. I sometimes see Tom,
Activities but we don’t go to the same school anymore. My
horseback riding, sunbathing, sightseeing , mom wanted me to speak more Spanish and there
hiking are lots of Spanish-speaking students at my new
school, Belmont Academy. I didn’t want to leave my
old school at first, but now I’m pretty excited. I’m
2 I KNOW! How many more words related not ready for school yet, though! I only flew back
to vacation and travel can you think of in from the USA yesterday. I spent the summer with my
one minute? In your notebook, write a list of brother, Ed. We took the train down to Florida and
words. Then compare it with a classmate. we had a great time. Although he’s annoying,
See possible answers in the Teacher’s Book. I really miss him!
4 1.07 WORD FRIENDS Study the Word Friends

box. Circle the correct option in the questions below.
Listen and check.
Word Friends
drive a car fly a helicopter
ride a horse/a bike/a motorcycle sail a yacht/a boat
take a bus/a ferry/a train travel by bus/by plane/abroad
1 When was the last time you took / rode a train?

2 Do you know anyone who can fly / drive a helicopter?
3 When did you learn to ride / drive a bike?
4 Do you want to travel / take abroad in the summer?
3 1.06 Listen and read the text about 5 Would you like to learn to drive / sail a boat?
Dan. Who are the people in the picture
with him? Write three facts about them. 5 In pairs, ask and answer the questions in Activity 4.
Students’ own answers.
He’s
Dan’s friend.
Tom Dan
sometimes sees him.
He
doesn’t go to the same school as Dan.
She’s
Dan’s friend. 6 In pairs, talk about an enjoyable trip or And
Alisha She
moved to Scotland.
vacation you went on. Talk about where YOU
you went, how you traveled, and what
Her
dad got a job in Scotland. you did. Students’ own answers.
8 Welcome!

7 1.08 Listen and read the text, then write in your 11 Complete the sentences with the
notebook: See answers in the Teacher’s Book. Present Perfect form of the verbs
1 two countries Colombia, … 2 two cities in parentheses.
3 two languages 4 six adjectives 1 We haven’t lived (not live)
here very long.
2 The movie hasn’t started yet
Hi! I’m Nina and I’m from Colombia. We moved to the UK this summer
(not start/yet).
and I’ve been here for about a month. London is all right, but it still
3 Mom and Dad have never met
feels strange. It’s very different from Medellin, where I grew up. For a
(never/meet) my school friends.
start, there are no mountains or cable cars. In Medellin, we have some
4 Have you ever
awesome views. They’re both big, noisy cities, though. had (have) a pet
I’ll start a new school on Monday. I visited it last week, but there weren’t any dog?
students there as it’s summer vacation now. I speak Spanish at home, but 5 Ella has always liked (always/
I learned English at school in Medellin. I’m worried about the language in like) foreign languages.
the UK, as American English is a little different from British English. I’ve had 6 I haven’t seen (not see) my
an English tutor for two weeks and I’ve also tried to watch a lot of British TV grandparents since September.
since I arrived. It’s pretty funny and it has helped a lot. I still have problems
with British English vocabulary, but I think I’ll be able to make friends easily. 12 Write questions about Nina using
the Present Perfect.
1 how long / Nina / live / in
London / ?
8 1.09 I KNOW! Read and listen to the words in
How long has Nina lived in
Vocabulary B box. How many more adjectives can you add
London?
in one minute? Make a list in your notebook. Students’ own answers.
2 Nina / see / her new school / yet / ?
Vocabulary B Opinion adjectives Has Nina seen her new school yet?
all right amazing awesome awful exciting funny nice

3 what classes / she / have / with
noisy strange terrible unusual useful
a tutor / ?
What classes has she had with a tutor?
9 Find the opposites of these words in the Vocabulary box.
1 amazing a wful 5 common u nusual 4 TV programs / help / Nina /
2 terrible a wesome 6 horrible n ice improve her English / ?
3 serious f unny 7 boring e xciting Have TV programs helped Nina
4 quiet n oisy 8 normal s trange improve her English?
10 Study the Grammar box. Underline examples of

sentences in the Present Perfect in the text in Activity 7.
Grammar Present Perfect 13 In your notebook, And

Affirmative complete the YOU
I have lived abroad. sentences so they are
I have never lived abroad. true for you.
My parents have just/already arrived. 1 My family has lived here since …
Negative 2 I’ve been at this school for …
I haven’t lived in Europe. They haven’t arrived yet. 3 My best friend has never …
Questions 4 Our English teacher has just …
Have you ever lived abroad? Yes, I have. / No, I haven’t.
Has she arrived yet? Yes, she has. / No, she hasn’t. 14 In pairs, ask and answer questions
for and since about your sentences in Activity 13.
She’s been in London for a month. (a period of time) How long has your family lived here?
They’ve lived here since August. (a point in time)
Welcome! 9

1
1.1 VOCABULARY New experiences
I can talk about challenging new experiences and emotions.
Out of your
comfort zone
VOCABULARY
1 CLASS VOTE Read about the Ice Bucket Challenge. Would you do it?
Adjectives of emotion | Phrases with
Why? / Why not? Students’ own answers.
yourself | New experiences | Personality
adjectives
The Ice Bucket Challenge is an activity involving dumping a bucket
GRAMMAR of ice water on someone’s head. It’s done to encourage people to
Present tenses | Past tenses
donate money for research on a serious disease called ALS.
Grammar:
New beginnings 2 1.10 Study Vocabulary A box. In your notebook, organize the
Look at the picture. adjectives in the correct categories. Listen, check, and repeat.
What are Nina, Skye, See answers in the Teacher’s Book.
and Jay doing? Vocabulary A Adjectives of emotion
afraid annoyed anxious confused determined disappointed

joyful miserable relaxed satisfied stressed surprised uneasy
Positive Negative
determined afraid
Speaking: 3 Your friend has invited you to do the Ice Bucket Challenge. How
First day nerves do you feel? Use the adjectives in Vocabulary A box to talk to your
What are Nina, Jay, classmates about your feelings. Students’ own answers.
Skye, and Dan talking I’m uneasy. I’d never do anything like this; it might be dangerous.
about?
4 Look at Claudia’s notes and pictures on page 11. Circle the
correct option.
1 Claudia was determined / miserable to try all the challenges.
2 Claudia was disappointed / relaxed with the Yoga Challenge
because it didn’t go well.
3 She felt really confused / anxious about the Ice Bucket Challenge.
4 She was satisfied / miserable with the Chubby Bunny Challenge.
5 When Claudia was doing the Be Really Nice Challenge, she tried
not to get annoyed / uneasy with her little brother.
5 I KNOW! How many other adjectives of emotion can you think of in

one minute? Write the words in your notebook.
Possible answers: angry, bored, embarrassed, excited, happy, sad, worried, upset.
10 Unit 1

A week of challenges
Love the Bottle Flipping Challenge? What
about a week of challenges? Try it, take
pictures, and win a prize.
Monday Do the One Leg Yoga Challenge. Stand on one
leg for as long as you can!
Tuesday Try the Be Really Nice Challenge on your
brother or sister. Be extra nice until they ask
you why you’re being so nice!
Wednesday Take the Chubby Bunny Challenge: say “chubby
bunny” with marshmallows in your mouth!
Thursday This is the big one – make a video of your Ice
Bucket Challenge!
6 Work in pairs. Choose an adjective from 10 1.13 Read the blog post. Circle the
Vocabulary A box. Your classmate says when correct option, then listen and check.
he/she last felt like that. Students’ own answers.
A: Satisfied.
B: I felt satisfied when I won the math competition. How to get out of your
7 1.11 Study Vocabulary B box. Listen to five
comfort zone!
people and check (✓) the phrases you hear.
Students’ own answers. It’s the start of a new school year. Everyone’s
Vocabulary B Phrases with yourself getting back into their “normal” routine, so it
seems like a good time to challenge yourself.
express yourself ✓ make yourself (do sth) Here’s a simple idea. Why not surprise yourself
✓ congratulate yourself know yourself and 1change / make your daily routine?
surprise yourself ✓ challenge yourself You could travel a different way to school.
✓ tell yourself ✓ be yourself You never know – you might 2have / make
an adventure! Why not eat your meals in a
different place or get up earlier and do some
8 Complete the sentences with the correct option
yoga? Our brains 3have / get a buzz out of
from Activity 7.
change, so it’ll help you enjoy your day and
1 It’s important to be yourself when you focus on what you’re doing.
meet new people.
I love making videos, but I was always too
2 You should congratulate yourself on the
shy to share them. Then last month I made
challenges you try, even if you aren’t successful.
myself post my work online. Now people like
3 After lunch, you'll challenge yourself to a
to comment, 4give / get their opinions and
game of tennis.
criticize, but I don’t mind. Good comments
4 You should make yourself do certain things, 5make / boost my confidence, but I try to
even if they aren’t easy. 6take / get on board negative comments,
5 You need to tell yourself that you aren’t too. Marco
the only person with problems.
I tried this idea on my birthday: allow a friend
9 1.12 WORD FRIENDS Complete the verbs in to 7boost / make plans for you! Your friend
the phrases. Listen and check. chooses a place to go. You have to see a
movie you wouldn’t normally choose or try
Word Friends a new activity. I was really excited about my
day – and a bit anxious, too. But I decided
g ive an opinion to 8have / give it a go and now I have a new
give sth a go hobby: juggling! Carly
change your routine
make plans 11 Discuss in pairs. Do you agree And
boost your confidence
have an adventure
with the sentences in Activity 8?
Why? / Why not?
YOU
get a buzz (out of sth) Students’ own answers.
I agree that it is important
take sth on board
to be yourself when you meet new people.
They'll like you if you are authentic.
Unit 1 11

1.2 GRAMMAR Present tenses
I can use different tenses to talk about the present.
1 CLASS VOTE How do you normally travel to 3 Study the Grammar box and complete the
school? Tell the class. Students’ own answers. explanations with the correct words. Then underline
sentences with these tenses in the dialogue.
I usually go by car. My dad takes me.
mental opinion permanent
2 1.14 Listen and read. What problems present routine temporary
does Nina have?
is at the wrong bus stop and misses the bus.
She Grammar Present tenses review

Simple Present
Buses usually come past every ten minutes.
( routine )
She lives in London. (permanent situation)
Present Continuous
I’m looking for the bus stop. ( present action)
She’s living here now. ( temporary situation)
State verbs
state verbs: belong, know, prefer, etc.
Some state verbs can be used in a dynamic sense:
I think she’s shy. (state verb: opinion )
What are you thinking about? (dynamic verb:
mental process)
NEW BEGINNINGS
GRAMMAR TIME PAGE 106
Nina:
Excuse me. I’m waiting for the number
7 bus. What time does it arrive? 4 Complete the sentences with the Simple Present
Woman: Oh. The number 7 doesn’t stop here. or the Present Continuous form of the verbs in
It goes from the other bus stop, parentheses.
around the corner. 1 I live near the school, so I don’t usually get
Nina: Thank you! Oh, no, the bus is leaving. (usually/not get) the bus.
I don’t believe it! Wait! 2 Mom isn’t picking (not pick) us up today, so
Skye: Hi. Are you going to Belmont we are walking (walk) home from school.
Academy? A lot of students take 3 Do you usually give (usually/
this bus. I’m Skye. This is Jay. give) new extracurricular activities a go?
Nina: I’m Nina. 4 Why are you doing (do)
Jay: Oh, here comes another bus. your homework now?
Nina: Thank goodness for that! 5 My brother doesn’t go (not go) to this
Skye: Hey, Dan. This is Nina. She’s starting school.
at Belmont, too.
Dan: It’s nice to meet you, Nina. Where
are you from?
Nina: I’m from Colombia, but I’m living in 5 Imagine you have moved to a And
London now. Is it always this cold different country. In your notebook, YOU
here? write sentences about your school
Dan: Um, yes, pretty often. What’s it like in routine in your home country and
Colombia? I’d really like to go there. what you are doing in your new country.
I love traveling. Oh, by the way … Students’ own answers.
In my home country, we don’t have classes on
weekends, but today is Saturday and I’m walking to
school in France.
12 Unit 1

1.3 READING and VOCABULARY An online article
I can identify the class of words in an online article about immigrants and talk about the problems
they face.
1 What problems do you think you might face if you
CLASS VOTE 3 Read the article again. Mark
moved abroad? Discuss the topics below with your classmates. the sentences true (T) or
false (F).
friends family home language school
1 T Mateo says some
2 1.15 Listen and read the online article. Then copy and Americans think of
complete the chart in your notebook. See answers in the Teacher's Book. Mexicans in a fixed way.
2 T Mateo feels people
Name Country of Languages How long should have some
origin spoken in the USA knowledge of the
Student 1 countries around them.
3 F Americans are usually
Student 2 familiar with Ji-Min’s
Student 3 home country.
4 F Vanessa guessed
correctly about
Fitting in the problems she

would have in the USA.
5 T Adele helps immigrants
Have you ever felt that it’s hard to fit in with more than just
with the people around you? Wanting learning the language.
to belong is part of growing up, but
it’s definitely more difficult when you Reading tip
move to a new country. This group of
When you find a new word
young immigrants talks about the
in a text, look at what comes
challenges they face in the USA.
before and after that word. The
Mateo Martinez is fifteen, but his family moved to the USA from surrounding words can give you
Mexico when he was a few years old. Although he loves his life in the helpful context clues to identify
USA, Mateo still faces stereotypes. “Some Americans expect me to be the class of that word - if it's a
lazy,” he explains. “That’s what they think of Mexicans. I don’t take noun, an adjective, a verb etc.
it personally, but I don’t like that kind of label.” Another thing which - and help you find its correct
annoys Mateo is when other students ask if he speaks “Mexican” at meaning in a dictionary.
home. “Some people don’t know that we speak Spanish,” he says. “Our
countries are neighbors, so people should be aware of our language and
culture.”
4 Look at the highlighted words
in the text. What do they
Ji-Min Choy arrived a few months ago. When I meet her, she’s searching
mean? What is their word
for a video on YouTube. In the video, Barack Obama is speaking about
class? Use a dictionary to
immigrants as a big part of American history: “We don’t simply welcome
check their meaning.
new arrivals – we are born of immigrants.” “I love this speech,” says Ji- See answers in the Teacher's Book.
Min. “It makes me feel welcome. Do you know that almost one quarter
of the USA population are first or second generation immigrants?” That
5 What problems
definitely makes life in this big country easier, but there are still awkward
moments for Ji-Min. “Many Americans don’t really know where South do immigrants And
Korea is!,” she says. face in your YOU
Vanessa Defay, from Haiti, was anxious before she arrived last year. country? How
She thought that finding new friends would be her biggest problem, can we make
but she was wrong. “Making friends is simple because some other a difference in these areas?
students speak Creole, which is my language, and Spanish, which I Discuss in pairs.
learned at school. But I often don’t understand the teachers when culture jobs language
they speak fast.” Adele Parker, an English teacher, is helping Vanessa. stereotypes tolerance
Adele knows that many children move here due to various problems
in their home countries. “Learning a new language is a huge challenge
for immigrants. I teach students about the culture, too, and help them
integrate through extra social activities.”
Unit 1 13

1.4 GRAMMAR Past tenses
I can use different tenses to talk about past events and experiences.
1 What’s the most exciting experience you have ever

had? Tell a classmate. Students’ own answers.
2 Read the text. In pairs, ask and answer the

questions. See answers in the Teacher’s Book.
1 What did Malavath do in 2014?
2 Why did Malavath want to do the challenge?
3 Why has Malavath gone back to school?
4 How has this experience changed Malavath?
3 Study the Grammar box and complete the

information with the words in the box. Underline
examples of past tenses in the article. She did it!
background description completed experience In 2014, thirteen-year-old Malavath Poorna
finished in progress present recented repeated became the youngest girl to climb Mount Everest.
She was living in a village in the countryside with
Grammar Past tenses review her parents when a government organization
Simple Past chose her and a friend for the mountain challenge.
She became a good climber. At the time, Malavath was looking for a chance to
( finished action) do something different and she was happy to go.
They trained in the countryside for eight months. She flew for the first time in her life to a special
( repeated action) mountain center where she trained for eight
Past Continuous months. The training was hard and sometimes the
At nine o’clock, she was studying for her test. temperature dropped as low as -35°C. Malavath
(action in progress ) also hated the packaged food that she had to eat.
It was raining. ( background description ) It didn’t smell nice and she missed her mom’s
Simple Past and Past Continuous cooking! The climb lasted fifty-two days. At times
They were sleeping when we arrived. it was dangerous and they had to walk very slowly,
but Malavath didn’t give up. When she finally
Present Perfect
raised India’s flag on the highest peak in the world,
She has gone home.
(result in the present ) she said she felt great and very proud of herself.
I have never been to Paris. ( experience ) Since the climb, Malavath has gone back to
school because she couldn’t study while she was
She’s gone home. She went home an hour ago.
( recent event + completed action) training. She’s also met the prime minister, who
I’ve been to Paris. I went there three years ago. encouraged her to complete her studies. Has the
(experience + completed action) climb changed her? Definitely! Now she wants to
climb more mountains around the world.
4 In your notebook, write questions using the correct

past tense. Then write answers that are true for you.
See answers in the Teacher’s Book. 5 In pairs, describe a time And
1 you / climb / a mountain / recently / ? when you were away from
home. Did you enjoy it? Was it
YOU
Have you climbed a mountain recently?
difficult? Students’ own answers.
No, I haven’t.
● Where did you go and why?
2 what / you / do / at 5 p.m. / yesterday / ?
● Who were you staying with?
3 you / ever / eat / packaged food / ?
● What did you like/not like about it?
4 you / start / English classes / five years ago / ?
5 it / rain / when / you / get up / this morning / ? I’ve been away from home a few times. Once
6 you / ever / be / abroad / ? I stayed with a family in England. They were
very friendly, but I didn’t like the food much.
14 Unit 1

1.5 LISTENING and VOCABULARY Projection mapping
I can identify specific information in a dialogue and talk about personality.
1 Do you like trying new things? Why? /

CLASS VOTE
Why not? Talk to your classmates about it.
7 1.17 Listen again. Complete the
information with a word or phrase.
2 1.16 Look at the Vocabulary box. Listen and repeat
the adjectives. Then complete the sentences.
Vocabulary Personality adjectives Projection mapping workshop
New, easy, and great fun!
calm confident creative curious fussy generous
gentle organized punctual reliable sensible Location: 1
Science Museum
Address: 2 River Road
1 Someone who always has new ideas is creative . 3
Title: “Bringing the World to Life ”
2 Someone you can trust is reliable .
For: fourteen to 4 seventeen
3 Someone who worries about things that aren’t
important is fussy . year-olds
Time: 5 10 a.m. to 4 p.m.
4 Someone who is sure about him/herself is confident .
5 Someone who wants to learn new things is curious . Bring: 6 (your) lunch and a drink
6 Someone who always arrives on time is punctual . Cost per person for this special event:
7$ 5
3 In your notebook, write definitions for the other five
words in the Vocabulary box. Students’ own answers.
4 I KNOW! In pairs, add more adjectives to the list in

Activity 2. Write them in your notebook. Use two words to 8 1.17 Listen once more. Answer
describe a person you know. Students’ own answers. the questions in your notebook.
See answers in the Teacher’s Book.
My best friend is always kind and calm. 1 What did Marisa think the workshop
was about?
5 This picture is an example of “projection mapping.” 2 Where do you create the videos in
Have you ever seen this on TV or where you live? How do a projection mapping workshop?
you think it works? Discuss with your classmates. 3 Where did Marisa see an example
of projection mapping?
4 Is Ivan creative or curious?
5 Why can’t Marisa go on her own to
the workshop?
6 Why does Marisa have to go to
Ivan’s house on Saturday?
9 In pairs, talk about these And

classes and workshops.
What type of person are
YOU
they right for? Are they
right for you? Why? / Why not?
chess cooking creative writing
gardening photography
sewing singing
6 1.17 Listen to Ivan telling Marisa about a workshop. You have to be organized if you do the
Check (✓) the correct option. cooking class because you plan recipes
1 ✓ Marisa has seen the information and has decided and shopping lists.
she isn’t interested. I joined a singing class after school. I’m
2 Marisa has bought tickets for her and Ivan to go not very confident, but the teacher was
to the workshop. very gentle and kind.
Unit 1 15

1.6 SPEAKING Asking for and offering help
I can ask for and offer help, and respond to offers of help.
1 CLASS VOTE Can you remember the 4 Study the Speaking box. Underline examples in
first day at your school? What was it the dialogue.
like? Students’ own answers.
Speaking Asking for and offering help
2 Look at the picture. How do you think
Asking for help
Nina is feeling? Possible answers: She is
worried/anxious/stressed/nervous/uneasy. Can/Could you help me?
3 1.18 Listen and read. Then Excuse me. Would you mind helping me?
answer the questions in your notebook. Can/Could you give me a hand (with sth)?
1 Who is Nina waiting for? The head teacher.

Replying
Of course. / Sure! I’ll be with you in a minute.
2 What’s the surprise for Nina at the
end? Dan is in her class. Offering help
Do you need any help? May I get you anything?
Do you need anything else? Can I help you?
Can I give you a hand with . . . ? What can I do for you?
Replying
That would be great, thanks. That’s really nice of you, thanks.
Thanks for helping/your help. No, I’m fine, but thanks anyway.
Be careful!
Would you mind helping me? No, of course not.
FIRST DAY NERVES
Dan: OK, here we are. Do you need 5 1.19 Listen to the intonation of these
anything else? questions asking and offering help. Does
Nina: No, I’m fine. Thanks for your help! the intonation rise or fall?
Skye: I hope you’re in our class. The intonation rises in the questions.
Dan: Catch you later. 1 Can you help me? 3 Do you need any help?
Student: Do you need any help? 2 Could you give me a 4 May I get you anything?
Nina: Oh, hi. You made me jump! I’m hand?
meeting the head teacher at
8:30, but she isn’t here.
Student: No surprise there! Just take 6 1.20 Complete the dialogue with phrases from
a seat. She won’t be long. the Speaking box. Listen and check. Then practice the
Nina: Excuse me. Can you help me? dialogue.
Woman: Of course. I’ll be with you in a A: Excuse me. Would 1you mind helping me ? I don’t know
minute. Now, what can I do where the school office is.
for you? B: No, of 2 course not . It’s over there. I’ll show you.
Nina: I’m looking for the head teacher. A: Thanks for your 3 help .
Woman: Oh, Nina! I’m so sorry. I’m Ms. B: Do you 4 need anything else?
Holiday, the head teacher. A: No, 5 I’m fine , but thanks anyway.
Welcome to Belmont Academy.
It’s always crazy on the first day.
Let’s find your class. Can I give you
a hand with your books?
7 In pairs, read the situations and take And
Nina: No, I’m fine, but thanks anyway.
turns to ask for and/or offer help. Students’
own answers. YOU
Student A
Woman: Don’t worry. I’ve asked Dan ● Ask your teacher to help you with you
to look after you. homework.
Nina: Dan? I’ve just met him. ● Offer to help your friend to carry a big bag and a guitar.
Student B
head teacher Watch ● Ask your friend to help you buy food and drinks for
principal OUT! your party.
● A classmate isn’t feeling well. Offer to help.
16 Unit 1

1.7 WRITING An essay about a personal challenge
I can write an essay about a personal challenge.
1 CLASS VOTEAre you afraid of 4 Study the Writing box. Find examples of these phrases in
heights? Where are the worst places Jo’s essay.
to be if you are? Students’ own answers. Writing An essay about a personal challenge
2 1.21 Study the Vocabulary Reason for the challenge

box. Listen and repeat the verbs. In I’ve always loved/wanted/dreamed about …
pairs, take turns to use the words in The problem is/was, I …
sentences. Students’ own answers. I first realized this when …
I gasped at the end of the movie Description of the challenge
because it was a surprise. Soon after that, I heard about/saw …
… I decided to give it a go.
Vocabulary Verbs to express emotion When I arrived at/started/saw … , I gasped/screamed.
At the beginning it was …
gasp scream shake shiver
In the end, I …
sweat yawn
After the challenge
The experience has made me …
3 Read Jo’s essay about a personal That day, I …
challenge. Which paragraph Now I’m not afraid of / I ... regularly
describes: I’m thinking of becoming a …
a 2 a challenge that helped Jo?
b 3 how the experience changed Jo? 5 In pairs, choose one of these challenges and answer the
questions below. Students’ own answers.
c 1 a bad experience in the past?
● joining a new sports team
● performing in front of classmates
My personal challenge ● staying with a family in another country
by Joan Taylor 1 Why is the challenge difficult?

2 How would you feel before, during, and after the
I’ve always loved trying new things, so when Dan challenge?
invited me to go climbing, I was confused. The
problem is, I’m scared of heights. I first realized
6 Write an essay about a personal
this when I was visiting the Eiffel Tower in Paris challenge. Students’ own answers. Writing
on vacation. Suddenly, somebody screamed and
I saw that part of the floor was made of glass.
1 ! Find ideas Time
Take notes about:
I started shaking and my hands were sweating. ● why you wanted to do the
I was disappointed with myself and sad. challenge.
what the challenge was like.
Soon after that, I heard about the climbing class
●
● how you felt after the experience.

and I decided to give it a go. When I arrived and
2 Draft
saw the climbing wall, I gasped. It was pretty
Write a draft of your essay. Use the verbs in
high, but the instructor helped me and showed me
the Vocabulary box to make your writing more
how to climb slowly and safely. At the beginning interesting.
it was pretty difficult, but gradually I felt less
3 Share
anxious, although I had to concentrate very hard. Share your essay with another student for feedback.
The experience has made me more confident. Listen to his/her opinion and suggestions. Check the
spelling and grammar.
That day, I got a buzz out of climbing and I
couldn’t stop smiling. Now I climb regularly and 4 ✓ Check and write
Make any necessary changes to your essay and
I’m never scared.
write its final version.
Unit 1 17

WORDLIST Adjectives of emotion | Phrases with yourself | Personality adjectives
afraid [adj] focus [v] search [v]

annoyed [adj] fussy [adj] sensible [adj]
anxious [adj] gasp [v] shake [v]
arrival [n] generous [adj] shiver [v]
be aware of [v] gentle [adj] social [adj]
be yourself [v] government organization [n] speech [n]
belong [v] gradually [adv] stereotype [n]
bunny [n] grow up [v] stressed [adj]
calm [adj] immigrant [n] surprise yourself [v]
challenge [n] integrate [v] surprised [adj]
challenge yourself [v] international [adj] sweat [v]
chubby [adj] joyful [adj] take it personally [v]
concentrate [v] know yourself [v] talk to yourself [v]
confident [adj] label [n] tell yourself [v]
confused [adj] make yourself (do sth) [v] tolerance [n]
congratulate yourself [v] marshmallow [n] uneasy [adj]
creative [adj] miserable [adj] workshop [n]
criticize [v] organized [adj] yawn [v]
curious [adj] peak [n]
determined [adj] population [n] WORD FRIENDS
disappointed [adj] prime minister [n] boost your confidence
due to [prep] projection mapping [n] change your routine
dump [v] punctual [adj] get a buzz (out of sth)
encourage [v] raise (a flag) [v] give an opinion
express yourself [v] relaxed [adj] give sth a go
face [v] reliable [adj] have an adventure
fit in [v] satisfied [adj] make plans
fixed [adj] scream [v] take something on board
VOCABULARY IN ACTION
1 Use the Wordlist to find and 3 Complete the sentences with the correct form of verbs from
write in your notebook: Word Friends.
1 two people immigrant, … 1 My friends and I are always ready to have an
2 four adjectives to describe adventure.
positive emotions 2 I find taking negative comments on board difficult.
satisfied, … 3 I’ve already made plans for the next school vacation.
3 three actions people do when 4 A nice comment from my teacher can boost my
they’re nervous or frightened confidence.
shake, … 5 I don’t like giving my opinion in class.
4 one expression that means
“try new things” 4 In pairs, discuss if the sentences in Activity 3 are true for you.
2 In your notebook, write an 5 1.22 PRONUNCIATION Listen to the words below and
adjective from the Wordlist decide how the underlined vowels are pronounced.
which describes: Students’ own /ɪ/ - disappointed, integrate, immigrant, miserable
answers. disappointed integrate immigrant miserable organized
1 your best friend’s personality
confident reliable satisfied surprised
/aɪ/ - organized, reliable, satisfied, surprised
2 a good student
6 1.23 Write the words from Activity 5 in the correct
3 how you feel when you have a category. Listen and repeat.
test at school
/ɪ/ disappointed , integrate , immigrant
4 how you feel if you get a bad
miserable
grade on an essay
/aɪ/ organized , reliable , satisfied ,
5 how you feel if a friend argues
surprised
with you
18 Unit 1

SELF-CHECK
1 Write the correct word for each definition. 5 Complete the sentences with the Simple Past,
1 If you can make yourself climb to the top of a the Past Continuous, or the Present Perfect
mountain, you are determined . form of the verbs in parentheses.
2 People who worry about unimportant things 1 A: Have you ever taken (ever/
are fussy . take) part in a dance workshop?
3 The total number of people in a country is its B: Yes, I have .I took (take)
population . part in a salsa workshop in May.
4 You work with others to learn something new at 2 I have so much homework to do! I can’t
a workshop . believe that a week ago we were sitting
(sit) on a beach and I wasn’t thinking
5 When you have a fixed opinion about something
(not think) about school at all!
or somebody, this is a stereotype .
3 The president was giving (give) a
2 Complete the personality quiz with the verbs below. speech when, suddenly, the microphone
stopped (stop) working.
be challenge make surprised 4 Maria is really generous. She has already given
(already/give) a lot of money to an
organization which helps immigrants.
1 Name one situation when you might make 5 A: So, what did you do
yourself do something.
(do) on Nantucket?
2 Name one situation when you could challenge
yourself to try something difficult. B: Lots of things. We rode (ride)
3 Name one time when you surprised yourself by bicycles and we took (take) a
doing something unexpected. lot of pictures!
4 Name one situation when you can just be
yourself and relax. 6 Circle the best response for each question.
1 Excuse me, would you mind helping me?
I can’t open this door.
3 In pairs, discuss the situations in Activity 2. a That would be great, thanks.
Then tell the class about your classmate. b Could you give me a hand?
Students’ own answers. c Sure. I'll be with you in a minute.
4 Complete the letter with the Simple Present or the
2 Those bags look heavy. Do you need
Present Continuous form of the verbs in parentheses.
any help?
a I’ll be with you in a minute.
Dear Student, b No, I’m fine, thanks.
1 c Sure!
Are you starting (start) a new
3 OK, the party food is ready. Now, do you
term at Rochdale Middle School this year? This
need anything else?
advice might help.
a That’s really nice of you, but I can
On the first day, all students 2 go (go) to manage now.
their classrooms at 8: 30 for registration, so everyone b Can I help you?
3 meets (meet) their new home room teacher c No, of course not.
before classes. Your tutor has your class schedule. Like
most middle schools, Rochdale 4 has 7 1.24 Listen, then listen again, and write
(have) six fifty-minute periods a day. down what you hear.
We hope you 5 aren’t feeling (not feel) anxious! I love meeting different people, so I’m enjoying my
But if you are worried, please contact me. At new school. I’m very happy with the teachers here.
Rochdale Middle School, we 6 believe
It’s an international school and I get a real buzz
(believe) that it’s good to ask questions!
from speaking other languages with my new friends.
Best wishes,
Mr. Morris, Principal I’m learning Spanish, which is a challenge, but I’m
determined to do well.
SELF-ASSESSMENT Think about this unit. What did you learn? What do you need help with? WORKBOOKUnit 1
p. 123

2
2.1 VOCABULARY Protecting the environment
I can talk about pollution and the environment.
Follow
the
trash
trail!
What a
waste!
VOCABULARY
Pollution | Protecting and
damaging the environment |
Compound nouns: the environment |
Elections and campaigns
GRAMMAR
Past Perfect | Used to 1 CLASS VOTE What do you do with the items below when you don’t
need them anymore? Students’ own answers.
Grammar: empty pizza boxes old clothes old cell phones

Watch where you’re running! plastic water bottles school textbooks
What is Skye doing?
I throw them away. I recycle them.
2 1.25 Study Vocabulary A box. Listen and check if you understand

the words. Then circle the ones that are not in the poster on this page.
Vocabulary A Pollution
endangered animal factory oil gasoline plants recycling can

Speaking: smoke traffic trash trash can
Trash to treasure
Where are Skye and her
3 In pairs, look at the poster again. What causes the types of
friends?
pollution below? Talk to your classmate. Possible answers: acid rain,
carbon dioxide, cities, forests,
air pollution land pollution water pollution greenhouse gas, ice, people,
planes, temperature
Factories cause air pollution.
4 1.26 Listen to part of a radio program about the trash trail.

Answer the questions in your notebook.
1 Where does the trash trail start?
At the factories.
2 What containers are the food and the drink in?
Plastic bottles, packages, and aluminum cans.
3 How do the goods get to stores?
Huge trucks deliver them.
4 What do people in the city want to escape from?
Traffic and polluted air.
5 Why can’t people use the trash cans in parks?
Because they’re full.
20 Unit 2

5 1.27 WORD FRIENDS Complete the Word Friends with the 8 1.30 Complete the blog
words below. Listen and check. post with the correct form of
some compound nouns from
aluminum cans energy parks plants Vocabulary B box. Then listen
and check.
Word Friends
recycle/throw away: plastic bags, trash, 1 aluminum cans
Is it cool to be GREEN?
protect/damage: the planet, the environment, 2 plants
save/waste: water, electricity, money, 3 energy
pollute/clean up: the air, the ocean, rivers, beaches, 4 parks Definitely! We need to protect our
planet for our future. That’s
why I always travel on
6 1.28 Read the quiz and circle the correct option. Then 1 public transportation .
listen and check. Finally, write T (true) or F (false). Too many people drive, so there
1 T 2 F are always 2 traffic jams
downtown.
3 T 4 F
5 F 6 T At my school we recycle as much
as we can. We don’t use
7 T 3 renewable energy such as
sun or wind power, but our
True or false?
principal has plans for solar
panels on the roof. Some people
joke that they like warmer
weather, but I tell them that
1 Some countries recycle / protect 4 climate change
strange trash, including false teeth! is really not good. Rising ocean
2 Recycling one aluminum can can levels cause floods that can
save / pollute enough energy to destroy houses and farms. The
run a TV for three days. oceans are also getting polluted
with plastic, so I never use
3 We clean up / throw away plastic bags. In fact, I make my
enough cans to reach the moon own bags! Next to my school
and back twenty times! there’s a 5 recycling center
4 Acid rain recycles / damages trees and plants, but not buildings. where we put soft drink bottles,
but you can also use them for
5 Sweden is working hard to protect / pollute the environment
recycling cans, paper, and clothes.
and now recycles sixty-nine percent of its trash.
There’s a larger one outside the
6 Running the water when you’re brushing your teeth can city, where we can take our old
save / waste around 5,000 liters of water a year. TVs, furniture, books, and even
bicycles. You can find loads of
7 Plastic from ships pollutes / cleans up the ocean. In 2010,
cool things there.
a ship lost 28,000 rubber ducks. People are still finding the
ducks today!
7 1.29 Study Vocabulary B box. Match words 1–6 to words

9 How green are you? And
a–f to make compound nouns. Listen and check.
Are your town and
school green? In
YOU
groups, take turns to
Vocabulary B Compound nouns talk about your ideas.
I always try to save water. For
1 f traffic a energy example, I always take a quick
2 e gas b center shower.
3 c public c transportation My town has a huge recycling
4 a renewable d change center and they collect trash from
5 b recycling e station your house.
6 d climate f jam
At my school we recycle our pens!
Unit 2 21

2.2 GRAMMAR Past Perfect
I can talk about past events using the Past Perfect.
1 Which of the things below does not produce energy? 4 Complete the sentences with the
Circle. Past Perfect form of the verbs in
parentheses.
jellyfish milk natural gas sugar sun wind
1 The visitors had given (give)
2 Read the blog post quickly, then answer the questions in the animals the wrong food and the
your notebook. See answers in the Teacher’s Book. next day they were sick.
1 How much do elephants eat? 2 For her project, Maria used
pictures of the animals that she
2 How can animal waste help the zoo?
had taken (take) at the zoo.
3 We hadn’t realized (not realize)
how useful animal waste was until
New power for the zoo | Elephant energy we started saving money.
4 They hadn’t fed (not feed)
the animals when I got there.
Did you know that you can what a mountain of animal 5 Had you
heat a building with animal waste looked like! heard (hear) about this
waste? At school, I heard type of energy before you visited
The mixture of animal waste the zoo?
about a local zoo that had
and water produces biogas.
tried it, so I went to see for
myself. When I got there,
This goes into an engine 5 Read the sentences. Underline the
that works on gas and action that happened first.
the zoo-keeper had just
produces electricity. So, had
given the elephants some 1 The lions were thirsty because
this idea really helped the
food. He told us that they nobody had given them any water.
zoo? Absolutely! Before they
have huge appetites and 2 The workers had left the factory
started using the waste, the
can eat 100 kilograms of before the fire started.
zoo had found it difficult
fruit and vegetables every 3 After the party had finished, we
to control how much they
day! Over the previous cleaned up the park.
spent on electricity. Now
week, he had collected a 4 Al realized that the recycling center
they can keep the animals
container of waste from all had moved to another place.
warm and save money, too!
the plant-eating animals in
5 I couldn’t recycle my old cell phone
the zoo. I hadn’t realized
because I’d given it to a friend.
6 The zoo-keeper had just fed the
elephants when we arrived.
3 Study the Grammar box and circle the correct option.
Then underline examples of the Past Perfect in the 7 I wanted to recycle the empty cans,
blog post. but Sarah had thrown them away.
Grammar Past Perfect

Past Perfect 6 In pairs, talk about your And
Max had collected the trash. country or the area where
you live. Students’ own answers.
YOU
I hadn’t realized how big it was.
Had they helped? Yes, they had. / No, they hadn’t. ● What types of energy do
Past Perfect and Simple Past people use?
When we saw them, the animals had already eaten. ● Do people use any alternative
She’d given the lion some food before the visitors arrived. sources of energy? Use the words
They left the zoo after they’d had lunch. below to help you.
Time expressions electricity gas solar energy

when, before, after, just, already, by the time solar panels wind farms
We use the Past Perfect for an action before / after another
It’s very sunny in Mexico and we use
action in the past.
solar energy a lot. People often have
GRAMMAR TIME PAGE 107 solar panels on the roof …
22 Unit 2

2.3 READING and VOCABULARY A magazine article
I can understand the main points and identify specific information in a magazine article.
1 CLASS VOTE Have you ever been to an event to 2 How did the documentary change
help raise awareness of environmental problems? Xiuhtezcatl?
a He wants to act to protect the
2 1.31 Listen and read the magazine article.
environment.
Match headings a–c to paragraphs 1–3.
b He’ll learn more about Earth Guardians.
a At one with nature c He felt he was different from other
b The power of music young people.
c A different type of summer
d He’ll join his mom’s organization.
Reading tip 3 How does Xiuhtezcatl feel about his life
at the moment?
It’s easy to identify the main points of a text when they a He’s not sure he wants to have these
are clearly stated. Read the first and the concluding amazing adventures.
sentences - the main points are often expressed there.
b He accepts he’s busy, but hopes he can
On the other hand, when you need to find specific
information in a text, first you have to understand what make a difference.
kind of information you have to look for. So, read the c He’d like to have more time to perform
questions before you start reading the text and have at events and festivals.
them in mind while reading. When you locate the d He thinks working for the environment
information, read the relevant part carefully to get a full takes up too much time.
understanding.
4 Look at the highlighted words in the
3 Read the magazine article again. Circle the correct magazine article. Check your understanding.
answer. Use a dictionary if necessary. In your
notebook, write a sentence for each word.
1 What surprised the people in the United Nations Students’ own answers.
most about Xiuhtezcatl?
a He was very young.
b His hairstyle and clothes were unusual.
c He wasn’t like most teenagers.
d He could speak several languages.
1 c
School’s nearly out and for most teens it’s a chance to hang out with friends and enjoy summer
vacation. But if you’re a sixteen-year-old eco hip-hop artist, it’s a busy time of international travel
and public speaking. Xiuhtezcatl (roughly pronounced shoo-tez-cat) Martinez became known
around the world in 2015, when he gave a talk about climate change to the United Nations General
Assembly in New York. It wasn’t his long hair and formal suit that got him noticed, but the fact that
he started his talk in three different languages: English, Spanish, and Nahuatl, the language of the
Mexican Mashika or Aztec community.
2 a
His passion for the environment comes from the time that Xiuhtezcatl spent in the forest with his
dad, where he felt he was “a big part of this world.” He’s had his name since he was six. He got it from
older members of the Mashika community and it means “turquoise mirror” in the Nahuatl language.
The community has a strong belief that we are all connected to the world we live in and must protect
it and the animals that live in it. He shares this passion with his mom, who set up Earth Guardians, an
organization that educates young people and encourages them to protect the environment. However, it was
after he’d watched a nature documentary that Xiuhtezcatl decided he could make a difference now.
3 b
So where does hip-hop come into all of this? After a rap performance at school with his younger brother, Xiuhtezcatl
realized that their lyrics could make people wake up to the problems of pollution and waste. They both now perform at
events and festivals around the world. His mom is happy her son is having “these amazing adventures,” but worries all
this is taking up a lot of his time. Xiuhtezcatl admits it’s intense,but is convinced he’s doing the right thing.
Unit 2 23

2.4 GRAMMAR used to
I can talk about repeated past actions that no longer happen.
1 CLASS VOTE Do you think it’s important for a 3 Study the Grammar box and check (✓) the correct
town or city to have a park? Why? / Why not? sentences. Then underline examples of sentences
Yes, I think it’s very important because … with used to in the dialogue.
2 1.32 Read and listen. Why does Skye Grammar used to

trip up when she’s jogging in the park? The river used to be clean.
We didn’t use to find trash on the beach.
Did you use to play here? Yes, I did. / No, I didn’t.
Where did you use to live?
✓ We use used to for routines in the past.
We use used to for affirmative, negative, and
interrogative sentences.
✓ We use the base form - use - in negative and
WATCH WHERE YOU’RE RUNNING!
Skye: Ouch!
Park keeper: Are you OK? 4 Complete the sentences with the correct form of
Skye: Yeah, I’m fine. I tripped over used to and the verbs in parentheses.
that can. 1 I used to love (love) cycling, but I don’t
Park keeper: Come and sit down for a have a bike now.
minute. Oh, there’s so much 2 We didn’t use to recycle (not recycle) our trash.
litter here these days. It used to
3 My dad used to drive (drive) me to school.
be such a lovely park and look
4 He used to drop (drop) trash on the floor,
at it now – litter everywhere.
but now he always puts it in the trash can.
Do you run here often?
5 When my mom was little, she didn’t use to watch
Skye: No, this is my first time. I only
(not watch) much television.
moved back to this area last
month. I used to live here,
5 1.33 Complete the dialogue with the correct
though.
form of used to and the verbs in parentheses.
Park keeper: So did you use to come here Listen and check.
when you were little?
Jo: Grandma, you used to live in New
Skye: Yes, I did – all the time. My mum
York when you were little. Was it very
and gran used to bring me
different?
here. I remember I had my fifth
birthday party in this park. Grandma: Well, there 1 didn’t use to be (not be)
It didn’t use to be this dirty. so many cars, that’s for sure!
Jo: 2 you
Park keeper: Well, we used to have a team Did
of people who cleaned up the use to walk (walk) everywhere?
park. Now it’s only me – and it’s Grandma: No, there 3 used to be (be)
too much for one person. It’s a more buses and the subway
4 (not be) so
shame, really. Anyway, I should didn’t use to be
get back to work. Now, are you expensive! And back then, New York
5 didn’t use to have (not have) so many
sure you’re OK?
Skye: Yes, fine, thank you. movie theaters and coffee shops. I think
you have a lot more fun now!
Watch And
OUT!
litter
lovely
trash
nice
6 In pairs, complete the sentences
about your town or city.
YOU
mum mom Students’ own answers.
My town used to be … It didn’t use to have …
gran grandma
There used to be … We didn’t use to …
overmatter
24 Unit 2

2.5 LISTENING and VOCABULARY Protecting the environment
I can identify specific information in short dialogues and talk about elections and campaigns.
1 CLASS VOTEDo you think student 4 1.35 Listen to four dialogues. Circle the correct
councils are a good idea? What answer.
subjects do you think are important 1 What is the date of the student election?
for students to discuss?
A B C
2 1.34 Listen to the dialogue. Then
answer the questions.
1 Where are the people?
They are at school.
2 What are they doing?
They are listening to the results of a vote for
student councilor.
3 What is the new head of the student 2 What is the boy going to do?
council going to do?
He’s going to clean up the school sports A B C
fields and plant more trees.
3 Complete the sentences with the

correct form of the phrases below.
become a member (of)

hold an election
join a campaign 3 What did Mark’s dad use to recycle when he was a child?
organize an event
sign up (to do sth) A B C
vote for (sth/sb)
1 I joined a campaign yesterday; the

aim is to get more people to recycle
their trash.
2 David has just become a member of
a group that protects local wildlife.
3 Please sign up to help
clean up the beach. There’s a pen 4 What kind of campaign has Sarah joined?
and a list on the table over there.
A B C
4 Yesterday we held an election
at our school for a new student
president.
5 I vote for my friend Jane
because I think she’ll be a great
student president.
6 Last month my brother
organized an event at school, called
Trash to Treasure. The idea was that 5 Imagine there will be student council And
everyone made something from a
piece of trash.
elections in your school. In pairs, discuss YOU
what you would do if you became student
councilors. Students’ own answers.
As a student councilor, I would plant more trees and flowers
around the school. I would also ask for more after-school
sports clubs. In addition, I would …
Unit 2 25

2.6 SPEAKING Agreeing and disagreeing
I can agree and disagree with other people’s point of view.
1 CLASS VOTE Do you always share the 2 1.36 Listen and read the dialogue. Then answer
same opinions with your friends and the questions in your notebook.
family? What kind of things do you See answers in the Teacher’s Book.
1 Why is Skye making a chair? What material is she using?
disagree about? Students’ own answers.
2 Which friend thinks it isn’t a good idea? Why?
I don’t always agree with my friends. 3 What else could you make from plastic bottles?
Sometimes …
3 Study the Speaking box. Then underline agreeing and
disagreeing phrases in the dialogue.
Speaking Agreeing and disagreeing

Agreeing Disagreeing
I think that’s a good/great idea. I don’t agree.
TRASH TO TREASURE Maybe you’re right. True, but …
Nina: What are you doing in your I think so, too. That’s not always true.
garage? I totally agree. I don’t think so.
Skye: Actually, you guys can help me. Absolutely! I don’t think we should …
I’m taking part in a Trash to You can say that again! I’m not sure about that.
Treasure competition. The idea I suppose/guess so. I totally disagree.
is to make something new out
of rubbish.
Nina: I think that’s a great idea! 4 1.37 Listen to the prompts and
Dan: Really? I don’t agree. Isn’t trash sentences in the Speaking box. Notice
just trash? how the speakers’ intonation changes
Nina: That’s not always true. for agreeing/disagreeing. Practice
Skye: Anyway, I want to make a chair saying the sentences and prompts.
out of these bottles. So, we See answers in the Teacher’s Book.
need to cut the tops off the
bottles and fit them inside each 5 Complete the dialogue with sentences and prompts
other. Like this. Then I think we from the Speaking box.
should tie them together with
1
some string.
A: I think if you care about the environment, you
Jay: I’m not sure about that. I think
shouldn’t use plastic bags at all.
the string will come loose.
B: Maybe you’re 1 right , but sometimes you
Skye: Mmm … Maybe you’re right.
need them. For example, we use them in our kitchen
I’ve got some strong sticky
trash can.
tape. OK, let’s get started!
A: I think that’s 2 a good/great idea, but then you
Some time later: should reuse them each time.
Skye: So, what do you think? It looks B: I’m not 3 sure about that. They’d stink!
like a chair to me!
Nina: Absolutely! Go on, Dan. Try it 6 1.38 Listen to five people talking about recycling
out! and reusing things. Work with a classmate. Respond
Dan: Who, me? to each statement with a sentence or prompt from the
Nina: Oh no! The chair’s collapsed! Speaking box. Give reasons. Use expressive intonation.
Jay: I think our design needs a bit
more work!
Dan: Yeah, you can say that again! 7 In pairs, discuss one of these statements.
Students’ own answers. And
● People spend too much money on
protecting animals. They should spend it
YOU
Watch on helping people instead.
rubbish
I’ve got ...
trash
I have ...
OUT! ● Everyone should use public transportation.
● It’s very easy to save energy, but not water.
26 Unit 2

2.7 WRITING An informal invitation
I can write an interview about environmental problems in an area.
1 CLASS VOTE Read the interview. What questions do 3 Study the Writing box. Find examples of
you think the interviewer asked? Students’ own answers. these phrases in the interview.
Writing Writing an interview
Every day this week we are talking to an
Asking questions
environmental campaigner as part of National
Can you tell us a little about …?
Environmental Protection week. Today, journalist
Can you give us an update on …?
Jack Hall interviews Yan Gosh, the CEO of SFT. So, why does this happen?
1 J.H.: What exactly is SFT and what does it do? What is being done to change/improve this?
Y.G.: SFT stands for “Smoke-Free Transportation.” Don’t you think that …?
We strongly believe that people should use And why is that a problem?
greener forms of transportation to move around What do you think should be done?
the city. Explaining a problem
2 J.H.: Can you tell us a little about why you set up this This has caused …
organization? This happens because …
Y.G.: Of course! Currently, around 80 percent of The main problem is …
city residents regularly travel to work, school, or Giving a personal opinion
college by car. This has caused air pollution to If you ask me, … I strongly believe
increase dramatically. In my opinion, … (that) …
3 J.H.: And why is that a problem? I would say that …
Y.G.: Well, emissions from car exhausts Disagreeing and giving a counterargument
contributes to climate change, which is a big Actually, that’s not true. The truth is …
threat to our planet. Smoke and air pollution Not really. In reality, …
also cause people to develop respiratory I’m afraid I don’t agree. Actually, ...
diseases like asthma.
4 J.H.: What do you think should be done about this?
Y.G.: It’s very simple. If people didn’t travel by car,
air pollution would reduce! 1 ! Find ideas
Writing
5 J.H.: But don’t you think that cars are the easiest option? Research
Y.G.: Not really. We have an extensive subway environmental Time
and bus network. There are also several cycle problems in your area.
paths routes, so people can go to work by bike Take notes about:
easily and safely. ● the cause of the problem
6 J.H.: So, you don’t think that anyone should travel by car? ● what issues it causes
Y.G.: Not exactly, but if you have to travel by car, ● what can be done to solve the
try carpooling. Five people sharing one car is problem

better than five individual cars on the road!
2 Draft
Use your notes to write a draft of an
interview about the environmental
2 Complete the interview with the questions below. issue. Try to include phrases from the
Check your answers to Activity 1. Writing box.
a What do you think should be done about this?
b So, you don’t think that anyone should travel 3 Share
by car? Share your interview with another
c What exactly is SFT and what does it do? student for feedback. Listen to
d And why is that a problem? his/her opinions and suggestions.
e But don’t you think that cars are the easiest
option? 4 ✓ Check and write
f Can you tell us a little about why you set up this Check the spelling and grammar.
organization? Make any necessary changes to your
text. Write the final version of your
interview.
Unit 2 27

WORDLIST Celebrations | Phrases for special occasions | National celebrations | Sounds
acid rain [n] gas station [n] traffic [n]

air pollution [n] green [adj] traffic jam [n]
aluminum [n] guardian [n] trash [n]
appetite [n] heat [n] trash can [n]
awareness [n] intense [adj] treasure [n]
biogas [n] jellyfish [n] trip over [v]
can [n] land pollution [n] turquoise [adj]
candidate [n] loose [adj] unleaded [adj]
climate change [n] lyrics [n] vegetarian [n]
collapse [v] natural gas [n] waste [v/n]
community [n] oil [n] water pollution [n]
connection [n] organization [n] wildlife [n]
container [n] outdoors [n] wind farm [n]
councilor [n] plant [v/n]
design [v] pollution [n] WORD FRIENDS
Earth [n] public transportation [n] become a member (of)
electricity [n] recycling center [n] clean up rivers/parks
encourage [v] renewable energy [n] damage the environment
endangered [adj] reuse [v] hold an election
engine [n] set up [v] join a campaign
environment [n] smoke [n] organize an event
environmental [adj] solar energy [n] pollute the air/the ocean
escape [v] solar panel [n] protect the planet
factory [n] sticky tape [n] recycle plastic bags/aluminum cans
false teeth [n] stink [v] save electricity/energy
fit [v] string [n] sign up to (do sth)
flood [n] student council [n] throw away trash
formal [adj] the United Nations [n] vote for (sth/sb)
gasoline [n] tie (sth) together [n] waste water/money
1 Use the Wordlist to find and write in your notebook: 3 In pairs, choose two or three words
1 six types of energy solar energy, … each from the Wordlist and write
sentences. What’s the longest sentence
2 three types of pollution air pollution, …
you can make? Students’ own answers.
3 four words that describe a person candidate, …
The smoke from the factories is polluting
4 two words that describe a group of people
the air.
community, …
2 Complete the sentences with the verbs from Word 4 1.39 PRONUNCIATION Listen to the
pronunciation of to in the sentences
Friends.
below.
1 We can save energy if we turn off the lights
I used to eat fast food every day.
when we go out.
Did your mom use to work here?
2 The school is going to hold an election for
student council president. We didn’t use to go abroad on vacation.
3 The chemical waste from a factory can
damage the environment.
5 1.40 In pairs, practice saying these
sentences. Listen and check.
4 When I leave school, I want to become a Students’ own answers.
member of an environmental group. 1 Dan used to live in Chicago.
5 We have to clean up the beach so that the 2 We used to spend every summer with
turtles won’t die. our cousins.
6 I would vote for the person who wants to 3 Did people use to worry about the
stop climate change. environment?
4 I used to throw away plastic bags.
28 Unit 2

SELF-CHECK
1 Write the correct word for each definition. 5 Complete the sentences with the correct form
1 To keep someone or something safe. of used to.
p r o t e c t 1 The factories used to pollute the air, but
2 It’s black or gray and is produced when they’re cleaner now.
something burns. s m o k e 2 Oliver didn’t use to have any hobbies, but now
3 A building where things are produced in he recycles furniture.
large quantities. f a c t o r y 3 Did your friend use to be a
4 To make air, water, etc. dirty. member of the Teen Action group?
p o l l u t e 4 The school used to throw away a lot of
5 A long line of vehicles on the road that can’t paper, but now it recycles it.
move. t r a f f i c j a m 5 Did you use to collect things on
6 To use more of something than you need or the beach when you were little?
than is useful. w a s t e 6 The lake in the park didn’t use to have so much
trash in it, did it?
2 Complete the sentences with the words and
phrases below. 6 Read the sentences. Write A, if people are
agreeing, and D, if they are disagreeing.
endangered animal public transportation
recycling center trash throw away 1 I think that’s a great idea! [ A ]
2 That’s not always true. [ D ]
1 Do you usually throw away your old
clothes? 3 True, but using plastic is cheaper. [ D ]
2 Do you know where the nearest 4 You can say that again! [ A ]
recycling center is?
5 Maybe you’re right. [ A ]
3 Do you think people should use
public transportation instead of their own cars? 6 I don’t think we should do that. [ D ]
4 If you see trash on the street, do 7 In pairs, role-play the situations.
you pick it up? Students’ own answers.
1 A: Tell your friend about an idea to recycle
5 Which endangered animal would you help
some old jeans. Say why you think it’s a
protect?
good idea.
3 In pairs, ask and answer the questions in B: Say if you agree or disagree with your
Activity 2. Students’ own answers. friend’s idea.
2 B: Tell your friend about an event you are
4 Complete the diary entry with the Past Perfect
organizing to make people more aware
form of the verbs below.
of the trash in your local park. Say why you
cause choose forget not arrive not have plan think it’s a good idea.
A: Say if you agree or disagree with your
friend’s idea.
Thursday was our school field trip. I was excited 8 1.41 Listen. Then listen again and write
because our teacher 1had planned a day at a wind down what you hear.
farm. She 2 had chosen the biggest wind farm in I used to throw away a lot of plastic bags, but they pollute
Texas with more than 600 wind turbines. But when the environment and damage wildlife.
we got to school in the morning, the bus Sometimes the bags end up in rivers. If fish eat them, they
3 hadn’t arrived and we had to wait for ages. We can die. I want to protect plants and animals, so I wrote a
song called Clean Up The World.
heard that an accident downtown 4 had caused
a huge traffic jam. When it finally arrived, I was
starving because I 5 had forgotten to bring a
snack. It was a really long journey and when we got to
the farm, the wind turbines weren’t moving. The farm
6 hadn’t had any wind that week!
SELF-ASSESSMENT Think about this unit. What did you learn? What do you need help with? WORKBOOK Unit 2
p. 129

3 3.1 VOCABULARY Clothes and appearance
I can describe clothes, accessories, and appearance.
Street ID Fashion
BASICS ACTIVE PARTY ACCESSORIES SALE
A B C
Style
challenge!
sandals rain boots
VOCABULARY
Clothes and accessories | Adjectives to D E
describe clothes and accessories | Have,
be, wear | Parts of clothes and shoes |
Descriptive adjectives
GRAMMAR
Present Perfect Continuous | Present pantyhose hoodie
Perfect Simple and Present Perfect
Continuous F G
Grammar:
Stage success! suit
Look at the picture. gloves necklace
What kind of event is it?
1 CLASS VOTE Where do you usually buy clothes? Why? Students’ own answers.
at a market in a thrift store in a shopping mall online other
2 1.42 Study Vocabulary A box. Label the items in the website

Speaking: pictures a-g above. Listen and repeat the words.
Where are my pants?
Vocabulary A Clothes and accessories
Look at Nina and Dan. What
are they talking about? bracelet boots earrings gloves hoodie leggings necklace
pantyhose raincoat rain boots sandals scarf suit sweater
sweatshirt
3 1.43 Listen to four people talking about the clothes and accessories
from the website. Match speakers 1–4 to items of clothing from Vocabulary
A box.
1 suit 2 rain boots 3 necklace 4 sandals
4 I KNOW! What clothes or accessories from Vocabulary A box would

you expect to find in these sections (basics, active, party, accessories)
of the website? Can you add any? Write in your notebook.
30 Unit 3

5 1.44 Study Vocabulary B box. Write the adjectives in 10 1.46 Read the article.
the correct columns in the chart below, using a dictionary if Circle the correct option. Listen
necessary. Listen and check. and check.
Vocabulary B Adjectives to describe clothes and accessories

Dress to impress!
awesome baggy black-and-white checked cotton denim
fancy fashionable flowery leather old-fashioned plain Do you always wear the same old baggy
polka-dot scruffy skinny striped tight woolen worn-out 1sunglasses / jeans, sneakers and a 2leather /
worn-out T-shirt? If you’re not happy about

General Opinion Size/Fit your clothes, read these top tips!
appearance • Choose a style: What style do you
awesome like? Skater: sneakers, jeans, hats, and
scruff y fashionable baggy
accessories. Hipster: checked 3freckles /
fancy old-fashioned skinny
worn-out tight shirts, skinny jeans, big glasses, and
scarves. Classy: blazers, skirts, pants, and
4fancy / scruffy dresses.
Color Pattern Material
checked • Do your research: Check which stores
cotton sell the style of clothes you want to buy.
flowery
denim
black-and-white plain
polka-dot
leather • Take your friends shopping: A second
woolen opinion is always a good idea and friends
striped
can encourage you to try new styles.
Use adjectives in this order: • Learn what colors suit you: If you 5have /
opinion/general – size/fit – color – pattern – material Watch are a pale complexion, you should wear
She loves her worn-out, plain leather jacket. OUT! strong colors. If you 6wear / are tanned,
however, you can usually wear pale colors.
He’s wearing an awesome, red checked cotton shirt.
• Buy clothes that fit: Size is so
6 Choose three items from the website on page 30. In your important! You don’t want clothes that
notebook, describe them using as many adjectives as are too tight or too 7skinny / baggy.
possible. Remember to use the correct order. Students’ own answers. Remember sizes are not always the
same in different stores. Always try on
There’s a smart, blue-and-red striped tie.
clothes before you buy them.
7 1.45 WORD FRIENDS Complete the phrases with be, • Accessorize: A cool pair of sunglasses,
have, or wear. Listen and check. a good belt or some 8baggy / leather
bracelets can make an outfit, and the
Word Friends right 9denim / hat could save you when
your hair’s a mess! A lot of teens 10wear /
have a pale complexion, a piercing, colored hair, freckles, have piercings, but remember you need
painted nails, pierced ears your parents’ permission to get one!
be good-looking, in his/her thirties, slim, tanned
wear a wig, glasses, jewelry
11 In pairs, ask and And
8 Complete the sentences with words and phrases from the answer the questions.
Students’ own answers. YOU
Word Friends box. 1 Which advice in
1 Sarah is tanned after her vacation in Fiji. the article do you
agree/disagree with? Why?
2 The boy’s brother has two piercings .
I agree that we should take
3 The actor is really good-looking .
a friend with us when going
4 My friend has freckles all over her nose. shopping.
5 Her older sister always has painted nails . 2 How important are clothes
and appearance for you?
9 In pairs, talk to each other and describe people you know. I think my choice of clothes
My brother is slim, has short brown hair, and a pale complexion. tells a lot about my personality.
Unit 3 31

3.2 GRAMMAR Present Perfect Continuous
I can talk about things that started in the past and have continued until now.
1 CLASS VOTE Would you like to be in a fashion 3 Study the Grammar box and complete the
show at your school? Why? / Why not? rules. Then underline examples of the Present
Students' own answers. Perfect Continuous in the dialogue.
I would love to be in a fashion show because …
Grammar Present Perfect Continuous
2 1.47 Read and listen. Why have Jay and
Skye organized a fashion show? Answer in your I’ve been working hard.
notebook. See answers in the Teacher’s Book. She hasn’t been practicing much.
How long have you been waiting?
Time expressions
all day/night We’ve been working all day.
since last Friday/October/Saturday
They’ve been waiting here since one o’clock.
for two hours/three years/a long time/ages
She’s been doing her homework for three hours.
●● We use the Present Perfect Continuous for
actions that started in the past and
STAGE SUCCESS! continue in the present .
●● It emphasizes the duration of the action.
Jay: i, everybody. As you all know, we’ve been
H ●● It is formed by have + been + verb in
working for a long time to raise money for -ing form.
the field trip. And here it is, the Belmont
Academy Fashion Show. GRAMMAR TIME PAGE 108
Skye: That was brilliant, Dan! You’ve been
practising! Now, quick. Go and put this on. 4 Complete the ad with the Present Perfect
Dan: What about the other hat? Continuous form of the verbs in parentheses.
Skye: I can’t find it. 1
Have you been looking
Dan: Hurry up, Skye! I’m back on in a minute.
Skye: (on the phone) Tom? Where are you? Have (look) for something new to wear?
2 you been thinking
you got the kayak for the final scene? Have
Great! Now, just get here as soon as (think) of buying a polka-dot dress? At Awesome
you can! we 3 have been making (make) clothes the way
Jay: And now it’s time for Tom!
you want them since we started. Our designers
Skye: Tom? At last! We’ve been waiting for you 4 have been listening (listen) to your ideas.
for ages. Dan’s been doing really well.
Tom: Listen, I’ve been thinking. You can use my
kayak, but … do I have to go on stage? 5 Complete the sentences with for or since.
Skye: But we’ve been waiting for you, Tom. 1 I’ve been saving up for ages to buy this
Come on! awesome jacket!
Tom: I just feel really nervous. 2 Has Carl been waiting for a long time?
Dan: You’ll be great. Just put on these sports 3 Kim has been practicing for the show since May.
clothes and imagine you’re going out in 4 Jake hasn’t been helping us since he got sick.
your kayak. Forget about everybody else.
Jay: And now the moment you’ve all been
waiting for. Please give a big cheer for Tom! And
6 In pairs, share ideas on how to save YOU
money to buy clothes using the
Present Perfect Continuous and the
brilliant wonderful Watch verbs below. Students' own answers.
practising practicing OUT! help look for practice save up think about
Have you got ...? Do you have ...?
I’ve been thinking about selling clothes I don’t
wear anymore.
32 Unit 3

3.3 READING and VOCABULARY A bad hair day
I can identify specific information in an article and summarize its main ideas.
1 Do you like going to the

CLASS VOTE
beauty salon? Why? / Why not? Are you having a
Students' own answers.
2 Look at the title of the article and bad hair day?
the picture. What do you think it will
be about? Discuss in pairs. Do you usually wake up, take one look at
Students’ own answers. your hair, and run for the shower? In a recent
Reading tip survey by Teensnet of 2,000 teenagers aged
around sixteen years old, eight out of ten said
Sometimes authors use rethorical they weren’t happy with their appearance and
questions in the titles of their texts. They it’s their hairstyle that’s been causing most
do so to emphasize a point or to get the of their problems. “Since the age of twelve,
readers thinking. I haven’t left the house without checking
my hair a million times in the mirror,” says
3 Read the first paragraph. Answer the James. His friend Georgia has been going to
questions in your notebook. the same hair salon since she was little, but
says that she never has her hair cut if she
1 What problems do James and
has school the next day. “I worry that it won’t look right,” she says. These are
Georgia have? They both worry a lot about
how their hair looks. problems that many teens have – and yes, it’s boys and girls.
2 Do you agree that boys and girls
Hair worries are not a modern thing. Men and women have been trying
have similar hair problems?
Students' own answers. different styles for thousands of years. You can cut it, straighten it, gel it, and
color it. Ancient Egyptians thought that hair was very important and created
4 1.48 Listen and read the whole beautiful hairstyles with hair extensions and beads. Men and women cut off
article. Decide if the sentences are their hair then dyed it and made fashionable wigs that looked good and also
true (T) or false (F). protected their heads from the sun. Historians say that Queen Cleopatra
1 F The teenagers in the survey used different styles to show her power and fame. Paintings from that time
were between twelve and show that Egyptians copied her styles – perhaps because they wanted to
sixteen years old. appear powerful, too.
2 F Most teens are generally happy Today we still try to copy others. Celebrities, especially soccer players and
with how their hair looks. pop stars, have been influencing our appearance for a long time. A picture of
3 T Wigs in ancient Egypt were a famous person with the “perfect” hairstyle can go viral and suddenly lots of
attractive and practical. people try to copy it. However, if the style doesn’t suit the shape of your face
or your complexion, it can be a disaster. How many times have you looked at
4 F Egyptians copied Cleopatra’s
a picture of yourself and thought “Oh no, why did I think rainbow-colored hair
hairstyles to be fashionable.
was a good idea?” So, yes, hair is important because it makes us feel good
5 T Copying a hairstyle from the about ourselves. But maybe it’s time to forget what other people look like and
internet might not always be choose a style that reflects our true selves.
successful.
6 T The author thinks your hairstyle
should express your personality.
7 In pairs, cover the text and take turns to tell each
5 Look at the highlighted words in the other what it’s about. Students’ own answers.
text. Check your understanding. Use a Lots of teenagers aren’t happy with their appearance …
dictionary if necessary.
6 What is the main idea in each
paragraph? Write them in your And
notebook. Then also write one sentence 8 In pairs, ask and answer the questions. YOU
that summarizes the whole text. 1 Who influences your hairstyle? Your
See possible answers in Teacher's Book. parents? Your friends? Your favorite pop
stars or sports heroes? Your hair stylist?
2 Have you ever tried to copy a hairstyle or do
you know somebody who’s copied a hairstyle?
What was it like?
Unit 3 33

93.4 Think outsidePresent
GRAMMAR the boxPerfect and Present Perfect Continuous
I can understand the difference between the Present Perfect and the Present Perfect Continuous.
1 CLASS VOTE Have you ever made your own clothes

or accessories?
4 1.49 Circle the correct option. Listen
Students’ own answers. and check.
2 Read the blog post and the comments. What does 1 Here you are. I’ve made / I’ve been
the girl make that everyone wants? Why do her making you a necklace. Do you like it?
friends want them? Answer in your notebook.
See answers in the Teacher’s Book. 2 I’ve been being / I’ve been interested in
fashion since I was about twelve.
3 I’m really tired. I’ve shopped / I’ve been
Kelly’s blog shopping all morning.
Everyone wants one! 4 I don’t know what to wear for the

party. I’ve tried / I’ve been trying on five
Last month it was my best friend different dresses and I don’t like any of
Rachel’s birthday and I made them!
her a case for her tablet. Since 5 I’ve been wearing / I’ve worn these
Rachel’s birthday, a lot of people shoes all evening and my feet really
have been asking me to make more, so I’ve been very busy. hurt!
I’ve been creating lots of new designs and have made tablet
cases for eight people in my class at school. I think people like 5 In your notebook, use the prompts to
them because they’re different. They like the fact that you write questions using the Present Perfect
can’t buy them at the mall. I’ve been taking pictures of all the or the Present Perfect Continuous.
cases I’ve made. I’ve uploaded some pictures here so you 1 how long / you / have / your cell
can tell me what you think! phone / ?
2 how long / you / learn / English / ?
Cara: I’ve been looking for a cool case for my tablet
3 how long / you / know / your best
for ages and I haven’t seen anything I like. These are
friend / ?
awesome!
4 how long / your favorite clothes store /
be / open / ?
Nathan: I’ve been reading your blog for ages and
I’ve found it really useful. Your ideas are great!
6 1.50 When is the
pronunciation of “a” in
3 Study the Grammar box and circle the correct option. have and haven’t weak (/ə/)
Then underline examples of the Present Perfect and and when is it strong (/æ/)?
the Present Perfect Continuous in the blog post and Listen and check. Then
comments. practice the dialogues in pairs.
Grammar Present Perfect and Present Perfect 1 A: Have you been waiting here for long?
Continuous B: Yes, I have.
Present Perfect 2 A: Have you ever dyed your hair red?
They’ve made a lot of jewelry. (focus on result)
She hasn’t bought a new skirt. (focus on result) B: No, I haven’t.
Present Perfect Continuous

She’s been looking for a new skirt for ages. (focus on activity)
7 In pairs, ask and answer the
And
They’ve been taking pictures of the jewelry. (focus on
unfinished action) questions in Activity 5. YOU
Be careful! A: How long have you had your
With state verbs (know, understand, etc.) you can only use cell phone?
the Present Perfect Simple / Continuous. B: I’ve had it for two years.
34 Unit 3

3.5 LISTENING and VOCABULARY The National Museum of Fashion
I can identify specific information in a conversation and talk about clothes.
1 CLASS VOTE Do you think we can learn 4 Look at the pictures. What do you think these objects
about life in the past by looking at old are? Discuss in pairs. Students’ own answers.
clothes and accessories? Why? / Why not?
Students’ own answers. The National Museum of Fashion
2 1.51 Label the pictures with the words Take a fascinating journey through the different ages of
from the Vocabulary box. Listen and check. fashion!
Vocabulary Parts of clothes and shoes
button collar heel hood laces

pocket sleeve sole zipper
3 A 2 B 1 C
1 laces
3 hood
5 1.53 Listen to a conversation between a radio
presenter, Ryan, and a reporter, Sylvia, about the
National Museum of Fashion. Put pictures a–c in
the order you hear about them.
6 1.53 Listen again. Circle the correct answer.

1 Sylvia says the museum
2 sole
a is mostly about modern fashion.
4 sleeve
b shows only clothes from the past.
c has both old and modern clothes.
2 “Chopines” were
zipper a fifteen centimeters high.
5
b only popular in Venice.
6 collar
c in fashion between the fifteenth and
seventeenth centuries.
3 Who wore very tall chopines?
a Both men and women.
b Women who loved fashion.
8 button c Women who wanted to show their social status.
7 pocket 4 A “ruff” is a type of collar that was popular
9 heel
a before the fourteenth century.
3 1.52 Circle the correct option. Listen b in the sixteenth and seventeenth centuries.
and check. c after the seventeenth century.
1 I left my money in my coat pocket / collar. 5 A story says that Napoleon put buttons on his
2 There’s a hole in the sole / button of my soldiers’ sleeves
shoe. When it rains, my toes get wet! a to help keep the uniforms cleaner.
3 This zipper / collar is really uncomfortable. b in order for the soldiers to look better.
It’s too tight around my neck. c to make the uniforms more comfortable.
4 I can’t walk in these shoes – the heel /
hood is broken.
7 In pairs, describe the most unusual
5 I can’t take my jeans off! The zipper / sole
item of clothing you’ve ever seen.
And
6
is stuck!
It takes a long time to put my new boots Take turns to ask and answer YOU
on. They have long laces / sleeves. these questions. Students' own answers.
7 I always leave the top heel / button open ● What was it?
on my shirt. ● Where did you see it?
8 My arms get hot in the summer, so I like to ● What did it look like?
wear short sleeves / a short pocket. ● Did you like it? Why? / Why not?
Unit 3 35

93.6 SPEAKING Giving compliments
I can give and respond to compliments.
1 CLASS VOTE Do you usually comment when a 3 Study the Speaking box. Underline examples
friend is wearing new clothes or has a different of giving and responding to compliments in
hairstyle? Why? / Why not? Students’ own answers. the dialogue.
If a friend of mine has a new hairstyle, … Speaking Giving compliments
2 1.54 Listen and read. How are Dan and Complimenting appearance
Tom different? Answer in your notebook. You look good / great in that suit / in pink / in that color.
Dan is a little arrogant, but Tom is always nice. What a nice T-shirt!
Your clothes are awesome.
That jacket is cool.
You have amazing hair / a nice smile.
I like your style.
You have great taste in clothes.
It really suits you.
Complimenting actions
You are / were awesome / amazing.
WHERE ARE MY PANTS? You did really well.
You’re always so kind / helpful.
Jay: hew! I’m so glad that’s over. I’ve been
P
Responding to compliments
worrying about it all week. I hate being
Thanks. You’ve made my day.
on stage.
That’s really nice of you.
Tom: But you look great in that suit. I was a
You’ve made me feel really good.
disaster!
Really? / Are you sure? / Do you really think so?
Jay: No, you weren’t, Tom. Your kayak idea
was awesome!
Tom: Oh, thanks. You’ve made my day. Now, 4 1.55 Order the sentences. Listen and check.
where are my pants? 1 5 Yes, it suits you.
Skye: Tom, those shorts are so cool. You did 3 You look good in blue.
really well. 2 Yes, I got it yesterday, but I’m not sure
Tom: Really? But Dan and Nina were about the color.
amazing. I love their style. 1 That jacket is awesome! Is it new?
Skye: Dan’s being really moody. 4 Are you sure?
Later ...
2 2 Really? I was very nervous.
Nina: Dan, stop being stupid. You were great!
4 Thanks. You’ve made my day.
Let’s have a soda.
1 That was a great show. You were awesome.
Dan: No, I’m leaving now.
3 Honestly – you did great.
Tom: Dan, what’s up? Don’t go.
Skye: Nina and Dan are always together now.
Tom: Are you jealous, Skye? 5 In pairs, read the compliments. And
Skye: No! It’s just that you’re always so nice,
Tom, but Dan’s a bit of a big head.
Are they about appearance or
actions? Take turns to choose one
YOU
Tom: Skye! That’s not like you. What’s the and say it to your classmate. Your
matter? classmate responds. How long can you
Skye: I miss my old school. keep the conversation going? Students’ own answers.
Tom: You’ll be fine. Wait a second! Where are
I love your hair. You look good in that hat.
my pants? Dan!
You have a nice smile.

Your clothes are
a bit of a big head really cool.
Watch You were really
a little arrogant OUT! great in class today. You’re always nice to people.
36 Unit 3

3.7 WRITING An email
I can write an email describing people’s clothes and appearance.
1 Look at these ideas for costume party

CLASS VOTE 5 Study the Writing box. Which phrases can
themes. Which one is your favorite? What other you find in Nina’s email? Underline them.
themes can you think of? Students’ own answers.
Writing An email describing
●● Wild West ●● celebrities appearance
●● beach party ●● animals
Starting your email
2 Read Nina’s email about her costume birthday party. I haven’t heard from you for ages.
What is the theme? Answer in your notebook. What have you been doing / up to?
The theme is the 1980s. Sorry I didn’t write sooner, but I’ve been busy.
—x I’ve got some great news!
Hi Melissa, Describing clothes and appearance
I haven’t heard from you for ages. What have you been I’m going to wear short leggings / baggy pants.
doing? I’ve been planning a costume party for my I’m going to have a ponytail / a crazy hairstyle.
birthday next month and I’d love you to come. She’s / He’s stunning / cool / handsome /pretty.
The theme of my party is the 1980s, so you’ll have to Giving more information
dress up! At that time girls used to wear short leggings By the way, …
under a mini skirt or polka-dot dresses with colored I also wanted to tell you about …
necklaces and plastic bracelets, and the guys wore Ending your email
baggy pants and jackets in bright colors. I’ve found an Anyway, let me know if you can come /
amazing outfit! I’m going to wear a checked dress with make it.
pink and red striped pantyhose, a bright green wig, and Write back soon.
huge earrings! Bye for now. / Speak soon.
By the way, I’ve made friends with some interesting
people. They’re pretty and really trendy and were in
the school fashion show we had recently. They’re also
friendly and fun to be with. One of the girls has cool
hair extensions and sometimes she wears crazy hats. 6 Write an email to a friend Writing
I hope you can come to the party so that you can meet about a costume party. Time
them. Students’ own answers.
Anyway, let me know if you can make it. 1 ! Find ideas
Bye for now. Take notes about:
●● the theme.
Nina
●● what you’re going to wear.
Send ●● the guests. Your cousin who is also
going to the party. Describe your

3 Copy the chart into your notebook and complete it cousin and say why you would like
with the adjectives from Nina’s email. Can you add you friend to meet him/her.
any other words? See answers in the Teacher’s Book.
2 Draft
Clothes Accessories Appearance Personality
Write a draft for your email. Use
short, mini colored, plastic pretty interesting
descriptive adjectives to make the texts
more lively and interesting.
4 Look at the words in bold and match sentences 1–2
to descriptions a–b. Circle more examples in Nina’s
3 Share
email.
Share your text with another student for
1 a We’re having the party in the summer so that
feedback. Listen to his/her opinion and
everybody can come. suggestions.
2 b The guests will be hungry, so I’m making lots of
food. 4 ✓ Check and write
a shows the purpose of an action Make changes to your email and write
b shows the result of an action the final version.
Unit 3 37

Clothes and accessories | Adjectives to describe clothes and accessories |
WORDLIST Parts of clothes and shoes | Descriptive adjectives
accessories [n] hairstyle [n] scruffy [adj]
active [adj] handsome [adj] shopping mall [n]
appearance [n] heel [n] shorts [n]
awesome [adj] hipster [n] skater [n]
baggy [adj] hood [n] skinny [adj]
basics [n] hoodie [n] sleeve [n]
bead [n] huge [adj] social status [n]
beauty salon [n] impress [v] sole [n]
belt [n] influence [v] stage [n]
black-and-white [adj] jealous [adj] straighten [v]
boots [n] jewelry [n] striped [adj]
bracelet [n] laces [n] stunning [adj]
button [n] leather [n] style [n]
case [n] leggings [n] suit [n]
cause [v/n] market [n] survey [n]
checked [adj] material [n] sweater [n]
classy [adj] mini [adj] sweatsuit [n]
clothing [n] necklace [n] taste [v]
collar [n] old-fashioned [adj] theme [n]
collection [n] outfit [n] tight [adj]
compliment [n] pair [n] tip [v]
costume [n] pale [adj] trendy [adj]
cotton [n] pants [n] try on [v]
denim [n] pantyhose [n] uncomfortable [adj]
design [v/n] pattern [n] uniform [n]
designer [n] plain [adj] wig [n]
dress [n] plastic [n] woollen [adj]
dress up [v] pocket [n] worn-out [adj]
earring [n] polka-dot [n] zipper [n]
extension [n] ponytail [n]
fancy [adj] pretty [adj] WORD FRIENDS
fashion show [n] protect [v] be good-looking/in your thirties/
fashionable [adj] raincoat [n] slim/tanned
fit [v] reflect [v] have a pale complexion/a
flowery [adj] rain boots [n] piercing/dyed hair/freckles/
friendly [adj] sale [n] painted nails/pierced ears
gel [n] sandals [n] wear a wig/glasses/jewelry
gloves [n] scarf [n]
go viral [v] scene [n]
1 Use the Wordlist to find and write in your 3 My mom wears glasses for reading, but
notebook: See answers in the Teacher's Books. she doesn’t need them all the time.
1 three things you wear on your feet boots, … 4 My sister has pierced ears and she always
2 five things that are part of a jacket button, … wears really big earrings.
3 three words to describe the size of a piece 5 It was really sunny at the tennis match
of clothing baggy, … yesterday. My face and arms are
tanned , but the rest of me is white!
4 four words to describe the material
something is made of cotton, … 6 My brother doesn’t wear any jewelry .
5 five different kinds of patterns checked, … He doesn’t like rings or necklaces.
2 Complete the sentences with words or 3 1.56 PRONUNCIATION Listen to this

phrases from Word Friends. tongue twister and pay attention to the /ŋ/
1 Jo always has painted nails . She usually sound. In pairs, practice saying the tongue
does them in a color to match her clothes. twister quickly.
2 I wore a curly pink wig to the party. The singing king has been looking for his ring.
38 Unit 3

SELF-CHECK
1 Write the correct word for each definition. 4 Complete the article with the Present Perfect or
1 A piece of jewelry you wear around your the Present Perfect Continuous form of the verbs
wrist. b r a c e l e t in parentheses.
2 The bottom part of a shoe that touches
the ground. s o l e
3 These keep your hands warm. Fashion you can eat?
g l o v e s
4 A top and pants that you usually wear for
doing exercise. s w e a t s u i t For the last few days, designers 1 have been
5 Untidy and not new. s c r u f f y preparing (prepare) for today’s fashion show.
6 Very light in color. p a l e So what’s different about this show? Well, the
designers 2 have made (make)
2 Complete the sentences with the words all the outfits out of chocolate. Yes, that’s right –
below. chocolate! It’s the first chocolate fashion show in
this city and people 3 have been waiting
appearance dyed earrings glasses
(wait) in line all morning to buy tickets. One fashion
heels hood
fan told me, “I 4 have been (be)
1 I think some people spend too much time to lots of fashion shows, but I
and money on their appearance . 5 have never seen (never/see) clothes
2 I think heavy earrings can damage made out of chocolate! I can’t wait!” Of course,
people’s ears. chocolate melts when it gets warm and the
3 Oh, no! It’s raining. Quick, put up the organizers 6 have put (put) the
hood of your jacket so your hair air conditioning on cold, so if you’re planning to
doesn’t get too wet. come to the show, wear a hat and scarf!
4 I don’t know why some women wear high
heels . They look so uncomfortable!
5 I think people who wear glasses look 5 In pairs, ask and answer questions about your day.
more intelligent. Use the Present Perfect and the Present Perfect
6 I believe people who have dyed Continuous. Students’ own answers.
hair are often more creative.
What have you been doing this morning?
3 Complete the sentences with for or since. Have you eaten breakfast?
1 She’s been wearing that jacket for
years – it looks really scruffy now!
6 In pairs, role-play the situations. Students’ own answers.
2 I’ve had pierced ears since I was ten. 1

3 He’s tried on five different pairs of A: Tell your friend that you are not sure about your
sneakers since we came into this store! new haircut.
4 Laura has had dyed red hair for B: You like your friend’s new haircut. Give him/her
about a year. a compliment about his/her appearance.
5 They’ve been looking around the fashion 2
exhibition for hours. B: You have entered a design competition. Tell your
6 I’ve had this bracelet since my friend you are worried that your fashion designs
birthday. It was a gift from my mom. aren’t good enough.
7 My brother hasn’t had a party since A: You think your friend is a good designer. Give
he graduated from high school five years him/her a compliment about the designs.
ago.
8 I’ve been wearing these boots for 7 1.57 Listen. Then listen again and write down
twelve hours. My feet hurt! what you hear.
There’s a woman in the USA who has more than thirty-seven
thousand different pairs of earrings. She has held the world
record for the largest earring collection since 2006. She has
been collecting earrings since she was twelve years old and
says she has worn each pair once!
p. 135

4
4.1 VOCABULARY Work and jobs
I can talk about jobs and work experience.
My world
A B
Team work Lisa: It’s great to have Alex: I’ve really enjoyed it
hands-on experience. and it looks good on my
VOCABULARY I didn’t … CLICK FOR MORE résumé! It was … CLICK FOR MORE
Jobs | Finding and losing a job |
Working conditions | Success at work
C D
GRAMMAR
Talking about the future | Future
Continuous
Grammar:
Exciting news
Do Skye and Dan look happy?
Jack: It’s helped me decide
what I want to do in the Ella: It was more interesting
future and it’s given … than I expected. I learned
CLICK FOR MORE so much … CLICK FOR MORE
1 CLASS VOTE What are the most important factors in a job? In

your notebook, order the factors below (1 = very important,
5 = not important). Can you think of any other things which
are important? Students’ own answers.
hours money people place of work vacations
Speaking: 2 1.58 Study Vocabulary A box and listen to the words. Use
A tough day! the words to name the the jobs in the pictures.
Where are the people?
Vocabulary A Jobs
cleaner chef engineer interpreter librarian lifeguard manager
painter plumber psychologist scientist writer
Compound nouns
app designer computer programmer dental assistant
fashion designer flight attendant movie director
music critic travel agent truck driver veterinary assistant
A scientist B librarian
C chef D plumber
3 1.59 Listen to six students talking about doing work

experience. What jobs do they refer to?
1 librarian 2 music critic 3 chef
4 travel agent 5 scientist 6 plumber
40 Unit 4

4 I KNOW!Work in pairs. How many more jobs can you
add to Vocabulary A box? Write them in your notebook.
5 In pairs, take turns to describe a job for your classmate
to guess. Students’ own answers. Could
This person helps people understand each other when they
don’t speak the same language. you be a
6 1.60 WORD FRIENDS Complete the Word Friends
teen
box with the verbs below. Listen and check. “trep?”
apply earn get (x2) meet quit sign write
Lots of young people I know are starting to get
1 part-time or full-time jobs. They work a lot
Word Friends
of overtime, so they are too tired to go out. The
look for a job earn a salary/a wage 2 hourly rate for their jobs is low – for example,
write a résumé gain work experience my friend, who is a waiter, earns $8.00 an hour.
apply for a job get a promotion
When they complain, I want to say, “Why don’t you
have an interview get fired
start your own 3 company then?” I’m a teen
have training give up/ quit work
“trep” – that’s short for “entrepreneur.” I create
sign a contract be unemployed
meet your get unemployment benefits online games. OK, I don’t get any 4 paid vacations
colleagues/co-workers be retired and I have to save money during the year so I can take
be part of a team get a pension a break in the summer. On the other hand, the hours
are 5 flexible and there’s lots of freedom.
So what makes a successful “trep?” First of all, you
7 Complete the sentences with the verbs from the Word
need to think outside the box. You’ll also need people
Friends box. Then, in pairs, discuss the questions.
skills and good problem-solving skills. If this sounds
1 Do you think it’s important to be 100 percent honest like you, why not be the next teen “trep?”
when you write your résumé?
2 Do you like to be part of a team or do you
prefer to work alone? Why?
9 Discuss these questions with a
3 Do you think it’s important to gain some work
classmate. Students’ own answers. See possible
experience before you leave school? answers in the Teacher’s Book.
1 What’s a teen trep? What are the
4 Can you think of some reasons why people get
advantages and disadvantages of
fired from their job?
starting your own company?
5 At what age do people get a pension in your 2 What skills do you need to be a
country? Do you think this is the right age? young trep?
3 What do you think the phrase
8 1.61 Study Vocabulary B box. Check if you
“think outside the box” means?
understand the words and phrases. Use a dictionary, if
necessary. Then complete the article with the words and
phrases below. Listen and check.
10 In pairs, discuss the And
company flexible hourly rate part-time paid vacations questions.
YOU
1 In your opinion, what
Vocabulary B Working conditions
jobs should be better
It’s a full-time/part-time/temporary/permanent/summer job. paid? Why?
I work in a big company/small firm. I believe nurses should be better
It’s well-paid/badly-paid. paid because they work long hours.
The hourly rate is … 2 What job would you like to do? What
We work shifts/flexible hours/nine to five. job wouldn’t you want to do? Why?
We often work overtime.
You can get a bonus/pay raise. I would like to be an astronaut to
You have paid vacations. see the Earth from above. I wouldn’t
like to be an actor because I’m shy.
Unit 4 41

4.2 GRAMMAR Talking about the future
I can use different forms to talk about future events.
1 CLASS VOTE What are the pros and cons of an open air 4 Complete the second sentence so that
movie theater? Do you think it would be fun to work in one? it means the same as the first one. Use
Students’ own answers. no more than three words.
2 Read the blog post. What are Dimitris’ plans? Write the 1 Julia and Zara have arranged to visit
answer in your notebook. their friend on the weekend.
Julia and Zara are visiting their
friend on the weekend.
2 They’re expecting to be well-paid.
They think they ’ll be well-paid.
3 The boat is scheduled to leave at
4 p.m. tomorrow.
The boat leaves at 4 p.m.
tomorrow.
4 I’m planning to quit my job.
I ‘m going to leave my job.
5 1.62 Circle the correct option.

This summer I’m going to Greece. My uncle is starting an open air Listen and check.
movie theater this summer and I’m going to help sell tickets. My
Mark: Hi, Lara. Are you OK? You look
uncle lives next to the ocean, so I’ll be able to swim every day.
worried!
I’ll probably spend my mornings on the beach with my cousins
Lara: I am! My interview at the bakery
and then I’ll work with my uncle in the evenings. 1will be / is in thirty minutes!
My flight is on the day after we finish school and I fly back to
Mark: I didn’t know you were looking
the USA on August 30. I’m going to miss hanging out with my
for a job.
friends, but I won’t miss the rainy Chicago weather! I’ll post a lot
Lara: Yes. I 2’ m going / ’ll go on
of pictures!
vacation next month; it’s all
booked now, so I need to save
3 Study the Grammar box and number the explanations. Then some money!
underline examples of future forms in the blog post. Mark: Oh, I see. And where 3do you go
/ are you going?
Grammar Talking about the future
Lara: South Africa – I can’t wait. My
will friend’s grandparents have
1 I’ll get you some water – you look thirsty. invited us, so we 4’ re staying
2 They won’t find this kind of work difficult. / ’ll stay at their house in
Johannesburg.
be going to
Mark: Cool! 5 Will you be able to / Are
3 I’m not going to work full-time.
you able to travel around a little?
4 The job’s going to be interesting.
Lara: Yes, definitely. We plan to go to
Present Continuous museums and on a safari!
5 Sam and Chloe are arriving at two o’clock.
Simple Present
6 The train leaves in twenty minutes. 6 In your notebook, write
Look at the future forms of can and must. two true sentences and a And
I can save some money. ➞ I’ll be able to save some money. false one about your next YOU
I must be back at two. ➞ I’ll have to be back at two. school vacation. In pairs,
5 arrangement 6 schedule ask and answer questions
to find out the information that is
2 prediction 1 spontaneous decision
not true. Students’ own answers.
4 prediction based on 3 plan
I’m going to stay home.
facts
I’m going to travel to Spain.
GRAMMAR TIME PAGE 109 I’m going to take a language course.
Which one is false?
42 Unit 4

4.3 READING and VOCABULARY Summer job ads
I can identify specific information in ads and short descriptions.
1 CLASS VOTEDo you think summer jobs are a 4 1.64 Three young people are
good idea? Why? / Why not? Students’ own answers. looking for summer jobs. Listen and read.
Then match the people to ads a-d. There
2 1.63 Listen and read the ads quickly. What is one extra ad.
jobs are advertised?
A lifeguard B store assistant
C kitchen assistant D activity leader
Joe D
A Train on the job Joe likes being outdoors and
is very sociable. He loves
Are you a strong swimmer and a good water sports and often takes
communicator? Would you like a challenge? his young cousins surfing. He
We are looking for lifeguards for our busy summer enjoys learning new things. This
season. No experience is necessary as you will get summer he’s taking guitar classes
two weeks of training before you start the job. every morning.
As well as being physically fit, you need to be
available for work Mon–Fri, 7 a.m.–11 a.m.
B
Summer staff needed at City Souvenirs Lola B
We are looking for store assistants for our busy gift Lola usually does babysitting
store. Applicants need to be reliable, friendly, and for some neighbors, but now
enjoy speaking to customers. A second language she’s looking for a completely
is preferred as many of our customers are tourists different experience. She likes
from other countries. The positions are part-time talking to people and is a fast
and the hours will be mostly on weekends. learner. At the moment Lola is
learning Chinese on Tuesday
C Keystones: new vacancy and Thursday afternoons and
is quite fluent in it. She isn’t very
Keystones Italian restaurant has a part-time position
athletic, but she loves drawing.
available for a lunchtime kitchen assistant. The role
includes preparing food and cleaning the kitchen.
This is a great opportunity to gain experience and
work with some great chefs. The hours are between
Otto C
10 a.m. and 6 p.m., Thu–Sun.
Otto is half Japanese and half
American. He loves sports and
D he’s part of a swimming club
Star summer job!
that meets every morning at
Little Stars Summer Camp is looking for activity
8 a.m. – also in the summer. He’s
leaders to organize activities for children aged 5–8. a bit shy and finds it difficult to
You will work as part of a team, and activities will talk to people he doesn’t know.
include arts and crafts and sports. Working hours He likes working with his hands
are between 1 p.m. and 5 p.m., Monday to Friday. and is very neat and tidy.
3 Look at the highlighted words in the ads. Check

your understanding. Use a dictionary if necessary.
Reading tip 5 Do you think you would be good And

at any of the summer jobs in the YOU
When reading the texts in Activity 4, think about how ads? Why? / Why not?
the information you are reading connects to the texts Students’ own answers.
I think I would be a good lifeguard because
in Activity 3. Try to understand how the young people I’m a strong swimmer and I’m very brave!
feel and what they like doing so that you find the I don’t think I’d be a good activity leader
appropriate summer job for each of them. because I’m not very patient with children.
Unit 4 43

4.4 GRAMMAR Future Continuous
I can talk about actions in progress in the future.
1 CLASS VOTE What do you think is a good 3 Study the Grammar box and complete the rule.
age to do work experience? Then underline examples of the Future Continuous in
Students’ own answers. the dialogue.
2 1.65 Listen and read. Then answer
the questions in your notebook. Grammar Future Continuous
1 What news does Skye receive?
She receives an offer of some work experience with a vet. She’ll be helping in the office.
2 What does Dan think about the news? We won’t be working outside.
He’s not sure it’s going to be good. Will you be working with animals? Yes, I will. / No, I won’t.
When will you be working there?
Time expressions
in five/ten/twenty years
I’ll probably be working in a hospital in five years.
at 9 p.m. / at 8:30 tonight
I’ll be doing my homework at 7 p.m. tonight.
next summer/next year/in the future
I’ll be working with animals next summer.
We form the Future Continuous with will +
be + verb + -ing
EXCITING NEWS 4 Complete the sentences about Dan and Skye with the
Future Continuous form of the verbs in parentheses.
Dan: Look – you have a letter.
Skye: At last! I’ve been waiting for ages for 1 Skye will be doing (do) a lot at the surgery.
this. It’s from the vet. He says I can 2 Will Dan be working
help in the surgery this summer. (work) with Skye in the summer?
Dan: Cool. What will you be doing? 3 The vet will be showing (show) Skye how to
Skye: Let me see. I’ll be working in the look after sick animals.
office and I’ll be doing simple day- 4 Skye probably won’t be earning (not earn)
to-day jobs with the vet. much money.
Dan: Mmm … simple day-to-day jobs … 5 Skye will be visiting (visit) farms to learn
Skye: Yes, it’ll be fun. I’ll be working with about other animals.
different animals. I’ll be looking after 6 Dan won’t be seeing (not see) much of Skye
sick pets. And I’ll be helping people because she’ll be busy.
who are worried about their pets.
5 In your notebook, form questions in the Future
Dan: But you don’t have any experience.
Continuous. In pairs, ask and answer the questions.
You don’t even have a real pet. Well, See answers in the Teacher's Book. / Students' own answers.
except for Basil. 1 you / work / in your own country / in the future / ?
Skye: Do you mind? Basil is a real pet. And 2 what subjects / you / study / next year / ?
anyway, that’s why I’m doing it, Dan. 3 your friends / go to college / after school / ?
I need the experience. Just wait and 4 you / celebrate / your birthday / soon / ?
see. In ten years, I’ll be working as a A: Will you be working in your own country in the future?
vet and I’ll be enjoying it. B: No, I won’t. I’ll probably be working abroad.
Dan: Yes, but until then you won’t be
helping them. You’ll be cleaning up
after them! 6 In pairs, complete the sentences to And
make them true for you. Use the Future YOU
Do you mind? Continuous. Students’ own answers.
surgery Watch Next summer, … After dinner this evening …
Excuse me! OUT! In five years, … At 11 p.m. tonight …
clinic
In five years, I will be studying art …
44 Unit 4

4.5 LISTENING and VOCABULARY Success at work
I can understand specific information in conversations and in award presentations, and also
talk about success at work.
1 Have you ever won a prize? If so, what

CLASS VOTE 6 1.69 Listen to Max and Hannah
was it? What was it for? Students’ own answers. talking. Were you right about their jobs?
Students’ own anwers.
2 1.66 Study the Vocabulary box. Then write the 7 1.69 Listen again. Decide if the
correct word for each definition. Listen and check. sentences are true (T) or false (F).
Vocabulary Success at work 1 F Max felt calm on the TV show.
2 T Max got his certificate when he
award candidate career certificate turned eighteen.
employer speech
3 T Max and Hannah are both
interested in sports.
1 a prize that you get for doing something well 4 F Hannah designed the app after
award a family vacation.
2 a job that you have trained for and have done for 5 F Hannah’s mom owns a sports store.
a long time career 6 F Max thinks of his dad as
3 a formal talk to a group of people speech a colleague.
4 a document that shows you have completed 7 F Both Hannah and Max won
a course certificate an award.
5 someone who wants to be chosen for a job or
a prize candidate
6 a person or company that pays you to work
employer
8 In pairs, think of a simple And
idea for a new business and
explain it to the class. Use
YOU
3 1.67 Listen again to the words
these questions to help you.
in the Vocabulary box. Underline Students’ own answers.
the word that doesn’t have the / / e
• What is the business?
sound. Circle the letters in the other • Why is the business a good idea?
words that have this sound. • How many people are in the business?
•MyWhat’s the future like for your business?
business is a grooming truck. I think this
4 1.68 Listen to the introduction of an event. is a good idea because the number of pets
Answer the questions in your notebook. have increased in my city and ...
Young Business
1 What type of event is taking place?Award competition.
2 What’s going to happen later in the evening?
They are going to announce the winner.
5 Look at the pictures of Max and Hannah. What do
you think their jobs are? Discuss with a classmate.
Max Hannah
Unit 4 45

4.6 SPEAKING Instructions and reminders
I can give instructions, remind somebody what to do, and respond to instructions.
1 CLASS VOTE Do you find it easy to remember 4 Study the Speaking box. Underline examples of
instructions or do you often forget things? instructions and reminders in the dialogue.
2 Look at the picture. What is Tom doing? Write Speaking Instructions and reminders
the answer in your notebook. Giving instructions
First,/Firstly,/Second,/Secondly, wash the glasses.
3 1.70 Listen and read. Then answer the Then put ice in the glasses.
questions in your notebook. Make sure they have a menu.
1 Why does Annie want Tom to help in the café? Be sure to smile.
2 How does Tom feel about working there? After a few minutes,/After that,/Next, …
3 What does Tom need to wear in the café? The last thing you need to do is … / Finally, …
Always/Never put your notebook down.
Try to/not to …
You need to … / It’s important to …
Reminding
Don’t forget to give them some water.
Remember to write it down.
Responding to instructions
That seems easy.
Of course. / OK. / Sure. / Don’t worry. / No problem.
Then what? / Then what do I do?
I hope I remember it all!
A TOUGH DAY!
5 1.71 Complete the dialogue with the
Annie: Thanks for coming, Tom. My brother, words from the Speaking box. Listen and check.
Sam, usually works today, but he’s off
Jay: I have an interview for a summer job
sick.
at the museum, but I’m not sure how to
Tom: Don’t worry, Annie. I’m looking forward
prepare.
to it, but you’ll have to talk me through it.
Nina: Well, 1 first , look at the website to
Annie: Oh, it’s all very simple. First, show the
find out a little about the museum.
customers to a table. Make sure the
Jay: Of course. Then 2 what ?
table is clean. Then give them a menu.
Nina: After 3 that , you need to decide
Tom: That seems easy.
what you’re going to wear.
Annie: Yes, but be sure to give them time to
Jay: That 4 seems easy.
read the menu.
Nina: Hmm. It’s 5 important to wear something
Tom: Of course. Then what?
nice. That shirt’s too scruffy!
Annie: After a few minutes go back to the table
Jay: No 6 problem . Anything else?
and take their order. Don’t forget to 7
write it down and always write the table Nina: Don’t forget to check the time of
number on the order. the interview.
Tom: I hope I remember it all! Jay: You’re making me really nervous!
I 8 hope I remember it all.
Annie: You need to be organized, Tom. I’ll be in
the kitchen, so try to bring me the orders
as soon as possible.
Tom: No problem. Anything else? 6 In pairs, choose a summer job. And
Annie: Yes. Remember to be polite to all the Take turns to tell each other how to YOU
customers. prepare for an interview.
Tom: Sure. work at a children’s activity camp work in a gift shop
Annie: Now, the last thing you need to do is put
A: Guess what! I have an interview for …
this apron on and enjoy it. Don’t look so
How should I prepare?
worried!
B: Well, first …
46 Unit 4

4.7 WRITING A testimonial
I can write a testimonial about a work experience program.
1 Do you ever read testimonials online? Do 4 Circle the correct option. Use a dictionary to help
they persuade you to buy a product or go you, if necessary.
to a place? Students’ own answers. 1 I can never concentrate on / in my homework
when I listen to music.
2 Read Mariana’s testimonial. Match
information a-e to sentences 1-5. 2 Jessica should apologize about / for her behavior.
a 1 how she got a place on the program 3 I can’t compare this year’s results from / with last
b 4 what she achieved year’s.
c 2 information about the company 4 Our school specializes with / in technology.
d 3 what tasks she did 5 I don’t like to complain about / for things, but this
e 5 if the experience was positive or food is disgusting!
negative
Writing A testimonial
Giving background information

My dream job! I spent two weeks on the work experience program.
Using social media is a popular hobby. We all
It’s for people interested in …
Explaining what you did
depend on social networking to connect with
I worked in the finance department.
other people, but did you know that digital
I helped with a social media campaign.
skills can also help you when you apply for a Talking about the benefits
job? That’s what happened to me! I was sixteen I learned a lot about …
and I was concentrating on my studies when a I developed my skills in …
friend asked me to help her with a social media Making a recommendation
campaign for a school election. I did it for fun, I would definitely recommend this program.
but 1 then Computers4U followed my campaign If I were you, I’d apply / I wouldn’t apply.
and
offered me a place on their summer work
experience
program! 2 Computers4U specialize
in
helping people fix their computers remotely,
so
they don’t have to take them to a computer
repair store. 5 Imagine you have just completed Writing

a work experience program. Write a
3
I helped in the PR department, working on their testimonial for the company’s website.
Time
social
media accounts. 4 I succeeded in getting
more
followers, which was a great feeling! 1 ! Find ideas
5 Computers4U made me feel like my opinion Research your dream job and where you could

was do this. Take notes about:
important, and I know that I will use the skills
that
I learned in the future. I’m so glad I found • the company you worked at;
out about them! If you’re thinking of applying • what tasks you did on your work
next year, do it! experience program;
• what skills you learned;
Mariana Gomes
• if your experience was positive or negative;
3 Find the verbs below in the text in Activity 2.

• how you will use the experience in the future.
2 Draft
What prepositions are used with them?
Use your notes to write a draft of a testimonial.
apply for Try to include a variety of verbs and
concentrate on prepositions. Use the Writing box to help you.
depend on 3 Share
find out Share your text with another student for feedback.
Listen to his/her opinion and suggestions.
specialize in
4 Check and write
succeed in Make changes to your testimonial and write
work on the final version of your text.
Unit 4 47

WORDLIST Jobs | Working conditions | Success at work
apologize for [v] employer [n] part-time [adj] vacancy [n]

app designer [n] engineer [n] pay raise [n] veterinary assistant [n]
arts and crafts [n] entrepreneur [n] people skills [n] well-paid [adj]
available [adj] experience [n] permanent [adj] working hours [n]
award [n] fashion designer [n] physically fit [adj]
badly-paid [adj] firm [n] plumber [n] WORD FRIENDS
bonus [n] fix [v] position [n]
business [n] flexible hours [n] problem-solving skills [n] apply for a job
campaign [n] flight attendant [n] proof [n] be/get fired
candidate [n] follower [n] psychologist [n] be part of a team
career [n] full-time [adj] qualifications [n] be retired
certificate [n] hands-on [adj] résumé [n] be unemployed
cleaner [n] hourly rate [n] scientist [n] earn a salary/wage
clinic [n] interpreter [n] shift [n] gain work experience
colleague [n] librarian [n] skill [n] get a pension
communicator [n] lifeguard [n] sociable [adj] get a promotion
company [n] manager [n] specialize in [v] get unemployment benefit
compare with [v] movie director [n] speech [n] give up/quit work
complain about [v] music critic [n] staff [n] have an interview
computer programmer [n] neat [adj] summer job [n] have training
concentrate on [v] opportunity [n] temporary [adj] look for a job
cook [n/v] overtime [n] testimonial [n] meet your colleagues
day-to-day [adj] paid vacation [n] travel agent [n] write a résumé
dental assistant [n] painter [n] truck driver [n] sign a contract
1 Use the Wordlist to find and write in 3 In pairs, choose three words/phrases from the Wordlist. Give
your notebook: them to your classmate. Write two or three sentences with the
See answers in the Teacher’s Book. words/phrases your classmate gives you.
1 four office jobs manager, …
2 five creative jobs cook, … Nancy is a truck driver . She loves her job and has just got a pay
raise. She never wants to give up work.
3 four jobs where you wear a
uniform flight attendant, …
4 three words or phrases related to
money well-paid, …
5 three phrases we use when we
4 1.72 PRONUNCIATION Listen to three ways to
stop working quit work, …
pronounce the letter “g.”
2 Complete the sentences with verbs /g/: colleague, computer
programmer,
from Word Friends. gift , language ,
lifeguard , organize
1 You should buy new clothes when
you have an interview. /dʒ/: manager, engineer ,
language , psychologist ,
2 Don’t sign a contract until
you have read every word. travel agent , wage
3 If you get/are fired, it will be silent:
sign, app designer , campaign ,
difficult to find another job. foreign
4 When you write a résumé,

you should include your hobbies.
5 1.73 Write the words below in the correct category
in Activity 4. One word goes in two categories. Listen and
5 A person who works hard
repeat.
always gets a promotion
in the end. app designer campaign computer programmer
6 If you are very shy, it can be engineer foreign gift language lifeguard
difficult to be part of organize psychologist travel agent wage
a team.
48 Unit 4

SELF-CHECK
1 Write the correct word for each definition. 4 Complete the dialogues with the Future
Someone who: Continuous form of the verbs in parentheses.
1 helps swimmers in danger at the beach is 1 A: I have an interview tomorrow.
a l i f e g u a r d. B: Good luck! I ’ll be thinking (think) of you!
2 repairs water pipes, toilets, showers, etc. is 2 A: What time will you be home tonight?
a p l u m b e r. B: I’m not sure, but I I won’t be working (not
3 translates spoken words into another work) late again.
language is an 3 A: This time tomorrow you ’ll be relaxing
i n t e r p r e t e r . (relax) after your first day at work.
4 works in a library is a B: No, I won’t. I ’ll be studying (study). I have
l i b r a r i a n. my driving test on Friday!
5 looks after passengers on a plane is a
f l i g h t a t t e n d a n t . 5 Complete the sentences with prepositions.
6 studies how people’s minds work is a 1 Jack is always complaining about his job.
p s y c h o l o g i s t . 2 I have to compare my answers with my
classmates’.
2 Complete the email with the words below. 3 You’ll feel better if you apologize for your
mistake.
badly-paid get meet
4 Please be quiet! I need to concentrate on
overtime part-time quit
this reading.
5 That company specializes in social
media campaigns.
Guess what! Mom has a new job. She
1
quit her old job because it was 6 Sam wants to be a teacher and is spending a day
2 badly-paid and she had to work

at an elementary school in a work experience
3 overtime – sometimes she stayed in
program. Order the sentences.

the office until 8 p.m. In her new job, she Sam: 1 T hanks for having me. What should
can work 4 part-time , which is good I do first?
because she wants to have more time at Teacher: 4 After a few minutes, read the
home. There’s also a good possibility that children a story.
she will 5 get a promotion if she Sam: 7 I hope I remember it all.
works hard. Tomorrow she’s going to 6 Teacher: 6 Then ask the children about the
meet her new colleagues. I’m a bit story. Be sure to listen to them.
worried because … they’re my teachers. Sam: 5 That seems easy. They love stories.
Yes! Mom’s going to work at my school! Then what do I do?
Teacher: 2 First, say hello to the students and
write your name on the board.
3 Circle the correct option.
Sam: 3 Of course. Then what?
1 Don’t worry. I will help / help you with your
Teacher: 8 You’ll be fine, Sam. The children
homework later.
will love you.
2 Jack’s decided that he isn’t going to work /
isn’t working in his dad’s company.
3 When I start my new job next week, I will
7 1.74 Listen. Then listen again and write down
what you hear.
be able to / can practice my English.
Today
a movie director will be visiting my school. He’s going
4 This evening Alice helps / is helping in her
to
talk about his career.
local theater.
He’s
won awards for his movies. His movie company is
5 Let’s wait here. The train is going to leave /
leaves in ten minutes. offering
training courses. I’ll be looking for work next year.
6 I’ve failed a test, so I will have to / must Maybe

I’ll be able to work for him.
take it again in the summer.
SELF-ASSESSMENT Think about this unit. What did you learn? What do you need help with? WORKBOOK p. 141

5.1 VOCABULARY Space
5
I can talk about space and use large numbers.
Light years
away
VOCABULARY
Space | Dimensions and distance |
Large numbers | Space science
GRAMMAR
Zero, First, and Second Conditionals | 1 CLASS VOTE Have you ever
Third Conditional • learned the names of stars?
• watched a program
• used a telescope? about space?
Grammar: 2 2.01 Listen to the words in Vocabulary A box. Check if you

Night sky understand them. Circle the ones you can find in the pictures.
What are Skye, Jay, and Nina
looking at? Vocabulary A Space
astronaut astronomer comet Earth galaxy moon orbit planet

planetarium satellite space station spacecraft star telescope
3 2.02 Listen to a presentation at a planetarium and answer the

questions in your notebook. See answers in the Teacher’s Book.
Speaking: 1 What kind of information can satellites send?
Don’t crash! 2 What is a galaxy?
Do Skye and Jay look curious 3 What is the name of the galaxy we live in?
or surprised? 4 Is the light that stars send always the same color?
4 Complete the quiz questions with the words from Vocabulary A box.
What do you know about space? Try our quiz and find out!
1 The Earth travels around the sun in a(n) orbit , which is
a a perfect circle. b an ellipse (similar to an oval). c a star shape.
2 The sun is a giant star. Which is the third planet from the sun?
a Mars b Venus c Earth
3 A(n) comet is an icy rock traveling through space. We can see its “tail” of gas when
a it’s near the sun. b it’s traveling fast. c it’s getting smaller.
4 The moon travels around the Earth. Its light
a comes from hot gas inside it. b is reflected from the sun. c is very bright.
5 If you want to see galaxies, you need a(n) telescope . They work best
a in dark countryside skies. b in a bright city. c on a cloudy night.
50 Unit 5

5 2.03 In pairs, do the quiz in Activity 4. Listen and check.
9 2.06 Listen to the numbers
6 2.04 WORD FRIENDS Study the Word Friends and Watch in Activity 8 again and underline
out! boxes. Complete the sentences below with the words from the stressed words.
the Word Friends box. Listen and check.
Word Friends 10 Work in pairs.
Take turns to write
The box is forty centimeters long/wide/high. a number on a
The length/width/height of the box is forty centimeters. piece of paper.
London is ten kilometers away. (= We’re ten kilometers from London.) Your classmate has
The speed limit is eighty kilometers/fifty miles per/an hour. to read it aloud.
It takes two hours to get to the beach. Make sure to use correct stress
on the number words.
In the USA, they use different length units:
1 mile = about 1.6 kilometers Watch 11 2.07 Read the article.
1 foot = about 30 centimeters OUT! Circle the correct option. Listen
1 inch = 2.54 centimeters and check.
1 A speed of twenty miles per hour is the same as
thirty-two kilometers per hour.
2 My notebook is twenty centimeters long and fifteen Did you know?
centimeters wide . Mars is millions of kilometers
3 I think that wall is about six meters high . 1 away / far, but actually, the distance
4 My hometown is about ten kilometers from Mexico City. between Mars and the Earth changes
5 What is the length of that route? all the time – from over 50 to 401
2 million / millions kilometers.
6 The school is not far from here. It’s only 400 meters away .
For that reason, it’s difficult to
7 2.05 Study Vocabulary B box. Listen to the numbers. calculate the 3long / length of time
it takes to get there.
Vocabulary B Large numbers
The fastest 4 satellite / spacecraft can
100 = one hundred 1,000 = one thousand travel at 58,000 kilometers 5 per / the
1,000,000 = one million 1,000,000,000 = one billion hour, so theoretically, we should get
• We do not normally use plurals with large numbers: to Mars in thirty-nine days. However,
4,700 = four thousand seven hundred this is not possible because the
• In British English, put and between hundred and a different distance is never short for a long time.
number: 1,403 = one thousand four hundred and three. Also, you can’t travel in a straight line.
In American English, don’t use and. So it 6 takes / gets much longer! In
• We use a hyphen when we write numbers 21–99: 1969, Mariner 6 took 155 days to get
twenty-one, ninety-nine to Mars, but Viking 2 took twice that
• In writing, we separate each thousand with a comma: 3,000,000 time – 333 days!
• We can make very big numbers simpler by using point:
1,700,000 (one million seven hundred thousand) =
1.7 million (one point seven million)
12 In pairs, choose any And
8 2.06 Write the numbers as words. Listen and check. three space objects YOU
1 935 nine hundred thirty-five or phenomena from
2 7,268 seven thousand two hundred sixty-eight this lesson or from
other information sources.
3 2,400,000 two million four hundred thousand
Write a short description,
4 8.1 billion eight point one billion
including their size, distance,
5 6,000,000,000 six billion
speed, or another large
6 54,322,641 fifty-four million three hundred twenty-two number. Students’ own answers.
thousand six hundred forty-one
Light travels at a speed of
299,792 kilometers per second.
Unit 5 51

5.2 GRAMMAR Zero, First, and Second Conditionals
I can talk about things that are always true and possible, and imaginary situations.
1 CLASS VOTE Do you think astronomy 3 Study the Grammar box and complete the rules. Then
is interesting? Why? / Why not? underline examples of conditionals in the dialogue.
2 2.08 Listen and read. What does Grammar Zero, First, and Second Conditionals
Nina see? Zero Conditional: for things that are always true
She
sees a moving light/fireworks. if + Simple Present, Simple Present
Astronomers watch the sky if the sky is clear.
First Conditional: for possible situations in the future
if /unless + Simple Present, will + infinitive or
imperative
If you don’t go outside, you won’t see the comet.
I will buy a telescope unless it costs too much.
If you want to see a comet, check online.
Second Conditional: for imaginary situations
if + Simple Past, would + infinitive (without to)
NIGHT SKY If I won the lottery, I’d buy a ticket to Mars.
I wouldn’t wait any longer if I were you.
Nina: You have some weird things, Skye. GRAMMAR TIME PAGE 110
Skye: I know. That’s a bit of a
meteorite. My dad found 4 2.09 Match the two halves of each sentence. Listen
it. And that’s my telescope. and check. Are they Zero or First Conditionals?
Astronomers use them if they Zero Conditional
1 Ice melts c
want to look at planets. Oh,
2 If you don’t put your coat on, d First
Conditional
I think Jay’s here.
3 We won’t go home early a First
Conditional
Jay: Hi! You guys ready to go outside?
4 If you look at the sun, b Zero
Conditional
Nina: Why? It’s cold out there. I don’t
want to stand around in the dark! a unless it starts raining. b you need special glasses.
Skye: You’ll be fine if you borrow my c if you heat it. d you’ll feel cold.
scarf and gloves. Come on.
Nina: Why have you brought the 5 Complete the Second Conditional sentences using the
tripod, Jay? Are you going correct form of the verbs in parentheses.
to take a picture of my new 1 If Sara had (have) enough time, she
hairstyle in the dark? would show (show) me how to use the telescope.
Jay: Ha ha! No, we want a picture of 2 If we didn’t have (not have) a science test
the comet for our space project. tomorrow, we wouldn’t feel (not feel) stressed.
Nina: Are you sure we’ll be able to see it? 3 What would you do (do) if
Jay: Good question! The comet is you won (win) a trip into space?
millions of miles away. If we didn’t 4 If I were (be) you, I would use (use)
have a good camera and the the binoculars to look for the comet.
tripod, it would be really difficult. 5 If we had (have) a good camera, we
Skye: Don’t worry, guys. I’m on it! would take (take) a picture of that comet.
Nina: Wow! I can see for miles. Hey, a
moving light!
Quick! Take a picture, Skye. And 6 In pairs, complete the sentences to make them
Jay:
silence now. It’ll take twenty true for you. Students’ own answers. And
seconds. 1 I’ll do my homework this evening YOU
Nina: Er, guys, I think those are unless …
fireworks. 2 I get really mad if …
Skye: You’re kidding! 3 If the weather is good tomorrow, …
Nina: If I were you, I’d give up now. 4 I would feel very excited if …
I’ll do my homework this evening unless my friend calls me.
52 Unit 5

5.3 READING and VOCABULARY A magazine article
I can use previous knowledge to understand an article and talk about space travel.
1 CLASS VOTE Do you think it’s a good Reading tip

idea to send people into space? Why? /
Why not? Students’ own answers. Before reading the text, share what you know about the
topic with your classmates. Take notes. Then read the
2 Look at the title of the article and the text and discuss how thinking about the topic helped you
picture. What do you think the girl’s understand the text.
dream is? Read the first paragraph of the
article and check.
She wants to travel to Mars. 3 2.10 Listen and read the whole article. Circle
the correct answer.
The future is far away! 1 Alyssa decided to go to Mars because she

a read about it in a book.
Alyssa Carson is a teenager and she already has big b liked the idea of doing something different.
ambitions for her future. If her dreams come true, she’ll c went to space camp.
fly into space. But she doesn’t want to orbit the Earth d enjoyed traveling and exploring.
on the space station or go to the moon. Alyssa wants to 2 What is Alyssa’s parents’ opinion of her ambition?
travel to Mars, the red planet. a They think it’s too expensive.
So, is this just a dream? No. b They want to help her fulfill her dream.
Alyssa made the decision when c They don’t mind because they have a lot of
she was three years old because money to spend.
the idea was exciting and “no d They find it difficult because of the expense,
one’s been there!” After that, but they try to help her.
she read a lot of books on Mars
3 Which of these things is not important for an
and attended her first space
astronaut’s training?
camp when she was seven. Since
then she’s learned a lot about a Learning to fly a plane.
travel to other planets. It’s an b Learning to dive.
expensive trip, which requires c Attending a space camp.
many years of training. The cost d Speaking foreign languages.
is a problem for Alyssa’s family, but they try to support 4 If you lived on Mars, what would life be like?
her. As her father explains, “If you see the passion she a It would be possible to call my friends and
has, you have to be there for her.” Alyssa believes we are family.
“the Mars generation” and that the mission to Mars will
b There would be plenty of people to talk to.
help us get to know the planet better.
c I would wear my own clothes at the station.
More than 100,000 people have already applied for a
d Homes would be similar to large houses
journey to Mars. If they pass the tests, like Alyssa, they
on Earth.
will start a training program. It’s also important to speak
several languages if you want to be an astronaut. Alyssa 4 Look at the highlighted words in the article.
speaks Spanish, French, Chinese, and some Turkish, so Check if you understand them. Use a dictionary
this should be enough! She also has a certificate in scuba if necessary. Students’ own answers.
diving and is already working on her pilot’s license. Both
these things, as well as a certificate in skydiving, are 5 In pairs, discuss the questions about the article.
important for an astronaut’s training.
1 Is the author mainly giving advice, giving
Only a few people can go on the first Mars mission. The information, or describing a place?
flight to Mars won’t be easy. They will spend hundreds See answers in the Teacher’s Book.
2 How would you summarize the text in one
of days together in a very tight space! So, if you were sentence? Students’ own answers.
an astronaut on Mars, what would life be like? You
would live in an extremely small space called a “pod”
and you would wear a space suit all the time. If you
made a phone call home, it would take half an hour for 6 Would you like to go to Mars? Why? / And
the sound to reach Earth! Also, if you got sick, there Why not? Discuss in pairs.
wouldn’t be any hospitals. Life wouldn’t be as easy, Yes, I would. It would be really exciting.
YOU
that’s for sure! But it would be really exciting.
No, I’d miss my family and friends.
Unit 5 53

5.4 GRAMMAR Third Conditional
I can talk about unreal situations in the past.
1 CLASS VOTE Should countries spend millions of 3 Study the Grammar box and circle the correct
dollars on space experiments? Why? / Why not? option. Then underline examples of the Third
Students’ own answers. Conditional in the interview.
2 Read the interview. Answer the questions.
Grammar Third Conditional
1 Were the scientists’ calculations right?
Yes, there were. We use the Third Conditional for real / unreal
2 Was the mission successful? Why? situations in the present / past .
if + Past Perfect, would have + past participle
Yes, it was because the lander took pictures of the comet
The experiment would have ended if the lander
and analyzed its surface. had broken. (It didn’t break.)
4 Match 1–3 to a–c to make sentences.

This week in Space
1 If the lander had a if the comet had
magazine, astronomer
had more solar been nearer
Guy Greenwood talks power, Earth during the
about a historic mission 2 The Rosetta mission.
to catch a comet. mission would have b the scientists would
been quicker have gathered
3 If the European more data.
Space: The Rosetta mission cost 1.7 billion dollars. Space Agency c the Rosetta Mission
That’s a lot of money! What was your aim? hadn’t spent wouldn’t have
millions of euros, happened.
Guy: Our aim was to discover more about comets.
The Rosetta spacecraft flew 6.4 billion 5 2.11 Complete the Third Conditional
kilometers to comet 67P, which is about sentences in the article using the correct form
four kilometers wide. The flight took ten years! of the verbs in parentheses. Listen and check.
Space: What would have happened if your calculations
had been wrong? Moon landings: fact or fiction?
Guy: Well, lots of scientists worked on this project, Did you know some people believe that astronauts have
so we were confident that we’d got it right. never landed on the moon? They believe NASA faked the
We would have been very disappointed if landing. Here are some of their reasons.
the mission had failed. If the mission hadn’t They say that the flag 1 wouldn’t have waved (not
been successful, we wouldn’t have had these wave) if the astronauts 2 had filmed (film) it
incredible close-up pictures or this analysis of on the moon because there is no air on the moon. They
the comet’s surface. also think some stars 3 would have been (be) visible
if the astronauts 4 had taken (take) the
Space: They are amazing pictures. So, tell us more
pictures on the moon. Another mystery is that although
about the lander, the little spacecraft which we can see the astronauts’ footprints on the surface, we
landed on the comet. can’t see any traces of the landing module. If the module
5 (land) on the surface of the
Guy: Yes. The lander sent us the first pictures of had landed
moon, it 6 (leave) some traces!
the icy surface of a comet. There were a lot would have left
of scientific experiments on the lander. If the
lander’s solar panels had been in sunlight, it
would have been OK. But it landed in a large
6 Complete the sentences to make And
shadow that was pretty dark. So it didn’t have
much power and it went to sleep. Luckily,
them true for you. Students’ own answers. YOU
even though it worked for two hours only, it 1 If I hadn’t come to this school, …
managed to get enough information about the 2 If I hadn’t met my best friend, …
comet’s surface. 3 If I had learned how to …
4 If I had been born in a different country, …
54 Unit 5

5.5 LISTENING and VOCABULARY Fearless Felix
I can understand the main points of a report and talk about space science.
1 CLASS VOTE Would you jump out of a plane or a hot-air 5 2.13 Listen to the first part of
balloon? Why? / Why not? Students’ own answers. a report about Felix Baumgartner.
Were your ideas correct? Use
2 2.12 Study the Vocabulary box and listen to the words. the prompts to summarize what
Circle the correct option to complete the sentences. happened in your notebook.
Vocabulary Space science 1 First, Felix put on …
a special space suit.
atmosphere balloon capsule engine force gravity 2 Then he got into …
helium oxygen parachute sound barrier
3 The balloon took him …
1 Humans need oxygen / helium to breathe. 4 When he reached the right
2 The Concorde was a jet plane that broke the engine / height, …
sound barrier . 5 Finally, he opened …
3 The force which attracts objects towards the Earth is
parachute / gravity . 6 2.14 Listen to the second part
4 Helium is a very light gas that is used in balloons / of the report. Complete the notes
parachutes. with a word or phrase.
5 A jet engine / atmosphere is very powerful.
6 Greenhouse gases damage the Earth’s sound barrier / Name: Felix Baumgartner
atmosphere . Date of jump: 1 October 14, 2012
Location: 2 , USA
3 Circle the words from the Vocabulary box in the infographic. 3
New Mexico
Nationality: Austrian
4 Look at the pictures and read the information. What do Age: 42
you think happened? Explain your ideas to a classmate. Height of about 4 39
jump: kilometers
Felix Baumgartner’s Speed: 5 1,357
record-breaking adventure! kilometers per hour

Time in
minutes 6
2 Felix jumps from the 4
capsule under the balloon. free fall: and 20
seconds
Cost: 7 Millions of
US dollars
1 The giant helium balloon
travels upward for about
two and a half hours.
7 In pairs, decide what And
you would do and how
you would feel in each
YOU
situation.
3 He free falls before What would you do if:
opening his parachute. 1 you had to climb ten meters up
a climbing wall to win a big prize?
If I had to climb ten meters up
a climbing wall, …
2 you won a bungee jump as
4 His descent a prize in a radio show?
takes ten minutes 3 your friend invited you to fly in
at high speed. a hot-air balloon?
Unit 5 55

5.6 SPEAKING Warnings and prohibition
I can give a warning and tell somebody not to do something.
1 CLASS VOTE Do you think people should be 3 2.15 Listen and read. Then answer the
allowed to use drones? Why? / Why not? questions in your notebook. See answers in the
Students’ own answers. Teacher’s Book.
1 What can Jay and Skye use the drone for?
2 Look at the picture. What are Skye and Jay doing?
2 Was Jay’s drone expensive?
What problems might they have? Answer in your
notebook. Students’ own answers. 3 What does Skye think of the drone?
4 Was the crash Skye’s fault?
4 Study the Speaking box. Underline examples

of warnings and prohibition in the dialogue.
Speaking Warnings and prohibition

Warnings
Take care on the steps/ladder/wet floor.
Look out!
Watch out! / Be careful!
Watch out for the people/bicycles/dogs!
If you’re not careful, you’ll …
Prohibition
You can’t/must not do that!
DON’T CRASH! You aren’t allowed to … when …
Don’t fly too high/go too fast.
Jay: Skye, I have a great idea for our science Keep off the flower beds/grass/rug.
project. We didn’t get a picture of the comet, Make sure you don’t …
but we can make a great video with this!
Skye: What is that?
5 In pairs, take turns to explain what each sign
Jay: It’s my birthday gift. It’s a drone with a small
means. Tell the class.
camera on it – here. You can get them for a See possible answers in the Teacher’s Book.
good price now.
Skye: That’s so neat! How fast does it fly? Smoking
Jay: I don’t know. Let’s try it. Right, the camera’s Skateboards and bikes are
prohibited
on. We’re off! Watch out! not allowed in the park.
Skye: Awesome! Be careful – don’t fly too high. You
must not get in the way of planes. It is forbidden to
Jay: I don’t think it’s that high. I’m sure we’re No camping permitted. take pictures in
getting some good pictures. No fires or barbecues. this exhibition.
Skye: Can I have a go?
Jay: Sure. Here’s the control.
Later ...
Jay: Watch out! You can’t do that! If you’re not 6 What would you say in each And
careful, you’ll … crash! situation? Use phrases from the YOU
Skye: Well, if you hadn’t pressed the wrong button, Speaking box. Talk in pairs.
it wouldn’t have crashed! Students’ own answers.
Jay: It’s OK. There’s no damage. Phew! Let’s • You see a cyclist riding toward your
friend very fast.
check the recording.
Skye: That’s amazing! This will be perfect for our • Your little brother is playing online games
all evening.
project.
• There is ice on the path where you and
your friends are walking.
neat Watch • Your dad is driving the wrong way up a
cool
OUT! one-way street.
56 Unit 5

5.7 WRITING An essay
I can write an essay discussing advantages and disadvantages of space travel.
1 CLASS VOTE If you won a trip into space, 4 In pairs, discuss the advantages and disadvantages
would you rather go to the moon, to Nina gives for space travel. Are they the same as your
Mars, or visit the International Space ideas in Activity 2? Advantages: look for another planet to live
on, test new technology; Disadvantages: too expensive, dangerous
Station? Students’ own answers.
5 Study the Writing box. Underline examples of these
phrases in Nina’s essay.
Writing An essay
Introduction
Nowadays many/more and more people …
But is … really useful/good …?
Is … worth …?
Arguments for and against
On the one hand, … On the other hand, …
Firstly, … / Secondly, … / Moreover, …
One/Another/The main advantage/disadvantage is (that) …
One/Another reason for … is …
2 In pairs, make a list of the advantages Finally, …
and disadvantages of space travel. Write
Giving and justifying opinions
it in your notebook. Compare your ideas
I believe …
with the class. Students’ own answers.
In my opinion, …
3 Read Nina’s essay. Order the sections as For example, …
they appear in the essay. This is because …
Ending
4 conclusion 2 advantages
To sum up, …
1 introduction 3 disadvantages In conclusion, …
In your opinion, is space travel useful?

Since the first space flight in 1961, many people
have dreamed of traveling into space. But is Writing
space travel really useful? 6 Write an essay discussing this Time
question: Would you ever travel to space
as a tourist? Students’ own answers.
On the one hand, I believe space travel might
be useful for humans in the future. For example,
the main advantage is that we can look for
1 ! Find ideas
Take notes about:
another planet to live on, like Mars. This will be
useful if we keep having climate problems here • your reasons for and against.
on Earth. Another reason for space travel is • reasons for your opinions.
that we can test new technology. • your final decision.
2 Draft
On the other hand, I think space travel is
Write a draft of your essay. Include a short
too expensive and things like hospitals and
introduction and a conclusion. Use linking words.
education are more important. Another
disadvantage is that it’s very dangerous because 3 Share
of the speed and the distance. Also, if you had Share your text with another student for
to travel to Mars, you might not come back! feedback. Listen to his/her opinion and
suggestions.
To sum up, if I had to choose, I would forget
about space travel and try to look after planet 4 ✓ Check and write
Earth better. Make changes to your essay and write the final
version.
Unit 5 57

WORDLIST Space | Dimensions and distance | Large numbers | Space science
ambition [n] hot-air balloon [n] space suit [n]

astronaut [n] hundred [n] spacecraft [n]
astronomer [n] land [v] speed [n]
atmosphere [n] lander [n] star [n]
attend [v] landing [n] support [v]
billion [n] light year [n] surface [n]
binoculars [n] Mars [n] telescope [n]
calculate [v] meteorite [n] thousand [n]
calculation [n] million [n] training program [n]
capsule [n] mission [n] unit [n]
comet [n] moon [n] Venus [n]
crash [v] orbit [n] visible [adj]
damage [n, v] oxygen [n] wave [n]
data [n] parachute [n] writer [n]
descent [n] pilot’s license [n]
distance [n] planet [n] WORD FRIENDS
drone [n] planetarium [n] The box is forty centimeters long/
Earth [n] press [v] wide/high.
ellipse [v] reach [v] The length/width/height of the box
engine [n] record-breaking [adj] is forty centimeters.
experiment [n] reflect [v] Ohio is ten kilometers away.
force [n] require [v] (= We’re ten kilometers from Ohio.)
free fall [n, v] satellite [n] The speed limit is eighty kilometers/
footprint [n] scientific [adj] fifty miles per/an hour.
galaxy [n] sound barrier [n] It takes two hours to get to Newark
gravity [n] space camp [n] Airport.
helium [n] space station [n]
1 Use the Wordlist to find: 2 In pairs, write in your notebook definitions for two
1 four man-made objects you can find in words from the Wordlist. Give your definitions to
space lander, … another pair. Can they guess the words?
capsule, engine, satellite, space station,
3 Work in pairs. Choose two words from the Wordlist
spacecraft
each. Your classmate must write in his/her
2 two gases oxygen, … notebook a sentence including both words.
helium
A: balloon, thousand
I wouldn’t like to travel a thousand kilometers in a
B:
3 six verbs crash, … balloon!
attend,
calculate, damage, land, orbit, press,
reach,
reflect, require, support, wave 4 2.16 PRONUNCIATION Listen to the sentences.
4 two devices you can use to see a long Notice the pronunciation of weak forms in the
way binoculars, … underlined words.
telescope 1 I’d find out more if I were you.
2 If I hadn’t called you, I wouldn’t have known
5 two people astronaut, … about it.
astronomer, writer 3 It’s traveling at a speed of 1,000 miles an hour.
4 If I won the lottery, I’d buy a ticket to the moon.
5 What would have happened if they had missed?
6 I’d love to travel to Mars.
5 2.16 Listen again and repeat the sentences.
58 Unit 5

SELF-CHECK
1 Write the correct word for each definition. 4 Complete the Second Conditional sentences in
1 an item of clothing that astronauts wear the article with the correct form of the verbs in
s p a c e s u i t parentheses.
2 a place where you can learn about planets
p l a n e t a r i u m Life in space
3 the measurement of how fast something Life as an astronaut is very strange. First of all,
travels s p e e d it’s very quiet. Radio waves can travel in space, but
4 a small, light flying machine with a camera sound waves can’t. So, astronauts wouldn’t hear the
d r o n e other astronauts if they 1 didn’t wear (not
5 how long an object is from one end to the wear) radio headphones! Then, of course, there’s
other l e n g t h no gravity. What 2 would happen (happen) if
6 a moving space object with a long bright an astronaut cried in space? Or if he
3 dropped (drop) his sandwich? Well,
“tail” c o m e t
the tears and the sandwich 4 would stay
(stay) in the air! And at bedtime, they
2 Complete the fact file with the nouns below. 5 wouldn’t fall (not fall) asleep unless they
There is one extra noun.
fixed themselves to the “bed.” However, one good
Earth light year million planets thing happens as a result of zero gravity: your
thousand Venus back stretches about five or six centimeters.
5 Complete the Third Conditional sentences with

:
w that
the correct form of the verbs in parentheses.
o
Did you kn 1 We wouldn’t have seen (not see) the stars if
the sky hadn’t been (not be) clear.
1 the sun is about the same size as one million 2 She wouldn’t have become (not become) an
Earths? astronaut if she hadn’t been (not be)
2 there are thousands of planets in the universe, to space camp.
but only eight in our solar system ? 3 If somebody had told (tell)
me about the space documentary,
3 two of those eight planets, Venus and Mercury,
I would have watched (watch) it.
don’t have any moons?
4 If he hadn’t read (not read) that
4 ancient astronomers believed that the Earth book about space, he wouldn’t have studied
was at the center of the universe? (not study) physics.
5 the edge of space is called the Karman Line? It’s one 6 Match the sentences to the situations. What
hundred thousand meters above the Earth (that’s else could you say?
100 kilometers!). 1 c You see a young child running to pick up
a ball from the road.
2 a Your teacher is carrying a lot of books
and can’t see that the floor is wet.
3 Complete the Zero and First Conditional
questions using the correct form of the verbs in 3 b Your sister is going to fly a drone in a
parentheses. busy children’s play park.
1 What will you do (do) tomorrow if a Be careful! You might slip!

the weather is good? b You must not use it here. You’ll have to go
2 What do you eat if you are (be) really somewhere else.
hungry? c Watch out! There’s a car coming.
3 If your friend texts (text) you in class, do
7 2.17 Listen. Then listen again and write
you reply?
down in your notebook what you hear.
4 Will you help (help) me if the
Space is much bigger than the galaxy where we live. If
teacher gives us a lot of homework today?
you wanted to count all the stars, it wouldn’t be easy. In
5 If your Grandma’s home phone rings,
fact, astronomers can’t count them, even with strong
do you answer (answer) it?
telescopes. That’s because there are millions of stars and
most of them are light years away from Earth.
p. 147

6.1 VOCABULARY Nonverbal communication
6 I can talk about different forms of communication.
face2face: Did you know that 80–90 percent of communication is

nonverbal? Top seven ways we communicate without words!
1 Posture : The 5 Gestures :

position of your body can How we move our
say a lot of things to other hands and arms
people – for example that not only shows our
you’re bored, or tired. emotions, but also
A clear 2 Eye contact : Looking

our personality.
message into someone’s eyes can

show you are engaged in the
6 Body contact :
Putting your arm
conversation. Looking away around someone
shows just the opposite! can communicate
VOCABULARY
feelings of love and
Nonverbal communication | Word friendship. But be
building: verbs and nouns for 3 Facial expressions : careful: not everyone
communication | Advertising Muscle movements in our feels comfortable
face can instantly show sharing their
GRAMMAR a range of feelings, from personal space!
The Passive: Simple Present, Simple Past, happiness to sadness.
Present Perfect, can, and must | The
Passive with will 7 Voice :
4 Head movements : This is How loudly or quietly
a clear way to communicate we speak can
Grammar: “Yes” or “No” – agreement communicate how
Communication breakdown or disagreement. we’re feeling.
Why is Jay blindfolded?
1 CLASS VOTE How do you prefer to communicate with your friends? Why?
by email by phone by text face to face using instant messaging
2 2.18 Study the Vocabulary A box, then listen and repeat the
words. Complete the headings in the poster.
Speaking:
Brown bananas Vocabulary A Nonverbal communication
What are Dan and Nina
body contact eye contact facial expressions gestures
preparing?
head movements posture voice
3 Which of the ways of communicating in Vocabulary A do you think is

the most important when you meet someone for the first time? Which is
the least important? Talk in groups. Students’ own answers.
4 2.19 WORD FRIENDS In your notebook, match each phrase in the

Word Friends box to one of the forms of communication in the poster.
Listen and check.
Word Friends
bow/shrug your shoulders give sb a hug look sb in the eye

make eye contact nod/shake your head raise/lower your voice
raise your eyebrows point a finger
2 look somebody in the eye, make eye 5 bow your shoulders, shrug your
contact shoulders, point a finger
3 raise your eyebrows 6 give somebody a hug
4 nod your head, shake your head 7 raise your voice, lower your voice
60 Unit 6
M06 Wider World American 4 SB 21141 U6.indd 60 11/29/19 5:28 PM

5 Complete the questions with the words 9 Complete the sentences with the correct form of
from the Word Friends box. In pairs, ask the words from Activity 6.
and answer the questions. Students’ own answers. 1 Every time I try to say something, my brother
1 Do you nod to your teacher when i nterrupts me; he never lets me finish a sentence!
you understand something she explains ? 2 It took me a long time to remember the correct
2 Do you give your friends a hug p ronunciation of Edinburgh.
when you meet up with them? 3 I went to bed really late last night because I had
3 In what situations do you raise a long d iscussion with my parents about school.
your eyebrows? 4 Anna tried to e xplain to Matt why she was
4 Do you ever raise or lower your late, but he didn’t listen.
voice when you talk to your friends? If 5 I often have to r epeat myself when I talk to
you do, when? my best friend because she can’t hear very well.
5 Is it important to make eye
contact when you’re speaking to 10 2.22 Complete the blog post with the words
someone? below. Listen and check.
communication describe explanation
6 2.20 WORD BUILDING Complete facial expressions hand gestures
the chart. Use a dictionary if necessary.
Listen and check. My blog
Verb Noun
Do we still prefer face time to
communicate communication
interrupt interruption
screen time?
explain explanation It’s no secret that most teens love online
1communication . However, research reports that
describe description
define definition nearly fifty percent of teens still prefer talking to a
friend face to face rather than using technology. So,
suggest suggestion
what’s the 2 explanation for this?
pronounce pronunciation One reason is that although texting and messaging
repeat repetition is great, it’s not always easy to 3 describe
4
our feelings clearly. Without facial expressions ,
discuss discussion
inform information
such as a smile or
frown, it’s easy to
misunderstand what the
other person is saying.
It’s also more fun talking
to friends in person. For
7 Count the syllables in
example, you definitely
the nouns in Activity 6.
add more laughs to a
Add the words to the
story when you use
chart according to their 5 hand gestures and
pronunciation.
your voice!
oooOo ooOo oOo
communication interruption discussion 11 In pairs, discuss the questions.

explanation suggestion Compare your answers with your And
pronunciation information
repetition
description
classmates. Students’ own answers. YOU
1 Why do many teens still prefer
face-to-face communication?
8 2.21 Now underline the syllables
2 Do you think adults or elderly people prefer
with the main stress in the verbs in face-to-face communication? Why?
Activity 6. Listen and check. Practice 3 Can you think of situations in which online
saying the words in pairs. communication is better?
Unit 6 61

6.2 GRAMMAR The Passive
I can use verbs in the Passive.
1 CLASS VOTE Look at the picture. Do 2 2.23 Read and listen. Then answer the questions in
you think this type of activity helps your notebook. 1 They got an email.
2 Chairs, tables, cushions, and water.
develop communication skills? Why? / 1 How did Nina, Dan, and Skye hear about the workshop?
Why not? Students’ own answers. 2 What obstacles does the teacher mention?
3 Study the Grammar box and complete the rule. Then

underline examples of the Passive in the dialogue.
Grammar The Passive
Simple Present and Simple Past

Special equipment is used.
The message wasn’t sent.
Present Perfect
COMMUNICATION BREAKDOWN
The poster has been printed.
Jay: You’re in a rush! The obstacles haven’t been moved.
Skye: We’re going to a workshop. can and must
The last one was organized by The game can’t be played in groups.
the drama teacher. More information must be given.
Jay: What workshop? by
Nina: We were
sent an email last The workshop was organized by the students.
week. Look at the poster:
“Improve your communication • To form the Passive, we use the correct form of the verb
be + the past participle of the verb.
skills and have fun. All
equipment is provided.” • We use by
that does the action.
to introduce the person or thing
Skye: Come on. It’ll be a laugh.
Teacher: Hi, everyone. OK, today’s GRAMMAR TIME PAGE 111
game has been designed to
help you communicate better 4 Write the past participle form of the verbs below in your
with each other. In this game, notebook.
obstacles are
placed around
the room. The obstacles are find keep lose make say see show speak teach write
chairs, a table, cushions, and keep – kept, lose – lost, make – made,
find – found say – said, see – seen, show – shown,
some water. One person is
speak – spoken, teach – taught, write – written
blindfolded
and has to get to
the other side of the room.
5 Rewrite the sentences in the Passive.
Jay: Cool. Can I be blindfolded? 1 A schoolboy has found a message in a bottle.
Teacher: Sure. Now, when the A message in a bottle has been found by a schoolboy.
instructions are
given, listen 2 Most people don’t write letters now.
carefully. OK. Dan, Nina, Letters aren’t written by most people now.
and Skye, decide where you 3 We can make some food for the workshop.
want the obstacles. I think Some food can be made for the workshop.
we’re ready. Remember: clear 4 They didn’t keep their letters for the grandchildren.
instructions must
be given.
Their letters weren’t kept for the grandchildren.
Dan: Jay! I said turn right.
5 This teaches students to work in a team.
Jay: Clear instructions weren’t
given.
Students are taught to work in a team.
Nina: They were! You weren’t
listening!
Teacher: Hey, this should be fun!
be a laugh Watch
6 Imagine you are having a party. What has/ And
OUT!
hasn’t been done? Form sentences in pairs.
Students’ own answers. YOU
have fun The invitations have been sent.
The food hasn't been bought yet.
62 Unit 6

6.3 READING and VOCABULARY Personal accounts
I can understand personal accounts about communication between family members.
1 CLASS VOTE Do you communicate with 3 Read the personal accounts again. Mark the
different people in different ways? Think about sentences T (true) or F (false).
your parents, brother or sister, grandparents, 1 F Sam always likes talking to his mom when
neighbors. Students’ own answers. he gets home.
2 T Sam’s mom often has to ask the same
2 2.24 Read and listen to the personal questions more than once.
accounts quickly. Then talk to a classmate. Which 3 F Sam doesn’t generally get on well with
forms of communication do Sam and Amelia his mom.
mention? See answers in the Teacher's Book.
4 F Sam’s dad sent him a text about dinner.
5 T Amelia and her grandma both talk a lot.
Sam 6 T Amelia’s grandma preferred using a pay
I don’t talk much at home. It’s phone when she was young.
not that I don’t enjoy talking, it’s 7 F Amelia’s grandma’s parents wanted her
just that sometimes I don’t want to study dance.
to. This often happens when I 8 T Her grandma often gets Amelia’s name
get home from school and my mom fires questions at wrong in her texts.
me. "How was the math test? Was your homework given
back to you? How did you do?" If I don’t answer, she Reading tip
raises her voice and repeats them. It makes me mad
– especially when I’m chatting online with my friends. When doing a true or false activity, read each
Sometimes we’re interrupted by my mom telling me to statement carefully to make sure you fully
clean my room or walk the dog. Don’t get me wrong – understand what it is saying. After that, scan the
my mom is great, but I find that really annoying! She text to find where the answer is using key words from
likes texting me to find out where I am. I remember the statement. When you find the answer, read the
once I came home, said "hi" to my dad and went passage carefully to identify if it is true or false.
straight to my bedroom. A few minutes later, my mom
came in from the yard and texted me. "Sam, where 4 Which person in the personal accounts:
are you? Your dinner’s ready!" "Mom, I’m in my room!"
1 is good at reading body language?
I replied. That made us both laugh!
Amelia's grandma
2 is annoyed by interruptions?
Sam

Amelia 3 sometimes talks in a loud voice?
Sam's
mom
I’ve always been chatty like my
4 sometimes gets texts from a person who’s
grandma and we talk about
worried?
everything. I love her stories of
Sam

when she was young and a bit of
a rebel. We often talk about what it was like without a 5 likes hearing about life in the past?
cell phone or a computer. She didn’t like talking to her Amelia

friends on the phone at home because everyone could
hear her. When she had a boyfriend, she had to go to 5 Look at the highlighted words in the texts.
a phone booth near the house. It was used by a lot of Check if you understand them. Use a dictionary
people, so she often had to wait in the cold. Grandma if necessary. Students’ own answers.
was a good dancer and wanted to study dance at
college. Her parents wouldn’t even have a discussion
about it. "That’s how it was," she says. The best thing
about grandma is she can read my facial expressions.
6 In groups, imagine you are writing And
If something’s worrying me, she knows and we talk
a leaflet called A parent’s guide
to talking to teenagers. What
YOU
about it. She never thinks I’m being silly. Grandma texts suggestions would you include?
me sometimes, but she’s hilarious. She writes, "Hello, Write them in your notebook.
America." That’s because in predictive text my name Students’ own answers.
appears as "America!" Parents shouldn’t ask questions about
homework at meal times.
Unit 6 63

6.4 GRAMMAR The Passive with will
I can change active sentences into passive sentences with will.
1 CLASS VOTE Does your school offer sign language 5 Complete the sentences using the Passive
classes? If not, do you think it would be a good idea with will.
to add them? Why? / Why not? Students’ own answers. 1 Next year, the course will be offered
2 Read the news story. Who has hearing difficulties? (offer) to all students.
Luke's neighbor, Dominic. 2 A lot of new classes will be organized
(organize) for next year.
3 The suggestion won’t be discussed
(not discuss) until tomorrow.
4 The information will be written (write)
on the board for you.
5 Books won’t be used (not use) in class
today because we’re playing a game.
6 Read the text. Complete the sentences

I can’t wait until we can chat just like other friends. below using the Passive with will.
When Luke Hamilton discovered that his new neighbor, Dominic, had
hearing difficulties, he decided to look for a sign language course. He
From next week on, students from Hong
soon found one. From September, sign language classes will be taught
Kong University will teach Chinese at
at Luke’s school. They’ll be offered to students and parents, and Luke’s
Harwood School. The university students
very excited about it. "The course will be taught by a qualified teacher
will teach writing and speaking skills.
after school. Homework won’t be given, although students can do online
They won’t test the students, but they will
activities," he says. The principal is sure the classes are a good idea.
"Sign language courses aren’t offered in many schools in this area, so organize a weekly quiz. At the end of the
we thought it would be popular. If this goes well, more courses will be course, they will prepare a Chinese meal
planned for the future," he explained. During the course, students will to celebrate.
learn basic signs for everyday use. Luke doesn’t know how quickly he’ll
learn, but he’s sure of one thing: "My sign language will be used with
Dominic," he says. "I can’t wait until we can chat just like other friends." 1 From next week on, Chinese will be
taught at Harwood School by students
from Hong Kong University .
3 Read the news story again. Answer the questions in 2 Writing and speaking skills will be taught
pairs. See answers in the Teacher's Book. by the university students .
3 The students won’t be tested ,
1 Why did Luke decide to learn sign language?
2 How does Luke feel about starting the course? but a weekly quiz will be organized .
3 Why does the principal think the course will be 4 At the end of the course, a Chinese meal
popular? will be prepared to celebrate.
4 Study the Grammar box. Underline examples of

sentences in the Passive with will in the news story.
Then complete the rule. 7 In pairs, make passive And
Grammar The Passive with will
sentences that are true YOU
for you. Write them in your
A science fair will be organized at school. notebook. Students' own answers.
These classes won’t be taught during school hours. 1 a school trip / organize / for my class
Sometimes you can form two passive sentences from one soon
active sentence: A school trip will be organized for my
Active: The school will offer free classes to parents.
class soon.
Passive: Free classes will be offered to parents.
Parents will be offered free classes. 2 extra homework / give / today
To form the Passive in the future, we use will + 3 the answers to this activity / discuss /
be + past participle. in class
4 a big party / plan / for the end of the
school year
64 Unit 6

6.5 LISTENING and VOCABULARY Advertising
I can understand key information in short conversations and describe a TV commercial.
1 CLASS VOTE Ads must communicate their 5 2.27 Listen to four short dialogues. Circle
message clearly. What do you think makes a the correct answer.
good TV commercial? Students' own answers. 1 What is the logo of the jeans that Anna wants
a famous person color humor music other to buy?
A B C
2 2.25 Study the Vocabulary box and
listen to the words. Complete the sentences.
Vocabulary Advertising
billboard brand commercials flyers logo
poster slogan target audience
1 There’s a huge billboard at the

2 What is offered for free with a flyer from the
side of the road. It’s advertising the new
pizza restaurant?
bowling alley.
2 The slogan for this sports A B C
company is "Everyone’s a winner."
3 The logo for that famous
clothing brand is a brown bear.
4 A man is handing out flyers for
the music festival next weekend.
5 There are too many commercials
on TV. It’s really annoying when you’re
watching a movie.
6 The target audience for this ad is children 3 Where will Sam’s poster be put?
– that’s why they put it on after school.
7 Can I put this poster up on your A B C
notice board, please?
8 I always buy the same brand of
shampoo.
3 2.26 Listen to five extracts from TV

commercials. Match the commercials
(1–5) to the products (a–h). There are three
extra products.
a 5 chocolate b sneakers 4 What time does Joe want to go to soccer practice?
c perfume d 3 toothpaste
A B C
e 4 dishwashing f nail polish
liquid
g 1 a hamburger h 2 a bike
4 2.26 Listen again. Answer the

questions in your notebook.
See answers in the Teacher's Book.
1 Who is the target audience for each
commercial?
2 Which commercial mentions a new
product of a well-known brand? 6 In pairs, tell each other about your And
3 Which commercial do you think is the favorite TV commercial. Describe the
ad and say why you like it.
YOU
most successful? Students' own answers.
4 Which one did you like best? Why? My favorite TV commercial is ...
Unit 6 65

6.6 SPEAKING Indicating objects and clarifying
I can indicate different objects, and ask for and give clarification.
1 CLASS VOTE Do you sometimes make your own 3 Study the Speaking box. Underline examples of
fruit juices or smoothies? How do you make indicating and clarifying in the dialogue.
them? Students' own answers.
Speaking Indicating objects and clarifying
2 2.28 Listen and read. What fruits are Indicating objects
mentioned? That’s it/them!
Bananas, pineapple, and strawberries. This one/These ones here.
That one/Those ones over there.
Look at this/that/these/those …
It’s that new/old one that …
These/Those are the ones which …
Asking for clarification
Do/Did you mean …?
What/Which one do you mean?
When you said …, what did you mean?
When you said …, did you mean …
Could you say that again?
Giving clarification
Sorry, I meant to say …
What I was trying to say was …
When I said …, I meant …
BROWN BANANAS
Nina: Just a minute, Dan. I'm thristy. Any idea 4 2.29 Jay and Skye are looking at cell phones.
where my bag is? Complete the dialogue with the words and phrases
Dan: Do you mean this one, under your jacket? from the Speaking box. Listen and check.
Jay: 1 Look at that cell phone! I might get
Nina: That’s it. I bought a great drink. It’s that
new one that’s been on TV. Oh no! I’ve left it with my birthday money.
it at home. Skye: Which 2 one do you mean ?
Dan: Don’t worry. Let’s make a smoothie Jay: That one 3 over there . It has an
instead. Come on. awesome camera.
Nina: Cool. What do you want me to do? Skye: I thought your old cell phone was fine.
Dan: First, wash the fruit and cut them into Jay: It was until it stopped working.
small pieces. Skye: 4 What do you mean , "it stopped working?"
Nina: OK. When you said wash the fruit, did you Jay: Sorry, 5 I meant to say until I dropped
mean the bananas and pineapple? it in the swimming pool. Then it
Dan: Sorry, I meant to say wash those stopped working!
strawberries next to the sink.
Nina: Yuk! Look at these bananas. This one’s
black.
5 Work in pairs. Choose one of the
And
Dan: OK, but that one over there is fine. Just items below that you would like to YOU
cut that up. buy and have a short conversation.
Nina: You have a pineapple. That’s a little tricky. Then switch roles. Students' own answers.
Do you have a can instead?
Dan: What do you mean, "a can?" headphones jeans a backpack a smartphone
Nina: A can of pineapple. It’s much easier. a sports shirt
Dan: No! Fresh fruit is much better. Here, I'll cut A: I want those cool headphones.
the pineapple and you get the blender. B: Which ones?
It's that white one that's on the counter. A: Those ones.
Nina: OK, I'll add some milk. And now let’s turn B: What’s wrong with the ones you have?
it on. A: They aren’t very good.
Dan: No, no, no! B: What do you mean …?
66 Unit 6

6.7 WRITING A review
I can write a review and offer opinions and points of view.
1 Read Jo’s review. What website is she reviewing 5 Study the Writing box. Underline examples of
and what is her opinion of it? Write in your these phrases in Jo’s review.
notebook. She is reviewing Wordfit. She thinks it's useful unless you
only want to practice your listening and speaking skills. Writing A review
What you are reviewing and why
app for you? Lots of people have asked me about …

… is one of the most popular …
… but is it as good as they say?
Is Wordfit the right
So many apps have been created for language

learners that it can be hard to know which is the Advantages and disadvantages
best to use. Wordfit is one of the most popular I was impressed by …
apps, but is it as good as they say? It looks attractive/confusing.
I was impressed by the design of the app. I particularly like …
It looks really attractive and is easy to use. The only disappointing thing about … is …
There is a wide variety of online activities and Unfortunately, …
lots of fun things to do, like quizzes and games. Personal opinion and recommendation
I particularly like the fact that you can chat with
All in all, I think …
other language learners on the app. The only
I would/wouldn’t recommend it to …
disappointing thing about it is that very little
This is one of the best … I have ever used/
listening practice is provided and there’s no
read/watched.
opportunity to practice pronunciation.
All in all, I think Wordfit is a useful app and I would
definitely recommend it to other learners. However,
if you only want to practice listening and speaking
skills, it’s probably not the app for you.
6 Write a review of a language
learning tool that you have Writing
used (e.g., an app, a book, a Time
website, a language course).
2 Order the information as it appears in the review. Follow the steps below.
a 3 Jo gives her overall opinion and
recommendation.
1 ! Find ideas
Take notes about:
b 1 Jo says what she is reviewing and why she
chose to review it. • what you are reviewing, why you are
reviewing it, and a brief description.
c 2 Jo explains what she thinks the advantages
and disadvantages of the app are. • the advantages and disadvantages.
3 Circle the adjectives Jo used to describe the app. • your personal opinion and whether
you would recommend it to others.
4 Write the adjectives below in the correct column. 2 Draft
Add the adjectives you circled in Activity 3. Use your notes to write a draft of a review.
Organize the text into clear paragraphs.
amazing awful awesome boring Use a wide variety of adjectives.
brilliant confusing poor weak
3 Share
Share your review with another student for
Positive Negative
feedback. Listen to his/her opinion and
amazing suggestions.
awesome, brilliant, fantastic, awful, boring, confusing,
popular, good, attractive, poor, weak, disappointing
4 ✓ Check and write
easy (to use), wide (variety), Make changes to your review and write the
fun, useful final version.
Unit 6 67

WORDLIST Nonverbal communication l Advertising
ad [n] explain [v] predictive text [n]

amazing [adj] explanation [n] pronounce [v]
app [n] eye contact [n] pronunciation [n]
attractive [adj] face-to-face [adj] rebel [n]
awesome [adj] facial expression [n] recommend [v]
awful [adj] fire questions (at sb) [v] repeat [v]
be engaged in (sth) [v] flashcards [n] repetition [n]
billboard [n] flyer [n] research [n]
blindfold [n] frown [v/n] sign language [n]
body contact [n] gesture [v/n] slogan [n]
boring [adj] head movement [n] suggest [v]
brand [n] hilarious [adj] suggestion [n]
brilliant [adj] impressed [adj] target audience [n]
chatty [adj] impressive [adj] text [v/n]
commercial [n] in a rush [adv] toothpaste [n]
communicate [v] instant messaging [n] tricky [adj]
communication [n] interrupt [v] voice [n]
communication skill [n] interruption [n] weak [adj]
confusing [adj] logo [n] workshop [n]
define [v] message [n]
definition [n] misunderstand [v] WORD FRIENDS
describe [v] muscle [n]
don't get me wrong
description [n] nail polish [n]
make eye contact
disappointing [adj] nonverbal [adj]
nod/shake your head
discuss [v] obstacle [n]
raise/lower your voice
discussion [n] perfume [n]
raise your eyebrows
dishwashing liquid [n] personal space [n]
read facial expressions
drive (sb) mad [v] poor [adj]
use hand gestures
emotion [n] poster [n]
equipment [n] posture [n]
1 Use the Wordlist to find and write in your notebook: 3 2.30 PRONUNCIATION Underline
1 five compound nouns related to communication the sound the words below all have in
body contact, … See answers in the Teacher's Book. common. Listen and check.
2 five negative adjectives used to describe a website commercial
explanation
shake
confusing, …
3 three ways of advertising a product flyer, … 4 2.31 The most common way
4 two kinds of cosmetics perfume, … of spelling the /ʃ/ sound is sh, but in
5 four adjectives to describe positive feelings/ the middle of a word it is sometimes
experiences amazing, … spelled ci or ti. In pairs, find more
2 Complete the sentences with the adjectives below. examples of the sound in the Wordlist.
Listen and check.
awful chatty disappointing hilarious impressive tricky
words with words with words with
1 That movie was hilarious ! We couldn’t stop "sh" "ci" "ti"
laughing! flashcards commercial communication
2 Although her grades were good, they were still nail polish, facial definition,
rush, shake, description,
disappointing as she expected to get 100 percent. emotion,
dishwashing,
3 I’m not sure I can answer this question. It’s really workshop explanation,
tricky ; the other ones were much easier. interruption,
pronunciation,
4 My friend’s really chatty and loves talking repetition,
to people. suggestion
5 The weather’s not just bad – it’s absolutely
awful ! There’s no way we can play soccer!
6 I think the most impressive building in New York
is the Empire State Building. It’s amazing.
68 Unit 6

SELF-CHECK
1 Write the correct word for each definition. 5 Write sentences. Use the Passive with will.
1 a type of product sold by a particular company 1 the ideas / discuss / in tomorrow’s lesson
b r a n d The ideas will be discussed in tomorrow’s
2 talking about something to exchange opinions lesson.
d i s c u s s i o n 2 the information / not send / to you /
3 movement of the hands or arms to express an by email
idea g e s t u r e The information won’t be sent to you by email.
4 a symbol used by a company to advertise its
product l o g o
3 team members / select / next week / ?
5 the way in which someone holds their body
p o s t u r e Will team members be selected next week?
6 a short phrase used to advertise a product or

company s l o g a n 4 the festival / advertise / in the local
paper
2 Complete the quiz questions with the noun form of The festival will be advertised in the local paper.
the verbs in parentheses.
5 we / put / into new groups / at school / ?
Are you good with words? Take our quiz and find out! Will we be put into new groups at school?
1 Give your classmate a description (describe) of a

place in your town. Can he/she guess what it is? 6 the winner / not announce / until
2 What is a good phrase to use when making a tomorrow
suggestion (suggest) in English? The winner won’t be announced until tomorrow.
3 What is the correct pronunciation (pronounce) of the
famous river that runs through London?
4 What is the definition (define) of the adjective 6 Complete the dialogue with the words
chatty? and phrases below.
5 Can you name three types of nonverbal communication I thought you said that one this one
(communicate)? those which one do you mean
6 What is the most common explanation (explain)
students give when they’re late for class? Julia: Look at 1 those dogs
in the magazine ad. I’d love to have
2 that one .
3 In pairs, do the quiz in Activity 2. Tom: 3 Which one do you mean ? The little
See possible answers in the Teacher's Book. brown one?

4 Complete the text with the correct passive form of Julia: No. 4 This one – the
the verbs in parentheses. black and white one.
Tom: 5 I thought you said your mom
At school yesterday, we 1 were taught (teach) was allergic to pets.
how to improve our communication skills. Julia: She is, but I can always dream!
The lesson 2 wasn’t held (not hold) in the
classroom, but out on the school field. We 7 2.32 Listen. Then listen again and
3 were organized (organize) into teams and write down what you hear.
the plan was to make a bridge. I love this type Animals use a lot of nonverbal communication.
of activity because it 4 is done (do) in They communicate using smells, sounds, gestures,
groups. You always have lots of problems, but head movements, and facial expressions. Wolves,
they 5 can be solved (can/solve) when everybody for example, use smells to send messages to
works together. 6 Was my team’s bridge others. Gorillas show they’re angry by lowering
built (build) perfectly? No, and it their eyebrows. Animals cannot pronounce words,
definitely 7 can’t be used (can/not/use), but we but chimpanzees can learn some sign language.
had fun!
SELF-ASSESSMENT Think about this unit. What did you learn? What do you need help with? WORKBOOK p. 153

7
7.1 VOCABULARY Art and literature
I can describe works of art and talk about books.
Creative
energy! A B C
VOCABULARY
Art | Literature and books |
The press
GRAMMAR
Modal verbs for ability | Modal verbs for
obligation and prohibition
Grammar:
Crazy painting
What are Dan, Nina, and Skye D E F
going to do?
1 CLASS VOTE Do you think you learn enough about art and literature at
school? Why? / Why not? Students’ own answers.
2 2.33 Write the words below in the correct category in Vocabulary

A box. Listen and check.
contemporary art landscape oil painting sculpture sketch

Speaking:
Basil’s song Vocabulary A Art
Why do Nina, Skye, and Tom
have papers in their hands? Types of art
abstract art graffiti graphic art pop art contemporary art
sculpture
Types of paintings
illustration portrait still life watercolor landscape oil painting
sketch
3 Can you match the works of art (a–f) to their titles and artists (1–6)?
1 f Starry Night, Vincent Van Gogh
2 a Girl with a Pearl Earring, Johannes Vermeer
3 c Black Square, Kazimir Malevich
4 b Café Guerbois, Édouard Manet
5 d Splash, Tomas Misura
6 e Still Life with Basket, Paul Cézanne
70 Unit 7
M07 Wider World American 4 SB 21141 U7.indd 70 11/23/19 11:41 AM

4 2.34 Listen to two descriptions. Which of the 8 WORD FRIENDS 2.36 Study the
works of art on page 70 are the speakers describing? Word Friends box. Listen to the phrases
1 Splash and check if you understand them.
2 Starry Night
Word Friends
5 Study the Speaking box. In pairs, take turns to ask
and answer about the other paintings. appear in the news
do a painting
Speaking Talking about art get good/bad reviews
give a (poetry) reading/a speech
What type of art is it?
hold an exhibition
It’s modern/abstract/impressionist.
promote your work/ideas
What type of painting is it?
win an award
It’s an oil painting/a still life.
write a bestseller/a play/a novel
Can you describe the painting/drawing?
It’s a portrait of a young woman.
There are some mountains in the background/in the middle. 9 Complete the blog entry with the
There are some lines/shapes/images. correct form of the verbs from the
I like the colors/atmosphere. Word Friends box.
I can’t make out what it is. Maybe it’s a …
jesslovesart.blog
It’s unusual/simple/complicated/colorful.
It reminds me of …
Do you 1 write plays or 2 do
6 2.35 Study Vocabulary B box and listen to the paintings that you want to show others?
words. Circle the correct option. Then why not try an art festival? It’s the
perfect place to 3 promote your work.
Vocabulary B Literature and books
I’ve just been to an awesome festival with
authors autobiography biography chapters characters lots of artists and writers. I met a novelist
cover fiction nonfiction novels novelists plays who had 4 won his first award when he
playwrights poem poet poetry plot scene was twelve. He 5 gave a funny speech
about how he wrote stories during science
1 Interesting authors / characters are more important class at school! He said the best thing about
in a book than a good plot. his job is 6 getting good reviews.
2 I usually read one or two chapters / poems of a book My favorite activity was a Japanese haiku
before I go to sleep. poetry workshop. A haiku poem has three
3 I prefer reading fiction / nonfiction, such as science lines. The first and the last line have five
books and biographies. syllables and the middle line has seven. We
4 I find long novels / novelists boring. wrote a poem and then we 7 gave our
5 I believe there aren’t enough playwrights / plays own poetry reading. At the end we had a
about teenagers. party and some journalists came. The next
7 Study the Speaking box. In pairs, talk about a book day we all 8 appeared in the news!
you enjoyed or didn’t enjoy. Students’ own answers.
I loved Lord of the Rings. It’s fiction and it’s set in a place
called Middle Earth. It’s about …
Speaking Talking about books 10 Ask and answer the And
It’s called …
questions below in pairs.
YOU
It was written by … • Have you ever appeared
It’s about … / It tells the story of … in the news?
It’s set in … • Does anywhere in your town/city hold
It’s a true story/fiction/nonfiction. exhibitions? Have you ever been to one?
In the first/last chapter … • Have you ever won an award?
It starts/ends with … • Would you like to write a novel or a
It’s fantastic/amazing/weak/boring. play? If so, what would it be about?
Unit 7 71

7.2 GRAMMAR Modal verbs for ability: can, could, be able to, manage to
I can talk about ability in the present, past, and future.
1 CLASS VOTE What comic books did 4 Study the Grammar box and circle the correct option to
you read when you were younger? complete the rules. Then underline examples of modal
Did your friends read the same verbs in the text.
ones? Do you like reading comic
Grammar Modal verbs for ability
books or graphic novels?
Students’ own answers. Present
2 In pairs, discuss the questions. She can/can’t paint.
1 Do you enjoy reading novels? They’re able to/aren’t able to speak French.
2 What do you prefer: watch a film Past
based on a book or read the They could/couldn’t understand the story.
book? Why? Jack was/wasn’t able to come.
He managed to/didn’t manage to read the book in a day.
3 Read the text. According to the Future
writer, why are graphic novels a
I’ll be/won’t be able to finish this today.
good idea?
Questions
Graphic novels are great for people who can’t
Can/Could he paint? No, he can’t/couldn’t.
read quickly because the pictures in these Is/Was she able to speak French? Yes, she is/was.
books keep the reader interested in the story. Did he manage to read the book in one day? Yes, he did.
Be able to is more formal than can.
ooks
I can read b
Could is used to describe general ability in the past.
Managed to describes specific achievements in the past.
and enjoy pictures! In sentences using modal verbs in the present, we add -s/
don’t add -s to the main verb.
In sentences using modal verbs in the past, the main verb is in
I can’t remember how many different
the infinitive /past form.
comic books I read when I was little,
but I know I loved them. I managed to GRAMMAR TIME PAGE 112
collect a big pile of them. Then I started
collecting superhero comic books like 5 2.37 Complete the dialogues with the correct form of
Spiderman because they were exciting. can, could, be able to, or manage to. Listen and check.
I loved manga comics and tried to copy Mom: What’s wrong, son?
the drawings, but I couldn’t do them Oscar: I 1 couldn’t sleep last night and now I
very well. When I started to read novels, 2 can’t concentrate.
I couldn’t always follow the story and Mom: Why don’t you read a nice book before you go to
missed the pictures. Then I discovered sleep? It 3 can/could help you to relax.
graphic novels! They’re great if you The next day ...
aren’t able to read very quickly because managed to /
Oscar: Hi, Mom. I 4 get a great book from the
was able to
the pictures help you to stay interested.
library.
I’ve read fiction and nonfiction ones.
Mom: Oh, that’s good. Tonight you’ll 5 be able to read it
There’s even a graphic novel about
in bed and you’ll soon fall asleep.
the life of Gandhi called My Life is my
Message. Last week we started reading 6 Complete the questions with the correct form of the words
Shakespeare’s play Hamlet at school in parentheses.
and, I couldn’t follow the plot. Yesterday
1 Did you manage to (you/manage to) fall asleep quickly?
my dad managed to find a graphic novel
2 Could you (you/can) swim when you were four?
version in the library, so I’ll be able to
3 Can your best friend (your best friend/can) read quickly?
understand the story and the characters.
4 Will you be able to (you/be able to) finish this activity
This doesn’t mean I won’t be able to read
longer novels in the future. It just means
before the end of the class?
that I’ll be able to enjoy types of books
that I wouldn’t normally read.
7 In pairs, ask and answer the questions in
And
Activity 6. Students’ own answers. YOU
72 Unit 7

7.3 READING and VOCABULARY An article
I can find specific information in an article about art exhibitions and talk about them.
1 CLASS VOTE Do you enjoy visiting art

exhibitions? Why? / Why not?
Students’ own answers. Art has something
2 2.38 Listen and read the article. How for everyone, but you
many types of art or paintings does it mention? have to look for it!
Five (portraits, sculptures, abstract art, pop art,
illustrations).
By Charlotte, 16
3 Read the article again. Circle the correct At school, art class is fun because we experiment with
answer. different techniques. We do portraits, make sculptures,
and generally get creative! However, a field trip to an art
1 What does Charlotte try to do in this text?
gallery is often disappointing if you’re a teen. For example,
a Give a review of an art gallery. last year my art teacher organized a trip to an exhibition of
b Apologize for being noisy in art galleries. abstract art by Mark Rothko. The gallery was full of older
c Explain how to enjoy art galleries more. people, who obviously didn’t want to be with noisy school
d Describe different types of art. kids. We all got bored and we couldn’t stop giggling. Our
2 What was the field trip to the art gallery like? teacher was getting stressed and kept telling us to be quiet.
a It was successful, although the students The next day we talked to our teacher about the lack of
behaved badly. activities for visitors at our age at art galleries. She agreed
b It was stressful for the teacher and not that a visit should be both educational and fun. That’s when
much fun for the students. I decided to go online and look for art galleries that have
special events for teens. I managed to find a huge range of
c It was better than the students thought it
activities and proposed some of them to the teacher. Next
would be.
month we’re going to see an exhibition of pop art and meet
d It was interesting because they had
an artist who specializes in it. So, if you say art galleries are
studied the artist at school. boring, I can show you where to look for inspiring ideas!
3 What does Charlotte think about art galleries
It’s also a good idea to use the internet to learn about
now? artists. Recently I managed to find a contemporary artist
a They should have more events for young from the Czech Republic, called Kristián Mensa. I’ve
people. already seen artists who combine different techniques,
b You don’t need to visit them to enjoy them. but this is totally different. He does unique illustrations
c There are more exhibitions for teens now with ordinary household objects such as cell phones,
than before. headphones, and even cookies. His art is very simple, but
d You can enjoy them if you find events it makes you see things differently. For example, he notices
especially for teens. that a flower is similar to a mop – and puts this idea into
4 Charlotte finds Kristián Mensa’s work life by drawing a little man and giving him a real flower
interesting because mop. It’s hilarious! I hope I’ll be able to go to an exhibition
of his work in the future.
a he uses extraordinary, unique objects
in his pictures.
b he puts a lot of effort into each work
of art. 5 In pairs, read the ads for different art And
c he has original ideas and is very creative.
d he uses different techniques at the
exhibitions. Which one would you like
to go to? Why? Students’ own answers.
YOU
same time.
Giant tree sculptures in the park
Reading tip
Wild animals in watercolor
When you find a new word in a text, try to guess
its meaning by using the meaning of the items Contemporary art from China
that surround it.
Impressionist gardens by Monet
4 Look at the highlighted words in the text. I’d like to see Wild animals in watercolor. I love the
Check if you understand them. Use a facial expressions of animals, so it will be interesting
dictionary if necessary. Students’ own answers. to see how the colors work.
Unit 7 73

7.4 GRAMMAR Modal verbs for obligation and prohibition: must and have to
I can talk about obligation and prohibition in the past, present, and future.
1 2.39 Read and listen. Why can’t Skye, 2 Study the Grammar box and circle examples in
Nina, and Dan start the activity? the dialogue.
Dan left the T-shirts at home.
Grammar Obligation and prohibition
Obligation
You must/have to leave. Do/Did/Will you have to
They had to leave. leave?
I will have to leave. Yes, I do/did/will.
Lack of obligation
You don’t have to come.
She didn’t have to come.
He won’t have to come.
CRAZY PAINTING
Prohibition
You must not /aren’t allowed to go.
Skye: OK. First, we have to spread this
I wasn’t allowed to go.
plastic on the ground. And then we
He won’t be allowed to go.
add the paint.
Are/Were you allowed to stay late?
Nina: This is a great idea for painting T-shirts.
Will you be allowed to stay late?
Skye: I know. We should ask school if we can
do it on the last day of classes. • Must and must not don’t have past or future
forms. We use had to or will have to instead.
Nina: No, we won’t be allowed to do it. It’ll
make a mess. • In question forms, we usually use have to.
Skye: Dan, hi. Listen, you’ll have to hurry.
We’re nearly ready.
3 In your notebook, write questions and short
Nina: What’s up? answers about the dialogue.
Skye: Dan’s left the T-shirts at home. He See answers in Teacher’s Book.
1 they / be allowed / paint T-shirts / in Nina’s
had to go back for them, but he won’t
garden / ?
be long.
Nina: It’s OK. Mom won’t be home until later. Are they allowed to paint T-shirts in Nina’s garden
She says we’re allowed to do this, but Yes, they are.
we have to clean up before she gets 2 why / Nina and Skye / have to / wait for Dan / ?
back. 3 what / they / have to / do / before Nina’s mom
Dan: Sorry I’m late. You didn’t have to wait arrives / ?
for me. 4 Nina’s mom / have to / change her clothes / ?
Skye: You’ve got the T-shirts, Dan!
4 Complete the second sentence so that it means the
Nina: OK. Let’s put on the T-shirts, then pour same as the first one. Use the words in parentheses.
some paint and water on the plastic
and we’re ready. 1 You must not paint on the walls. (allowed)
Skye: Are there any rules? You aren’t allowed to paint on the walls.
Nina: No, just run and slide, but we must not 2 It was necessary to clean the room. (have to)
push each other. Let’s go! They had to clean the room.
Skye: Oh no! Your mom’s home. We have to 3 It will be necessary to stay after class. (have to)
clean up. They will have to stay after class.
Nina’s 4 Writing in your book is not allowed. (must)
mom: Hi! That looks fun. Can I try it? You must not write in your book.
Skye: Sure, you’ll have to change first though!
5 In pairs, talk about the differences And

’ve got
Watch between when you were a child and YOU
have OUT! now. Use be allowed to/have to.
I wasn’t allowed to stay up late, but now I’m allowed
to go bed when I want.
74 Unit 7

7.5 LISTENING and VOCABULARY In a newspaper office
I can understand an interview and talk about the press.
1 CLASS VOTE Who in your family listens to or reads the news? 6 2.42 Listen to Freddie and
Students’ own answers. Ava talking about Freddie’s day in
2 2.40 Match the groups of words in the Vocabulary a newspaper office. Did Freddie
box to the headings below. Listen and check. win a prize for his short story or his
pictures?
in the news people types of press
His short story.
Vocabulary The press 7 2.42 Listen to Freddie and

types of press : broadsheet magazine online news site tabloid Ava once more. Mark the sentences
people : designer editor journalist paparazzi reporter T (true) or F (false).
in the news : ads celebrity gossip commercials headlines 1 F Freddie went to the office with
horoscope local/national news weather forecast another winner.
2 T When Freddie arrived, he met
the editor.
3 F The office was busy when
3 2.41 Listen again to some words from Freddie was there.
the Vocabulary box. Cross out letter “e”
4 T The soccer player signed a
when it is silent.
shirt for Freddie.
1 magazine 2 online news site 5 T The owner of the pony got
3 designer 4 reporter angry in the reception.
5 horoscope 6 weather forecast
8 2.42 Listen to Freddie and
Ava once more. Match 1–6 to a–f to
4 Complete the sentences with the words from the make sentences.
Vocabulary box. 1 d The editor
1 My sister works as an editor in a fashion 2 f The reporters
magazine. 3 e Ava
2 I don’t buy newspapers. I read the news on an 4 b Freddie
online news site . 5 a The soccer player
3 This magazine is all about celebrity gossip : who is dating 6 c The pony
who, where an actor went on vacation, or what they were
a wasn’t happy about the picture.
wearing at a party.
b wrote a funny headline.
4 The weather forecast says it’s going to rain on the weekend.
c wasn’t happy about the visit to the
5 A tabloid is a type of newspaper that has a lot of
office.
pictures and not much serious news.
d introduced Freddie to the
5 Look at the picture and talk to a classmate. Why do you reporters.
think there’s a pony in a newspaper office? e thought the bird story was funny.
Students’ own answers. f were looking for news stories.
9 In pairs, take turns to

ask and answer the And
questions.
YOU
1 How do you prefer to
learn about current events?
2 Do you prefer international,
national, or local news?
3 Is there too much celebrity gossip
on online news sites?
Unit 7 75

7.6 SPEAKING Comparing ideas and expressing opinions
I can compare and contrast ideas, and express opinions.
1 CLASS VOTE What do you think is more 3 Study the Speaking box. Underline examples in the
important in a song: the lyrics or the music? dialogue.
2 2.43 Listen. Why doesn’t Skye open Speaking Comparing ideas and expressing opinions
the door to Nina and Tom?
Comparing ideas
She didn’t hear them.
✓ On the one hand, … but on the other hand, …
✓ Personally, I think … is better/more interesting than …
… is the best idea because …
It’s exactly/almost the same as …
… is totally different from …
Expressing opinions
In my opinion, … is awesome/amazing/awful.
✓ As I see it, …
BASIL’S SONG I think you’re right.
As far as I can see, … / As far as I’m concerned, …
Tom: I could be wrong, but I bet she has It seems to me that …
her headphones on. If you ask me, …
Nina: Let’s throw a stone at her window. ✓ I’m not sure …
Skye: Hi, guys. Sorry, I didn’t hear you. I could be wrong, but …
I really need your help. I’m trying to
write a song for the school show, but 4 2.44 Complete the dialogue with the words
it’s exactly the same as my last one. from the Speaking box. Listen and check.
Nina: Is it a sad song again?
A: In my 1 opinion , the best song ever written is
Skye: Sort of. One friend moves away and
Starman by David Bowie.
the other friend is lonely.
B: What makes it special for you?
Nina: It seems to me that you need some
A: Well, as I 2 see it, it’s a message about hope.
fresh ideas, Skye. What do you think,
B: 3 Personally , I think Space Oddity is better.
Tom?
Tom: I think Nina’s right. Why don’t you A: You might be right. I’m not 4 sure , but I think
write about Basil? he wrote it after watching the movie 2001: A Space
Odyssey.
Skye: Basil! Are you mad? People don’t
write about their pet snakes! B: If you 5 ask me, all his songs are amazing.
Tom: Personally, I think Basil is more
interesting than two sad friends.
5 2.45 Listen to two short dialogues. What is each
dialogue about?
Nina: In my opinion, Tom’s right, Skye. It has
to be fun. OK, we’ll write one line each 1 graffiti
about Basil and see how it goes. 2 a novel
Later ...
6 2.45 Listen again as you read the phrases in the
Nina: And now let’s do a rap. My fun won’t Speaking box. Check (✓) the phrases that you hear.
end with you as my friend.
Tom: I’m not gonna lie. I’ll never say bye!
Skye: I’ve had a few pets, but you’re the best.
7 In pairs, talk about: Students’ own answers.
And
Nina:
Skye:
He might be a snake, but Basil’s great!
Nina, you’re brilliant! If you ask me, • the most boring book you’ve ever read. YOU
we have a hit song! Now let’s write • your favorite song.
some more lines. • a disappointing movie.
The most boring book I’ve ever read is one about the
mad
history of potatoes. I like eating potatoes, but I don’t
brilliant Watch find it interesting to read about all the different types
crazy
amazing
OUT! that exist.
76 Unit 7

7.7 WRITING An exhibition guide
I can write an exhibition guide.
1 CLASS VOTE Would you like to go to an exhibition 3 Read again the exhibition guide. Match the
based on a book or movie? If so, which one? headings (1-5) to the correct paragraphs
Students’ own answers. (a-e) in the text.
2 Read quickly the exhibition guide below. What is a What to see
on display at the exhibition? b Venue & Location
Sculptures, photos, manuscripts, and drawings related to the c About the exhibition
Little Prince book. d Prices
e Opening Times
The magical world 4 Study the Writing box. Underline examples of

sequencing words and imperatives in the text.
of The Little Prince
brought to life! Writing An exhibition guide
1 About the exhibition Using imperatives to make suggestions
French visual artist Arnaud Nazare-Aga has Look closely at the painting.
collaborated with the Antoine de Saint-Exupéry Try to understand what the artist wanted to show.
Youth Foundation, and together they have conceived Don’t miss out!
a unique touring art exhibition of sculptures inspired Take a look at some original artwork.
by the original watercolor illustrations of Antoine Using sequencing words
de Saint Exupéry’s book, The Little Prince as well as First, go into the Ancient Egypt room.
photos, manuscripts, and drawings. Next, head to the modern art room.
Then, stop off at the café.
The Little Prince in the Dark attempts to bring Finally, buy a copy of your favorite painting.
Saint-Exupéry’s illustrations to life by the sense of
touch. The artist has created 13 all-white sculptures
with relief (to be discovered by the senses of touch
and hearing) that are presented in the dark. All the 5 Write a guide to an exhibition Writing
in your city/country.
magic, dreams, and poetry of Saint-Exupery’s book Time
is revealed in a new way never imagined before.
1 ! Find ideas
2 What to see Do some research about an exhibition in
First, start off on the first floor to see historical your city/country, or invent an exhibition
photography recounting the great adventure of that you would like to visit. Take notes
the pioneers of aviation of Latécoère. about:
Then, move up to the second floor, where you can
find rare original manuscripts and drawings by
• background information about the
exhibition
Antoine de Saint-Exupéry!
• what visitors can see
After that, climb up to the third floor to experience
the sculptures. • how much it costs to visit it
Finally, don’t forget to stop off at the gift shop • where and when the exhibition is
on your way out and pick up some Little Prince 2 Draft
memorabilia to remember your visit.
Use your notes to write a draft of a guide
3 Prices to the exhibition. Think carefully about
The exhibition is free for everyone! the structure of your text.
4 Opening Times 3 Share
Monday to Sunday, 12 p.m. to 7 p.m. Share your guide with another student
5 Venue & Location for feedback. Listen to his/her opinion
House of MinaLima and suggestions. Check the spelling and
26 Greek Street grammar.
London 4 ✓ Check and write
Adapted from https://sagg.info/the-little-prince-exhibitions/ Make changes to your guide. Write the
final version of your text.
Unit 7 77

WORDLIST Art | Literature and books | The press
abstract art [n] graphic novel [n] pop art [n]
ad [n] headline [n] portrait [n]
art gallery [n] horoscope [n] the press [n]
artist [n] household object [n] range [n]
author [n] illustration [n] reception [n]
autobiography [n] image [n] recite [v]
be set in [v] impressionist [adj] reporter [n]
bestseller [n] inspiring [adj] review [n]
biography [n] journalist [n] scene [n]
broadsheet [n] judge [v] sculpture [n]
celebrity gossip [n] lack [n] shape [n]
chapter [n] landscape [n] simple [adj]
character [n] line [n] sketch [v/n]
colorful [adj] local news [n] still life [n]
combine [v] lyrics [n] tabloid [n]
technique [n]
comic book [n] magazine [n]
unique [adj]
commercial [n] messy [adj]
unusual [adj]
complicated [adj] national news [n]
watercolor [n]
contemporary art [n] newspaper office [n]
weather forecast [n]
cover [n] nonfiction [n]
weak [adj]
designer [n] novel [n]
disappointing [adj] novelist [n]
draw [v] oil painting [n] WORD FRIENDS
editor [n] online news site [n] appear in the news
exhibition [n] paparazzi [n] do a painting
experiment [n] play [n] get good/bad reviews
extraordinary [adj] playwright [n] give a poetry reading/a speech
fiction [n] plot [n] hold an exhibition
giggle [v] poem [n] promote your work/ideas
graffiti [n] poet [n] win an award
graphic art [n] poetry [n] write a bestseller/a play/a novel
1 Use the Wordlist to find and write in your notebook. 3 2.46 PRONUNCIATION Listen and
See answers in the Teacher’s Book. repeat the words.
1 five people who write for a living author , …
2 four things you find in a magazine or newspaper Oooo oOoo ooOo
ad, … complicated unusual exhibition
3 four types of art abstract , … watercolor biography disappointing
4 three things you find in a book or play chapter , … celebrity illustration
experiment paparazzi
5 three things that can happen if you write a good book
win an award , …
4 2.47 Write the words below in
2 Complete the sentences with the correct form of the verbs the correct column in Activity 3. Listen
from the Word Friends box. and check.
1 If you want to promote your work, contact a magazine. biography celebrity disappointing
2 When a new bookstore opens, a famous author usually experiment illustration paparazzi
gives a speech. watercolor
3 I’d like to do a painting of my house before we move.
4 The art gallery is holding an exhibition of paintings by 5 2.47 Listen again and repeat.
Picasso. We have to go.
5 Her teacher knew that she would write a bestseller
one day.
6 He’s a famous novelist, but he doesn’t like to appear
in the news.
78 Unit 7

SELF-CHECK
1 Write the correct word for each definition. 4 2.48 Complete the text with the words
1 photographers who follow famous people below. Listen and check.
and take pictures p a p a r a z z i able are can can’t couldn’t
2 a painting of objects, often flowers or fruit managed will
s t i l l l i f e
3 the person who decides what goes in a
book or newspaper e d i t o r
4 a newspaper that is small, with a lot of Robots 1 can beat
pictures and no serious news humans at chess, but
ta b l o i d 2 are they able to
5 one part of a book c h a p t e r be creative? In a recent
6 a work of art made from wood, stone, etc. poetry competition,
sc u l p t u r e a poem written by a
computer 3 managed to
2 Complete the text with the words below. win second prize. While
There are two extra words. some people 4 couldn’t believe the result, others weren’t
appear illustrations plays poems poet surprised. Experiments have shown that robots are
5 able to produce beautiful portraits and
poetry reviews
landscapes, although they 6 can’t work alone – a
human needs to draw the shape first. Some scientists
Picasso believe that in the future, robots 7 will be able to
paint and write as well as humans.
Did you know that Pablo
Picasso spent a short
time as a 1 poet ?
At the age of fifty-three, 5 Complete the dialogue with the words below.
he stopped painting and ask me opinion sure wrong
drawing, and started
writing. He moved A: Do you like the play we’re reading at school?
to France and soon B: Well, if you 1 ask me, it’s more interesting
managed to 2 appear in the French press, than a long novel.
although he didn’t always get good 3 reviews . A: I’m not 2 sure. It seems to 3 me that it
He wrote two 4 plays for the stage and would be better to watch it at the theater.
produced 5 illustrations for more than fifty books. B: I know what you mean. I could be 4 wrong ,
However, he soon returned to his life as a painter. but I think the teacher is organizing a trip.
A: That’s awesome! In my 5 opinion , we should
watch plays first and then study them.
3 Complete the sentences with the correct
form of the verbs in parentheses. 6 In pairs, talk about the artwork in your town or
1 I have to (have to) go out now. You school. Use Activity 5 to guide you.
will have to (have to) tell me the rest of
the story tomorrow.
what you hear.
2 The students weren’t allowed to (not be
A novelist won an award for his bestseller. He promoted his
allowed to) leave until they had finished
their poems. work everywhere. He appeared in national news and tabloids.
3 We didn’t have to (not have to) pay for He had to meet journalists and reporters. He wasn’t allowed
the books because somebody gave to rest at all. One night he had to give a reading.
them to us.
He fell asleep!
4 The book’s a surprise. You must not
say anything. (must not)
SELF-ASSESSMENT Unit 7
Think about this unit. What did you learn? What do you need help with? WORKBOOK p. 159

8
8.1 VOCABULARY Celebrations
I can talk about special occasions.
Let’s get
together
VOCABULARY
Celebrations | Phrases for special
occasions | National celebrations |
Sounds
GRAMMAR
Defining and non-defining relative
clauses | Direct and indirect questions 1 2.50 Study Vocabulary A box and listen to the words. What is
being celebrated in each picture? Circle the celebrations in the box.
Grammar: Vocabulary A Celebrations

Traveling in style! dinner party cultural festival family get-together farewell party
Where are Tom, Jay, Skye, house-warming party New Year’s Eve party religious ceremony
Nina, and Dan going? school prom wedding reception
2 2.51 WORD FRIENDS Study the Word Friends box and listen to the
phrases. Check if you understand their meaning. Students’ own answers.
Word Friends
blow out candles make a toast
Speaking:
bring good/bad luck put up decorations
Time to celebrate
celebrate a birthday throw a (street) party
Why are they toasting?
follow the tradition of turn eighteen/a year older
hire a limo (un)wrap gifts
let off fireworks
3 2.52 Complete the dialogues with the correct form of the verbs
from the Word Friends box. Listen and check.
1 A: In the UK, seeing a black cat is supposed to bring good luck.
B: Really? In my country it’s bad luck!
2 A: Aren’t you going to unwrap your gifts?
B: No, not before my friends arrive.
3 A: Can I blow out the candles on my cake now?
B: Just wait a minute. I want to take a picture first!
4 A: What are you doing, Tom?
B: I’m putting up decorations for my little sister’s party.
5 A: Do you remember when our soccer team won the championship?
B: Of course! And the neighbors threw a street party. Awesome!
80 Unit 8

4 I KNOW! How many more celebrations can you 8 2.55 Study Vocabulary B box, then listen
think of in three minutes? Write in your notebook. and repeat the words.
costume party, Christmas, … Students’ own answers.
Vocabulary B National celebrations
5 2.53 Study the Speaking box. Write in custom display flag national symbol parade
your notebook the most suitable phrase for public holiday spectators traditional clothes
each situation. Listen and check.
Speaking Phrases for special occasions 9 2.56 Circle the correct options to
complete the blog post.
Congratulations!
Cheers!
Happy Birthday/Anniversary
Happy Christmas/New Year!/holidays!
Have fun!
1 I’m going to a party tonight. Have fun!

2 I’ve just won a gold medal for swimming!
Congratulations!
3 Does everyone have a drink? Here’s a toast to
the happy couple! Cheers!
4 It was thirty years ago today that your
grandpa and I got married. Happy Anniversary! Maisy’s blog: I ♥ St. Patrick’s Day
5 Look! It’s nearly midnight! Five, four, three,
two, one … Happy New Year! Yesterday was March 17, and it was St Patrick’s
Day. It’s a public 1 holiday / display in Ireland,
6 Complete the quiz with the verbs from the Word and, since there are a lot of people with Irish
Friends box in Activity 2. origins in New York, people were celebrating
here, too. It was amazing! There was a 2custom
/ parade on the streets. There were a lot
Birthdays
u e o r fa l s e? of people, all dressed in 3national symbol /
around the world
Tr traditional clothes or costumes.
Crowds of people came to watch and most
1 In Vietnam, you don’t celebrate your birthday on the of the 4spectators / displays were dressed up
day you were born. You turn a year older on “Tet” (New Year’s in green. This 5flag / custom comes from the
Day), no matter when you were born during the year. T shamrock, which is a kind of green leaf and
2 In the USA, parents usually let off fireworks on their
the 6national symbol / traditional clothes of
Ireland. As you’ll see in my blog pictures,
children’s birthday. F
I joined in the fun: I wore a really funny green
3 In parts of Canada, the birthday boy or girl’s nose is greased top hat, and bought an Irish 7custom / flag.
with butter. This is supposed to bring good luck. T The festival also included a street party, an
4 In Hungary, the birthday boy or girl’s ears are pulled as they awesome fireworks 8parade / display , and a
unwrap their gifts. F lot of street performances.
5 In Ireland, when a boy or girl turns sixteen, the parents
throw a street party. F
6 Many Jamaicans follow the tradition of “flouring,” or
covering the birthday boy or girl in baking flour. T 10 In pairs, ask and answer about And
7 In Venezuela, some people follow the custom of pushing the a celebration you have enjoyed. YOU
person’s face into the birthday cake when they blow out Answer these questions:
their candles! T 1 When and where is the celebration held?
2 What happens?
3 What can you see?
7 2.54 In pairs, decide if the traditions in the
4 How are the people dressed?
quiz are true (T) or false (F). Listen and check.
Unit 8 81

8.2 GRAMMAR Defining and non-defining relative clauses
I can be specific about people, things, and places.
1 CLASS VOTE How would you like to travel to 3 2.57 Listen and read the dialogue. Then
your school prom? Why? Students’ own answers. answer the questions in your notebook.
limo rickshaw skateboard space hopper 1 Why do Skye and Nina get annoyed with Dan?
2 How do they feel about the transportation in
2 Look at the picture. How do you think the the end?
friends have prepared for their evening?
4 Study the Grammar box and match itens in the
columns. Then underline examples of relative
clauses in the dialogue.
Grammar Relative clauses

Defining relative clauses
That’s the car which/that we hired for the prom.
Students who/that go to the prom usually have fun.
TRAVELING IN STYLE! That’s the place where we’re meeting Jack.
Skye: Just a minute. I’ve forgotten Sara’s the girl whose mom teaches at my school.
something. Non-defining relative clauses
Jay: Skye, you’re always the one who’s late! Our school prom, which was last month, was great.
Skye: Sorry, everyone! I’m ready now! Tom Evans, who is a musician, played the piano.
The hall, where the dance was held, was huge!
Nina: OK. Before we leave, let’s make a
Our math teacher, whose daughter also graduates this
toast. I have a bottle of sparkling
year, will lead the ceremony.
grape juice that my mom gave me.
Here’s to great friends and a great 1 Defining relative a give extra information.
night! clauses
All: Cheers! 2 Non-defining b give us essential
Tom: So shall we go now? relative clauses information.
Skye: But where’s the car? GRAMMAR TIME PAGE 113
Dan: There is no car.
Nina/ 5 Complete the sentences with who, which, whose, or
Skye: What? where. Decide if the relative clauses are defining
Skye: You were the one who was supposed (D) or non-defining (ND).
to organise the transport. 1 D Look at the tuxedo which I bought on
Dan: Don’t worry, I have. Give us two sale last week.
minutes. 2 ND This is the Olive Tree restaurant, where
Two minutes later ... we celebrated my parents’ wedding
Nina: Space hoppers! You have to be anniversary.
kidding! 3 ND Is that Ana Miller, the girl who was at
Skye: We can’t go on those. Look at the your birthday party?
dresses we’re wearing! 4 D Is this the cake which you made?
Jay: They’re great fun! My uncle, who 5 D This is the street where the parade will
owns a toy store, got them for us. start.
Tom: Come on. It’ll be fun! 6 ND That’s Jessica Brown, whose brother is
Skye: Oh, all right. Actually, it is quite fun! getting married next month.
Dan: Well, they say your school prom is
a night that you never forget!
6 In pairs, plan an end-of-year celebration
organise for your school. Use defining and And
transport non-defining relative clauses. YOU
quite Watch Students’ own answers.
We should hold the celebration in
organize
transportation
OUT! a place where …
pretty
82 Unit 8

8.3 READING and VOCABULARY A travel guide
I can understand the main points of a travel guide and talk about tourist attractions.
1 CLASS VOTE What’s the best place for a visitor Reading tip
in your town or city to go to? Why?
Look closely at elements that help organize the text,
2 2.58 Listen and read the texts. What four such as subtitles and words in bold. What information
attractions are described? Which one would you do they highlight?
like to visit? Write your answers in your notebook.
3 2.59 Three young people are looking for

Fun attractions in Tokyo! things to do in Tokyo. Listen and read. Then
match the people to attractions A-D.
A Experience
Japanese
culture Sophie C
Spend an Sophie’s been in Tokyo for a week. She’s
unforgettable visited lots of historical sites with her parents
day learning and has already learned a lot about
about Japanese culture by taking part in a tea Japanese culture. On her last day, which is
ceremony and dressing up in a kimono. A kimono is Saturday, she would like to do something different, but
the traditional costume of Japan, which is still often free of charge. She loves animals and technology.
worn for festivals and celebrations.
Max D
Opening times: Saturdays, 10:30 a.m. –3:30 p.m.;
Max and his brother Sam are visiting his
Price: adults 5,500 yen, children (twelve and
uncle in Tokyo. They’re having a family
under) 3,500 yen.
get-together on Wednesday at 1:30 p.m..
B Cats … everywhere! Max and Sam want to do something before
Why not take a break from shopping and visit the the rest of the family arrives. They both like Japanese
Kyoshi café, which is one of Tokyo’s many pet cafés? culture. They also love robots and enjoy shopping, but
A pet café is a place where people can stroke and have already spent all their money!
sit with animals.
Opening times: 10:00 a.m.–10:00 p.m.; Charge Emma A
for one hour: 1,000 yen (weekdays) 1,200 yen Emma arrives in Tokyo on the evening of
(weekends); Children must be twelve years old or February 3rd and is staying until Sunday,
over to enter. February 7th. She prefers learning about
old things rather than modern science and
C A visit to the future
technology. She loves Japanese culture
If you love futuristic things, you’ll love the Naomichi and is especially interested in art and
Museum, a small private museum of science and
fashion. She enjoys Japanese food, but she has to be
technology. The main attraction is Jin, a walking
careful as she’s allergic to some kinds of food, as well
robot that also plays soccer. So, you can play a
as animal hair.
game with Jin or observe the solar system, and shop
for experiment kits and souvenirs in the gift shop.
Open daily, from 10:00 a.m. to 5:00 p.m.; Adults: 4 Look at the highlighted words in the texts.
620 yen, Children: 210 yen; free admission for young Check if you understand them. Use a dictionary
people aged eighteen and under on Saturdays. if necessary. Students’ own answers.
D Bean-throwing festival
Enjoy the Japanese ceremony of bean-throwing,
which is part of the Setsubun celebration. Setsubun 5 Think of the last attraction you And
celebrates the start of spring and the custom of visited in your town or city. What did YOU
throwing soy beans is believed to bring good luck. you do there?
Sushi lovers will be happy to taste makisushi and it’s Would you recommend it to others? In pairs,
also a custom to eat roasted soy beans. Besides, share your experiences. Students’ own answers.
you can admire beautiful costumes and masks. The The last attraction I visited was a Book Fair in my
Zojoji Temple will hold a bean-throwing ceremony
neighborhood. I bought some books and talked to
between 12:00 and 1:00 p.m. on Wednesday
some local authors. I really recommend this event
February 3rd. Entry is free.
to people who love books.
Unit 8 83

8.4 GRAMMAR Direct and indirect questions
I can ask questions politely.
1 CLASS VOTE Do you prefer to have friends Grammar Direct and indirect questions
over to your house or to go and visit your
friends in their own homes? Why? Wh- questions
Students’ own answers. Direct: Where’s the party?
2 Do the quiz and compare your results in Indirect: Could you tell me where the party is?
groups. Students’ own answers. Direct: When will you be back?
Indirect: I’d like to know when you will be back.
Wh- questions with does or did
Direct: What time does the party start?
Are you an ideal guest or host? Indirect: Do you have any idea what time the party starts?
Take the test and find out! Direct: Where did you go after the party?
Indirect: I was wondering where you went after the party.
Yes /No questions
Direct: Is Tom having a birthday party?
1 You have invited guests to your house, but it’s Indirect: Do you know if Tom is having a birthday party?
very late and you are tired. What do you say? Direct: Can I use your phone?
a “I wouldn’t say anything. If you have invited
Indirect: Do you mind if I use your phone?
some guests, you have to stay up until they For indirect questions, use the same subject-verb order as
want to leave.” an affirmative / interrogative statement.
b “I was wondering when you’re going home.
I feel sleepy.”
c “How long are you going to stay? I feel a bit
sleepy. Maybe we can meet tomorrow.”
4 In your notebook, order the words to make indirect
questions. See answers in the Teacher’s Book.
d “Do you mind if I go to bed? You can stay here
as long as you want. Just close the door when 1 you / tell me / how much / cost / the tickets /
you leave!” could / ?
Could you tell me how much the tickets cost?
2 Your girlfriend’s/boyfriend’s parents have invited
2 when / the next bus / know / arrives / you / do / ?
you to dinner. They are well-known actors and
3 if / have / you / I’d / to know / a boyfriend / like
you’d like to know how much they earn. What do
4 any idea / who / you / she / have / do / is / ?
you say?
a “How much do you earn?”
b “I’d like to know how much you earn.”
5 2.60 Listen to the questions.
What do you notice about the
c “I would never ask such a question. You
intonation?
shouldn’t ask people about money.”
d “Wow, you’re so famous! Are you very rich?” 1 What time is it?
2 Could you tell me what time it is,
3 You need to go to the bathroom at a party. please? The first question has a falling intonation pattern. The
You have to ask your friend’s parents. What second question has a rising/falling intonation pattern.
do you say? 6 Write indirect questions in your notebook. Use
a “Where’s the bathroom?” phrases from the Grammar box.
b “Could you tell me where the bathroom is?” See answers in the Teacher’s Book.
1 How old are you?
c “Do you have any idea where the bathroom is?”
Could you tell me how old you are?
d “I wouldn’t ask. I’d look for the bathroom myself.”
2 Where are you from?
3 Do you like this music?
4 Have you been to Australia?
5 When did you go there?
3 Study the Grammar box and circle the
correct answer. Underline examples of 7 In pairs, ask and answer about each And
indirect questions in the quiz. situation. Use indirect questions.
YOU
•
You’ve forgotten someone’s name.
• You’re not sure what’s on the menu.
• You need to know the way to the bus station.
84 Unit 8

8.5 LISTENING and VOCABULARY Do you enjoy firework displays?
I can identify specific information in a radio interview and talk about sounds.
1 Do you enjoy firework

CLASS VOTE 5 2.62 Listen again. Circle the correct answer.
displays? Why? / Why not? 1 According to the presenter, China
a has most firework displays in the world.
2 2.61 Study the Vocabulary box
b makes most fireworks in the world.
and listen to the sounds.
c makes the largest fireworks in the world.
Vocabulary Sounds 2 According to An Li, the first fireworks came from
bang buzz cheer clap a China. b India. c Syria.
crackle fizz 3 When the fireworks were made by putting powder
These words are both verbs and nouns. inside a bamboo, they were
a hotter. b brighter. c louder.
3 Match the definitions to the words 4 Assistants at firework displays in England wore hats
in the Vocabulary box. of leaves because
a they made people laugh.
1 A happy crowd makes this
b they protected their heads.
noise when they shout. cheer
c they were an English tradition.
2 You hear this noise when you
open a can of soft drink. fizz 5 Italians changed fireworks by
3 The flames of a fire make a making them colorful.
this noise. crackle b making them bigger.
4 A happy crowd makes this c making displays safer.
noise with their hands. clap 6 The first firework display in the USA was in
5 The sound of a door a 1608. b 1776. c 1777.
slamming shut. bang 6 In pairs, discuss your answers in Activity 5. Give reasons
6 Bees and flies make this noise. buzz for your choices and explain why you think the other two
options are not correct.
4 2.62 Listen to a radio program Students’ own answers.
about fireworks. When is the interview
taking place? Circle the correct
7 Think of the last time you saw a firework And
answer.
display. In pairs, take turns to describe YOU
a Thanksgiving Day the event. Students’ own answers.
b New Year’s Eve
The last time I saw a firework display was on
c Independence Day
New Year’s Eve ...
Unit 8 85

8.6 SPEAKING Talking about future plans
I can use verb phrases with to -infinitives, -ing forms, and other structures to talk about future plans.
1 CLASS VOTE How do you feel about coming 3 2.63 Listen and read the dialogue. Then
to the end of the school year? Why? answer the questions in your notebook.
Students’ own answers. See answers in the Teacher’s Book.
disappointed excited happy sad worried 1 What are Tom and Jay doing while the others are
waiting for them? Why?
2 Look at the picture. How do you think the They’re getting drinks because everyone’s hot
friends are feeling? Students’ own answers. from dancing.
2 Who would like to travel with a friend?
3 Why do they go outside?
4 Why is Nina worried about going outside?
4 Study the Speaking box. Underline examples of

future plans in the dialogue.
Speaking Talking about future plans

Asking about future plans
TIME TO CELEBRATE What are your plans for the summer/the future?
What do you have planned?
Skye: It’s so hot on the dance floor. I’m dying Do you have any plans for the weekend?
of thrist! What would you like to do?
Nina: Me too! What I really want is some What do you feel like doing?
nice cold water. I hope Jay and Tom
verb + to -infinitive
hurry up with our drinks.
I’d love/like to go to India.
Dan: Do you two have any plans for the I need to visit my grandparents.
summer? I’m planning to learn to surf this summer.
Skye: Well, Mum and Dad are taking me I can’t wait to have a rest!
to Iceland. I’d love to see some I’m dying to try my new skateboard.
volcanoes. What have you got
planned, Nina? verb + -ing
I feel like going to a concert.
Nina: I’m going back to Colombia on
vacation. I can’t wait to see the sun Other structures
again! I wish I could go to the beach.
Dan: I wish I could come with you! I hope we have a good time.
Nina: In your dreams! I’m looking forward to the trip/going on a trip.
Tom: We’re back! Drinks for everyone! I feel like a swim/going for a swim.
Skye: Thanks, guys.
Jay: No problem. Here’s to a great summer. 5 2.64 Circle the correct option. Listen
I hope we all have fun. and check.
All: Yes. Cheers, everyone! 1 I’d like to get / getting a ticket for the prom.
Nina: Right. Who wants to dance? I love 2 They feel like to watch / watching the fireworks.
this song. 3 I can’t wait to go / going on vacation.
Jay: Hang on a minute. What’s that noise? 4 What do you have planned / planning for
Tom: It’s the firework display. It’s just starting. tomorrow?
Nina: I hope it’s not cold outside! 5 I wish we have / could have a party.
Skye: Come on, Nina. It’s fine! Anyway, 6 Are you looking forward to go / going away
we could all do with some fresh air. for the weekend?
Dan: The fireworks are amazing. Look!
6 In pairs, talk about what you would And
mum have you got like to do on the school vacations. Use YOU
Watch phrases from the Speaking box. Then
mom do you have OUT! tell the class about your classmate.
Lisa is planning to go to Greece.
86 Unit 8

8.7 WRITING An informal invitation
I can write an email inviting a friend to a celebration.
1 CLASS VOTE Which piece of information below 5 Study the Writing box. Complete blanks
would you give a friend or relative who was coming 1–5 with the phrases from Dan’s email.
to stay with you during school vacation? What other
information might you include? Students’ own answers. Writing An informal invitation
a description of your house advice on what to bring Starting your email

places to go plans for things to do How are things?
How is your summer break going?
1 What have you been up to?
2 Read Dan’s email to Mike. Whose birthday is it?
It’s Dan’s brother’s Ed’s birthday. Offering an invitation
Do you feel like coming to …?
—x Do you want to meet up …?
To: mike2001@woohoo.com 2 Would you like to come?
From: dan_1206@ymail.com
Explaining your plans
Subject: Ed’s birthday
I’d like to show/take you …
Hi Mike, I hope we can …
3 We’re planning to …
How is your summer break going? What have you
been up to? We’re throwing my brother Ed a surprise Before you finish
twenty-first birthday party. Would you like to come? I hope you can come.
He arrived back from the USA yesterday and he’s I’m really looking forward to seeing you
staying for a couple of weeks. The party’s on Saturday, (again).
August 19th, at our house. Mom and Dad said you could 4 Let me know as soon as possible.
stay here for the weekend. Do you think you’ll be free?
Ending your email
On Sunday after the party we’re planning to go to the
Hope to see you soon.
Atlantis Water Park. It’s absolutely amazing there! So, 5 Speak soon
you could do with some swimming trunks. We could
hang out with my cousins. Do you remember them?
They’ll be at the party, too.
By the way, you don’t need to get dressed up for the
party – you can wear whatever you want. I hope you 6 Write an email inviting a Writing
can come. Let me know as soon as possible! friend to a celebration.
Students’ own answers. Time
1 ! Find ideas
Speak soon, In your notebook,
Dan take notes about:
• the event,
Send
• where and when it is going
to happen,
3 Read the email again and mark the sentences true (T) • any other information to
persuade your friend.
or false (F).
2 Draft
1 T d doesn’t know about the party.
E
Write a draft of your email. Make
2 F Ed’s in the USA at the moment.
sure to use the language in the
3 T Mike has met Dan’s cousins before.
Writing box to invite your friend.
4 F Mike needs to bring fancy clothes for the party.
3 Share
Share your email with a
4 Why do you think people often like to celebrate their classmate for feedback.
twenty-first birthday? Are there any other special Listen to his/her opinion and
birthdays that are important in your country? suggestions. Check the spelling
In my country, people celebrate their fifteenth birthday. and grammar.
It is a very special date for teenagers. 4 ✓ Check and write
Make any necessary changes to
your text. Write the final version
of your email.
Unit 8 87

WORDLIST Celebrations | Phrases for special occasions | National celebrations | Sounds
anniversary [n] especially [adv] national symbol [n] traditional costume [n]
baking flour [n] experiment kit [n] New Year’s Eve party [n] tuxedo [n]
bang [n/v] family get-together [n] parade [n] unforgettable [adj]
butter [n] farewell party [n] public holiday [n] wedding reception [n]
buzz [n/v] fireworks [n] religious ceremony [n]
celebrate [v] fizz [n/v] rickshaw [n]
celebration [n] WORD FRIENDS
flag [n] school prom [n]
cheer [n/v] free of charge [n] shamrock [n] blow out candles
Cheers! [n] futuristic [adj] skateboard [n]
clap [n/v] bring good/bad luck
grease [v] sleepy [adj]
Congratulations! [n] guest [n] soy bean [n] celebrate a birthday
crackle [n/v] Happy holidays! [phr] space hopper [n] follow the tradition of
crowd [n] Have fun! [phr] sparkling grape juice [n] hire a limo
cultural festival [n] hold (an event) [v] spectators [n] let off fireworks
custom [n] host [n] stroke [v] make a toast
dance floor [n] house-warming party [n] swimming trunks [n]
put up decorations
decorations [n] Independence Day [n] tea ceremony [n]
die for [v] invite [v] Thanksgiving Day [n] throw a (street) party
dinner party [n] invitation [n] top hat [n] turn eighteen/a year older
display [n] limo [n] tradition [n] (un)wrap gifts
1 Use the Wordlist to find and write: 3 In pairs, ask and answer the
1 five sounds questions in Activity 2.
bang, … buzz, cheer, clap, crackle, fizz In my country, people say horseshoes
bring good luck.
2 four ways of traveling 4 2.65 PRONUNCIATION Listen.

limo, … ricksaw, skateboard, space hopper For each phrase, draw a line
between the words that link
together.
3 three things you might do during a birthday party
blow out candles, … cheer, clap, let off fireworks, make a 1 let off fireworks
2 put up decorations
toast, unwrap gifts
3 blow out candles
4 two national celebrations 4 make a toast
Independence Day, … Thanksgiving Day 5 throw a street party
5 one word we say when someone has had a baby/got

engaged, etc.
Congratulations!

1 In your country, what things are supposed to bring / make
good and bad luck?
2 At what times of the year do you usually put up / wrap
decorations in your house?
3 When did you last throw / make a party?
4 Do you usually make a wish when you let off / blow out the
candles on your birthday cake?
5 Have you ever hired / celebrated a limo?
88 Unit 8

SELF-CHECK
1 Complete the words in the sentences. 3 Join the sentences using relative pronouns. Add
1 My parents love cooking and they often commas where necessary.
invite friends over for a 1 This is the Rex Hotel. We had our prom here.
d i n n e r p a r t y. This is the Rex Hotel, where we had our prom.
2 We’ve just moved into a new house and 2 I like these shoes. My mom bought them for me.
we’re having a h o u s e - I like these shoes which/that my mom bought for me.
w a r m i n g p a r t y . 3 Mia is a friend. I met her at a party.
3 She got a new job, so we threw her a Mia is a friend who I met at a party.
f a r e w e l l p a r t y on 4 We met Dina. Her albums have sold millions
her last day. of copies.
4 On N e w Y e a r ‘ s E v e , We met Dina, whose albums have sold millions of copies.
I stay up late and watch the fireworks. 5 We’re going to stay on the island. My parents got
5 When my cousin got married, they had married there.
their w e d d i n g We’re going to stay on the island where my parents got
r e c e p t i o n in a big hotel. married.

2 Complete the text with the words below.
1 Can you tell me what time the class starts /
does the class start?
costumes custom festival follow parade
get-together good luck New Year’s Eve 2 Do you have any idea where is Anna / Anna is?
3 I was wondering who you saw / did you see after
the movies.
4 Could you tell me why are you / you are late?
5 Do you know if they live / do they live here?
6 I was wondering where did you buy / you bought
that shirt – I’d love one the same!
5 2.66 Complete the dialogue with the

correct form of the verbs in parentheses. Listen
and check.
A: What are your plans for the weekend?
B: I’m planning 1 to visit (visit) my cousin
in Texas. I can’t wait 2 to see (see) him.
What about you?
A: I need 3 to finish (finish) my French essay.
C: What do you have planned for the vacation?
D: Nothing much. I could do with 4 having
I love Chinese New Year! The Chinese New (have) some rest after all our tests. I just need
Year 1 festival lasts for fifteen days. On 5 to relax (relax). What about you?
2 New Year’s Eve , we usually have a family
C: I’m planning 6 to go (go) surfing in
3 get-together and have a large meal. 7
Greece. I dream of trying out (try out) my
At midnight, it’s the 4 custom to new surfboard.
open the doors and windows of your house to
let the old year leave. On the last day of the 6 In pairs, practice the dialogues in Activity 5. Add
festival, there is a 5 parade . There your own new ideas for plans. Students’ own answers.
are a lot of of brightly colored animal
6
costumes . I like the lion dance, what you hear.
which is supposed to bring 7 good luck . My school prom was unforgettable! I wore a beautiful dress.
Many people also 8 follow the My friend Alice arrived at my house in the limo we’d hired.
tradition of giving children money in red As I opened the car door, I looked at Alice, whose dress was
envelopes! exactly the same as mine! My mom said it was good luck, but
we didn’t believe her! We still had a great night.
p. 165

Would you cross
desert?
CULTURE
a
Endurance tests:
the most challenging races in the world
You’re stressed and anxious, you have problems sleeping.

What you need is a challenge. There has never been a
better time, but which one to go for? Traditional marathons
and triathlons are still popular, but newer events have now
appeared. They are held on difficult terrain and represent a
greater challenge to participants. They are popular in the USA
and are very competitive.
The first long-distance triathlon was the Ironman. It started
in Hawaii, on Waikiki beach, in the 1970s and there are now
forty countries across the world which hold Ironman events.
An Ironman is the hardest one-day endurance test in the world.
Participants must complete a 3.86-km swim, a 180-km bike
ride, and run a whole marathon – and no stopping is allowed!
The World Championships are held in Hawaii every year. The
run in Hawaii is particularly difficult because you have to cross
a desert!
Other tough races include the Trans-Rockies. These are six
separate contests which take place in different locations in
the Rocky Mountains. You can do a twenty-four-hour bike race
along Canada’s highest peaks – but don’t try it if you suffer
from vertigo! Alternatively, head for New Mexico, where there is
a ride that lasts three days through the desert – just try cycling
through sand dunes!
As for the traditional marathon, you can still take part in the
world’s biggest, in New York. However, if you really want to
push yourself, try the World Marathon Challenge. This is seven
marathons, in seven days, on seven different continents! GLOSSARY
It’s called The World Marathon Challenge for a reason! For terrain (n) a particular type of land
many people, this is the challenge of a lifetime. Participants competitive (adj) determined to be more
successful than other people
have to run 295 km, spend fifty-nine hours in the air, and endurance (n) when you can continue to do sth
fly approximately 38,000 km from the Antarctic Circle to difficult for a long time
Sydney, Australia. All at your own risk! tough (adj) difficult
peak (n) the top of a mountain
90 BBC Culture 1
M09 Wider World American 4 SB 21141 BBC.indd 90 11/23/19 12:21 PM

EXPLORE 6 02 Watch Part 2 of the video and
answer the questions in your notebook.
1 What other places have Ben and James
1 In pairs, discuss the questions.
Students’ own answers. traveled to? They have crossed the Atlantic
1 Would you like to take part in a Ocean and raced to the South Pole.
2 Which country do they travel through
marathon? Why / Why not? on this trip? Oman.
2 Why do you think people run 3 What is their destination? What will they
marathons, take part in extreme find there? The quicksands of Umm as Sammim.
triathlons, cross deserts, or climb the
highest mountains? 7 02 Watch the video again. Match
the numbers below to what they refer
2 Read the article and answer the to (1–6).
1 What is the difference between the new 1940s eight 250 forty-seven
events and the traditional ones? ten eleven
2 Why is the Ironman Triathlon famous? 1 original journey time in days eight
3 What makes the Ironman World 2 maximum temperature in
Championship particularly difficult? the desert in Celsius forty-seven
4 In which two countries do the Trans- 3 litres of water drunk per day ten
Rockies events take place? 4 journey across desert in km 250
5 Why is the New York Marathon special? 5 actual journey time in days eleven
6 What is the ultimate challenge race? 6 decade of Thesiger’s
Why? expedition 1940s
3 In pairs, discuss the questions. 8 Circle the best summary of the

1 Which of these challenges would you documentary.
like to take? Why? 1 Ben and James recover their friendship
2 How do you think people prepare for by taking on an almost impossible
these types of events? journey.
2 Ben and James are the first people to
EXPLORE MORE discover the most remote place on
earth.
3 Ben and James’ final journey is the
4 01 Watch Part 1 of a documentary hardest they have ever done together.
about two men on an adventure. Answer
the questions in your notebook. 9 What’s your opinion of Ben and James’
journey? Do you think an extreme
1 What kind of landscape can you see? experience like this can help save a
Where is it? 1 desert, the Empty Quarter in the friendship? Why? / Why not? Discuss in
Middle East 2 They are following the
2 What are the two men doing? route taken by a British pairs or small groups. Students’ own answers.
3 What problems do you think the men explorer and
will have? 3 Students’ own answers. want to recover YOU EXPLORE
their lost friendship.
5 01 Watch the video again. Circle
the correct option.
1 The desert of the Empty Quarter
10 CULTURE PROJECT In groups, prepare a
is special because it’s the hottest /

digital presentation about a famous
most remote place on Earth.
expedition from your country.
2 Ben and James have arguments / 1 Use the internet to research the
want to give up. expedition.
3 They have been on many trips, but this 2 Write a short script in your notebook to
is the best / most difficult one. describe the journey. Choose images
or videos that you would like to use.
3 Share your presentation with the class.
BBC Culture 1 91

When will the
lights
CULTURE
go out?
Alternative energies
Imagine life without electricity! What effect would
that have on the typical American family? Well, there
would be no hot water for showers in the morning or,
more importantly, a cup of coffee! Most families use
their electric stoves to boil water. Then, of course, you
wouldn’t be able to charge your cell phone, tablet,
or laptop. Now that’s serious! And when you left the
house, there wouldn’t be any traffic lights, ATMs, or
supermarkets.
You might think that is just a horror story, but the
lights might go out sooner than we think if we don’t act
soon and move to renewable energy. These are forms
of energy that protect the environment as they do not
produce carbon dioxide emissions that lead to climate
change. They are often cheaper because the energy is
generated from 100 percent natural resources – so they
can never run out like coal!
So what forms of renewable energy are there? Electricity
can also be provided by the wind (wind power), the sun
(solar power), the sea (tidal/wave power), and even by
volcanoes (geothermal power). The type of energy a
country uses depends a lot on geography. Sunny Spain
has more solar power than the USA and volcanic Iceland
has much more geothermal power.
And what about the UK? Well, in the UK, wind power is
one of the most popular forms of renewable energy. It
used to represent only a fraction of the country’s energy
supply, but now it provides a mighty eleven percent.
In fact, Britain currently stands at number six in the
world’s wind power producers, with over 7,000 onshore GLOSSARY
wind turbines. And now there are almost 5,000 turbines emissions (n) gas that goes into the air
run out (v) if sth runs out, there is no more of it left
offshore as well (that’s in the middle of the sea!), making wind turbine (n) a machine that produces electricity
it the world leader. Why not visit the largest offshore from the wind
onshore (adj) on the land, not in the sea
wind farm in the world at the mouth of the River Thames?
92 BBC Culture 2

check your answers to Activity 4.
1 Look at the picture. In pairs, discuss the 6 03 Watch the video again. Circle
questions. Students’ own answers. the correct option.
1 What can you see in the picture? What 1 The “nightmare scenario” is that future
form of energy does it produce? demand for electricity will be too high /
2 Is this form of energy popular in your not high enough.
country? Why? / Why not? 2 250 / 25 people run the National Grid.
3 Why is this form of energy better than 3 There are more than 300 / 3,000 power
traditional forms such as coal? stations across the UK.
4 What other forms of energy can you 4 The demand is high today because it is
think of? winter / night time.
2 Read the article and check your answers 7 04 Watch Part 2 of the video and
to Activity 1. Students’ own answers. complete the summary with the words
below.
Students’ own answers. billion coal lives needs power
1 What did you find out about wind
renewable stations
power that you hadn’t heard before?
2 Where do you think they could build In winter, Britain uses on average fifty
wind farms in your country? Why? gigawatts (GW) of electricity – that’s fifty
1
billion watts! Nine nuclear power
EXPLORE MORE 2 stations provide seven GW and
3 coal power stations generate
around twenty-five GW. 4 Renewable energy
A B power stations provide around ten GW.
At the moment the grid has enough
5 power to supply all our 6 needs ,
but that will soon change. As our nuclear
stations reach the end of their 7 lives ,
almost all will need to be switched off.
8 What is the power crisis described in the

C video? Do you think that your country is
going through a similar crisis? Why? /
Why not? How can you save energy in
your daily life? Discuss in pairs.
YOU EXPLORE
9 CULTURE PROJECT In groups, prepare
4 You are going to watch part of a BBC a presentation about the electricity
documentary about electricity. Match supply in your country. Students’ own answers.
photos A–C to descriptions 1–3. 1 Use the internet to research the
1 B a place where electric power is different forms of power used (what
generated by coal, gas, wind, etc. percentage is solar, gas, coal, wind,
nuclear, etc.).
2 C a screen at the National Grid
which shows supply and demand 2 Write a short script in your notebook to
of electricity describe your research. Choose pictures
or videos that you would like to use.
3 A the place which controls the UK’s
energy consumption 3 Share your presentation with the class.
BBC Culture 2 93

Who is the Queen
CULTURE
of fashion?
The Queen of fashion
It’s hard to imagine that the royal look could be a
fashion icon in the UK, but that’s exactly what it
has become in recent years.
The Queen’s headscarf, Burberry check, or plaid
skirt might seem old-fashioned, but when they
are reinvented by famous designers such as Dolce
& Gabbana, these country clothes take on a very
trendy look. Changing the position of a sleeve or a
pocket can give them a modern touch. The royal
plaid check was even used in punk fashion as a
statement of rebellion. Yes, rock stars wore kilts!
But the Queen’s Barbour jacket is perhaps the
most distinctive of all her garments. Dating from
the 1890s, Barbours were originally made for
country people and sailors who needed hard-
wearing, waterproof clothes. But now they are
equally popular with farmers, “fashionistas,” and
movie stars – both male and female. One of the
latest stars to wear one was actor Daniel Craig in
the James Bond films. Helen Mirren also wore one
in her role as – yes, you guessed it – the Queen!
However, the real queen of royal fashion these
days is Kate Middleton, or Catherine, the Duchess
of Cambridge, Prince William’s wife. Unlike
Princess Diana, who wore royal tiaras and her hair
short, Kate prefers the more informal trend for
long hair. She also dresses in a more extravagant,
but affordable way. In fact, her look is a careful
combination of designer fashion with everyday
clothes that can be bought anywhere in the UK.
Her influence is so great that it’s become known
as “the Kate effect.” As soon as she wears a GLOSSARY
particular dress that is available on the high street, distinctive (adj) easy to recognize because of
being different or special
the same garment sells out in no time. In this way, kilt (n) a type of skirt made of a plaid pattern,
she has made some British clothes brands more often worn by Scottish men
popular. Now, thanks to Kate, everyone can feel garment (n) a piece of clothing
waterproof (adj) not allowing water to go
like a queen for the day! through
affordable (adj) not expensive
94 BBC Culture 3

EXPLORE 6 Check your memory. Check (✓) the
clothes and fashion accessories that you
saw in the video.
Students’ own answers. ✓ suit ✓ leather bag
1 Who can you see in the picture? ✓ tie ✓ belt
2 Would you say the look is modern or
✓ cap sweatsuit
old-fashioned? Why?
3 Do you follow fashion? Why? / Why not?
✓ buttons pantyhose
✓ riding boots sandals
2 Read the text and circle the correct ✓ gloves swimsuit
option. ✓ zipper ✓ necklace
1 The writer believes it’s strange / normal hoodie ✓ umbrella
that the Queen is a fashion icon.
2 In the past the Barbour jacket was only 7 05 Watch the video again and
used as a working garment / fashion item. check your answers to Activity 6.
3 Barbour jackets are worn by men only /
both sexes.
8 06 Watch Part 2 of the video
about the Barbour jacket. Answer the
4 Kate Middleton rejects high street fashion
labels / wears clothes anyone can afford. See answers in the Teacher’s Book.
5 “The Kate effect” describes the fact that 1 What is James Percy’s job at Barbour?
people buy / copy the same clothes Kate 2 How long have Barbour been making
Middleton has worn. their wax jackets?
3 What happened to sales of Barbour
3 In pairs, discuss the questions. jackets in the USA after the premiere of
1 Are celebrities like Kate Middleton the movie The Queen?
considered fashionable where you live? 4 How do Europeans like their Barbour
Why? / Why not? jackets?
2 Are you influenced by how famous 5 How do British people prefer them?
people dress? If so, who? 6 Which taste do you think James shares –
the European or the British? Why?
EXPLORE MORE 9 Do you like any of the clothes from the

two clips? Would you wear any of them?
Give reasons. What clothes are popular
4 05 Watch Part 1 of a documentary where you live? Do they normally look
about British fashion. Answer the old or new? Discuss in pairs or small
questions. See answers in the Teacher’s Book. groups.
1 What clothes and fashion items can
you see? YOU EXPLORE
2 What are the differences and similarities
between them?
10 CULTURE PROJECT In small groups,
5 05 Watch the video again. Decide prepare a presentation about clothes
if the sentences are T (true) or F (false). and fashion in your town. Students’ own answers.
Correct the false sentences in your
1 Discuss popular fashion styles where
notebook.
you live and why they are in fashion at
1 T Designers think British style is weird the moment.
and wonderful. 2 Write a short script in your notebook to
2 F The Queen is a typical fashion icon. describe your ideas. Choose images or
3 T British style is great because it is videos that you would like to use.
practical. 3 Share your presentation with the class.
4 F British clothes are not well-known.
5 T British clothing is designed to
protect us.
BBC Culture
Unit 1
3 95

What is the happiest
CULTURE
profession?
The happiest profession
You might be thinking, “What job can I do when I leave
school? Which one will bring me the most job satisfaction?
Which one could be the most useful to society?” And what
about where you’ll work? Will you be sitting at a desk all
day, running around meeting people, or traveling around
the world? Will you be doing an unusual job, like tea tester
for example? But you might not have asked yourself a
simple, but very basic question: “Which job is going to
make me happiest?”
Well, data from a recent survey revealed some surprising
results. It shows that a top salary, the possibility of
promotion, and a high status in society are not the only
important criteria. Flexible hours, a good relationship with
colleagues, and seeing fast results in your work are also key
factors to being happy at work. Professions such as bankers,
lawyers, and accountants do badly in the survey because
they often work long hours, which can get very stressful.
In contrast, the top jobs in the survey are hairdressers,
gardeners, plumbers, and florists! Why? Because all four
have a high job satisfaction rating. Workers see very
fast results and their customers are usually happy with
the outcome. These workers also feel that their training
has paid off because they use these skills on a daily
basis, something which many people in office jobs don’t
experience. People who have set up their own business are
also happier because they have more choice about what
work to do and when.
To celebrate these “happy jobs,” the BBC recently ran
a different kind of talent contest. Instead of focusing
on singers and dancers, the producers wanted to
showcase the skills needed in everyday jobs, rather
GLOSSARY
than in glamorous ones. Young people between sixteen criteria (n) standards that you use to judge or decide
and twenty-five were tested on their skills at farming, about sth
key factor (n) important point
gardening, plumbing, and hairdressing. The challenges rating (n) a number that shows how good, popular,
may be more modest, but they are no less important important, etc. sth is
set up (a business) (phr v) start (a business)
to society. showcase (v) show the best qualities or parts of sth
96 Unit 1Culture 4
BBC

EXPLORE
6 08 Watch Part 2 of the video.
Complete the sentences with the words
1 In pairs, discuss the questions. below.
1 What are the most stressful jobs? competition creative extremely hair
2 What are the least stressful jobs? love passion stand working
3 Which jobs are the happiest? 1 Lisa really wants to win this competition .
She says she’s going to go in there
2 Read the article and circle the correct and do what she does best, which is
option. hair !
1 The article is aimed at workers / people 2 Serafina is extremely passionate
about to start work. about hairdressing. It’s her life. Doing
2 The results of the survey are expected / hairdressing is how she can be
unexpected. creative .
3 High status jobs don’t do / do well in the 3 This is what Becky’s been working
happiness survey. toward. Hopefully, she’ll be able to
4 Hairdressers are happy because they stand out and show off a bit.’
see fast results / meet lots of people. 4 For Jake, hairdressing is like a huge
5 The BBC contest features jobs that are passion . It’s like his first big love .
often ignored / unskilled.
3 Check (✓) the best summary for the article. Decide if the sentences are T (true) or
F (false). Correct the false sentences in
1 ✓ Surprisingly, job satisfaction is not your notebook. See answers in the Teacher’s Book.
about status or money. It’s about
using the skills that you have learned. 1 T Becky’s style is more alternative
We should celebrate professions like than Serafina’s.
hairdressing for this reason. 2 F The final competition is only about
2 Money is not the most important the hairstyle.
consideration when choosing a 3 T The judges are very proud of both
future career. You may be much contestants.
happier doing a more modest job. 4 F It was easy to decide the winner.
This is because you will always be on 5 T Becky is surprised that she won.
the move.
4 In pairs, discuss the questions. 1 What’s your opinion of this kind of talent
1 Has your opinion about the jobs in the text contest?
changed after reading the article? 2 Are there programs like this in your
2 Which jobs do you think make people the country? If so, what kind of hobbies or
happiest/unhappiest where you live? Why? professions are they about?
YOU EXPLORE
EXPLORE MORE
5 07 Watch Part 1 of a video about questionnaire about happiness at work.
a new talent show. In pairs, discuss the Students’ own answers.
1 Write your questionnaire in your notebook.
questions. Students’ own answers.
Use the ideas below to help you:
1 Which of the adjectives below do you
challenges choices colleagues
think best describe the contestants who
job satisfaction responsibility routine
enter this type of contest?
work environment working hours
arrogant confident funny hard-working 2 Interview a number of different working
lazy nervous proud shy talented people for the questionnaire.
2 Would you like to enter a contest like this? 3 Share your results with the class.
BBC Culture
Unit 1
4 97

Can you run a
marathon in space?
CULTURE
Sports in space!
Tim Peake is no ordinary astronaut. Apart from his duties on the
International Space Station (ISS), he also likes to play sports.
Amazingly, he took part in the London Marathon – from space! He
did it to raise money for charity. How? Easy – with a harness to
keep him tied to the running belt.
The ISS is a zero-gravity lab where a crew of six people live and
work. They travel in the space station, which orbits the Earth
every ninety minutes, at a speed of 28,800 km per hour. So, Tim
Peake not only ran the usual 42 km but also traveled more than
100,000 km during his marathon run! But what other sports are
possible in space?
American astronauts often play weightless baseball or basketball,
and sometimes even golf. You can even throw a boomerang and
it returns to you in orbit just like on Earth! But of course, for most
sports, the rules change dramatically in the absence of gravity.
The astronauts have to adapt to their surroundings.
For the rest of us on “terra firma,” the closest we get to an astronaut’s
experience is probably skydiving. But jumping out of a plane is not
for everyone. It seems too risky. So, what other safer sports can we
do that challenge gravity?
Zorbing comes from New Zealand. You roll down a hill in a giant GLOSSARY
ball, or “orb,” made from transparent plastic – but you need a lot of harness (n) a piece of equipment that holds
sb or sth in place
space! If you’re in the city, you could try parkour, which is like an
crew (n) a group of people working together
urban obstacle course. If you come across an obstacle, you have on a ship, aircraft, etc.
to get round it by jumping off walls or onto other buildings. Parkour weightless (adj) having no weight, especially
fans also go to skate parks alongside skateboarders, BMX riders, because you are in space
surroundings (n) the place where you are
and other urban sports lovers.
and the things that are in it
But a skate park in space? Now that is hard to imagine! obstacle course (n) a race in which you have
to get over a series of objects
98 BBC Culture 5

complete the text with the words below.
There are two extra words.
1 Look at the picture and the title of the
article. In pairs, discuss the questions. beaches brother competes extreme
Tim Peake, fun skate parks perform tricks
1 Who do you think the man is? a European
wheelchairs
2 What is he doing? Space Agency astronaut.
He is running a marathon in space. Aaron Fotheringham is an 1 extreme
2 Read the article and answer the wheelchair athlete from Las Vegas. He
questions in your notebook. usually practices his sport in 2 skate parks .
1 Why did Tim Peake run the London His 3 brother loved skating and he
Marathon in space? encouraged Aaron to do the sport for
2 What are the American astronauts’ the first time. Now Aaron 4 competes
favorite sports? internationally – he travels to many different
3 What is necessary in order to do sport countries to 5 perform his skills. He helps
in space? other people in 6 wheelchairs to do the same.
4 Why isn’t skydiving very popular with He is very experienced but he still gets
many people? nervous before big 7 tricks and stunts.
5 What do you need for zorbing?
6 Where do fans of parkour like to go in 7 11 Watch the video again and
the city? answer the questions in your notebook.
1 What color is Aaron’s wheelchair? Green
3 In pairs, discuss which of the sports 2 What image can you see on his T-shirt?
A wheelchair doing a stunt
mentioned in the article you would like 3 What is the name of the special event?
to do and why. Students’ own answers. Life Rolls On
4 Where do you see Aaron doing his
wheelchair tricks? At indoor and outdoor
EXPLORE MORE skate parks, Venice Beach skate park
8 What’s your opinion of George’s and
Aaron’s feats? Whose achievement
4 10 Watch Part 1 of the video about is more amazing? Why? What crazy
unusual people doing extreme sports. activities can the elderly and people
Decide if the sentences are T (true) or with disabilities do in your country?
F (false). Discuss in pairs.
1 F George has done skydiving before.
2 T His family are frightened about YOU EXPLORE
him doing it.
3 F George is also very nervous about
the jump.
4 T The trainer thinks George is a
digital presentation about an elderly
little crazy.
person or a person with a disability in
5 T If he could, George would like to
your country who has done something
try skydiving again.
extraordinary. Students’ own answers.
5 10 Watch the video again without 1 Use the internet to research the person.
the sound. Circle the correct option. 2 Write a short script in your notebook to
1 George sits / doesn’t sit on the floor
describe your ideas. Write about their
during the training. personality and what they achieved.
Choose images or videos that you
2 He is / isn’t connected to the skydiving
would like to use.
trainer during the skydive.
3 Share your presentation with the
3 George is wearing black / white gloves.
class. What information in the
4 The parachute is blue and pink / orange. other presentations surprised you?
5 George was / wasn’t wearing a tie during What do you think of the people’s
the jump. achievements?
BBC Culture
Unit 1
5 99

Why do languages
CULTURE
change?
How languages evolve

All languages are in flux. In other words, they are constantly changing. This is especially true of English, which is a real
global language. There are now nearly three times more non-native speakers of English than native speakers. Nine
hundred fifty million people speak it as a foreign language, while only 340 million speak it as a mother tongue. So why
is English changing and is this a good thing?
One reason is globalization. These days business meetings can be held with people from all over the world –
like Brazil, Nigeria, and Japan. The only language spoken will be English. This has led to the creation of a new
language variety, called International English. It’s a kind of simplified English which can be understood by everyone.
Some linguists don’t like this because for them it is a corruption of the language. But it could be the future of
communication in today’s globalized world.
In some countries, English has a different role. In Singapore, Hong Kong, and the Philippines, English is spoken as
a second language. Around 600 million people speak English in this way, meaning that they are bilingual. In the
Philippines, Tagalog – the country’s main language – and English merge to create a variety called Taglish. It can be
difficult to understand if you’re not a local.
Languages also evolve because new words and phrases are coined all the time. Nouns such as emoticon, spam,
or blog, and verbs like google, Photoshop, or Skype have all been introduced thanks to digital technology. There is
much discussion about whether these words should be in the
dictionary or not – and some new words never make it!
GLOSSARY
The use of slang also changes a language. For example, mother tongue (n) the main language you
colloquial terms such as innit? (isn’t it?) and like are used so learn as a child
much in contemporary English that they are now a kind of linguist (n) sb who scientifically studies
punctuation. But if people use these terms to communicate,
languages and how they work
corruption (n) a change from its original form
why shouldn’t they count as “real words?” merge (v) combine; join together
coin (v) invent (a new word or expression)
100 BBC Culture 6

EXPLORE 6 Match words 1–6 to their definitions a–f.
1 f LOL
2 b IMO
1 In pairs, discuss the questions. 3 d ain’t
1 Does your language have different 4 a innit
varieties or dialects? 5 c chav
2 Do you use English words in your 6 e chap
language? Which ones?
a isn’t it
2 Read the text and answer the questions b in my opinion
in your notebook. See answers in the Teacher’s Book. c an offensive word to describe a young
person who is agressive and often
1 Why is English considered to be a
wears sportswear
“global language?”
d am not/aren’t/isn’t
2 What is International English?
e a man, especially one you like
3 How many people speak English as a
second language? f laugh out loud
4 How has digital technology changed
7 13 Watch the video again and
language?
answer the questions in your notebook.
5 Why are some words not considered to See answers in the Teacher’s Book.
be “real” words? 1 Why are some words written in black?
2 Why are some words written in red?
3 Read the article again. In pairs, discuss 3 How many words are there in the
the questions. Students’ own answers. Oxford English Dictionary?
1 What information in the text surprised you? 4 When does a word become a word?
2 Do you think your language is changing
as much as English? If so, in what way?
8 What did you learn about English in
these videos? Would you go and study
3 Do you agree that terms like to google
English in the Philippines? Why? / Why
are real words? Why? / Why not?
not? Discuss in pairs or small groups.
EXPLORE MORE YOU EXPLORE
4 12 Watch Part 1 of a video about 9 CULTURE PROJECT In groups, prepare

the English language. Circle the correct a digital presentation about different
option. words in your language. Students’ own answers.
1 People study English in the Philippines 1 Discuss these questions:
because the teaching is better / ●What new words are currently used?
it is cheaper. ●What kind of people use them?
2 One hundred / Ten million people live in ● Which words come from other
the Philippines.
languages?
3 Taglish is difficult / easy for foreigners ● How many English words are used?
to understand.
● What do you think of these words?
4 The number of foreign students in the
2 Write a short script in your notebook
Philippines is stabilizing / increasing.
based on your discussion.
5 Elizaveta also considered studying in
3 Share your presentation with the class.
Australia and New Zealand / Russia.
5 13 Watch Part 2 of the video. Circle

the words you hear.
1 chav / chap
2 ain’t / innit
3 LOL / IMO
BBC Culture
Unit 1
6 101

CULTURE
Graffiti: street
art or vandalism?
Bristol: UK capital of
street art
If you want to see art, it’s normal to go to an art
exhibition in a gallery. There you’ll find paintings,
landscapes, and sketches. But wouldn’t it be more fun to
see these works in the street? Well, there’s a city in the
UK whose biggest tourist attraction is street art: Bristol!
There are historical reasons for this fame. The city
was badly bombed in World War II, leaving large areas
that were empty and required new buildings. Many of
these new constructions were put up in a hurry and the
buildings quickly became abandoned. The concrete walls
were perfect canvases for street art. Today you can find
art everywhere – on bridges, in alleys, and on the main
streets in the city centre. The whole place seems like a
giant outdoor gallery!
If you’re able to stay for a while, book onto one of
Bristol’s popular street art walking tours. Experts will
tell you about the artists who have decorated the city’s
streets. The most famous of them is Banksy, with his
stencilled graffiti designs. He is celebrated all over the
world for his funny and, at times, controversial murals,
but nobody knows his real identity. Most of his early
work was removed by the local council, but there is one
famous work that survives. It shows a man hanging from
a painted window on the side of a large wall.
Of course, some people call Banksy’s creations street
art and others call it graffiti. What’s the difference?
Well, the debate is open. Some people say that graffiti is
destructive and political, while street art is constructive
and creative. But others say that the only difference is
that graffiti includes letters – people’s “tags” or special GLOSSARY
signatures. Whatever you think, a lot of these works abandoned (adj) if a builiding is abandoned, no
are now worth large sums of money at auctions. Is one lives in it
canvas (n) a surface on which an artist paints
that a good thing or are people just paying for acts of stencilled (adj) painted using a piece of metal,
vandalism? plastic, etc. into which shapes have been cut
controversial (adj) causing disagreement or
discussion
mural (n) wall painting
102 BBC Culture 7

EXPLORE 5 14 Check your memory. Circle the
correct option for the things you saw in
the video. Then watch the video again
Students’ own answers. and check your answers.
1 What can you see in the picture? What
1 a boy on a bicycle / motorbike
do you think is the message?
2 a boy / girl with a jump rope
2 Is it graffiti or street art? Why? What do
you think is the difference? 3 a skull / face with big teeth and pink lips
3 Do you think street art can be worth 4 two giant ears / eyes
money? Why? / Why not? 5 Big Ben / The Statue of Liberty
4 Is there a lot of graffiti/street art where 6 picture of a street art tree / flower
you live? Is it often removed?
6 15 Watch Part 2 of the video and
2 Read the article and circle the correct circle the correct option.
option. 1 According to the reporter, Banksy and
1 The writer believes that it’s normal / Beverly Hills are a normal / strange
unusual to see art in the street. combination.
2 Street art became popular in Bristol 2 The buyer likes the street art because
because there were many abandoned it was painted in America / the artist is
buildings / street artists there. British.
3 Not many / A lot of people know about 3 All the money from the sale of Banksy’s
the city’s art tours. art went to a charity / the auction house.
4 Banksy’s art is / isn’t well-known. 4 The two main Banksy pieces sold for
5 There is not much / a lot of Banksy’s art less / more than expected.
on the streets of Bristol today.
7 Who do you think should own street art?
6 People agree / disagree about the
If you had the money, would you buy this
difference between graffiti and
kind of art? Why? / Why not? Discuss in
street art.
pairs or small groups. Students’ own answers.
EXPLORE MORE YOU EXPLORE

Students’ own answers. 8 CULTURE PROJECT In groups, have a
1 Is there any interesting graffiti or street discussion about graffiti and street art in
art where you live? your town. Students’ own answers.
2 What would you prefer to look at –
1 Share pictures of graffiti and street art
street art or graffiti? Why?
near where you live.
4 14 Watch Part 1 of the video. 2 Discuss these questions:
Decide if the sentences are T (true) or ● What kind of street art can you find?
F (false). Where is it?
F The council believes that all street
● Which examples do you consider
1
artistic and which acts of vandalism?
art is worth saving.
T Bansky has inspired other artists to
● Which would you remove and which
2
would you keep? Why?
use the street as a canvas.
F The first man interviewed likes the
3 Do you think any of the pieces could be
3
worth money? Why? / Why not? Do you
graffiti that he is shown.
all agree?
4 F The woman likes the first work but
not the second.
5 T The journalist suggests that saving
street art might make it more
popular.
BBC Culture
Unit 1
7 103

What is a virtual
CULTURE
festival?
Video gaming festivals:
staying in to have fun
When you think of festivals, do you think
street parades, traditional events, and
colorful costumes? Well, think again!
Nowadays, it’s fashionable to stay indoors
with your screens! Why? It’s to celebrate
video-gaming, which is one of the most
popular hobbies around. There are lots of
big gaming festivals in the world and the
UK is one of the main centres because most
gamers communicate in English.
Insomnia, which is the biggest festival
in the UK, is held every year near
Birmingham and attracts thousands
of young people. It’s an amazing get-
together where you can meet the world’s
most renowned players. Some of these
celebrities are only eleven or twelve years
old! There are tournaments of popular
games like Mortal Kombat. Minecraft is
also everywhere, which shows that it is a
real cultural phenomenon.
Although the festival happens inside and
everyone is glued to screens, these events
have a lot in common with traditional
festivals. There are many fans who form
long queues to watch celebrity gamers
on big stages. There are incredible light
displays and giant screens everywhere. At
first sight, it looks more like a rock concert!
We interviewed a teenager at the Insomnia
festival in Coventry to see what she thought:
Marcela: “This is the best party I’ve ever
been to! I’ve traveled across the world to be
here. There’s a real sense of community. I’ve
GLOSSARY
met a lot of people who I only knew from fashionable (adj) popular at a particular time
the internet. We share our love for video renowned (adj) famous
games and discuss how best to play them. phenomenon (n) sth that happens or exists in society, culture,
nature, etc.
It’s great for my English because that’s what
be glued to (phr) give sth your full attention
everyone speaks online and here, too!” isolated (adj) without much contact with other people
104 BBC Culture 8

EXPLORE 4 Siv has two employees .
5 The reporter concludes that gaming is
changing all the time.
1 Look at the picture. In pairs, discuss the

questions. Students’ own answers.
6 16 Watch the video again. Circle
the correct option.
1 Where do you think the people are?
1 Some of the gamers play with
headphones / microphones only.
3 What kind of festivals for young people
2 One commentator / Two commentators
do you know? Would you like to go to
appear on a giant screen to comment
any of them? Why / Why not?
on the gamers’ play.
2 Read the text and circle the correct 3 Josh and his mom play drums / guitars
option. with their video game.
4 The gamer Siv has blond / dark hair.
1 The article says that staying in is now
5 One or two / A lot of people fall asleep
more / less trendy than going out.
at the event!
2 Gaming events are popular in the UK
because of the great facilities / English is 7 17 Watch Part 2 of the video.
the common language. Decide if the sentences are T (true) or
3 Some of the most famous players are F (false). Correct the false sentences in
pre-teens / young adults. your notebook.
4 Video game events are more similar to /
1 F BMX and parkour are not part of
different from traditional events than
the Festival of Neighbourhood.
you think. T Stick says that graffiti dates back to
2
5 The celebrity video gamers are in the
very ancient times.
audience / on stage like superstars. F We see the dance troop, Zoo
3
3 Circle the correct summary for Marcela. Nation, performing in an open
space.
a I can share my experience with people 4 T The festival celebrates both art and
about playing video games. sport.
b I have met a lot of people with similar 5 T The Southbank has always been a
interests who I never knew existed. favorite place for urban artists.
4 In pairs, discuss the questions. 8 What’s your opinion of the two events?
1 Do you agree with Marcela? Why? / Which of these events would you like
Why not? to go to? Why? Which of them would
2 Are similar events popular where you live? be more popular where you live? Why?
Discuss in pairs. Students’ own answers.
EXPLORE MORE
YOU EXPLORE
5 16 Watch Part 1 of the video and

complete the sentences with the words 9 CULTURE PROJECT In groups, plan your
below. There are three extra words. own urban event or festival.
changing employees followers inspiring 1 Choose the main focus of the event
legend legitimate skills surprising (e.g. sport, street art/graffiti, dance,
music concerts).
1 If you know the game, you can 2 Write a short script in your notebook to
appreciate another player’s skills describe your event or festival.
and technical ability. 3 Present your event to the class.
2 One teen thinks that gaming is a(n)
legitimate sport.
3 Some gamers have a lot of fans and
followers .
BBC Culture
Unit 1
8 105

GRAMMAR TIME
1.2 Present Simple, Present 1.4 Simple Past, Past Continuous, and
Continuous, and state verbs Present Perfect
Simple Present and Present Continuous Simple Past

She often takes the bus to school. (routine) She arrived yesterday. (finished action)
He lives in Madrid. (permanent situation) They studied every day. (repeated action)
He’s talking to his friends now. (present action) Watch out for spelling changes in regular verbs:
She’s from Brazil, but she’s studying in the USA. study – studied drop – dropped
(temporary situation) Past Continuous
State verbs Last night/At six o’clock she was talking to her friend.
Some verbs don’t normally have a continuous form: (action in progress)
like, love, prefer, wish, hate, want, need, believe, know, Simple Past and Past Continuous
remember, understand, be, cost, belong, mean, seem. I was climbing the mountain when I fell.
Some verbs can be state or dynamic, depending on While I was sleeping, the phone rang.
the meaning. (background action interrupted by another action)
I think he’s right. (opinion)
Present Perfect
What is he thinking about? (mental process)
She’s just left the party. (result in the present)
I see her – she’s round the corner. (see with eyes)
They’ve never been to India. (experience)
I’m seeing Peter a lot these days. (meet up with)
Adverbs such as never, ever, just, yet, recently, and
I have a dog. (possession)
already are often used with the Present Perfect.
I’m having lunch. (action)
The soup tastes/smells delicious. (quality) Present Perfect and Simple Past
I’m tasting/smelling the soup. (action) I’ve been to this theater before. I came here with my
parents last year. (experience/recent event and a
Some verbs work both in the simple and continuous
completed action in the past)
forms, but with no change in meaning.
I feel tired./I’m feeling tired.
1 Circle the correct option. Which verb can be 1 It was raining / rained when I woke up /
used both in the Simple Present and the Present was waking up.
Continuous? 2 While I had / was having my breakfast, my
friend sent / was sending me a text.
feel
3 I was jogging / jogged in the park when
I met / was meeting my friend.
Hi Sara, 4 He was breaking / broke his leg when he
How are you? I 1’m enjoying / enjoy my new school. learned / was learning to ski.
There are lots of extracurricular activities and
I 2belong /’m belonging to the Drama Club now.
2 Complete the questions with the correct form
of the verbs in parentheses.
We 3’re meeting up / meet up every Friday. At the
moment the club 4prepares / is preparing for a show 1 Have you ever won (win) a
and they 5’re wanting / want me to be in it. competition?
I 6think / ’m thinking about it and I 7like / am liking 2 What were you doing (do) at 8 a.m.
the idea, but I 8feel / ’m feeling anxious about it. this morning?
What 9do you think / are you thinking I should do? 3 What did you have (have) for dinner
yesterday?
Sam
4 Was the sun shining (shine) when you
got up (get up) this morning?
2 Do you belong to a club or have a hobby? In
your notebook, write a few sentences using the 3 In pairs, ask and answer the questions in
Simple Present and Present Continuous and the Activity 2. Tell the class about your classmate.
phrases below. Students’ own answers.
4 In your notebook, write an email to a friend
● I belong to … ● I usually/often/always …
you haven’t seen for a month. Tell him/her any
● My hobby is … ● At the moment I/we … interesting things that have happened since
you last met. Students’ own answers.
106 Grammar Time
M10 Wider World American 4 SB 21141 GRAMMAR TIME.indd 106 11/23/19 12:55 PM
GRAMMAR TIME
2.2 Past Perfect 2.4 used to
We use the Past Perfect to talk about an action that We use used to to talk about actions that happened
happened before a particular time in the past. For regularly in the past, but that don’t happen anymore or
this reason, we often use it with the Simple Past. about things that were true in the past, but aren’t true now.
We had done our homework. We used to stay with my grandma every summer
They hadn’t seen our house. vacation. She used to have long hair.
Had he bought the gift?
In the negative and question forms, we drop the -d:
Yes, he had./No, he hadn’t.
I didn’t use to play basketball when I was younger.
8 p.m. 9 p.m. 9.30 p.m. 10 p.m. Did he use to have a dog? Yes, he did./No, he didn’t.
Maria left. I arrived. We can’t use used to to talk about things that
happened once. We use the Simple Past.
Maria had left the party when I arrived. We used to go on vacation to Mexico last year.
Time expressions We went on vacation to Mexico last year.
after, already, before, by the time, just, never, until We can use both the Simple Past and used to to describe
We had finished our lunch by the time our other regular actions in the past.
friends arrived. We used to go/went on vacation to Mexico every year.
Before she watched the documentary, Sally hadn’t
thought much about pollution.
1 Complete the dialogue with used to and the
I hadn’t heard about Luke’s news until Kelly told me.
correct form of the verbs in parentheses.
He started recycling more after he had learned
where his trash went. Teacher: Did you know that I 1 used to go
They had never been to the café before. (go) to this school?
Student: No, really? What 2 did it
use to be (be) like?
1 Complete the text with the Past Perfect or Teacher: It 3 used to be (be) much
Simple Past form of the verbs in parentheses. smaller. Not so many people
4 used to live (live) in the city.
We all 5 used to walk (walk)
Until last year, I 1 had read (read) about
to school every day. Families
solar energy only in my school books and 6 didn’t use to have (not have) cars,
I 2 had never seen (never/see) a solar panel. Then so there was less pollution!
last year my uncle 3 filled (fill) one of
the fields on his farm with solar panels. Before 2 Form questions with used to from the prompts.
that, he 4 grew (grow) potatoes in the
5
field. My uncle hadn’t thought (not think) of
My country twenty years ago
doing it before, but another local farmer gave
him the idea. 1 many people / recycle / plastic and paper?
6
Did many people use to recycle plastic and paper?
Had I ever imagined (imagine)
that one of my uncle’s fields 7 couldn’t 2 the countryside / in your country / be /
(can) produce renewable energy? No, never! more or less polluted?
Did the countryside in your country use to be
more or less polluted?
2 In your notebook, write a few sentences about 3 people / waste / less energy?
Did people use to waste less energy?
things you had and hadn’t done by the time you
were five. Use the Past Perfect, the Simple Past, 4 people / throw away / more or less trash?
Did people use to throw away more or less trash?
and a suitable time expression. Students’ own answers.
By the time I was five, I had learned to walk and
talk. I hadn’t learned to ride a bike – I learned that 3 In pairs, ask and answer the questions in
when I was about seven. I had never … Activity 2. Tell another pair about your answers.
I don’t think many people used to recycle twenty
3 In your notebook, write six true sentences about
years ago.
yourself. Use the Past Perfect and the Simple
Past with six different time expressions.
Grammar Time 107
GRAMMAR TIME
3.2 Present Perfect Continuous 3.4 Present Perfect and Present Perfect Continuous
We use the Present Perfect Continuous for: Present Perfect

● actions that started in the past and continue in They’ve sold a lot of jewelry. (focus on the result)
the present. She hasn’t finished her homework. (focus on the result)
I’ve been waiting for two hours. (I’m still waiting.) Present Perfect Continuous
● actions that started in the past and have results She’s been making her own jewelry for ages. (focus on the
in the present. duration of the activity)
She’s been playing basketball all morning. (She’s We’ve been trying on lots of clothes today. (focus on the
feeling tired now.) fact that the activity is unfinished)
Have they been watching the fashion show? We can use since and for with both tenses.
Yes, they have./No, they haven’t. Don’t forget that with state verbs (have, know, be, etc.) you
Time expressions can only use the Present Perfect.
all day/night, recently, How long …? How long has Mark known Tom?
since last Friday/October/Saturday/I woke up They’ve been friends for a long time.
for two hours/three years/a long time/ages
1 Complete the sentences with the Present Perfect

1 Complete the sentences with the Present or the Present Perfect Continuous form of the
Perfect Continuous form of the verbs below. verbs in parentheses.
collect practice save wait write 1 I haven’t had (not have) anything to eat
since breakfast.
1 Anna has been writing her own fashion 2 I ’ve been learning (learn) English since I was six.
blog since January. 3 I ’ve never liked (never/like) going to the
2 We have been waiting for Jack for half an hairdresser’s.
hour – and he’s still not ready! 4 I ’ve been sitting (sit) in the classroom for half
3 My brother has been collecting baseball an hour.
caps since he was little. He’s got over fifty!
4 They have been practicing their dance for the 2 In pairs, say if the sentences in Activity 1 are true
show all morning. for you. Students’ own answers.
5 I have been saving my money to buy a
jacket. 3 Complete the text with the words below.
been bought continued for have
2 Complete the questions with the Present making since wearing
Perfect Continuous form of the verbs in
parentheses.
Have you 1 bought any jeans recently? Did you
1 There’s chocolate all round your mouth! know that jeans are one of the most popular items
Have you been eating (eat) of clothing? People have been 2 wearing them
chocolate cake? 3 for more than 140 years. Over the years,
2 You have a lot of nice clothes. Have jeans have 4 been both work clothes and
you been shopping (shop) recently? fashion clothing. Their style has changed many
3 Your jacket’s really wet! Has it times 5 since the start of their history. Young
been raining (rain)? people 6 have been setting new fashion trends
4 Your jeans are really dirty. Have you for decades, whether it’s baggy jeans or skinny
been playing (play) outside? jeans. Surprisingly, the original indigo blue color
has 7
continued to be a favorite over the many years
3 Write three sentences about yourself. Use companies have been 8 making jeans.
the Present Perfect Continuous and the
verbs below. Students’ own answers. 4 In your notebook, write a few sentences about
collect learn practice read save your style. What clothes have you been wearing
recently? What’s your favorite item of clothing and
I’ve been reading a really good book about how long have you had it? Students’ own answers.
the fashion business. I’ve been wearing skinny jeans a lot recently.
My favorite item of clothing is …
108 Grammar Time
GRAMMAR TIME

4.2 Talking about the future Future Continuous
4.4
We use will for: We use the Future Continuous to talk about an action
●● decisions made at the moment of speaking. that will be in progress at a certain time in the future.
I won’t have any dessert, thanks. In the summer, Harry will be working on his
●● predictions, what we think will be true in the future. grandfather’s farm.
I think people will work less in the future. She won’t be relaxing on a beach.
Will you be flying over the Atlantic this time tomorrow?
We use be going to for:
Yes, I will./No, I won’t.
●● plans.
What will you be doing?
Rachel’s going to work in the café.
●● predictions based on what we know now.
Time expressions
●● in ten minutes/a week /a month/a year/the future
I’m not going to have time to go out with my friends.
In two years, I’ll be finishing school.
We use the Present Continuous for arrangements, often
●● at 6.45 this evening/midnight /10 a.m. tomorrow
with this evening, next week, in the summer, on the
At eleven o’clock tonight I’ll be sleeping.
weekend, on Wednesday, etc.
●● next spring/month/year
Joe isn’t helping at the store this weekend.
Next winter, I’ll be teaching children how to ski.
We use the Simple Present for schedules, often with
●● soon
times or dates.
I’ll be working on a new project soon!
The bus arrives at two thirty.
1 Complete the dialogues with the Future

1 Form questions from the prompts. Use the Continuous form of the verbs in parentheses.
future forms in parentheses.
1 A:
Will you be looking (look) for a full-
1 what time / this class / finish? (Simple Present)
time job when you leave school?
What time does this class finish?
B: No, I ‘ll be starting (start) a beauty therapy
2 what / you / do / this weekend? course in college.
(Present Continuous)
2 A: Will you be earning (earn) any
What are you doing this weekend?
money this summer?
3 you / buy / anything this weekend?
B: Yes, I will. I ‘ll be helping (help) my uncle on
(be going to)
his farm.
Are you going to buy anything this weekend?
3 A: Will you be studying (study) this
4 what / the weather / be / like / tomorrow? (will)
afternoon?
What will the weather be like tomorrow?
B: No, I ’ll be working (work) in my parents’ store.
2 Complete the email with the Future Continuous
A: Hi, Adam. What 1are you doing / will you do form of the verbs in parentheses.
after school?
—x
B: I 2’m helping / help my uncle. He owns a To: Lily
tennis club and I serve drinks in the café
From: Katy
there. Maybe you can meet me afterwards.
Hi Lily,
A: Sounds good! I 3won’t do / ’m not doing
I got the summer job at the beach café! So we
anything after school. I 4’ll meet / 1 ’ll be working
(work) together this summer.
’m going to meet you there. What time
5will you be / are you being free? I can’t wait! I’m so pleased I 2 won’t be staying
(not stay) at home all summer. I hope we
B: My shift in the café 6is finishing / finishes at
3 (do) the same hours.
six o’clock. will be doing
I 4 ‘ll be starting (start) on July 28.
3 You are planning on going to the movies 5
I ‘ll just be cleaning ( just/clean) tables in the
tonight and want to invite your friend. In your beginning. I 6 won’t be taking (not take)
notebook, write a short email to him/her saying orders for the first week.
what you are going to see, what time the movie Anyway, speak soon!
starts, and why you think your friend will like it. Katy
Send
Grammar Time 109
GRAMMAR TIME
Zero, First, and Second Conditionals

5.2 Third Conditional
5.4
Zero Conditional We use the Third Conditional to talk about an

If you freeze water, it expands. (scientific fact) action in the past that did not happen.
Sarah starts to sneeze if she smells flowers. (always true) If I had known you were coming, I wouldn’t have
First Conditional gone out. (I didn’t know you were coming, so
We’ll check the NASA website later if we have time. I went out.)
(the result of another action) You wouldn’t have broken the camera if you had
Unless it’s a clear night, we won’t see many stars. been more careful. (You weren’t careful, so you
(possibility in the future) broke it.)
Second Conditional Would you have done the parachute jump if it
If I was/were older, I’d train to be an astronaut. had been less windy? (You didn’t do the parachute
(unreal situation) jump because it was windy.)
If my little sister offered to help me, I’d be amazed.
(unlikely situation)
Be careful! 1 Complete the sentences with the Third
●● When the if clause is at the beginning of the
Conditional form of the verbs in parentheses.
sentence, we put a comma (,) after it. 1 If she hadn’t studied (not study) science,
●● Unless means if not. she wouldn’t have become an astronaut.
●● You can use was or were with the first person of the 2 They wouldn’t have done (not do) the mission
Second Conditional, except for If I were you. if they had known about the dangers.
3 If they hadn’t filmed the first landing
on the moon, no one would have believed
1 Write sentences from the prompts. Use the Zero or (believe) it!
First Conditional.
4 We would have missed (miss) the comet if
1 water / freeze / if / you / cool / it to 0°C we had gone outside later.
Water freezes if you cool it to 0°C. 5 If you had seen (see) the movie
2 you / get a sunburn / if / you / stay / in the sun Gravity, you would have really enjoyed it.
any longer 6 Peter would have won if he
You will get a sunburn if you stay in the sun any longer. had answered (answer) all the
3 Emma / always / call / if / she / be going to / late questions correctly.
Emma always calls if she’s going to be late.
4 we / get / better pictures for our school project /
2 Write questions from the prompts. Use the
Third Conditional.
if / we / use / a drone
We’ll get better pictures for our school project if we 1 what / you / do / today / if / you / not go /
use a drone. to school?
2 Complete the questions with the Second What would you have done today
Conditional form of the verbs in parentheses. if you hadn’t gone to school?
1 What would you do (do) if you 2 where / you / go / on your last vacation / if
won (win) a competition to go into space? / you / win / the lottery?
2 If you discovered (discover) a new planet, what Where would you have gone on your last vacation
would you call (call) it? if you had won the lottery?
3 If you could (can) travel anywhere, where 3 if / you / arrive / late at school this
would you go (go)? morning / what / happen?
4 Would you do (do) a bungee jump if If you had arrived late at school this morning, what
your best friend asked (ask) you to? would have happened?
4 what / you / wear / today / if / the weather /
3 In your notebook, write a few sentences to answer be / different?
each question. Use the Zero, First, and Second What would you have worn today if the weather
Conditionals. Students’ own answers.
had been different?
1 What do you usually do if you have free time?
2 What will you do on the weekend if you and your 3 In pairs, ask and answer the questions in
friends are free? Activity 2. Students’ own answers.
3 What would you do if you won the lottery? I would have slept for twelve hours!
110 Grammar Time
GRAMMAR TIME

6.2 The Passive: Present Simple, Simple Past The Passive with will
6.4
Present Perfect, can, and must
We use will + be + past participle to talk about
We use the Passive when the person doing the action is not the future using the Passive.
known, not important, or obvious. The information will be repeated later.
Simple Present and Simple Past You won’t be given any homework today.
Facial expressions are used to show emotions. Will the show be advertised on TV?
They weren’t told about the party. Be careful!
Was the message sent? Sometimes you can form two different passive
Present Perfect sentences from one active sentence:
The problem hasn’t been discussed yet. Active: They will teach French to students.
Has the activity been explained to you? Passive: French will be taught to students.
can and must Students will be taught French.
Drinks can’t be taken into the theater.
Tickets must be bought in advance. 1 Rewrite the sentences in the Passive
If we want to say who did the action, we use by + the agent with will.
(the person or thing that does the action). 1 They won’t understand his pronunciation.
The speech was made by the principal. His pronunciation wont’t
be understood
She was contacted by an environmental organization. .
2 They will advertise their product.
1 Write passive sentences from the prompts. Use the Their new product will be advertised
tense given in parentheses and add by if needed. .
3 We won’t give out flyers this year.
1 the letter / write / you? (Simple Past)
Flyers won’t be given out this year
Was the letter written by you?
.
2 we / not show / the video about communication
4 We will discuss good posture next class.
(Present Perfect)
We
Good posture will be discussed next class
haven’t been shown the video about communication.
.
3 some hand gestures / consider / rude (can)
Some hand gestures can be considered rude. 2 Write questions from the prompts. Use
4 an email / send / after every meeting (Simple the Passive with will.
Present)
1 when / the workshop / hold?
An email has been sent after every meeting.
When will the workshop be held?

5 the school rules / follow / all students (must)
2 who / it / teach / by?
The school rules must be followed by all students.
Who will it be taught by?
3 which / topics / cover?
2 Complete the text with the words below.
Which topics will be covered?
annoyed are be been bought is spent 4 what / each student / give?
What will each student be given?
Every year more than $500 billion is 1 spent on

advertising worldwide. Television commercials
2 still used by many companies, but
are
the biggest growth has 3 been seen in online
advertising. This is because an online ad can
4 seen by a much larger number of
be
people. Also, much less money 5 is spent
on advertising a product online. You might be
6
annoyed by pop-up adverts on websites, but
the products they advertise are 7 bought by
many people anyway!
Grammar Time 111
GRAMMAR TIME
Ability
7.2 Obligation and prohibition
7.4
Present Obligation
We can/can’t draw. We use must or have to to talk about present obligation,
Can he sing? Yes, he can./No, he can’t. but we only use have to for past or future obligations.
He is able to/isn’t able to read books in Russian. She had to/will have to help him.
Are they able to come? Yes, they are./No, they aren’t. You must be home before 9. / You have to be home
Past before 9.
She could/couldn’t hear the story. Lack of obligation
Could she paint? Yes, she could./No, she couldn’t. We use not have to to show lack of obligation in the
They were/weren’t able to finish the book. present, past, and future.
Were they able to help? Yes, they were./ We don’t/didn’t/won’t have to read the book.
No, they weren’t. Prohibition
managed to We use must not or (be not) allowed to for something
We use manage to when we’re talking about specific prohibited.
achievements. We must not/aren’t allowed to touch the sculptures.
We managed to/didn’t manage to go to the party. We can only use be allowed to for the past or future and
Did Ann manage to complete her painting? to form questions.
Yes, she did./No, she didn’t. I wasn’t/won’t be allowed to touch the sculptures.
Future Are they allowed to touch the sculptures?
They’ll be/won’t be able to come to the meeting. Yes, they are./No, they aren’t.
Will you be able to join us? Yes, I will./No, I won’t.
1 Complete the sentences with the words below. 1 You don’t have to / must not be good at art to
enjoy it.
able could couldn’t managed to will 2 We don’t have to / aren’t allowed to leave until
1 I couldn’t write my name until I started we have finished.
school. 3 You don’t have to / must not be late for class.
2 After watching the play, the students were 4 It was raining, so we must / had to finish our
able to write about it. paintings inside.
3 Next year we’ll be able to see the
movie version of this book. 2 Write sentences like Ben’s that are true for you.
4 We managed to get the book we wanted from 1
the library. At school we must not use cell phones.
5 The teacher will be able to help you.
2
6 He could paint very well when he was just On weekends I’m allowed to stay up late.
five years old.
3
At home I don’t have to wash the dishes.
2 In pairs, ask and answer the questions.
Students’ own answers. 4
1 What couldn’t you do last year that you can When I was younger, I wasn’t allowed to
do now? play video games.
Last year I couldn’t do handstands. Now I can 5
do handstands and cartwheels. Next year I’ll be able to learn another
2 Can you paint or draw? foreign language.
3 Will you be able to hang out with your friends
this weekend? At school we must not take food or drink into
4 Did you manage to finish all your homework the classroom.
last night?
112 Grammar Time
GRAMMAR TIME

8.2 Defining and non-defining relative clauses Direct and indirect questions
8.4
Defining relative clauses We often use indirect questions when we want to

We don’t use commas in defining relative clauses. ask something more politely. The word order in
That’s the hotel where our prom will be held. indirect questions is the same as in statements and
Tom’s the boy whose birthday we’re celebrating. we don’t use the auxiliary verbs do, does, or did.
We use different expressions like: could you tell me,
We can use that instead of which or who.
I was wondering, and do you know.
I’d like to find some shoes which/that go with this dress.
These are the boys who/that helped me. Wh- questions
Direct: When does the festival take place?
When that, which, who, or where is the object of a Indirect: Do you have any idea when the festival
defining relative clause, you can leave it out. takes place?
I’m wearing the prom dress that I bought last month./ Direct: Who did you take to the prom?
I’m wearing the prom dress I bought last month. Indirect: I was wondering who you took to the prom.
Non-defining relative clauses Yes/No questions
We use commas in non-defining relative clauses. Direct: Does the fireworks display start at 9 p.m.?
Lee, who is my best friend, is a really good dancer. Indirect: Do you know if the fireworks display starts
Liam, whose sister is in my class, is a DJ. at 9 p.m.?
We can’t use that instead of which or who.
This jacket, that was a present from my mom, is my
favorite. 1 Complete the indirect questions.
This jacket, which was a present from my mom, is my 1 Where’s Sam?
favorite. Do you have any idea where Sam is
?
2 Did you hear that bang?
1 Complete the sentences with who, which, whose,
that, or where. I was wondering if you heard that bang
.
1 This is the house where we were living when
3 What is the national flag of your country?
I was ten.
Could you tell me what the national flag of
2 Look at the ring that/which I got for my birthday.
your
country is ?
3 My brother, whose wedding was last Saturday,
4 What do I need to wear for the party?
is now in Bali with his wife.
Do you have any idea of what I need to wear
4 These are the earrings that/which I bought my
for
the party ?
mom for her birthday.
5 Do you believe that black cats bring
5 This is the field where they’ll let off the
bad luck?
fireworks after the show.
I’d like to know if you believe black cats bring
6 Amanda, who made my costume, is an art bad luck
.
teacher at the local college.
2 In pairs, write in your notebook one or two
2 Look at the sentences in Activity 1 again. Which indirect questions for each situation below.
relative clauses are defining and which are non- Students’ own answers.
defining? In which sentences can you leave out the 1 I’m hungry – I hope dinner’s soon!
relative pronoun? 1 D; 2 D; 3 ND; 4 D; 5 D; 6 ND; You can
leave out the relative pronoun in
sentences 2 and 4. I was wondering when dinner will be ready.
3 Write in your notebook the name of a person, the
name of a place, and a favorite possession which Could you tell me what time dinner will be
are special to you. In pairs, take it in turns to tell ready, please?
your classmate why they are so important. Use 2 I have no idea what this food is!
relative clauses. Students’ own answers.
She/He is the person who … I hope the parade finishes soon –
This is the place where … 3 I’m tired!
This is the watch/guitar that/which …
Is it the custom to make a toast?
4
I don’t know!
Grammar Time 113
IRREGULAR VERBS LIST
INFINITIVE SIMPLE PAST PAST PARTICIPLE INFINITIVE SIMPLE PAST PAST PARTICIPLE
be was/were been learn learned/learnt learned/learnt
become became become leave left left
begin began begun lend lent lent
break broke broken let let let
bring brought brought lie lay lain
build built built
lose lost lost
burn burned/burnt burned/burnt
make made made
buy bought bought
meet met met
can could been able to
pay paid paid
catch caught caught
put put put
choose chose chosen
read read read
come came come
ride rode ridden
cost cost cost
ring rang rung
cut cut cut
run ran run
do did done
say said said
draw drew drawn
dream dreamed/dreamt dreamed/dreamt see saw seen
drink drank drunk sell sold sold
drive drove driven send sent sent
eat ate eaten set set set
fall fell fallen shine shone shone

feed fed fed sing sang sung
feel felt felt sit sat sat
fight fought fought sleep slept slept
find found found speak spoke spoken
fly flew flown spell spelt/spelled spelt/spelled
forget forgot forgotten
spend spent spent
forgive forgave forgiven
stand stood stood
get got got
steal stole stolen
give gave given
sweep swept swept
go went gone
swim swam swum
grow grew grown
take took taken
hang hung hung
teach taught taught
have had had
tell told told
hear heard heard
think thought thought
hide hid hidden
hit hit hit understand understood understood
hold held held wake woke woken
hurt hurt hurt wear wore worn
keep kept kept win won won
know knew known write wrote written
114 Irregular Verbs List
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W
WORKBOOK
M12 Wider World American 4 SB 21141 WB OPEN.indd 115 11/23/19 1:55 PM

W A NEW START AT BELMONT ACADEMY
1 Write the correct word for each definition. 5 Mark the pictures T (means of transportation),
1 someone who studies with you in the same V (type of vacation), A (accommodation), or
group c l a s s m a t e Ac (activity). Then complete the words.
2 a member of your family r e l a t i v e
3 your mother’s mother g r a n d m a
4 your father’s (or mother’s) brother u n c l e
5 someone who lives near you n e i g h b o r

V T
1 Physics / Citizenship is my favorite subject at
school. I like all the science subjects. 1 b e a c h 2 ca n o e
2 I have several tests at the end of the month, so I va c a t i o n
need to study / learn.
3 At the end of the course there is a practical /
project test where you can show us what you
know.
4 Our school has a new cafeteria / computer lab
with twenty laptops.
5 I’m glad we don’t have to wear a uniform /
brochure at our school. I like wearing my Ac T
own clothes.
3 h i k i n g 4 co a c h
6 Our school has an interesting curriculum /
project, with lots of different subjects to study.

1 Our school is the best / better / good school
in the area.
2 Sports classes are most / more / the most
interesting than math classes.
A V
3 Physics tests are the worst / most / more
difficult. 5 c a m p s i t e 6 c r u i s e
4 The new computer lab is bigger / biggest / big
than the old one. 6 Match 1–6 to a–f to make sentences.
5 It has late / later / the latest technology. 1 b At what age can you drive
6 My new school is the most exciting / exciting / 2 e I would love to fly
more exciting than my old school. 3 a Hurry up! We need to take
4 Underline the correct option to complete the 4 f My uncle taught me how to sail
Word Friends. 5 d Can we ride
6 c Let’s travel
1 I’d like to write / upload a blog, but I just don’t
have enough time. a the bus in ten minutes!
2 I prefer texting / reading e-books to printed b a car in your country?
books because they’re easier to carry around. c abroad after we graduate from high
3 How often do you watch / go online to check school.
your email? d a horse on the beach today?
4 For homework, we have to write / make a video e a helicopter one day.
of ourselves speaking English. f a yacht on vacation last year.
5 How can I download / watch songs to listen to
on my cell phone?
6 When you take pictures, do you download /
upload them to a website or just keep them for
yourself?
116 Welcome!
M13 Wider World American Vol.4 SB 21141 WB U0.indd 116 22/11/19 15:27
7 Look at the pictures. Order the letters and write 9 Complete the sentences with for or since.
the opinion adjectives. 1 I’ve known Hannah since we were three
years old.
2 We’ve been at this school for six months.
We love it!
3 Carla hasn’t read a book since last February.
4 I’ve had a dog for almost ten years.
5 They haven’t gone to the movies for
ages.
6 I haven’t eaten anything since breakfast.
10 Order the words to form sentences.

1 studied / have / abroad / ever / you / ?
1 nfuyn funny 2 alfwu awful Have you ever studied abroad?
2 yet / homework / Fiona / done / her / hasn’t
Fiona hasn’t done her homework yet.
3 already / my parents / girlfriend / my / met /
have
My parents have already met my girlfriend.
4 the cat / has / fed / Mark / yet / ?
Has Mark fed the cat yet?
5 to a campsite / we / two / years / for / been /
haven’t
We haven’t been to a campsite for two years.
6 just / the program / started / has
The program has just started.
3 ngetciix exciting 4 eussior serious
11 Complete the second sentence so that it
means the same as the first one. Use the words
in parentheses. Write no more than three words.
1 My family moved here in 2015. We live
here now. (here)
My family has lived here since 2015.
2 I haven’t been to China at any time in my life.
(never)
I have never been to China.
3 We are still waiting for the class to start. (yet)
The class has not started yet .
4 There has never been a time in my life when
5 maweoes awesome 6 isnoy noisy
I didn’t like horror movies. (always)
I have always liked horror movies.
8 Write the correct opinion adjective for each
definition. 5 Al met Sue six months ago. They are friends
now. (for)
1 something which you don’t see every day for six months
Al has known Sue .
un u s u al
6 Was there any time in your life when you had
2 something that is very bad a w f u l
a pet cat? (ever)
3 very good a m a z i n g
Have you ever had a pet cat?
4 not bad, but not very good a l r i g h t
5 not interesting b o r i n g
Welcome! 117
M13 Wider World American Vol.4 SB 21141 WB U0.indd 117 22/11/19 15:27
1 OUT OF YOUR COMFORT ZONE
1 Match the adjectives below to pictures 1–6. There are 3 Circle the adjective that does
two extra adjectives. NOT fit in each sentence.
1 I feel when I walk alone on
afraid annoyed confused joyful the street at night.
miserable relaxed stressed surprised a uneasy
b surprised
c anxious
2 Anna was when she failed
the test.
a relaxed
b afraid
c disappointed
3 The next time she took the
test, Anna was to pass it.
a determined
b relaxed
c satisfied
4 After spending weeks on
their school project, Sue and
Cameron were when they
1 confused 2 miserable 3 joyful finished it.
a joyful
b satisfied
c uneasy
5 People gave me a lot of
different advice about the
test, which made me feel .
a stressed
b joyful
c confused
6 James was really when he
arrived at the station early and
his train had already left.
a miserable
b annoyed
c satisfied
4 relaxed 5 afraid 6 annoyed
2 How would you feel in each situation? Use the adjectives in 4 WORD FRIENDS Circle the
correct option.
Activity 1.
1 make / get plans
1 You think you do well on a test, but then you get a low
2 boost / get a buzz out of
score. confused
something
2 You get a really good grade on a test. joyful
3 boost / change your
3 You’re lying on the beach on vacation. relaxed
confidence
4 Your little brother breaks your phone. annoyed
4 have / change your routine
5 You have a lot of homework to do and don’t have much time.
5 give / have an adventure
stressed
6 give / get something a go
6 Your friend visits you and you weren’t expecting it.
surprised
7 have / take something on
board
7 Your pet gets really sick. miserable
8 say / give an opinion
8 You’re watching a horror movie. afraid
118 Unit 1
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5 Complete what the people are saying. 7 Match the verbs in bold in sentences 1–5 to functions a–e.
Use the words below. 1 c I know the answer.
2 b Chris is doing his homework.
afraid boosted change
3 e Sara works in a hospital.
determined disappointed get
4 a I’m working at a restaurant for the summer.
have made stressed uneasy
5 d School starts at 8 a.m.
1 This year has been so boring. I’m a a temporary situation

determined to have b a present action
an adventure this summer. c a state verb
d a routine
e a permanent situation
2 Some people a
get 8 Complete the sentences with the Simple Present or the
buzz out of walking up mountains, Present Continuous form of TWO of the verbs in parentheses.
but I’m afraid of heights! 1 I hear you are/‘re learning to play the
drums – is that right? (hear / learn / think)
2 I usually wait for the school bus, but this
3 Gillian made plans for the morning I am/’m getting a ride from my dad. (get /
party weeks ago, so she’ll be really take / wait)
disappointed if we don’t go. 3 Mia usually drives to work, but today she
is/’s coming by bus. (take / come / drive)
4 Quick, the movie is/’s starting, ! You
4 Nick felt uneasy/stressed when are/’re missing the best part! (finish / miss / start)
meeting new people, but then 5 I like my soccer coach because
his new friend boosted his she always encourages me to do my best.
confidence. (encourage / give / like)
9 Complete the message with the Simple Present or the
Present Continuous form of the verbs below.
5 I don’t like it when I have to
change my routine. close do enjoy have (x2) love not know not work
It makes me feel stressed/uneasy . practice sell stay want
6 Order the letters in parentheses and Hey Ben!

complete the words in the sentences. How are things? I 1 don’t know if you know, but I have a
1 Sometimes it’s difficult to express
summer job in Munich for a few weeks. I 2 am/’m staying
yourself clearly in a foreign with my German cousins who live here. It’s great here and I
language. (serpexs) 3 am/’m enjoying myself a lot.

2 Why not challenge yourself to I’m working in a small store which 4 sells
try something new this week? designer clothes and the other people here are really nice.
(gellachen) We always 5 have a lot of fun during the day. In
3 It’s important to know yourself the evening, when the store 6 closes , we usually all
7
have dinner together somewhere.
and be realistic about what you can
I 8 love Munich! It’s a really interesting city and
achieve. (wonk)
I 9am/’m practicing my German, too!
4 If you want to do more exercise, you
What 10 are you doing (you) this summer?
should make yourself wake up 11
Do you want (you) to come and visit me in Munich? It
early and go to the gym. (keam) would be great to see you again and there’s a lot of space at
5 Don’t let mean people damage my cousins’ house. I 12 don’t work on the weekends, so
your confidence. Be yourself we could spend some time together. Let me know!
and you’ll be fine! (eb) Harry
6 Try something difficult for a change.
You might surprise yourself and
enjoy it! (purssier)
Unit 1 119

10 Read the pieces of advice in the article. Match people (A-F) to the topics (1-6) they talk about.
1 C crossing the street
2 A how people behave
3 E studying
4 D making friends
5 B losing something important
6 F contacting your family
11 Read the article again. Mark the sentences true (T), false (F), or doesn’t say (DS).
1 F Alex suggests using books and websites to learn the language before you go.
2 DS Tomasz didn’t scan a copy of his passport.
3 It’s against the law to cross the street anywhere you want in San Francisco.
T
4 Maribel thinks you should only spend time with local people.
F
5 Özge thinks you shouldn’t go to classes if you don’t have to.

F
6 Maria says it’s easy to keep in contact with your family.

T
Challenging yourself abroad

Studying abroad is a big challenge for anyone to face, so it’s natural to feel anxious when you’re making plans. But that doesn’t
mean you shouldn’t give it a go. We asked six international students to share their best advice for studying abroad.
A Alex D Maribel
From: Barcelona Studying in: London From: Puerto Rico Studying in: Rio de Janeiro
Try and learn something about the country You should definitely make friends with the locals because
before you go. Of course, you should learn it will help you integrate. But I’ve learned that it’s also OK
the language and the basics – money, food habits, etc., but it to make friends with people who are from your own country. It will help you
really helps if you can find out about the culture and the way feel less homesick and less miserable. Also, say “yes” to every opportunity,
people behave. You can find a lot of information in books and on even if you feel a bit uneasy at first. If you do, you’ll have an adventure and
websites. Take it on board and you’ll find it much easier to fit in. see places you’ve never seen before. And may never see again!
B Tomasz E Özge
From: Kraków Studying in: Paris From: Istanbul Studying in: Berlin
Scan copies of all your important documents Keep a diary. Make yourself write something every day,
before you leave – passport, visa, insurance even if it’s just a sentence or two about what you’ve done
documents, etc. I’ve lost my passport twice and both times it that day. In a few years’ time you’ll get a buzz out of reading about your time
was a nightmare. I had to spend days at the embassy trying to abroad. And don’t forget you’re there to study. Meet new people and explore,
get a new one and while you don’t have it, you can’t really do but remember to go to class in the morning, even if it’s not compulsory. Once
anything! you’ve studied, congratulate yourself, then go and have fun!
C Jacob F Maria
From: London Studying in: San Francisco From: Buenos Aires Studying in: New York
Learn the traffic rules! I got really stressed Don’t forget your family back home. As soon as you arrive,
when I first came here because the cars send them a message to say you’ve arrived safely and give
drive on the other side of the road. I often got confused about them all your contact details. It’s not difficult to stay in touch, but it’s easy
where to look. Oh, and “jaywalking” (crossing the street in to forget it in all the excitement of a new place. It will stop them feeling
unauthorized places) is illegal here, and you have to pay an anxious about you and it will also make things easier for you, knowing the
expensive fine if a police officer sees you! ones you love are easy to contact.
120 Unit 1

12 Circle the correct option. Then mark 15 Complete the crossword with adjectives of
the sentences SP (Simple Past), PC (Past personality.
Continuous), or PP (Present Perfect).
1c a l m 2o
1 Roshan has had / was having dinner with
u 3r r
his family at 8 p.m. last night. PC
4c 5g
2 I got up / was getting early every day r e a t i v e e n t l e
last week. SP i l a
3 Did you have / Have you ever had an o 6c o n f i d e n t
unusual pet? PP
u a i
4 When we left the movie theater, it rained /
was raining, so we got the bus home. PC s b z
l e
13 Use the prompts to write sentences.
7s e n s i b l e d
1 I / get / home / half an hour ago
I got home half an hour ago. Across
2 my sister / start / school / last year 1 If you can keep calm in a stressful
My situation, then you’ll be fine.
sister started school last year.
3 you / ever / play / baseball / ? 4 I’d love to do a job where I can be creative ,
thinking of new ideas every day.
Have
you ever played baseball?
5 My grandfather was a very gentle , caring
4 we / talk / about Susan / when / she walk / in
man. He wouldn’t hurt a fly!
We
were talking about Susan when she walked in.
6 If you’re going to succeed in life, you need to
5 it / snow / when / I / wake up / this morning be confident and believe you can do anything.
It
was snowing when I woke up this morning. 7 My sister is the sensible one in our family. She
6 when / I / be / little, / I / not like / broccoli always makes the right decisions.
When
I was little, I didn’t like broccoli. Down
14 Complete the second sentence so that it 1 Will’s a very curious boy – he’s always asking
means the same as the first one. Use the questions about everything.
word in parentheses. Write between two 2 I wish I was more organized . My bedroom is
and four words. always in a mess and I can never find anything!
1 I went to New York at some point in my 3 You can trust Sandy. She’s very reliable .
life. (been)
I have been to New York. 16 Order the words to make questions.
2 Jay started watching a movie at 1 me / a hand / something / can / give / you / with / ?
7:30 p.m. and finished at 9 p.m. (was)
Can
you give me a hand with something?
Jay was watching a movie at 8 p.m.
2 else / need / you / do / anything / ?
3 Fiona is not here now because she went
to school earlier. (gone) Do you need anything else?
Fiona has gone to school. 3 you / get / can / anything / I / ?
4 I started taking a shower, but didn’t finish Can I get you anything?
because the water went cold. (taking)
4 you / excuse me, / me / would / helping / mind / ?
I was taking a shower when the water
went cold. Excuse me, would you mind helping me?
5 She didn’t eat all morning and she didn’t 5 me / could / help / you / ?
eat this afternoon. (hasn’t) Could you help me?
She hasn’t eaten all day. 6 a hand / can / you / give / I / ?
6 Paul went to Spain for the first time last
Can I give you a hand?
year. He visited Madrid, but he didn’t go
to Barcelona. (never) 7 help / may / you / I / ?
Paul has never been to Barcelona. May I help you?
Unit 1 121

17 Write the questions from Activity 16 in 19 Complete Alice’s essay about a personal challenge
the chart. with phrases a–f.
Asking for help a One day I heard about a school talent show
Can you give me a hand with something? b I’ve always loved

Excuse me, would you mind helping me? c The experience boosted
Could you help me? d When I arrived at
Offering help e The problem is,

f At the beginning, it was difficult
Do you need anything else?
Can I get you anything?

Can I give you a hand?
My first

May I help you?
performance
by Alice Fischer
18 Match questions 1–7 to answers a–g. 1

b singing and I sing whenever
1 b Can I get you anything to drink? I can at home – usually in the shower!
2
e I’ve always hated the thought
2 f This activity is too difficult. Can you
of singing in public or even in front of my closest friends. The
help me?
thought of it makes me feel really anxious. 3 a , however,
3 c May I help you? You look lost. and I decided to give it a go.
4 a You seem stressed. Can I give you 4
d the contest, I walked onto the stage and I was
a hand? terrified. My hands were shaking and I could hardly hold the
5 g Can you give me a hand with microphone. When the music started, I was shivering all
these bags? over, but I began to sing the first few words.
5
6 e Excuse me, would you mind f , but gradually I started to calm down and sing
helping me? I’m looking for the normally. I actually loved it and by the end, I wanted to scream
staff room. with joy!
7 d Here are the books you ordered. I didn’t win the contest, but people said I sang well.
6
Do you need anything else? c my confidence about my singing and now I’m
thinking about joining a band.
a That would be great, thanks. I just
don’t understand this math problem.
b No, thanks. I’m fine. 20 Match 1–6 to a–f to form sentences.
c That’s really nice of you, thanks. I’m 1 d I first realized I had a problem
looking for the station. 2 e Soon after that
d No, these are all I need. Thanks for 3 f So I decided to give
your help. 4 b Suddenly, somebody
e No, of course not! I’ll show you. 5 c That day I learned
f Sure! I’ll be with you in a minute. 6 a Now I’m not afraid
g Of course! Let me carry these two a of heights any more.
for you.
b screamed!
c something important about myself.
d when I went climbing with a friend.
e I heard someone shout, “Come on, Dan!”
f it a go.
122 Unit 1

SELF-ASSESSMENT
Vocabulary 4 Underline the correct option.

0 We had / were having a picnic when it started
1 Circle the correct option. to rain.
0 I was surprised / anxious to see Carla at 1 I didn’t pass / wasn’t passing my driving test
school today. I thought she was sick. last week.
1 I felt joyful / uneasy walking down that street 2 Chris never climbed / has never climbed
the other night because it was very dark. a mountain.
2 I hope you take / have this advice on board. 3 Susie wasn’t / hasn’t been here last week
3 Our teacher likes us to be punctual / fussy for because she was on vacation.
class. She hates it when we’re late. 4 We went / were going to a new school last year.
4 James is so gentle / generous. He always 5 I was watching / have watched a movie when
gives people nice gifts on their birthday. you called me.
5 When you succeed at a new challenge, it can A /5
boost / change your confidence.
A /5
5 Complete the text with the Simple Past, the
Past Continuous, or the Present Perfect form of
2 Complete the sentences with the verbs below. the verbs in parentheses.
be congratulate express know surprise tell I always 0 love (love) traveling to new
places, so last summer I 1 decided (decide)
0 Don’t try and be something you’re not. Just
be yourself and relax. to travel around Italy by train with some friends
1 If you work hard and study, you might and Clara, my cousin. It 2 was (be) a
surprise yourself and pass the test! great experience. We 3 saw (see) a lot
2 Be confident. If you tell yourself that of great places and 4 talked (talk) to a lot
you can do it, then you’ll succeed. of interesting people, but it wasn’t all good.
3 At first, it’s often difficult to express While we 5 were walking (walk) around Rome,
yourself in another language. someone stole Clara’s bag with all her money
4 Don’t push too hard. Know yourself, and passport!
your limits, and when it’s time to stop.
5 I think you should always congratulate yourself A /5
if you’ve done something well.
A /5 Speaking language practice
6 Complete the dialogues with one word in

Grammar each blank.
0 A: Excuse me, would you mind
3 Complete the sentences with the Simple helping me?
Present or the Present Continuous form of the
B: No, of course not .
verbs in parentheses.
1 A: Can I get you anything?
0 We are staying (stay) in a hotel until we
B: No, I’m fine , but thanks anyway.
can move into our new house.
2 A: Can I give you a hand ?
1 Jake always gets up (get up) at 6 a.m.
B: That’s really nice of you, thanks.
2 My cousin is (be) a biologist.
A /5
3 I am /’m having (have) lunch right now.
4 Sally (not enjoy) this movie
isn’t enjoying Vocabulary A /10
and wants to leave the movie theater. A /15
Grammar
5 Does
your mom like (your mom/like) her new job?
Speaking language practice A /5
A /5 A /30
Your total score
Unit 1 123

2 WHAT A WASTE!
1 Find seven environment words in 4 WORD FRIENDS Match 1–7 to a–g to make sentences.
the wordsearch.
1 b We’re going to be late – a change is real.
our bus is stuck b in a traffic jam.
S L I T R A S H R P
2 e You separate your glass c station. There isn’t another
S A G R E P L A N T
bottles one for 200 miles.
R I A A D W J K T H d transportation when I can
3 f We need to use more
U F S F A C T O R Y types of renewable because it’s better for the
B I R F F A C T G S 4 a It’s incredible that environment.
D N O I H T C O I L some people don’t e into different colors of
I G L C R Z H H J E believe that climate glass.
5 g We take our bottles f energy, such as wind and
S N R H R S M O K E
and cans to a solar power.
H E E H A H D H T V
recycling g center next to the grocery
E N D A N G E R E D store.
6 d I use public
1 t r a s h 7 c We should stop at this
2 g a s gas
3 t r a f f i c
5 Circle the word or phrase that does NOT fit in each sentence.
4 f a c t o r y
1 Do you plastic bags at home?
5 o i l a recycle b pollute c throw away
6 s m o k e 2 What do people in your country do to the environment?
7 e n d a n g e r e d a recycle b protect c damage
animal 3 The main aim of our green group is to protect the .
8 p l a n t a environment b ocean c trash
4 Personally, I don’t do much to beaches.
2 Circle the correct option. a pollute b clean up c waste
1 Ugh, this cheese is old. I’ll 5 My school a lot of energy every month.
throw it in the recycling can / a throws away b saves c wastes
trash can. 6 Every year there are more and more endangered in
2 After they built the new road, the world.
there was less gas / traffic a plants b stations c animals
downtown.
7 We should do everything we can to save .
3 The company closed the
a water b pollution c energy
factory / trash can after
complaints about pollution 6 Complete the blog post with one word in each blank.
from local residents.
4 It’s becoming more and more
difficult to find new sources of The time for change is now
smoke / oil in the world.
It’s difficult to understand why people don’t want to 1 protect
5 Does your car run on oil /
the planet. It’s a really big problem and we are already seeing
gasoline ?
the effects of climate 2 change . People still drive their cars
6 The forest fire was in an area
with lots of endangered / trash everywhere and refuse to use 3 public transportation. Traffic
4 which 5 the air are common in big
animals. jams pollute
cities. And we 6 throw away plastic bags and aluminium
3 WORD FRIENDS Match verbs 1–4 cans, which we should 7 recycle . We need to move to 100
to their opposites a–d. percent 8 renewable energy and stop depending on gas and
1 d recycle a clean up 9 . We need to 10 clean up the oceans and
oil
2 c protect b waste the air. And we need to do it now or our children may not have a
3 a pollute c damage planet to live on.
4 b save d throw away
124 Unit 2

7 Complete the sentences with 9 Use the prompts to write sentences.
the Past Perfect form of the 1 Angela / not study / English / before / she / visit / the USA
Angela hadn’t studied English before she visited the USA.
1 By the time she was twenty,
Silvia had traveled (travel) 2 by / time / I / finish / school yesterday / it / get / dark outside
all over the world. By the time I finished school yesterday, it had got dark outside.
2 They were hungry because
3 how long / you / have / your bike / when / somebody / steal / it / ?
they hadn’t eaten (not eat)
their breakfast. How long had you had your bike when somebody stole it?
3 Had you finished (you/finish) 4 when / we / arrived / at the movie theater / the movie /
your homework before you already / start
went out last night? When we arrived at the movie theater, the movie had already started.
4 Five minutes into the movie,
5 I / just / arrived / at the party / when / it / finish
I realized I had seen
(see) it before. I had just arrived at the party when it finished.
5 Had you tried (you/try) 6 Kayla / be / tired / because / she / not sleep / well
Mexican food before you
Kayla was tired because she hadn’t slept well.
went to that restaurant?
7 Chiara / never / see / a volcano / before / she / go / to Indonesia
6 James was satisfied
when he changed classes Chiara had never seen a volcano before she went to Indonesia.
because he hadn’t been 8 by / time / I / get up / my brother / eat / all the pancakes
(not be) happy there for a
long time. By the time I got up, my brother had eaten all the pancakes.
8 Circle the correct option. 10 Read the text. Circle the correct answers o complete the text.
1 We were very tired because
People 1 much when my parents were my age. Until a big
we went / had gone to bed
late the night before. recycling center 2 in their town, people 3 things before.
They 4 thrown away aluminium cans, bottles, and plastic bags.
2 Had you ever visited a zoo
before you went / had been There wasn’t as much packaging, so it 5 a big problem like
there last month? it is today. The first time they 6 to the recycling center, they
3 We waited / had waited in 7
all the trash from home with them! They 8 that not
line for two hours when the
ticket office finally opened. everything is recyclable! Nowadays it’s much easier – there is a
4 I had already read / already collection service which takes things from your house. But you
read the book, so I knew how still have to remember to put the trash out early. Yesterday I
the movie ended. 9
and by the time I put it out, the truck 10 .
5 When Katie finally passed /
had passed her piano
1 a didn’t recycle b hadn’t recycled c recycled
exam, she had taken it five
times! 2 a had opened b didn’t open c opened
6 When I got to class, 3 a didn’t recycle b recycled c hadn’t
I realized I forgot / recycled
had forgotten to bring my 4 a had b were c used
homework.
5 a didn’t b wasn’t c hadn’t
7 We arrived / had arrived late
at the zoo and it had already 6 a had been b didn’t go c went
closed. 7 a takes b hadn’t taken c took
8 My parents had already left 8 a realized b hadn’t realized c had realized
for work when I got up /
had got up this morning. 9 a had forgotten b forgot c hadn’t
forgotten
10 a had already left b already left c left
Unit 2 125

2 WHAT A WASTE!
11 Match the phrases below to definitions 1–5.

environmental laws greenhouse gases sign a petition
take legal action win a court case
1 Carbon dioxide and methane are examples of these:

greenhouse gases Teenagers against
2 Add your name to a list of people who are asking the climate change
government to do something: sign a petition
1 b
3 Successfully challenge a person or organization in
Four teenagers in the USA have recently
court: win a court case won an important court case against the
4 Rules that people and businesses must follow which Massachusetts state government to make
protect the land, ocean, and air: environmental laws them reduce greenhouse gases.
The 2008 Global Warming Solutions Act
5 Try to change a situation using lawyers: says that all state governments must
take legal action reduce greenhouse gases by 20 percent. In
2012, the Massachusetts state government
12 Read the magazine article. Match headings a–e to hadn’t done anything and so hundreds
paragraphs 1–4. There is one extra heading. of young people signed a petition. The
a Other ways the organization helps Massachusetts state government still didn’t
do anything, so the teenagers took the state
b Victory for four green teens
government to court. The teenagers lost
c Future plans their first court case, but last week another
d Why was the victory so important? judge decided that the state government
e The organization that supported them was wrong and it must now improve traffic
and use more renewable energy.
13 Read the magazine article again. Circle the correct 2 e
answers. The teenagers were working with Our
1 The Global Warming Solutions Act Children’s Trust, an organization that
uses legal action when local governments
a tried to stop all greenhouse gases immediately.
don’t follow environmental laws. The
b was rejected by the government in the 1990s. organization was started in Oregon in 2011
c tried to reduce greenhouse gases all over the USA. and they encourage and train young people
d made a lot of people angry. to get involved in environmental change.
Our Children’s Trust knew that the biggest
2 Why was the teens’ victory an important win? supporters of action against climate change
a Because it was the first victory against the state are usually young people and so they
government since 2008. wanted to help make their voices heard by
governments who were not doing enough.
b Because it obliges the state to clean up the air.
c Because it obliges the state to reduce energy costs. 3 a
d Because it was the first court case about the The organization believes that we must
environment. act against climate change urgently, so
that the children of the future can have a
3 Our Children’s Trust clean and safe world to live in. They are
a is a governmental organization. involved in lots of similar cases with other
b trains young people to become lawyers in the future. state governments at the moment. They
also make short videos to educate people
c supports those who want to take legal action. about the environmental problems we
d thinks not many young people care about the face in the world today.
environment.
4 d
4 What do the people at Our Children’s Trust believe? The victory in Massachusetts was a huge
a We have to save the environment now. success, not only for the state, but for
b Children cause environmental problems. young people in general, as it has shown
that young people really do have a voice.
c No governments are taking any action. Governments cannot sit and do nothing
d The Global Warming Solutions Act isn’t good enough. anymore when people are polluting the air.
126 Unit 2

14 Match 1–5 to a–e to form sentences. 17 Complete the words in the sentences.
1 d I didn’t use to like many vegetables, 1 Every year we have the chance
2 e We used to throw away all our trash, to v o t e for a new class
president.
3 b We used to use a lot of oil for fuel in my country,
a Sara didn’t use to work hard at school, 2 Our group has decided we’d
4
like to o r g a n i z e an
5 c Paula used to throw away trash,
event at school to raise money for
a but now she studies all the time. environmental projects.
b but now we use more renewable energy. 3 The government has decided to
c but now she always puts it in the trash can. h o l d an election this May.
d but now I like most of them. 4 Jackie wants to s i g n u p to
e but these days we recycle nearly everything. help clean the river bank on the
weekend.
15 Complete the sentences with the correct form of used 5 After seeing the pollution of the
to and the verbs below. ocean on vacation, I decided to
j o i n a campaign to raise
be live not have not watch play travel awareness of the problem.
1 My dad used to play soccer for a club when he 6 My dad advised me to
was younger, but now he doesn’t play any sports at all. b e c o m e a member of an
environmental group if I want
2 Where did you use to live (you) before you moved to
to do something to help the
this street?
environment.
3 My grandparents didn’t use to watch TV when they
were children. 18 Match 1–6 to a–f to make phrases.
4 We didn’t use to have a recycling center in our town, 1 c Maybe
so it was difficult to recycle anything. 2 d I totally
5 We used to travel everywhere by car, but now we 3 f That’s not
use public transportation more. 4 a I’m not
6 Did there use to be (there) a lot of smoke in the air here 5 e I think that’s a
before they closed the factory?
6 b Really? I
16 Complete the second sentence so it has the same a sure about that.
meaning as the first one. Use the correct form of used to. b don’t agree.
1 When I was little, I played with toys every day. c you’re right.
I used to play with toys every day. d agree.
2 My grandparents’ generation didn’t recycle trash. e great idea.
f always true.
My grandparents’ generation didn’t use to recycle
trash.
19 Order the words to form phrases.
3 Did you play video games every day when you were
1 think / too / I / so
younger? I think so, too.
Did you use to play video games every day when you
2 should … / I / we / think / don’t
were younger?
I don’t think we should …
4 When he was my age, my dad worked in a store on
3 disagree / I / totally
weekends.
I totally disagree.
When he was my age, my dad used to work
in a store on weekends. 4 that / say / again / can / you / !
You can say that again!
5 My uncle lived on a boat when he was my age.
5 so / suppose / I
My uncle didn’t use to live in a house when he
I suppose so.
was my age.
Unit 2 127

2 WHAT A WASTE!
20 Write the phrases from Activities 18 and 19 in the correct 22 Order the words to write
column. interview questions.
1 organization / can / tell / a little
Agreeing
/ your / me / you / about
Maybe you’re right.
Can you tell me a little about your
I totally agree
organization?
I think that’s a great idea.
I think so, too. 2 recycling / there / be / think /
more / centers / don’t / that /
you / should
I suppose so. Don’t you think that there should be
Disagreeing more recycling centers?
That’s not always true. 3 done / being / what / this / is /

I’m not sure about that. about
What is being done about this?
Really? I don’t agree.
I totally disagree. 4 why / problem / this / a / is
Why is this a problem?
21 Complete the dialogue with one word in each blank.
5 about / done / what / this /
should / be
What should be done about this?
Kayla: OK. Let’s 1 get started. So what ideas do we have

for the class environmental project?
Josh: Well, I thought we could organize a garage sale to
raise money for an environmental organization.
Kayla: I’m not 2 sure about that. I think the idea is to do
something that the whole class can get involved in.
Josh: Yeah, maybe you’re 3 right .
Anne: I 4 think so, too. I thought we could give a
presentation on different ways to save energy at
home.
Josh: I don’t think we 5should limit ourselves like that.
Could we go and collect plastic bags and
aluminium cans, then recycle them?
Anne: I think that 6 is a great idea.
Also, any money we make, we can donate to an
environmental organization – like you wanted to, Dan.
Kayla: I totally 7agree . Yes, I think this is going to be a
great project.
Anne: You can say that 8again !
128 Unit 2

SELF-ASSESSMENT
Vocabulary
On Sunday evening I was very tired because I 0 had gotten up at five
1 Complete the words in the
that morning! My friends 1 had organized a trip to the park to clean up
sentences.
the trash and I 2 had signed up for it. When we got there, we realized
0 They built a new f a c t o r y .
1 After the fire, there was a lot there 3 had been a huge party there the night before. We couldn’t
4
believe what the people had done to our park. They 5 had dropped
of thick s m o k e in the air.
2 Electric cars cause less hundreds of aluminium cans on the ground.
p o l l u t i o n.
3 The acid rain A /5
d a m a g e d the plants. 4 Complete the sentences with the Past Perfect or Simple Past
4 This modern g a s form of the verbs in parentheses.
s t a t i o n sells green 0 They cleaned up (clean up) the beach after the oil spill.
fuels for cars. 1 We hadn’t heard (not hear) about the problem yet.
5 We live in a big city, so there 2 Sam had thrown (throw) trash on the ground.
is always t r a f f i c 3 Did you see (you/see) the news yesterday?
j a m.
4 I didn’t realize it had started (start) raining.
A /5
5 Climate change wasn’t (not be) a problem 100 years ago.
2 Choose a word from A and a A /5
word from B to complete the
sentences. 5 Complete the sentences with used to and the verbs in
parentheses.
A
0 I used to play (play) soccer when I was younger.
climate endangered gas
1 Sally didn’t use to live (not live) here.
public renewable throw
2 James and Anna used to recycle (recycle) plastic bottles.
B Hannah use to go (Hannah/go) to school by bus?
3 Did
animals away change 4 We didn’t use to have (not have) a recycling center in our city.
energy station transportation 5 Did you use to be (you/be) a member of WWF?
A /5
0 I can’t believe how much stuff
people throw away ! Speaking language practice
1 WWF is an organization that
protects endangered animals . 6 Complete the dialogues with one word in each blank.
2 Many scientists now agree 0 A: I don’t think climate change is real.
that climate change is a B: I 0 totally disagree!
big problem today. This environmental project is great.
1 A:
3 My parents use B: You can 1 say that again!
public transportation every day I don’t think this is going to work.
2 A:
to go to work. B: Really? I don’t 2 agree .
4 Costa Rica used 99 percent 3 A: I think our idea is going to work.
renewable energy in 2015. B: Yes, I suppose 3 so .
5 Oh, no. The gas station I think everyone can do more to save the world.
4 A:
is closed. B: I think so, 4 too .
A /5 I’m not so 5 sure
C: about that.
A /5
Grammar
Vocabulary A /10
3 Complete the text with the Past A /15
Perfect form of the verbs below. Grammar
be do drop get up organize
sign up Your total score A /30
Unit 2 129

3 STYLE CHALLENGE!
1 Write the words below in the correct column. 3 Order the adjectives in parentheses to
complete the phrases.
boots bracelet earrings gloves hoodie leggings
1 Jill has some old-fashioned, plain
necklace pantyhose raincoat rain boots sandals
scarf suit sweater sweatsuit black boots.
(plain / black / old-fashioned)
Head/Neck 2 Will is wearing a(n) awesome, black-and-
Top white checked scarf.
(black-and-white / awesome /
checked)
3 Mike hates his worn-out, baggy
green sweatsuit.
(worn-out / green / baggy)
4 Can you bring my skinny, striped
Arms/Hands cotton leggings?
Legs (striped / skinny / cotton)
5 Katy loves wearing fashionable, tight
leather gloves.
(leather / fashionable / tight)
Feet
4 Circle the correct option. Then
Hands/Arms Top complete the sentences with the
correct form of be, have, or wear.
bracelet hoodie
gloves sweater 1 In this picture, Samantha is wearing
raincoat checked black-and-white /
black-and-white checked pantyhose.
Legs Feet She has a pale complexion.
leggings boots 2 John is in his teens / teenagers and
panythose sandals
is very good-looking.
rain boots
3 My dad always wears a plain
sweatsuit / suit to work and he never
Head/Neck Whole body wears jewelry.
earrings suit 4 Look at this awful flowery woollen /
necklace sweatsuit woollen flowery sweater! You’d have
to be crazy to wear this!
scarf
2 Write the correct word from Activity 1 for each

definition.
1 You wear these on your feet in the
summer. sandals
2 This is in two parts and you wear it
for sport. sweatsuit ELT_WW2e_WB_4_U3_f1
3 You need these on your feet in the
countryside when it’s raining. rain boots
4 This is a piece of jewelry you wear

around your wrist. bracelet
5 These are tight and you wear them

on your legs, like pants. leggings
6 These keep your hands warm

in the winter. gloves
130 Unit 3

5 Complete the words in the descriptions. 7 Complete the chart with the words and
phrases below.
Kylie a long time afternoon ages day February

My cousin Kylie is very active. four months I got home last Tuesday morning
She runs every day and plays lots night three hours two o’clock
of sports. She’s wearing running
for since all
shoes, 1s k i n n y
2p o l k a -d o t leggings, a long time February afternoon
ages I got home day
and a baggy 3h o o d i e .
four months last Tuesday morning
I don’t think I’ve ever seen her
wear clothes not made for sport! three hours two o’clock night
When she isn’t dressed for running,
she wears an old, 4w o r n - 8 Find and correct the mistakes in the sentences.
o u t sweatsuit at home. You 1 You’ve been wearing the same hoodie since
can tell she does a lot of sports ages!
outdoors, though. She’s very for
5s l i m and 2 How long you have been waiting?
6t a n n e d . have you
3 I haven’t doing much exercise recently.
haven’t been doing
Amanda 4 Our neighbors have been playing loud
My cousin Amanda is in her teens. music all of night!
all night
She wears 7s c r u f f y
clothes like old 8j e a n s 5 Hurry up! They’re waiting for us for ages!
They’ve been
and a baggy
9p u l l o v e r . She
9 Complete the text with one word in each
has 10d y e d hair and she
11w e a r s a lot of jewelry
blank.
– 12e a r r i n g s , I never used to be interested in my appearance,

necklaces, and but recently I’ve been 1 wearing more
13b r a c e l e t s !
fashionable clothes. It all started a few weeks
ago, when my friend Jana saw me at school and
said, “Kate, you’ve been coming to school in the
same clothes 2 for ages now. Let’s go
shopping together.” I agreed because she was right
6 Complete the sentences with the Present – I have 3 not been shopping for clothes
Perfect Continuous form of the verbs in 4 since last year, and I really needed some
parentheses.
new things.
1 Josy really needs to relax. She’s been
Now I’m really into fashion and I 5 have
studying (study) for her test all day.
been writing a blog about new styles
2 How long have you been wearing (you/ 6 for the last six months. People tell
wear) my hoodie? 7
me they’ve been enjoying it and I get
3 Julia hasn’t been writing (not write) her
messages from people all over the world. One
blog lately.
person asked me, “How 8 long have you
4 You’re late! We have/’ve been waiting
(wait) since six! been writing the blog?” and couldn’t believe it
when I told her only six months.
5 How long have they been collecting (they/
collect) vintage fashion magazines?
6 Ian has been listening (listen) to this
song for days!
Unit 3 131

3 STYLE CHALLENGE!
10 Read the article and circle the best summary.

a Selfies are old-fashioned.
b If you want to succeed, you have to take selfies.
c Selfies are fun, but they should come with a warning label.
The rise of the selfie

What do you do when you buy some people taking selfies in front of famous
awesome new clothes? Do you show buildings and statues, instead of just
them to your friends? How about taking a picture of the building or statue.
strangers? Why not post a “selfie”
Some teenagers have a huge following
online? It’s a great way to get
from just taking selfies. Alvin Ritchie,
“likes” from people you’ve never
a good-looking teenager from Miami,
met, after all. she said that the picture was the only
has a social media page with only his
thing that made her happy that day.
Every year the Oxford English Dictionary selfies. He has over 900,000 followers!
When she realized that her pictures
publishes a list of the new words it adds However, this fame hasn’t gone to his
were influencing other teenage girls, she
to the dictionary and, some time ago, head. As his profile says, he’s just “a kid
decided to stop. She has been making
one of those was “selfie.” People have who takes pictures.”
videos since that time to warn other
been taking so many selfies that it’s
But it isn’t always just harmless fun. people of the dangers of becoming
actually become a normal part of our
A few years ago, Hailey Prescott, a popular because of how you look.
everyday lives. According to a recent
teenager from New Zealand, posted
survey, the third most common So the message is clear. Selfies are
selfies of herself wearing fashionable
hashtag on social media is #me. popular, even normal, and a lot of fun.
clothes and the pictures went viral. She
Walk around any But who you are will always be more
quickly gained over a million followers
famous place in important than what you look like.
and soon after she received offers of
your city and
modeling contracts in New York.
you’ll see
She became very unhappy, though.
She felt as if she was living a lie
because her pictures didn’t reflect
her true personality. She was eating
unhealthily just to look good for her
pictures. Looking at one picture of her
in tight leggings and a baggy T-shirt,
11 Read the article again. Decide if the sentences 12 Match 1–6 to a–f to make sentences.
are true (T) or false (f). 1 b Alexa has bought a
1 F The author thinks you shouldn’t post 2 f We’ve been planning
selfies of new clothes. 3 c Mom and Dad have told
2 T One of the most popular hashtags on 4 d I’ve made
social media is #me. 5 a John and Sarah have known
3 T You can see people taking selfies 6 e Tom has been wearing
everywhere these days.
a each other since elementary school.
4 F Alvin Ritchie thinks he’s very important
because he’s famous. b wig for the party.
5 F Hailey Prescott gained a million followers c me to wear nicer clothes.
from her modeling contracts. d a necklace. Do you like it?
6 T For Hailey, posting selfies became more e that sweatsuit all weekend.
important than eating healthily. f the fashion show for weeks.
7 F The author thinks appearance is the
most important thing.
132 Unit 3

13 Circle the correct option to complete the 14 Complete the sentences with the Present
comments. Then mark the sentences PPS Perfect Simple or the Present Perfect
(Present Perfect Simple) or PPC (Present Continuous form of the verbs in parentheses.
Perfect Continuous).
1 How long have you been dying (you/dye)
your hair?
Chloe Fox: Hi, everyone! Come and 2 Ed has been looking (look for) a new suit
celebrate my birthday on Saturday, for ages.
August 16. I’m having a costume party, so 3 How long have you had (you/have)
plan what you’re going to wear in advance! those boots?
4 I haven’t posted (not post) anything
on social media for weeks.
1 James Stirling: I ’ve had / ’ve been
5 Sally has been wearing (wear) sandals
having an old sweatswuit for years!
all summer.
I’ll come as an athlete from the 2000s.
PPS
15 Complete the text with the Present Perfect
Simple or the Present Perfect Continuous
2 Kylie Bishop: My boyfriend Gary has form of the verbs below.
bought / has been buying a new suit.
Gary, I think you should go as the be buy make recycle send use wear
president! PPS
Action Point Clothing
3 Sarah Clarkson: In the costume store
now. I’ve tried / ’ve been trying on You 1 ’ve bought a new jacket because
you 2 ’ve been wearing your old one for years.
costumes for an hour and I just can’t
decide what to wear! PPC Do you throw your old jacket away or donate it?
Action Point Clothing in south London has the
4 Claire Watts: How long have you known / answer. They 3 have been recycling old clothes
have you been knowing Chloe, Sarah? for years. They 4 have made over 200
See you at the party! PPS new items of clothing by transforming old
clothes into modern ones. What’s more, they
5 Harry Knowles: Ugh, I haven’t finished / 5 have used half of their profits to train
haven’t been finished all my assignments young people to design clothes.
yet and my mom won’t let me go. So how does it work? “We started off with a
PPS
fashion design competition for young people
and then used the winning designs on the
6 Julia Case: I’ve been looking forward / clothes we received to make them fashionable
’ve looked forward to this for ages! again,” says company CEO Laura Bauer. “Since
Definitely coming! PPC
then, there 6 has been no shortage
of new designs. The people at our school
7 have been sending us new designs
every week!”
Unit 3 133

3 STYLE CHALLENGE!
16 Look at the pictures to complete the 18 Write the phrases from Activity 17 in the correct
crossword with parts of clothes. column.
1 z 2 b Complimenting appearance Complimenting actions
i u You look great in that shirt. You did really well.
3 p o c k e t What a nice bracelet! You’re always so helpful.
p t It really suits you. You were amazing.
4 You have great taste in clothes.
e h o o d
r e n
e
5 6
1 A: I like what you’re wearing today.
c s o l e
B: That’s really nice / awesome of you.
o l
2 A: You were amazing.
7 l a c e s B: Thanks, you’ve made / done my day.
l e 3 A: You have great taste in clothes.
a v B: Do you really think so / it?
r e 4 A: You’re always so kind.
B: Oh, thanks. You’ve made me be / feel
really good.
Across
5 A: Your jacket is awesome.
3 4 6 B: Are you know / sure? I don’t know if
I really like it.
20 Complete the dialogue with one word in each

7 blank.
Katie: What do you think about this dress, Liz?
Liz: I love it! You 1 look great in that color.
Katie: Do you 2 really think so? I’m not sure
Down I like the pockets on the side.
Liz: I see what you mean, but it really
1 2 4 3
suits you, I think.
Katie: Oh, thanks, Liz. That’s really 4 so
nive of you. Oh, look at these. 5 What
nice boots! Why don’t you try them on?
5 6 Liz: OK. What do you think?
Katie: Those boots 6 are awesome! You
look great 7 in them.
Liz: Oh, thanks. You have great
8 taste in clothes.
17 Complete the phrases with the words below.
21 Complete the sentences with so or so that.
amazing look really so suits 1 Julie is going to a fancy dress party, so
taste what she needs to make a costume.
1 You lookgreat in that shirt. 2 I’m washing your clothes this evening so that
they’ll be ready in the morning.
2 You did really well.
3 I write a fashion blog so that I can share my
3 What a nice bracelet!
ideas with the world.
4 You’re always so helpful. 4 I want to be a fashion journalist, so I’m
5 It really suits you. practicing by writing a fashion blog.
6 You have great taste in clothes. 5 Mark can’t see very well, so he wears
7 You were amazing . glasses.
134 Unit 3

SELF-ASSESSMENT
Vocabulary 4 Circle the correct option.

0 How long have you known / you been
1 Complete the sentences with the words below. knowing Jim?
1 Julia has had / been having pierced ears
button gloves pale rain boots scruffy
since she was fourteen.
sweatsuit
2 How long have you worn / been wearing
0 Put your gloves on. It is very cold. glasses?
1 James needs to buy some new clothes. His 3 I’m so full. I’ve eaten / been eating three
look is really old and scruffy . sandwiches!
2 When you come to the farm, bring a pair of 4 Hi, James! We have waited / been waiting
rain boots – it gets really muddy. for you!
3 A button has fallen off it my shirt. 5 Where were you? I’ve been trying / tried to
4 I don’t like black shirts. I prefer pale call you since we left school.
colors. A /5
5 You need a good sweatsuit if you want to 5 Complete the text with the Present Perfect
go running in winter. Simple or Continuous form of the verbs in
A /5 parentheses.
2 Match words 0–5 to definitions a–f. Clothes and memories

0 c appearance Yesterday I found an old T-shirt which
1 e zipper I 0 have had (have) for five years.
2 a dyed I 1 have grown (grow) a lot since then.
3 d heel I remember wearing it on vacation in Italy one year.
4 b earrings I 2 have been thinking (think) about that vacation a
5 f freckles lot. I 3 have found (find) a blanket, too. I used
a not its natural color to sleep with it when I was little! I have to stop now
b jewelry you wear on your ears though because I 4 have been doing (do) this all
c what you look like afternoon, and I 5 haven’t finished (not finish) my
d the bottom, back part of a shoe homework yet!
e used to close a jacket
f small brown dots on your skin A /5
A /5 Speaking language practice
Grammar 6 Complete the dialogues with one word in

each blank.
3 Complete the sentences with the Present 1 A: What a 0 nice/great T-shirt!
Perfect Continuous form of the verbs in B: Do you really 1 think so?
parentheses. 2
2 A: You did really well today.
0 We have been working (work) hard. B: Thanks, that’s really 3 nice of you.
1 Sally has been studying (study) for ages. 3 A: You 4 were amazing in the game
2 Our dog has been running (run) around yesterday.
the yard. B: Thanks! You’ve 5 made me feel
3 We haven’t been waiting (not wait) long. really good.
4 The children have been making (make) a
lot of noise. Vocabulary A /10
5 He hasn’t been writing (not write) his blog Grammar A /15
much. A /5
Speaking language practice
A /5 Your total score A /30
Unit 3 135

4 TEAM WORK
1 Look at the pictures and complete the words for jobs. 3 WORD FRIENDS Circle the correct
options to complete the text.
My brother’s new job

When my brother finished college, he
immediately started 1 looking for / having
a job. One day he saw an ad for a job he
liked, so he decided to 2look / apply for it.
1 p l u m b e r 2 m a n a g e r
The company liked his résumé and they
asked him to come in and 3meet / have
an interview. A week later, they called
him and told him he was successful. They
asked him to come back the next day to
4get / sign a contract and 5 meet / look for
his colleagues. He’s been there for a year

now and really enjoys it. They said that
3 c o o k 4 s c i e n t i s t if he works hard, he’ll 6 get / apply for a
promotion!
4 Circle the correct answer.

1 My boss told me that I’m going to
get a pay next month!
a up
b increase
5 l i b r a r i a n 6 l i f e g u a r d c raise
2 My cousin has a really
-paid job in the city.
2 Choose a word from A and a word from B to form a good
occupations. Match them to what people are saying. b well
c hourly
A app fashion flight travel
3 You can choose from two
B agent attendant designer (x2) : 6 a.m.–2 p.m.
or 2 p.m.–10 p.m.
a overtime
I organize people’s I travel by plane in b shifts
summer vacation for my job. c vacations
them. 4 Harry had a -time job
when he was at school, working on
1 travel agent 2 flight attendant Saturdays.
a full
b part
I design and create I write programs c permanent
fashionable new and games for cell 5 In this job you’ll get four weeks’
clothes. phones. paid a year.
a vacation
3 fashion designer 4 app designer b bonus
c shift
136 Unit 4

5 Complete the text with one word in each blank. 8 Read the dialogue. Circle the correct
answers to complete it.
My cousin works as a anager 1m
in a Paul: Do you have any plans for the
2 summer, Jamie?
computer c ompany . It’s a
3w ell Jamie: Not really. I think I 1
-p aid job and she
4e arns
at home. What about you?
a good salary. If she does well, Paul: I 2 a summer job –
she gets a big 5b onus at the end of the it’s all arranged.
year. Recently she got a p 6 romotion . She got Jamie: Wow, really? What 3 ?
a bigger office and a big 7p ay Paul: Well, I 4 at the
r aise , but now she has to work a lot publishing company my aunt works
of 8o vertime ; sometimes she doesn’t for – she’s an editor there. I can
choose whether I want to work in
finish work until 9 p.m. But her dream is to work
the office or have training as a
in the music industry – she wants to become a journalist.
9m usic c ritic . She’s been
Jamie: So what 5 ?
10
looking f or a job, but it’s really
Paul: I 6 as a journalist. It
difficult. First, you have to gain a lot of work will be badly-paid, but I think it
11e xperience 7 more interesting
, but she can’t do that in her
current job. She’s determined to follow her than office work.
dream. She even joked once that she wants to Jamie: Definitely! That sounds great, Paul.
I’m jealous! You 8
get 12f ired
so she can go and do it! me all about it when you’re there.
Paul: Of course! I 9 you on
the first day to let you know how I’m
6 Circle the correct option. getting on.
1 Naomi was rude to several customers and Jamie: Thanks. Oh, is that the time?
she is going to get / will get fired from her job I should go. My train
10 in three minutes!
at the café!
See you!
2 We need to hurry – class starts / will start in Paul: Bye, Jamie. Speak soon!
ten minutes.
3 I don’t think Sally will get / is getting the job 1 a ’ll just relax b ’m just relaxing
working at the summer camp. She doesn’t c just relax
have enough experience. 2 a ’m getting b ’ll get
4 I don’t know how to prepare for the job c get
interview. Will / Do you help me? 3 a do you do b will you do
c
are you going to do
7 Complete the text messages with the correct 4 a work b ’m working
form of the verbs in parentheses. c ’ll work
Did you remember to buy milk? 5 a are you doing b do you do
c will you do
h no, sorry! I 1
O ’ll get (get) 6 a am going to train b will train
some on the way home. c am training
7 a is being b be
What are you up to this weekend?
c will be
I 2 am/'m meeting (meet) Chris and 8 a ’ll must tell b ’ll have to tell
Fiona for a pizza on Saturday evening. c ’re having to tell
9 a ’m texting b ’ll text
Great! Fiona had an interview for a c ’m going to text
summer job today, didn’t she? 10 a leaves b will leave
c can leave
Yes, and I think she 3 will/'ll get
(get) the job. It sounds perfect for her.
Unit 4 137

4 TEAM WORK
9 Match words and phrases 1–6 to definitions a–f. 11 Three young people are looking
1 b opportunity 4 a good communicator for an interesting part-time job.
e eye for detail f physically fit
Match the people to ads A–D.
2 5
There is one extra ad.
3 c vacancy 6 d available
a someone who is able to express ideas clearly
b chance to do something
c an available job for someone to do
d ready to start work C Lisa
e be good at noticing small, but important things Lisa loves
f someone who is healthy and strong performing
and also plays
10 Read the ads for part-time jobs. Match the jobs below to the soccer on her school team.
ads. There is one extra job. She usually does a lot of
babysitting and is now
app tester children’s entertainer fashion designer
looking for a new challenge.
soccer coach trainee journalist She’s very sociable and loves
working with lots of different
people.
A fashion designer Put your skills into practice!
Are you interested in the latest styles? Are you creative and good at art?
If so, Walkwise is looking for a young person to create new looks for our
teen department. This is a great opportunity to gain experience in the
clothing industry. We offer flexible hours and we’ll pay you for each design A Silvia
we use. We’ll also give you samples of your designs to wear. Call Sue
Donaghy on 555 528 943 for more details. Silvia is
seventeen
B trainee journalist 5-3-2 Magazine years old. She
is very creative and spends a
We are an online soccer magazine aimed at teenagers and we are lot of time on her cell phone,
looking for someone who wants to be part of our team of content using different types of apps.
creators. This is a great opportunity for someone with an eye for detail She’s also very good at
and excellent writing skills. You won’t earn a lot, but you’ll gain some
drawing. She loves shopping
really useful experience and work with a team of people who are also
for clothes, but needs to get
soccer-crazy! It’s a part-time job, working in our office on Kent’s Hill
a part-time job so she can
Road. Hours are from 9 a.m. until 3 p.m. on Saturdays. Visit our website
at www.532mag.com for information on how to apply. buy them.
C children’s entertainer Fairytale Parties: new vacancy

We’re looking for a new party princess or prince to provide entertainment
at children’s parties. You will need to be a good communicator who likes
working with children. You will also have to be physically fit because the B James
job involves singing, dancing, and acting with groups of very energetic
James is
young children. You need to be available to work on weekends. If this
really into
sounds like the job for you, send your résumé to info@ftparties.com.
soccer and
cycling. He also loves playing
D app tester Exciting opportunity at Zilo different types of sports
Games! games on his cell phone and
then writing reviews of them
Are you into technology and creative? Do you enjoy playing games on in his own blog. His blog is
your cell phone? Would you like to play and test cell phone games and get very popular and he spends
paid for it? This is an exciting part-time job for somebody aged between a lot of time writing posts on
fourteen and sixteen who loves playing games all the time. You will weekends.
also have some training in designing apps. If this is for you, then send a
description of your favorite game and why you like it in no more than 150
words to zilozilo@zg.com.
138 Unit 4

12 Match 1–6 to a–f to form sentences. 14 Use the clues to complete the crossword.
1 c At 6 p.m. tonight I’ll 5c
2 e When will 1a w a r d
3 f Harry and Andrew won’t be 4c n
4 a In twenty a d
5 d Next summer, Anya 2c e r t i f i c a t e
6 b What will you be e d 6s
a years, I’ll be working for a big company. e a p

b doing at 10 p.m. tonight? r t e
c be having dinner with my family. 3e m p l o y e r
d will be working at a summer camp. s c
e Liz be having her interview? h
f working here next year.
Across
1 My sister has won an award for her
13 Complete the blog post with the Future school project.
Continuous form of the verbs below. There
is one extra verb. 2 At the end of the course, all the students will
get a certificate .
apply design earn gain get 3 This employer pays its staff well and gives
have start study relax them five weeks’ paid vacation a year.
Down
4 When I graduate, I’d like to start a successful
career as a doctor.
How I’ll get my dream job 5 There were ten candidates at the job interview,
but only one was successful.
I love technology and my dream is to
6 Last week a computer programmer came to
become an app designer. These are the
our school to give a speech about her job.
things I think I’ll be doing at different
times to achieve this dream:
15 Match 1–6 to a–f to make instructions for a
1 This year I will be studying for my cheese and tomato pizza.
tests.
2 In two years, I will/’ll be applying for
college.
3 While I’m in college, I will/’ll be designing
my own apps.
4 In five years, I will/’ll be having job 1 b First,
interviews. 2 f Don’t forget
5 In ten years, I will/’ll be gaining a lot 3 a Put the cheese and tomato on the pizza
of experience in a tech company. base. Try not
6 In fifteen years, I will/’ll be starting 4 c Put the pizza in the oven. After a
my own company. 5 e That seems
7 In twenty years, I will/’ll be earning a 6 d Then what
lot of money. a to spill any tomato over the sides of the pizza.
8 In thirty years, I’ll retire and b grate the cheese and cut up the tomato.
I will/’ll be relaxing on a beach! c few minutes, take it out again.
What about you? What’s your d do I do?
dream job? e easy.
f to turn on the oven and let it get hot.
Unit 4 139

4 TEAM WORK
16 Complete the dialogues with 18 Circle the correct option.

the words below. 1 What are you complaining on / about now?
always hope important last 2 Did you apologize on / for your behavior?
remember secondly 3 Ssh! I need to concentrate on / in my homework!
4 At this school we specialize in / on performing arts.
1 A: What do I do after that? 5 How does your new job compare with / for your old one?
B: Secondly , clean the
table.
2 A: Can I take my break at 19 Write the words below in the correct column. Use a dictionary
any time? if necessary.
B: Yes, but remember to ask apologize apply believe compare complain concentrate
if it’s OK first. consist cope depend smell succeed worry
3 A: It’s important to be polite
to the customers. about for in
B: Yes, of course. complain apologize believe
worry apply succeed
4 A: And finally, put the dishes
away in the cabinet. of on with
consist concentrate compare
B: OK, I hope
smell depend cope
I remember it all!
5 A: Do I take the pizza out of
the oven then?
20 Complete the text with one word in each blank.
B: Yes, but always wear
gloves to lift it. It’s really
hot. Getting ahead
6 A: Is that everything?
What’s the secret of succeeding 1 in your life and at
B: Almost. The last 2
school? Some people say it’s believing in yourself.
thing you need to
do is turn off the air Others say it’s concentrating 3 on what you have to do.
conditioner. Recent research suggests that it might, in fact, be …
behaving badly! Studytech, a research company that
specializes 4 in effective study strategies, studied the
behavior of successful students and discovered that those who
1 Take it out for a few minutes. argue 5 with their classmates more than usual are those
After that / then, put it back who get good grades. These people rarely apologize
in the oven again. 6
for mistakes they have made or worry 7 about
2 Don’t / Not worry. I think I
offending other people. They also complain 8 about
can remember everything.
situations loudly when they don’t like them. Although they are
3 Before you leave, don’t
usually disliked, classmates like the fact that they can rely
remember / forget to 9
prepare the orders for the on these people and find they are the best at dealing
10 difficult situations.
next day. with
4 Try not to / to get nervous.
Just be yourself.
5 Be / Do sure to ask how
much it costs.
6 Final / Finally , put the gloves
back in the box.
140 Unit 4

SELF-ASSESSMENT
Vocabulary 4 Complete the text with the Future

Continuous form of the verbs below.
apply live move not do study work
0 James is studying biology so that he can
become a scientist / computer programmer. Next year I 0 will be living in New York!
1 The plumber / manager usually works when My dad has a new job there, so, we
there are problems with the pipes. 1
will be moving there at the end of the
2 My mom works as a truck driver / travel agent, year. He 2 will be working at the same
so we get cheap vacation! company, but he 3 won’t be doing the
3 The new school lifeguard / chef is awful. This same job because he’s been promoted.
food tastes disgusting! I 4 will be studying at a new school, too,
4 Carla’s mom is a fashion designer / dental so I’m hoping I’ll make lots of new friends. In
assistant, so she always wears nice clothes!
a few years, I 5 will be applying for college
5 Tom’s dad is a famous writer / plumber.
there, too. I’m really excited!
A /5 A /5
2 Match the words below to definitions 1–6.
5 Complete the sentences with one
bonus wage pension unemployment benefit preposition in each blank.
shift temporary job
0 Jacqueline always complains about
0 money you receive from the government everything. She’s no fun to be around.
when you don’t have a job 1 I’m not sure if I can come out tonight.
unemployment benefit It depends on my mom.
1 a regular payment you receive for working 2 The course consists of ten modules
wage with 4 lessons each.
2 the time period you work for 3 I’ve applied for a summer job. I will
shift start working in two days.
3 extra money you receive if you work very hard
bonus
A /5

4 a job you do for a fixed/short period of time Speaking language practice
temporary job
5 money you receive when you are retired 6 Complete the dialogues with the words below.
pension
A /5 few calm that then remember to
0 A: After a few minutes, add the

Grammar
sauce.
3 Complete the dialogues with the correct future B: OK.
form of the verbs in parentheses. 1 A: Listen to me! It’s important to
0 A: What are you doing tonight? stay calm .
B: I ’m watching (watch) a movie. B: I’m trying, but I can’t remember the
recipe.
1 A: I’m really hungry after soccer practice.
2 A: Then what do I do?
B: I will make (make) you a sandwich. B: After that , take the order.
2 A Do you think Macy will pass (pass)
the test? I think she will do (do) well. A /5
B: I’m not sure. She hasn’t studied a lot.
3 A: What time does the train leave? Vocabulary A /10
B: The train leaves (leave) at 11 a.m. Grammar A /15
4 A: Can you come with us tonight?
B: I am going (go) to the theater with my
Your total score A /30
parents – we arranged it last week.
A /5
Unit 4 141

5 LIGHT YEARS AWAY
1 Look at the pictures and complete the words 3 WORD FRIENDS Decide if the pairs of
related to space. sentences are the same (S) or different (D).
1 S The box is 120 centimeters long.
The length is 120 centimeters.
2 D We’re ten kilometers away from home.
We’re traveling at ten kilometers an
hour.
3 D The mountain is 3,000 meters high.
1 c o m e t 2 a s t r o n a u t The width of the mountain is 3,000
meters.
4 S I live five kilometers from school.
My school is five kilometers away.
5 S The speed limit is thirty kilometers
per hour.
The speed limit is thirty kilometers an
3 International 4 s t a r hour.
S p a c e
S t a t i o n 4 Write the numbers.
1 six hundred fifty-eight 658
2 eight million three hundred thousand
8,300,000
3 three thousand seven hundred
sixty-nine 3,769
4 four billion eight hundred seventy-two
5 p l a n e t 6 E a r t h
thousand 4,000,872,000
5 twenty-nine million six hundred
seventy-four thousand three hundred
fifty-two 29,674,352
6 nine point three million 9.3 million
5 Write the numbers as words.

1 6,499
7 o r b i t 8 m o o n six thousand four hundred ninety-nine
2 6.8 billion
2 Write the correct word for each definition. six point eight billion
1 a scientist who studies the stars and planets 3 7,000,300,000
a stronomer seven billion three hundred thousand
2 a device that uses mirrors to make distant 4 123
objects look larger and closer t elescope one hundred twenty-three
3 a vehicle that is able to travel in space 5 476,000
s pacecraft four hundred seventy-six thousand
4 a man-made object moving around a planet in 6 12,413,389,672
space – it can send digital information across twelve billion four hundred thirteen million three
the world s atellite hundred eighty-nine thousand six hundred
5 a person who travels in space a stronaut seventy-two
6 a building where lights on the ceiling show the
movement of planets and stars p lanetarium
7 a system of millions or billions of stars – ours is
called the Milky Way g alaxy
142 Unit 5

6 Circle the correct option. 9 Complete the interview with an astronaut with
1 The number of satellites / telescopes in the the correct form of the verbs in parentheses.
Earth’s orbit at the moment is estimated to
Interviewer: Good afternoon, Colin. How are the
be two thousand two hundred seventy one /
preparations for the next mission
seventy-one.
going?
2 Our galaxy / moon is over one hundred,
Astronaut: Very well, thanks. If the weather
thousand / hundred thousand light years long. 1
is (be) good, we’ll leave
3 The rocket is twenty meters long / length and Earth on Friday, then if everything
its wide / width is five meters. goes well, we 2will/’ll reach (reach)
4 The closest star / spacecraft to our sun is the space station in two days.
four point two / four stop two light years away. Interviewer: Could anything go wrong?
5 This new rocket is a spacecraft / planetarium Astronaut: Of course. For example, the
which can carry fifteen astronomers / weather might be bad. If that
astronauts. happens, we 3 will wait (wait)
6 I live ten kilometers from / away my school. until it gets better. Also, if any of
It takes / drives twenty minutes to get there. the rocket’s systems 4 fails
7 There are eight planets / stars in our solar (fail), we will use the emergency
system. spacecraft to return to Earth.
8 If you look carefully through the satellite / Interviewer: Well, let’s hope everything goes
telescope, you can sometimes see a comet / well. What do people need to do if
moon. they 5 want (want) to see the
space station from Earth?
7 Underline the correct option.
Astronaut: Well, you 6 won’t see (not see)
1 If the rocket launches / launched at the right
the space station unless you have
time, it will reach the moon in six weeks.
a good telescope. If you want to
2 You won’t see the comet unless / if you have a know when it passes over your area,
good telescope. 7 (check) on our website.
check
3 I always watch Star Watch if it’s / it will be on Interviewer: Thanks very much, Colin, and good
TV. luck!
4 I wouldn’t go into space if you pay / paid me!
5 Would you study astronomy if you have / had 10 Use the prompts to write conditional
the chance? sentences. Use the words in parentheses.
6 If the weather isn’t good, you won’t see / will 1 If / I / have / enough money / I / buy /
see the planet clearly. telescope (would)
If I had enough money, I would buy
8 Order the words in parentheses to complete a telescope.
the sentences.
2 if / rain / weekend / we / visit / planetarium
1 If you want to be an astronomer, you need (we’ll)
to study physics (physics / need /
If it rains on the weekend, we’ll visit the planetarium.
study / to / you).

2 I’d come to the party if I didn’t have a test tomorrow
3 I / travel / more / if / have / more time (had)
(a test / if / tomorrow / have / I / didn’t).
I would travel more if I had more time.
3 Katie won’t go out unless (out / Kate / go /
won’t / unless) the weather improves.
4 If you want to come with us (with us / if / want / 4 if / the computer / get / too hot / turn / it /
you / to / come), I’ll give you a ride. off (gets)
5 If students fail the test, If the computer gets too hot, turn it off.
they can take it again (again / can / it /

take / they). 5 my parents / not happy / if / I / not pass /
6 If you could go anywhere in the world, my tests (won’t)
where would you go (go / you / where / My parents won’t be happy if I don’t pass my tests.
would)?
Unit 5 143

5 LIGHT YEARS AWAY
11 Match words/phrases 1–8 to definitions a–h. 13 Read the article again. Circle the correct
answer.
1 b attend 5 a 20/20 vision
1 Which of the following do you need to
2 h space camp 6 g weightless
become an astronaut?
3 d pilot’s license 7 c mission
a academic qualifications
4 f training 8 e simulate
b physical requirements
program
c work experience
a the ability to see clearly, without glasses d all three of the above
b be present at (an event)
2 What’s the minimum academic requirement
c an important job that involves traveling to become an astronaut?
somewhere
a a PhD
d the qualification you need to fly a plane
b a college degree
e replicate the appearance or character of
c a school diploma
something
d a pilot’s license
f a course of studying practical skills
3 Why is it important to be very healthy?
g having little weight because there is no
gravity, e.g., in space or under water a Because it would be a big problem if you
got sick in space.
h a place where you stay in the summer and
learn about space b So you can cope with the training.
c Because you have to be strong to fly
12 Read the article. Put the topics a–f in the a spacecraft.
order they are mentioned. d So you weigh less on the spacecraft.
a 3 professional requirements 4 What happens after you graduate as an
b 1 how difficult it is astronaut candidate?
c 6 work on the ground a You go straight on to a space mission.
d 5 training b You do several years’ more training.
e 4 physical requirements c You do several weeks’ more training.
f 2 academic requirements d You take a test.
So you want to be an astronaut?

Becoming an astronaut isn’t easy. If you want to go healthy, because if you became sick in space, it
into space one day, you’ll have to spend many years would be very expensive to bring you home for a
training, studying, and becoming physically fit, medical emergency.
and that’s just the beginning. Only a small number If you are selected, you’ll begin a two-year training
of people who apply will successfully become program as an “astronaut candidate.” You spend
astronauts. your time scuba diving, learning Russian, training
The first step is getting college education. NASA in a weightless environment, and many other
requires at least a first degree in engineering, things. Part of this training involves going up in the
science, or math. But if you really want to succeed, “vomit comet,” a special airplane that flies up and
you’ll get a Master’s or even a PhD. Attending space down to simulate weightlessness (and often makes
camp when you’re a teenager helps, too. people sick!).
But that’s not all. There are other requirements. If there are no problems, it will be many years
You also need at least three years’ professional before you are chosen to go on a mission. During
experience in something similar (e.g., flying a this time, you’ll do more training and work on the
plane with a pilot’s license). Alternatively, NASA ground, helping with missions already out in space.
also look for people who have worked as teachers. Becoming an astronaut takes a lot of hard work,
You also need to be physically fit, with 20/20 vision, patience, and determination, but if you’re lucky,
normal blood pressure, and be between 157 and you’ll become one of the few people to see Earth
190.5 centimeters tall. It’s important that you’re from space!
144 Unit 5

14 Complete the sentences with the words 16 Read the text. Circle the correct answer.
below. There is one extra word.
had hadn’t have if launched would wouldn’t An amazing rescue
1 If I hadn’t studied engineering, I wouldn’t
On April 11 1970, Apollo 13 flew into space from
have become interested in space
travel. Florida, USA. If the mission 1 successful, Apollo
13 would have been the third manned spacecraft to
2 We wouldn’t have reached the moon
land on the moon. However, after two days, there
late if we’d launched the rocket on time.
was an explosion. If an oxygen tank 2 exploded,
3 If the captain hadn’t been sick, the spacecraft would 3 landed on the moon. But
he wouldn’t have left the mission.
instead, the mission stopped and the spacecraft
4 What would you have done if you orbited the moon instead. The flight director, Gene
hadn’t passed the physical test? Kranz, wanted to use the moon’s gravity to push
5 I wouldn’t have become an astronaut if the spacecraft back to Earth. If he hadn’t
I hadn’t learned to fly a plane. 4 this decision, the astronauts 5 survived.
6 If they had launched the rocket two One of the biggest problems of the return journey
seconds earlier, it would have was removing carbon dioxide from the spacecraft.
crashed. If engineers on Earth 6 invented a system to
do this quickly, the astronauts wouldn’t have 7
15 Circle the correct option. able to breathe. Finally, on April 17, the astronauts
returned safely to Earth.
What would have happened? 1 a was b were c had been
Have you ever had any moments where 2 a hadn’t b wouldn’t c would
something bad happened, but something 3 a had b haven’t c have
good came out of it? Tell us about it below. 4 a make b made c making
Last year my long-term girlfriend broke up with 5 a wouldn’t have b would have c hadn’t had
me. It was terrible, but if I’d stayed with her, I 6 a hadn’t b had c wouldn’t
1would / wouldn’t have met Kate. She’s been my
7 a had b been c be
girlfriend for three months now and she’s great!
Yesterday I woke up late and missed the bus for 17 Complete the sentences with the correct words.
school, so I had to take my bicycle. But I would balloon engine gravity atmosphere oxygen
have been even later if I 2took / ’d taken the bus, parachute sound barrier
because there was a terrible traffic jam!
1 After jumping from the plane, Sam opened his
For our science project last month, my parachute and fell safely to the ground.
teacher made me work with someone I didn’t
2 There is less on the moon than on
gravity
like. But if she hadn’t made us work together,
Earth, so you can jump really high there.
we 3wouldn’t have / wouldn’t become friends.
3 For my mom’s birthday, my dad took her on
Last week I was at a party when my dad a hot-air balloon ride, high across the
arrived to pick me up – so embarrassing! But countryside.
when we got home, I realized that the last bus
4 Plants take in carbon dioxide and release
had left before he arrived, so I would have
oxygen .
been stuck if he 4hadn’t arrived / arrived!
5 The car has a very powerful and
engine
A few months ago my mom made me clean out
can go from 0 to 100 kilometers per hour in
the garage. It took me ages and I didn’t enjoy nine seconds.
the work, but I wouldn’t have 5found / find my
6 The satellite burned out when re-entering the
dad’s old book on astronomy if I hadn’t cleaned
Earth’s atmosphere .
the garage. Now I’m really interested in it!
7 If you travel faster than 1,234 kilometers per
hour, you break the sound barrier .
Unit 5 145

5 LIGHT YEARS AWAY
18 Circle the correct option. 21 Read the essay quickly and circle the best title.
1 Look careful / out ! You nearly walked a Should we send people to Mars?
into me! b Is space exploration a good thing?
2 Make / Do sure you don’t leave the door c Which planet should we visit next?
open.
3 You aren’t careful / allowed to leave your 1 Many people believe that the next step
bikes here. in space exploration is sending astronauts to Mars.
4 Watch / Be careful – this plate is very hot. It sounds exciting, but 2 is it worth it?
3 On the one hand , we might discover things
5 Watch / Look out for the floor – it’s wet.
we need on Earth – like oil or gas.
6 Keep off / away the grass – you must 4 For example , we already know that
stay on the paths.
there is a lot of the gas methane on Mars and it can be
19 Complete the sentences with the words used to make plastic. 5 Another advantage is that we
below. could discover new forms of life.
6 It seems there is frozen water on
careful do don’t for must not out
Mars and possibly even running water. This may mean
1 Don’t fly your drone here.
there are other forms of life there.
2 Watch out ! You nearly flew it 7 On the other hand , a manned mission to
into that man. Mars would be incredibly expensive, costing over $50 billion.
3 You must not fly your drone over The spacecraft would need to take food, water, oxygen,
private property. and medical supplies, and these things would have to be
4 If you’re not careful , it’ll go up too launched into space. 8 I believe we
fast and then fall to the ground. could spend this money on solving the problems we
5 You can’t do that – it’s really already have on Earth. 9 Moreover ,
dangerous. it’s very dangerous. We don’t know the effects of being in
space and of weightlessness on the human body for such
6 Watch out for those birds.
a long period of time. In 10 my opinion ,
the possible human cost is too great a risk.
11 To sum up , while living on
Mars might seem like a good idea, I think we have big
problems to solve on Earth first.
22 Complete blanks 1–6 in the essay with phrases a–f.

a For example b Many people believe
c It seems d On the one hand
e Another f is it worth
advantage is that
20 Write the phrases from Activities 18 and 19 23 Complete blanks 7–11 in the essay with phrases a–e.
in the correct column. a my opinion b To sum up
c I believe d On the other hand
Warning Prohibition
e Moreover
Look out! Make sure you don’t …
Be careful You aren’t allowed to … 24 Match the paragraphs to the parts of the essay.
Watch out for the floor Keep off the grass advantages conclusion disadvantages introduction
Watch out! Don’t fly your drone here.
Paragraph 1: introduction
If you’re not careful, … You must not fly your drone.
You can’t do that - it’s really Paragraph 2: advantages
dangerous. Paragraph 3: disadvantages
Paragraph 4: conclusion
146 Unit 5

SELF-ASSESSMENT
Vocabulary 4 Complete the text with the correct form of the

1 Complete the sentences with the nouns below.
There is one extra noun. When I’m older, I want to be an astronaut. I’m sure
if I work really hard, I 0 will achieve (achieve) my
atmosphere engine galaxy gravity orbit dream one day. It’s all I think about at the moment!
satellite solar system If I have any free time, I 1 study (study)
0 The jet engine in the spacecraft makes it physics or read about space technology online.
fly very fast. When people ask me “What would you do if you
2 won (win) the lottery?” the answer is
1 The recent mission sent a satellite into
3
easy: I would buy (buy) a tourist ticket to
space to improve communication systems.
2 There are billions of stars in our galaxy . travel to space! I know I 4 don’t/won’t have (not
3 The Earth takes one year to orbit the sun. have) a chance unless I’m physically fit, too. So if
4 The Earth’s atmosphere protects us from the the weather’s good on weekends, I 5 play
sun’s rays and allows us to breathe. (play) sports.
5 Gravity makes things fall to the ground.
A /5
A /5
5 Complete the Third Conditional sentences
about a school play that went wrong.
2 Complete the words for each definition.
0 the word for 1,000,000 m i l l i o n
1 If I 0 had remembered (remember) my lines, the
1 someone who studies the stars
a s t r o n o m e r audience 1 wouldn’t have laughed (not laugh) at me.
2 an icy rock traveling through space with a 2 People 2 would have stayed (stay) until the end if
“tail” of gas c o m e t the play 3 hadn’t been (not be) so boring.
s o l a r
3 ours has eight planets in it
3 The director 4 wouldn’t have been (not be) so mad
s y s t e m
if Ella 5 had worn (wear) the right costume.
4 the measurement of how wide something is
w i d t h A /5
5 the measurement of how high something is
h e i g h t Speaking language practice
A /5
Grammar 0 You aren’t can / allowed / have to fly drones
near an airport.
3 Circle the correct option. 1 Watch / Be / Get out for people trying to steal
0 If we have / had more money, we’d go to your bag.
space camp. 2 Look in / on / out ! You nearly walked straight
1 If I’m not too tired after school, I usually go / into me!
went cycling in the park. 3 Make / Do / Watch sure you don’t park in that
2 I wouldn’t meet / have met Alice if I hadn’t road after 9 a.m.
gone to the party. 4 Keep out / in / off the grass in this park.
3 Tina won’t come / will come to the picnic 5 If you’re not sure / careful / out, you’ll hurt
unless the weather is good. yourself.
4 You look sick. I wouldn’t go out today if I am / A /5
were you.
Vocabulary A /10
5 If my team would win / wins the championship,
I’ll dance in the street! Grammar A /15
A /5
Your total score A /30
Unit 5 147

6 A CLEAR MESSAGE
1 Circle the correct option. 3 WORD FRIENDS Complete the

1 It’s important to have good posture / head movements phrases with the verbs below.
if you sit down for a long time every day.
2 My mom always uses a lot of voice / gestures when she bow give nod point
speaks. She looks like an orchestra conductor! raise shrug
3 In my country, we generally don’t like a lot of body contact /
facial expressions. We like to have personal space.
4 I sometimes think I have no control over my head
movements / facial expressions . People can always tell
what I’m thinking!
5 People say I have a nice voice / body contact and it
makes them feel calm.
6 Depending on their head movements / eye contact , 1 nod your 2 raise your
I can tell if someone agrees or disagrees with me. head eyebrows
2 Complete the puzzle. What is the mystery word?
c
1v o i c e
2 h e a d m o v e m e n t s
m
3 p o s t u r e 3 shrug your 4 bow
n shoulders
i
4 b o d y c o n t a c t
5 f a c i a l e x p r e s s i o n
6 g e s t u r e s
7 e y e c o n t a c t
1 what you use to speak or sing

5 give 6 point
2 use these to show you agree or disagree with someone a finger
something a hug
3 the position you hold your body
4 when you touch a person, e.g., putting your arm around
someone
5 how you express different emotions with your face
6 how you move your hands
7 looking into someone’s eyes
The mystery word is communicate .
148 Unit 6

4 Complete the sentences with one word in 7 Circle the correct option.
each blank.
1 James, you’re shaking your head . Last Tuesday our class 1 were sent / have been
Do you disagree? sent to a workshop on improving our
2 Look me in the eye and tell me it communications skills. We were told 2 by / for
wasn’t you who said those things about me. our teachers that it would be fun. They were
3 Always make eye contact with the right! We played several games in pairs and
customers. It shows you are interested in small groups. These are special games – they
3can be designed / have been designed to make
them.
4 Lisa could tell I was surprised because I us communicate without speaking. They must
4 be / been played using gestures or body
raised my eyebrows .
5 Lower your voice . This is a library. contact only. I like it when we 5were given /
6 I find it difficult to read facial expressions . are given workshops like this at school which
7 Don’t shrug your shoulders – say can 6 be / are substituted for other classes. It
“I don’t know.” makes the day much more interesting!
8 Hey you! Come here, give me a hug!
8 Use the prompts to write sentences in the
5 Complete the sentences with the noun Passive form.
form of the verbs in parentheses. Make the
necessary changes. 1 photographs / can / not / take / in here
1 People from different cultures use different Photographs cannot be taken in here.
forms of nonverbal communication
(communicate). 2 this picture / was / paint / Monet
2 Anne’s studying for her final tests. She This picture was painted by Monet.
needs to work without interruption
(interrupt). 3 the audio guide / can / listen to / on your cell
3 We had an interesting discussion phone
(discuss) in class about different cultures. The audio guide can be listened to on your
4 There’s a lot of repetition (repeat) cell phone.
in your essay. Try to think of some new ideas.
5 I use an app to help me with the
4 tickets / must / buy / at the ticket office
pronunciation (pronounce) of new
Tickets must be bought at the ticket office.
words in English.
6 Check the dictionary for the correct
5 this sculpture / was / make /
definition (define) of this word. a 1,000 years ago This sculpture was
7 What shall we get Janine for her birthday? made a thousand/ 1,000 years ago.
Do you have any suggestions (suggest)?
6 Complete the sentences with the Passive form 9 Rewrite the sentences in the Passive form.
of the verbs in parentheses. 1 They speak English in India.
1 Billions of emails are sent every English is spoken in India.
day. (send – Simple Present)
2 They make cell phones in China.
2 Cell phones have been used for years.
(use – Present Perfect) Cell phones are made in China.
3 The message wasn’t written by James. 3 They haven’t taught Latin in our school for
years.
(not write – Simple Past)
4 Cell phones must be turned off in class. Latin hasn’t been taught in our school for years.
(turn off – must) 4 You can show your pictures on the big
5 Ball games can’t be played here. screen.
(play – can’t) Your pictures can be shown on the big screen.
6 My stolen bike hasn’t been found yet. 5 You must write your answers on this form.
(not find – Present Perfect) Your answers must be written on this form.
Unit 6 149

6 A CLEAR MESSAGE
10 Complete the text with the phrases below. There is one extra phrase.
are given are recorded are switched are shown can be done has been answered have been designed
must be taught were lost weren’t taught
Teaching communication skills
What 1 can be done to teach Scores 5 were lost in exams because of

communication skills in school? The question communication problems.
2 has been answered by one school in Canada. Since then, a number of additional workshops
6 have been designed to help students practice
At Saint Andrew’s School, teachers believe
these communication skills. One of the
that students 3 must be taught how to
activities the students 7 are given is to
communicate properly. They have special
prepare a short presentation. They
classes where students 4 are shown 8
are recorded by their classmate using a
how to introduce themselves, how to give
cell phone. The phones 9 are switched and
presentations, and the importance of eye they give each other feedback. Students find
contact. These classes started last year, when it useful when they get feedback from another
teachers noticed some students were having student, rather than the teacher or the whole
difficulties in speaking exams. class, because it creates a safe environment.
11 Read the texts. Which person would say these things?

1 “I prefer speaking to my friends online.” Ben
2 “I want you to be more like I was.” Pamela
Pamela
When I was a child, I was always told, “Children should be
seen and not heard.” But I was a chatty girl and I used to fire
questions at my parents all the time. It would make them
crazy! I remember on special occasions all the family used to
get together and I was told to sit down and be quiet. I was a bit
of a rebel, though, and always shouted out things I shouldn’t!
I think the reason I was like this was because I was an only child
– I didn’t have any brothers or sisters. If I had had a brother or
sister to play with, then I wouldn’t have been so annoying for
my parents, I think. My son is an only child too, but he doesn’t
meet people so many times, it drives me
behave the way I did. Instead, he’s always on his cell phone,
crazy! Don’t get me wrong – it’s not that I
texting his friends or playing games. Sometimes when I see my
don’t like talking to my friends, it’s just that
son with his eyes stuck to his cell phone, it makes me feel sad
I don’t see why we should all have to go and
and I wish he was a bit more “annoying” like I used to be! I feel as
meet somewhere when we can do it on the
if he’s missing out on the opportunities I had to go out and really
phone or via an app. We can all chat together
communicate with people. He’s become a bit of a “screenager” –
and send pictures and videos. We can also
you know, a teenager who’s always looking at his phone.
meet new people on social networking sites,
Ben so it’s actually a lot more sociable than
People think I don’t like to talk much and my mom thinks I’m communicating face to face. My mom thinks
shy, but that’s not true. She thinks that I always spend time I spend too much time “on my own,” but in
on my cell phone or my computer. I’ve been told to go out and fact, I think I’m more sociable than her!
150 Unit 6

12 Read the texts on page 150 again. Then 15 Complete the sentences using the Passive with will
decide if the sentences are true (T) or and the verbs below.
false (F).
give not offer not use send show win
1 T Pamela used to talk a lot when
she was a child. 1 Students will be shown how to apply for
college.
2 T She didn’t have anyone her age
to talk to at home. 2 The writing competition will be won by
the person who writes the most interesting story.
3 F She thinks her son goes out with
his friends too much. 3 These extra classes will not/won’t be offered to all
students – only those who have failed speaking
4 F Ben is very talkative at home.
tests.
5 T He thinks it’s unnecessary to meet
his friends face to face to talk to 4 You will be sent a text message with an
them. access code. Use this to change your password
on the website.
6 F He only talks to people he knows
online. 5 Peanuts will not/won’t be used in this recipe as
some people may have a food allergy.
13 Which person 6 A prize will be given for the best
1 gets annoyed when he/she is told to presentation.
do something? Ben
2 did something he/she shouldn’t have? 16 Complete the text using the Passive with will and
Pamela
the verbs below. There are two extra verbs.
3 wanted someone else to be more ask choose discuss give organize
chatty? Pamela publish read
4 doesn’t see why face-to-face
communication is important?
Ben New student president
5 worries about the way someone else
communicates? Pamela Next month a new student president 1 will be chosen
6 thinks you can do more things online by you, the students. Anyone who wishes to be
than face to face? Ben student president must write a short text about why
they think they should be president. The texts
14 Complete the sentences using the 2 will be read by the teachers. After that, they
Passive with will. 3 will be published in the school magazine. On the
1 Important information about the day of the election, students 4 will be given
workshop will be sent a form to complete with the name of the candidate
(send) by email next week. they want to choose. The winning candidate
2 Careers advice will be given 5 will be asked to give a short speech.
(give) during the workshop. Good luck!
3 You will be taught (teach)
how to improve your communication
skills. 17 Circle the correct option.
4 Cell phones will not/won’t be allowed 1 I hate it when I’m watching a movie and it’s
(not allow) during the workshop. interrupted every fifteen minutes by billboards /
5 A question and answer session commercials .
will be held (hold) at 2 Sam’s got a part-time job giving out slogans /
the end. flyers downtown.
6 You will not/won’t be tested (not test) 3 Who is our target audience / poster for the
during the workshop at all. product?
4 What’s your favorite brand / logo of soft drink?
5 I’m not sure about the new logo / slogan. I think
it looks old-fashioned.
Unit 6 151

6 A CLEAR MESSAGE
18 Complete the crossword. 20 Complete the dialogue with one word in

1b
each blank.
r a n d
Clara: xcuse me. I’m looking for a new
E
i laptop.
2 f l y e r
Assistant: I see. Well, these ones
l 1 here are popular.
3 p b Clara: hich ones do you 2
W mean ?
4
o l o They look like tablets.
5 s l o g a n Assistant: Sorry, I 3 meant to say the
t g r laptops behind you.
e o d Clara: Oh, 4 these ones here?
r Assistant: That’s them. So, they come with
all the programs you need for
Across homework and one TB of memory.
1 the name of a particular kind of product made
Clara: m … when you 5
U said
by one company
“one TB” what did you
2 a piece of paper advertising an event or 6
mean ?
product
Assistant: Oh sorry, when I said “one TB,”
5 a short, easy to remember phrase used in ads
I 7 meant “one terabyte.” What
Down I was 8 trying to say is that this
1 a large sign outside which is used for is a lot of space on the computer
advertising to keep files like your homework,
3 a printed picture advertising something which videos, songs, pictures, etc.
is put up in a public place Clara: OK, that sounds good.
4 a small design or word which is the official sign
of a company 21 Circle the correct option.
1 Unfortunately, it looks quite confusing /
19 Order the words to form sentences. easy to use. The instructions aren’t clear
either.
1 mean / left / did / you / ?
2 It looks awful / great – it’s very attractive
Did you mean left? and has a shiny black cover.
3 I was impressed by how useful / poor it is.
2 said / meant / green, / blue / I / I / when It really does the job when you need it.
When I said green/blue, I meant blue/green. 4 For a cell phone game, it’s quite
impressive / boring. You spend a lot of
time just waiting for your character to
3 here / these / ones move along each level.
These ones here. 5 The only disappointing / fun thing about
the website is that you have to pay to use
it, and it’s not cheap.
4 that / you / could / again / say / ?
Could you say that again?
5 meant / sorry, / I / say / right / to

Sorry, I meant to say right.
6 these / at / look / !
Look at these!
152 Unit 6

SELF-ASSESSMENT
Vocabulary Grammar
1 Circle the correct option. 4 Rewrite the sentences in the Passive.

0 Have you seen that huge billboard / 0 Our math teacher gave us a lot of homework.
flyer downtown? It looks awesome! We were given a lot of homework by our math teacher .
1 Give Roshan some space – he 1 They play soccer in Brazil.
doesn’t like posture / body contact . Soccer is played in Brazil .
2 I find it difficult to read other people’s
2 They advertised their new product on billboards.
facial expressions / gestures.
Their new product was advertised on billboards .
3 Have you seen the slogan / flyer I got
in the music store? 3 You must follow the rules at all times.
4 I like watching logos / commercials . The rules must be followed at all times .
5 Don’t raise your posture / voice at me! 4 You can’t take pictures in here.
Pictures can’t be taken in here .
A /5
5 Flyby has announced a new flight to Ireland.
2 Complete the sentences with the correct A new flight to Ireland has been announced by Flyby .
form of the words below.
A /5
define describe discuss interrupt
5 Complete the text with the verbs in parentheses.
repeat suggest Use the Passive with will.
0 Please don’t interrupt me. The government has announced that 100 new
1 Check the dictionary for a technical schools 0 will be opened (open)
definition . across the country. A range of modern courses
1 will be offered (offer) by each school. Also,
2 Sorry, could you repeat
students 2 will be taught (teach) how to drive
that?
and basic car repairs 3 will be included (include)
3 You describe/described the place
so clearly it feels like we’re there in the course, too. The schools 4 will be built
ourselves! (build) using recyclable materials and they

5 will be located (locate) around the country.
4 We need to have a discussion
about your school work. A /5
5 Great suggestion . Let’s do it!
A /5
6 Complete the dialogues with one word in each blank.
3 Match 0–5 to a–f to form phrases.
A A: Which one do you 0 mean ? This one
0 c shrug 3 b give 1
here ?
1 e look 4 a shake
B: No, that’s 2 the old one.
2 f raise 5 d point A: Oh, 3 that one over there?
a your head B: That’s 4 it !
b somebody a hug B A: I live at 42 Caldwell Street.
c your shoulders B: Sorry, 5 could you say that again?
d a finger Vocabulary A /15

e somebody in the eye Grammar A /10
f your voice A /5
Unit 6 153

7 CREATIVE ENERGY!
1 Write the words below in the correct 3 Complete the words in the sentences.
column. 1 Lord Byron was a famous 19th century p o e t.
2 I prefer reading n o n-f i c t i o n books to
abstract contemporary graffiti
f i c t i o n. I like to read about things which
graphic art illustration landscape
actually happened.
oil painting pop art portrait sculpture
3 I love the i l l u s t r a t i o n on this
sketch still life watercolor
book cover.
Types of paintings/ 4 Who was the a u t h o r of War and Peace?
Types of art 5 I’m reading a great crime n o v e l at the moment.
drawings
illustration 6 Jane is performing in the school p l a y. This year
abstract they’re doing Romeo and Juliet.
contemporary landscape
7 Have you read the b i o g r a p h y of
graffiti oil painting
Muhammad Ali? It’s really interesting.
graphic art portrait
8 Some people say that g r a f f i t i done on
pop art sketch walls isn’t art, but I disagree.
sculpture still life
watercolor 4 WORD FRIENDS Match 1–8 to a–h to make phrases.
1 b promote a in the news
2 Match words from Activity 1 to pictures 2 f get b your work
a-f.
3 h win c an exhibition
4 c hold d a speech
5 d give e a painting
6 e do f bad reviews
7 a appear g a novel
8 g write h an award
A B 5 WORD FRIENDS Complete the text with the words

from Activity 4.
graffiti landscape
How to become famous

So you’ve 1 written a novel or a play, or maybe
2 a portrait. What’s the best way to
done
3
promote your work? Well, if you have a lot of
work to show, you could hold a(n) 4 exhibition . If it’s
something you’ve written, you could 5 give
C D a reading, describing your work and the story. If you
appear in the 6 news , then this might help you
sculpture sketch
7 good reviews. Ultimately, of course, the
get
best way to get ahead is to win a(n) 8 award .
6 Complete the text with one word in each blank.

One of my favorite 1 playwrights is Bola Agbaje. She is
very talented and every 2 play she has written has
E F 3
won a(n) award . She writes urban comedies and
portrait abstract lots of the 4 scenes are set in modern-day London.
Her first play, Gone Too Far!, has lots of lively, realistic
5 characters , who are a pleasure to watch. It has now

been made into a movie.
Charlotte
154 Unit 7

7 Match 1–6 to a–f to make sentences. 10 Cross out the extra word in each sentence.
1 c I couldn’t 1 I can’t to speak for very long – I need to finish
2 a Sheila can my homework.
3 f Unfortunately, Keith won’t 2 Sarah missed the start of the play because she
4 e Will you be able didn’t wasn’t able to leave on time.
5 b We can’t 3 I’ll be able to can finish all my homework
6 d I managed before 6 p.m.
a read in five languages! 4 I wasn’t didn’t manage to finish the design for
b offer you a place at our college, I’m afraid. our club T-shirts.
c understand the French movie – they all 5 Can you really able finish a book in one day?
spoke very fast. 6 She couldn’t be concentrate because she
d to find the book you wanted. didn’t sleep well last night.
e to finish the book this week? 7 Can he manage study and text his friends at
f be able to come to the party. the same time?
8 She isn’t can’t able to come with us this
8 Circle the correct option. evening because she has to study.
1 Were / Did you able to ride a bike when
you were five? 11 Find and correct six mistakes in the text.
2 Ben and Kate won’t be able / able to come
to the play.
3 Can you write / to write poetry?
4 I managed / manage to read fifteen books Thank you,
over the summer! Ms. Palmer!
5 The theater was so full of people that we
couldn’t / could see the stage. When I was younger, I wasn’t very good at
6 I started writing a novel, but I didn’t anything. I couldn’t swim, I won’t be able to
manage / manage to finish it. read very well, and I couldn’t ride a bike on
my own until I was twelve! People used to
9 Circle the word or phrase which does NOT fit
each sentence. ask me things like “Can you to say ‘thank
1 to speak to your mom last night? you’ in French?” and I just looked down and
a Did you manage b Were you able felt embarrassed. The problem was I just
c Could you didn’t have any confidence. I could to do
2 I mail that letter for you – sorry. these things if I really tried, but I didn’t believe
a can’t b managed to I could. Then one day I had a new French
c won’t be able to teacher, Ms. Palmer, and she gave me a lot of
3 I read when I was three, but only slowly. attention. She really encouraged me and said
a can b could things like “If you manage read this text, I’ll
c was able to let you play with the French app on my tablet
4 My dad drive, but he’s taking lessons. for ten minutes.” It worked and not only made
a can’t b ’s not able to my French improve, but now I’m able do lots
c managed to
of other things and I feel more confident,
5 The book was difficult to follow, but
too. Next year I’m hoping I was able to learn
I finish it.
Spanish and Italian, too. “Merci beaucoup,
a couldn’t b was able to
c managed to Ms. Palmer!”
6 Unfortunately, Gary finish his
homework on his own. 1 wasn’t 2 Can you say ...
a didn’t manage to b wasn’t able to 3 I could do ... 4 to read
c managed to
5 to do 6 I’ll be able
Unit 7 155

7 CREATIVE ENERGY!
12 Read the review quickly. Has the writer enjoyed the tour? Yes, she has.
Shoreditch delights
It’s 10 a.m. on a cold London morning and I’m This is street art. To show what he means, he then
here in Shoreditch, East London, with Ragel, our takes us down the road and points to a store, covered
tour guide. We’re taking a tour of the area, but this in a beautiful picture of a woman’s face. “That one
is no ordinary tour. We won’t be able to find out there,” he explains, “was painted by a local artist
about the historical buildings or famous people called Zhen. The store owner was annoyed because
from the past. We’re here to find out about the people used to just write graffiti all over the store, so
street art in the area. she paid Zhen to paint a picture. Now nobody writes
“There’s always something new,” says Ragel. “It’s on it out of respect.”
a very dynamic art world. Because space is limited, The tour includes lots of stops for pictures. Ragel
you can’t expect to see the same piece on a wall is also a photographer and shows us how to get
forever. Other street artists will come and paint the best shots of street art. While people are
over it. If you manage to keep a painting up on a taking pictures, he explains to me that street art
wall for more than a few months, it’s because other has brought a lot of money into what was once a
artists really respect your work.” poor area. In the past, most tourists only visited
Ragel tells us a bit about the different types of art we famous places, but with all the street art here,
see. He points out “paste-ups,” which are ready- Ragel and others have managed to bring business
made pictures that artists stick to walls to save time. to Shoreditch by holding tours and exhibitions.
Someone makes the mistake of talking about “graffiti.” I had a great day and I managed to get some great
Ragel gets a little annoyed and says that graffiti is pictures. I recommend Ragel’s tour to anyone
messy people writing their names. This isn’t graffiti. who’s interested in “dynamic art.”
13 Read the text again. Circle the correct answer. 14 Decide if the pairs of sentences
1 What does the writer try to do in this text? are the same (S) or different (D).
a Describe all the different types of street art in 1 S You must do your homework
Shoreditch. tonight.
b Give a review of a street art tour. You have to do your
c Show how to paint street art. homework tonight.
d Apologize for describing street art as “graffiti.” 2 We must not use our cell
D
2 Why is it a “dynamic art world,” according to Ragel? phones in here.
W
e don’t have to use our
a Because the art changes quickly.
cell phones in here.
b Because there isn’t much space.
c Because the paintings are so good. 3 D Jake had to wear a shirt.
Jake was allowed to wear a
d Because people respect the work street artists do.
shirt.
3 Why does Ragel get annoyed when someone calls it
4 They’ll have to clean up the
S
“graffiti?”
street.
a Because he doesn’t like the people who create
T hey won’t be allowed to
graffiti.
leave any trash.
b Because graffiti isn’t dynamic.
5 I didn’t have to pick up my
D
c Because he had an argument with a store owner.
brother.
d Because he doesn’t think graffiti is art.
I wasn’t allowed to pick up
4 Ragel believes his street tours have my brother.
a taken people to famous places. 6 She won’t have to study all
S
b been good for the local area. evening.
c taught him how to be a good photographer. She’ll be allowed to take a
d helped his own art skills. break.
156 Unit 7

15 Circle the correct option. 18 Match the words below to the
1 You must not / didn’t have to leave so early last night. definitions.
2 Do you must / have to sing that song all the time? It’s celebrity gossip editor headlines
really annoying! magazine paparazzi tabloid
3 You don’t have to / must not wear a shirt, but you can
1 a newspaper which has lots
if you want to.
of pictures and celebrity news
4 I had to / was allowed to work really hard to pass that instead of serious news stories
test.
tabloid
5 I wasn’t / won’t be allowed to go with you because my
2 news about famous people which
parents told me to clean the garage.
may or may not be true
16 Complete the second sentence so it has the celebrity gossip
same meaning as the first one. Use the words in 3 a large but thin book which
parentheses. has stories and pictures and is
1 I’ll have to go to bed early tonight. (allowed) published every week or month
I won’t be allowed to stay up late tonight. magazine
2 To do this activity, you have to ask three other 4 the head of a newspaper or
students the questions. (must) magazine who decides what
stories are published
To do this activity, you must ask three other
students the questions. editor
3 They didn’t have to leave. (were) 5 titles of newspaper reports
They were allowed to stay. headlines
4 You must not talk during the play. (aren’t) 6 photographers who take pictures
You aren’t allowed to talk during the play. of famous people to sell to
newspapers
5 Were you allowed to go out on your own when you
were younger? (have) paparazzi
Did you have to go out with an adult when you 19 Circle the correct option.
were younger? 1 My aunt is a journalist / paparazzi.
She writes stories for one of the
17 Complete the text with one word in each blank. main national newspapers.
2 I never read the national / local
A tale of two schools news. It’s always just stories about
traffic or the weather.
My last school was very unusual because there were 3 Would you like me to read your
almost no rules. We were 1 allowed to wear what we horoscope / celebrity gossip
wanted (there was no uniform) and we did 2 not for you?
have to do any homework. In fact, we didn’t 3 have 4 I don’t buy newspapers any
to go to class if we didn’t want to! But we 4 had to more. I just read the news on an
respect each other and no fighting or bullying was online news site / a broadsheet.
allowed.
5 When you’ve finished writing the
My new school is completely the opposite. We article, send it to our reporter /
5 do all our homework and if we don’t do it,
must designer , who will style it on the
we 6 have to do double homework. We 7 are not page.
allowed to wear anything we want – we have 8 to
6 I hate it when I’m
wear a school uniform. But they are thinking about
watching a movie
changing this rule next year, so we 9 won’t have to
wear a school uniform. But we will still 10 have to
and it’s interrupted
wear smart clothes. We won’t 11 be allowed to by commercials /
wear jeans and sneakers, for example. weather forecasts.
Unit 7 157

7 CREATIVE ENERGY!
20 Circle the correct option. 24 Order the sentences to complete the

1 If you ask / tell me, I think it’s a bad idea. “What to see” section of the exhibition
guide.
2 In my thinking / opinion, it’s amazing.
3 Personally , / On my own, I think rap is more
interesting than rock music. Pow! Wow! Exhibition
4 I’m not sure / know which is best. 2020
5 This magazine is exactly the same as / so the one About
I usually buy. The world’s most famous comic book
21 Complete the sentences with the words below. exhibition is back! This year, there are even
There are two extra words. more original comic book artworks for fans
to look at and the exhibition is open for a
concerned far from one other see
seems wrong whole month. Don’t miss it!
1 As far as I’m concerned , it doesn’t matter what What to see

we do. 2 Then check out the stage at the back
2 I could be wrong , but I think he’s a biology of the main room to hear talks from
teacher. comic book writers and artists.
3 Paparazzi are totally different from other 4 Finally, pass by the photo booth to
types of photographers. take a picture so you can remember
4 It seems to me that we’re not looking at all you fun day out!
the possibilities. 3 Next, move onto the second room
5 On the one hand, it doesn’t taste as to see original sketches from your
good, but on the other hand, it’s much favorite comic books.
cheaper. 1 Start off at the sculptures section,
where you can see original models from
22 Write the sentences from Activities 20 and 21 in the the latest superhero movies.
correct column.
Comparing and contrasting ideas Expressing an opinion Price

Personally, I think rap is more If you ask me, I think $25 per adult
interesting than rock music. it’s a bad idea. $15 per child (up to 12 years old)
This
magazine is exactly the same as In my opinion, it’s amazing. $20 per student
the one I usually buy. I’m not sure which is best. Opening Times Venue & Location
Paparazzi are totally different from As far as I’m concerned, it Tuesday to Sunday Maine Exhibition
other types of photographers. doesn’t
matter what we do. 10 a.m. to 7:30 p.m. Center
On the one hand, it doesn’t taste I could be wrong, but I think (closed on Mondays) 1005 Central Ave.
as good, but on the other hand, it’s he’s a biology teacher. Portland
much cheaper. It seems to me that we’re
not looking at all the
possibilities.
23 Complete the sentences with one word in each blank. 25 Answer the questions about the text in
1 A BBQ is the best idea for the party Activity 24.
because everybody likes burgers.
1 Has the exhibition been on before?
2 The problem, as I it, is that the book
see
was boring, so the movie won’t be any better. Yes, it has.
3 Do you know what? I think you’re right and 2 How long is it on for?
I was wrong. It’s on for one month.
4 As far as I can see, there’s no reason not 3 How much does it cost for students?
to write a rap song about snakes!
It costs $20.
5 I think this movie is exactly the same as the
4 Where is the exhibition?
one we watched last week!
It’s at Maine Exhibition Center.
158 Unit 7

SELF-ASSESSMENT
Vocabulary 4 Circle the correct option.

1 A: What do we have to / we must do for
1 Circle the correct option. homework?
0 Nobody has lived in this house for years. B: We don’t have / have to do anything tonight!
It’s covered in graffiti / oil paintings. 2 A: Did / Were you allowed to stay up late when
1 Sit still and try not to move while I paint you were little?
your landscape / portrait. B: Oh no. I had / have to be in bed by 7 p.m.
2 The New York Times is a broadsheet / 3 A: Sorry, I’ll have to leave / leave at 4.30 p.m.
tabloid newspaper that has serious today.
articles. B: It’s OK, you didn’t / won’t have to stay later
3 Before I paint a picture, I always draw than that, anyway.
a watercolor / sketch in pencil first. A /5
4 I just read the ads / headlines to find out
what’s happening in the news.
5 Complete the sentences with ONE word in each
blank.
5 I couldn’t follow the plot / scene of that
1 A: Is Jake allowed to come on vacation
movie – it was too complicated.
with us?
A /5 B: Only if his parents say he is allowed to come.
2 Write the correct word for each definition. 2 A: You must buy a ticket before you get onto
the bus.
0 someone who writes long stories
n o v e l i s t B: Oh, I don’t have to buy a ticket. I have a
monthly pass.
1 a book about someone’s life, which
someone else writes 3 A: Are you able to come to my party?
b i o g r a p h y B: Sorry, I can’t . It’s my mom’s birthday.
2 something you watch in a theater A /5
p l a y
3 a person who writes a book Speaking language practice
a u t h o r
4 a book with a fictional story
6 Complete the dialogue with one word in each
blank.
n o v e l
Alice: What’s your favorite kind of art, Felipe?
5 a person who writes pieces for the theater
p l a y w r i g h t Felipe: I’m not sure. 0 On the one hand,
I like modern art, but on 1 the
A /5 other hand, some classical art is just
incredible.
Grammar Alice: I know what you mean. 2 In my
opinion, classical portraits are amazing –
3 Complete the sentences with the correct the way the eyes follow you! Actually, it
form of the words in parentheses. 3
seems to me that a lot of modern
0 I wasn’t able to visit (not able/visit) art is just nonsense.
Charlotte yesterday. Felipe: Oh, I don’t know. As I 4 see it,
1 Will you be able to return (you/able/return) this modern art is 5totally/completely different
book to the library tomorrow? from classical art. You just can’t compare
2 I couldn’t swim (not can/swim) the two.
when I was four. A /5
3 Did you manage to finish (you/manage/finish)
your painting? Vocabulary A /10
4 They won’t be able to go (not able/go) A /15
Grammar
on vacation next year.
5 I can’t speak (not can/speak) Speaking language practice A /5
Russian. A /30
Your total score
A /5
Unit 7 159

8 LET’S GET TOGETHER
1 Read the descriptions and complete the words for 4 Circle the correct option.
celebrations. 1 A: Happy New Year / Years!
How did you celebrate?
We invited friends round to celebrate in our new home. B: We watched the spectators /
1 h o u s e -w a r m i n g p a r t y parade on the square, then
let off fireworks / candles in
the evening.
The community leader said some words and then
2 A: I didn’t realize tomorrow was
they all prayed together.
a public / family holiday. No
2 r e l i g i o u s c e r e m o n y school for us!
B: I know, and it’s great because
We had a party on Jamie’s last day at our school to it’s my birthday, too!
wish him luck. A: Oh! Happy / Cheers
birthday!
3 f a r e w e l l p a r t y
3 A: Can you see what’s
happening?
On my birthday, a few friends came round and we
I can’t see over all the
had a nice meal.
spectators / display.
4 d i n n e r p a r t y B: Yes, two women in traditional
custom / clothes are raising
On December 31st, my parents invited lots of friends the parade / flag.
to our house and we danced until the morning. 4 A: Are you going to watch the
fireworks display / costume
5 N e w Y e a r’s E v e p a r t y later?
B: I can’t. My sister’s just moved
2 Complete the sentences with one word in each blank. into a new apartment and
1 My sister had her wedding reception in the local she’s having a
community center. house-warming party /
reception.
2 Every year in September we have a cultural festival
in my town where we celebrate the food that was grown
in the summer.
5 Decide if the relative clauses in
the sentences below are defining
3 At the end of the year, I’m taking my girlfriend to the
(D) or non-defining (ND).
school prom .
4 Last weekend we had a big family get-together and I 1 D That’s the costume which
saw my uncle, who I hadn’t seen for five years! I’m wearing for the parade.
2 ND The New Year’s parade,
3 WORD FRIENDS Match 1–7 to a–g. where I met my girlfriend,
was a lot of fun.
1 c celebrate a a street party
3 ND The band, whose music
2 d bring b the tradition of your culture
is amazing, made all the
3 f turn c a birthday spectators dance.
4 b follow d good luck 4 D That’s the place where the
5 e make e a toast parade finished.
6 g put up f eighteen 5 ND The mayor, who gave a
7 a throw g decorations speech at the end, was
really happy to see so many
spectators.
6 D That’s the guy whose
costume I borrowed for the
parade.
160 Unit 8

6 Complete the text with one word in each 8 Circle and correct the mistakes in the
blank. sentences. Two sentences are correct.
1 The limo, where we hired for the prom,
was very luxurious inside.
My day The limo, which we hired for the prom,
was very luxurious inside.
In our family, we have a special celebration 2 Teachers who give a lot of homework aren’t
which I don’t think any other family has, usually very popular.
called “My Day.” On 1 New Year’s correct
Eve, we have a family 2 get
-together and my father 3 makes a 3 My uncle who is an engineer has never
toast to us all. We then each choose one been to Ireland.
day that year which will be “My Day”, and My uncle, who is an engineer, has never been to Ireland.
we have a special “public 4 holiday ”
on that day. When your “My Day” comes, 4 The party, which was to celebrate my aunt’s
everyone says “Congratulations! birthday, finished pretty early.
5 Happy My Day!” to that person correct
and gives them gifts and a cake with
candles. The person then 6 blows 5 Paul is the student who’s birthday is today.
7
out the candles and unwraps/opens their whose
gifts. In the evening, we have a dinner
8 party for all the family and some
6 That’s the house which they’re having
friends and afterwards we have a firework the party.
9 display in the garden. We’ve done where
this for as long as I can remember and
according to my dad, it follows in the
10 tradition of his ancestors. He 9 Complete the text with one relative pronoun
thinks that if we ever missed a “My Day,” it in each blank.
would 11 bring bad luck.
I can’t wait until next week. It’s our last day
at school and in the evening we’re having
a big farewell party. This week I bought
7 Complete the sentences with who, which,
the jacket 1 which I’ll wear to the party.
where, or whose.
I’ve been looking at it in the store
1 That’s the street where the parade
window for ages! The salesclerk,
will take place. 2 who knew I wanted it, kept it to the
2 That’s the girl whose costume won
side for me. The jacket, 3 which is made
a prize.
by hand, is really cool and fits me really
3 The gift, which we bought for Clara,
well! The place 4 where the party is will
was made by hand.
be decorated nicely. At the party, the
4 The DJ, whose music collection was
school principal, 5 whose daughter is
all from the 1990s, wasn’t very popular.
also leaving, will make a toast to us for
5 That’s the restaurant where I had my
the future and then we’ll dance, dance,
birthday dinner.
dance! I don’t expect to get home before
6 The spectators, who were clearly
having a good time, made lots of noise. midnight!
Unit 8 161

10 Join the sentences. Use the relative 11 Read the descriptions and answer the questions with
pronouns in parentheses. the festivals in the article.
1 That’s a man. He took our picture. Which festival(s):
(who) 1 B C involve a competition?
That’s the man who took our 2 A D involve staying up all night?
3 C doesn’t take place in winter?
picture.
2 The fireworks were awesome. They
cost a lot of money. (which)
The fireworks, which cost a lot of money,
were awesome.
3 The farewell party went on for a
long time. We ate a lot of nice
food there. (where)
The UK’s weirdest festivals
The farewell party, where we ate a lot A Ap Helly Aa
of nice food, went on for a long time.
This festival of fires, which takes place on the last Tuesday of
January, involves a parade of torches through the streets. At
4 My aunt is coming to our dinner the end of the parade the torches are thrown into a Viking ship,
party. She’s a doctor. (who) which burns in a big fire. Afterwards, the people in the parade
My aunt, who’s/who is a doctor, is go to local community centers and perform short plays. There
coming to our dinner party. is then a big party for the rest of the night. It can get very cold
watching the parade because it takes place in the Shetland
Isles, off the north coast of Scotland. But there is a lot of fire
5 A house-warming party is a and it’s free of charge to watch.
celebration. You have it when you
move into a new home. (which) B Royal Shrovetide Soccer Game
A house-warming party is a celebration This annual game, which goes back to the 12th century, is not
which you have when you move into a soccer as we know it. It’s a modern version of “hugball,” where
new home. the ball is held more than it is kicked. It takes place on Shrove
6 Sheila is a girl. Her mother bought Tuesday, which is usually in February. The game is played
her a car for her birthday. (whose) through the whole town and the two teams, who are called the
Up’ards and the Down’ards, are made up of more than 100 men,
Sheila is the girl whose mother bought
women, and children!
her a car for her birthday.
C Cheese Rolling
7 I am talking about Amy. She is This game, which takes place at the end of May, is played on
standing next to Mark. (who) Coopers Hill near Gloucester, in the west of England. A big cheese
I am talking about Amy, who is standing is rolled down a hill and contestants race after it (often falling
next to Mark. over). It’s a very steep hill and many contestants get injured! The
winner, whose prize is the cheese, is the first person to cross the
finish line. This used to be a local event, but it has now become
8 This is the hotel. We had our prom world-famous. In fact, in recent years the race has been won by
here. (where) an American and a Japanese man. Hundreds of spectators come
This is the hotel where we had our prom. to watch the game and it’s a great day out.
D Winter Solstice at Stonehenge

9 Tom is my cousin. His team won the If you are interested in ancient history, then this is the
school championship. (whose) festival for you. It takes place at Stonehenge, an ancient
stone circle in south-west England. Arrive the night before,
Tom, whose team won the school
stay up until morning on the shortest day of the year, and
championship, is my cousin.
you’ll see the sunrise over the stone circle. As it rises, the
sun connects three of the main stones with its light – a truly
unforgettable experience.
162 Unit 8

12 Three young people are going to the UK and are 14 Order the words in parentheses to
each looking for a festival to attend. Match the complete the indirect questions.
people to festivals A–D. 1 Could you tell me where the bathroom is
(bathroom / the / where / is)?
A Christophe 2 Do you know if it’s expensive
Christophe is visiting the UK (it’s / if / expensive)?
in the winter and wants to 3 I was wondering what time the bus leaves
do something interesting (leaves / the bus /
time / what).
and have fun. He wants to
4 Do you have any idea if the letter has arrived
travel to distant places, away
(arrived / the
from the big cities. He’s interested in history,
letter / if / has)?
especially the less well-known history of
5 Could you tell me how old you are
places and cultures. He likes watching
(old / you / how /
parades where people wear old costumes.
are)?
6 Do you know where Mike and Lee are
D Sara
(are / where / Mike
Sara is a big fan of ancient
and Lee)?
history. She’s also
7 Do you have any idea why they are fighting
really into photography,
(they / are / why /
especially taking pictures fighting)?
of nature. She’s hoping
8 I was wondering if you have Kevin’s address
to get some good pictures to (address / Kevin’s /
take back and show her friends and family. you / have / if).
She’s also pretty adventurous and doesn’t
mind staying out all night to take the 15 Rewrite the direct questions as indirect
perfect picture. questions.
1 Where’s the party?
C Shaun Do you know
Shaun loves sports and where the party is ?
would love to take part in
2 What are you doing for your birthday?
a game or race when he
I was wondering
visits the UK. He’d like to what you are/were doing for your birthday .
take part in a big international 3 Does James have a girlfriend?
event with lots of people involved and would Could you tell me
like to try something unusual. He doesn’t if James has a girlfriend ?
mind doing something a bit dangerous, as 4 How much are the tickets?
long as it’s exciting! Do you have any idea
how much the tickets are ?
5 What time did you get home last night?
13 Circle correct option. Could you tell me
1 Could you tell me what time the movie starts / what time you got home last night ?
does the movie start? 6 Where do you go to school?
2 Do you know where is the parade / I was wondering
the parade is? where you go/went to school .
3 I was wondering would Gary like / if Gary 7 Have they booked their tickets yet?
would like to have a party for his birthday. Do you know
4 Do you have any idea when Richard turns / if they’ve booked their tickets yet ?
turns Richard twenty-one? 8 When is Dave coming back?
5 Do you know where is there / if there is a bank Do you have any idea
near here? when Dave is coming back ?
6 Could you tell me do / if you like broccoli?
Unit 8 163

16 Complete the dialogue with indirect questions 18 Complete the sentences with the words
formed from the questions below. Make any below. There is one extra word.
necessary changes.
dying feel like plans wait
Are you enjoying it? want wish
Could I ask you a few questions?
How are you going to get home? 1 I can’t wait to go on vacation!
Is this your first visit to the festival? 2 I feel like going out for pizza.
What are you going to do after it finishes? 3 What would you like to do?
4 What are your plans for the
A: Excuse me. I’m doing a survey about festivals. summer?
I was wondering 1 if I could ask you a few questions . 5 I’m dying to try out my new cell
B: Yes, of course. phone.
A: First, could you tell me 6 I wish I could travel around the
2
if this is your first visit to the festival ? world.
B: Yes, it is.
A: Could you tell me 19 Circle the correct option.
3
if you’re enjoying it ? 1 I’d love visiting / to visit Egypt.
B: Oh, yes. I love it! 2 I hope you to have / have a good time.
A: And do you have any idea 3 I’m looking forward to see / seeing
4
what you are going to do after it finishes ? you again.
B: Oh, I’m just going to go home. 4 I’m planning to play / playing soccer
every day.
A: Do you know
5 What do you feel like doing / to do?
5 how
you are going to get home ?
6 I feel like watching / to watch a movie.
B: I’m traveling by train.
A: That’s all. Thank you very much. 20 Write the sentences from Activities 18
B: You’re welcome. and 19 in the correct column.
17 Look at the pictures and write the sounds we hear. Asking about verb + noun/-ing
future plans form
What would you like I feel like going out
to do? for pizza.
What are your plans I feel like watching
for the summer? a movie.
What do you feel like
doing?
verb + to -infinitive Other structures

1 crackle 2 bang 3 fizz
I can’t wait to go I wish I could go on
on vacation! vacation without my
I’m dying to try out my parents.
new cell phone. I hope you have a
I’d love to visit Egypt. good time.
I’m planning to play I’m looking forward to
soccer every day. seeing you again.
4 clap 5 cheer 6 buzz
164 Unit 8

SELF-ASSESSMENT
Vocabulary Grammar
1 Circle the correct option. 3 Complete the sentences with which, who,
0 Would you like to go to the school dinner where, or whose.
party / prom with me? 0 That’s the girl whose birthday party
1 When my sister got married, she had a is tomorrow.
religious party / ceremony in a church. 1 The festival, which is held every year,
2 Up Helly Aa is a cultural festival / reception. attracts people from all over the world.
3 Last weekend we had a family get-together / 2 The spectators, who were wearing
come-together and I saw all my relatives. traditional clothes, clapped.
4 When we moved into our new flat, we had 3 T hat’s the place where we went for
a house-warming / home-warming party. our vacation last year.
5 Last year my parents had a huge New Year’s 4 The street, where the festival was
Eve party / prom. held, was crowded.
6 I’d like to have a house-warming / dinner party 5 T hat’s the man whose daughter won
on my birthday. the competition.
7 Last night we went to a wedding / dinner A /5
reception. 4 Use the prompts to write indirect questions.
A /7
0 could you tell me / when / it / starts / ?
2 Complete the crossword. Could you tell me when it starts?
0
d e
1
c o r a t i o n
2
s 1 I was wondering / where / nearest / station
I was wondering where the nearest station is.
e y
3 2 do you know / Mark / coming / party / if?
c l o t h e s m
Do you know if Mark is coming to the party?
4
e c b
3 can you tell me / how / old / you / are?
5 o
b t o Can you tell me how old you are?
6
f i r e w o r k s l 4 do you know / the tickets / expensive / are?
a a t Do you know if the tickets are expensive?
t s u A /4
7
h i r e d t m
e Speaking language practice
Across
0 Every Christmas, we put up decorations 5 Complete the dialogue.
around the house. Nora: Yay, summer’s here! What do you
0 have planned, Sue?
3 At the parade, the women wore the traditional
clothes of their country. Sue: I’m planning 1 to visit my
6 It’s traditional to let off fireworks on cousin in the USA.
2
New Year’s Eve. Nora: Wow! I wish I 3 could go there.

7 Have you ever hired a limo? Sue: hat are your 4 plans ?
W
Down Nora: Well, I need to 5 visit my aunt.
1 How do you usually your celebrate After that, I want to 6 go to
birthday? a concert 7 in August.
2 The shamrock is the national
symbol of Ireland. A /7
4 Last year we threw a huge costume Vocabulary A /14
party for my parents’ birthday.
Grammar A /9
5 At the wedding, my father made a
toast to the bride and groom. Speaking language practice A /7
Unit 8 165

SELF-ASSESSMENTS ANSWER KEY
Unit 1 Unit 4 Unit 7

Activity 1 Activity 1 Activity 1
1 uneasy 2 take 3 punctual 1 plumber 2 travel agent 3 chef 1 portrait 2 broadsheet 3 sketch
4 generous 5 boost 4 fashion designer 5 writer 4 headlines 5 plot
1 surprise 2 tell 3 express 1 wage 2 shift 3 bonus 1 biography 2 play 3 author
4 Know 5 congratulate 4 temporary job 5 pension 4 novel 5 playwright
1 gets up 2 is 3 am/'m having 1 will make 2 will pass, will do 1 Will you be able to return
4 isn’t enjoying 5 Does your mom like 3 leaves 4 am going 2 couldn’t swim 3 Did you manage to finish
4 won’t be able to go 5 can’t speak
Activity 4 Activity 4
1 didn’t pass 2 has never climbed 1 will be moving 2 will be working Activity 4
3 wasn’t 4 went 5 was watching 3 won’t be doing 4 will be studying 1 have to 2 Were, had 3 to leave, didn't
5 will be applying Activity 5
Activity 5
1 decided 2 was 3 saw Activity 5 1 allowed 2 must, don’t 3 Are, can’t
4 talked 5 were walking 1 on 2 of, with 3 for, in Activity 6
Activity 6 Activity 6 1 the 2 In 3 seems 4 see
1 not 2 get, fine 3 hand, nice 1 to, calm, remember 2 Then, that 5 totally/completely
Unit 2 Unit 5 Unit 8

1 smoke 2 pollution 3 damaged 1 satellite 2 galaxy 3 orbit 1 ceremony 2 festival 3 get-together
4 gas station 5 traffic jam 4 atmosphere 5 Gravity 4 house-warming 5 New Year’s Eve party
6 dinner 7 wedding
1 endangered animals 2 climate change 1 astronomer 2 comet Activity 2
3 public transportation 4 renewable energy 3 solar system 4 width 5 height Across:
5 gas station 3 clothes 6 fireworks 7 hired
Activity 3 Down:
Activity 3 1 go 2 have met 3 won’t come
1 celebrate 2 symbol 4 costume
1 had organized 2 had signed up 4 were 5 wins
5 toast
3 had been 4 had done
5 had dropped
1 study 2 won 3 would buy
1 which 2 who 3 where 4 where 5 whose
Activity 4 4 don’t/won’t have 5 play
1 hadn't heard 2 had thrown 3 Did you see Activity 4
4 had started 5 wasn’t
Activity 5 1 I was wondering where the nearest station is.
1 wouldn’t have laughed
2 Do you know if Mark is coming to the party?
Activity 5 2 would have stayed 3 hadn’t been
3 Can you tell me how old you are?
1 didn’t use to live 2 used to recycle 4 wouldn’t have been 5 had worn
4 Do you know if the tickets are expensive?
3 Did Hannah use to go
4 didn’t use to have 5 Did you use to be
1 Watch 2 out 3 Make 4 off 5 careful
1 to, the 2 could 3 plans 4 visit 5 go, in
Activity 6
1 say 2 agree 3 so 4 too, sure Unit 6
Unit 3 Activity 1
1 body contact 2 expressions
Activity 1 3 flyer 4 commercials 5 voice
1 scruffy 2 rain boots 3 button
4 pale 5 sweatsuit
Activity 2
1 definition 2 repeat 3 describe/
Activity 2 described
1 e 2 a 3 d 4 b 5 f 4 discussion 5 suggestion
1 has been studying 2 has been running 1 e 2 f 3 b 4 a 5 d
3 haven’t been waiting 4 have been making
5 hasn’t been writing
Activity 4
1 is played in Brazil
Activity 4 2 was advertised on billboards
1 had 2 been wearing 3 must be followed at all times
3 eaten 4 been waiting 4 can’t be taken in here
5 been trying 5 has been announced by Flyby
1 have grown 2 have been thinking 1 will be offered 2 will be taught
3 have found 4 have been doing 3 will be included 4 will be built
5 haven’t finished
5 will be located
1 think 2 really, nice 3 were, made
1 here 2 the 3 that 4 it 5 could
166 Self-assessments Answer Key
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GRAMMAR TIME ANSWER KEY
Unit 1.2 Activity 2

Activity 3
Activity 1
Activity 3
1 ‘m enjoying 2 belong 3 meet up
4 is preparing 5 want 6 ‘m thinking 7 like 1 bought 2 wearing 3 for 4 been 5 since Unit 6.2
8 ‘m feeling 9 do you think 6 have 7 continued 8 making Activity 1
Verb that can be used both in the Simple Present and Activity 4 1 Was the letter written by you?
Present Continuous: feel Students’ own answers. 2 We haven’t been shown the video about
Activity 2 communication.
Students’ own answers. Unit 4.2 3 Some hand gestures can be considered rude.
4 An email has been sent after every meeting.
Activity 1
Unit 1.4 1 What time does this class finish?
5 The school rules must be followed by all students.
2 What are you doing this weekend?
1 spent 2 are 3 been 4 be 5 is 6 annoyed
1 was raining, woke up 2 was having, sent 3 was 3 Are you going to buy anything this weekend?
7 bought
jogging, met 4 broke, was learning 4 What will the weather be like tomorrow?
Activity 2
1 Have, won 2 were, doing 3 did, have 4 Was,
Activity 2
1 are you doing
Unit 6.4
shining, got up 2 ‘m helping
Activity 1
Activity 3 1 won’t be understood
3 ‘m not doing
Students’ own answers. 2 will be advertised
4 ‘ll meet
3 won’t be given out this year
Activity 4 5 will you be
4 will be discussed next class
Students’ own answers. 6 finishes
Unit 2.2 Students’ own answers.
1
2
When will the workshop be held?
Who will it be taught by?
Activity 1
1 had read 2 had never seen 3 filled Unit 4.4 3
4
Which topics will be covered?
What will each student be given?
4 grew 5 hadn’t thought 6 Had, imagined 7 couldn’t Activity 1
Activity 2 1 Will, be looking, ‘ll be starting Unit 7.2
Students’ own answers. 2 Will, be earning, ‘ll be helping
Activity 1
Activity 3 3 Will, be studying, ‘ll be working
1 couldn’t
Students’ own answers. Activity 2 2 able
1 ‘ll be working 3 to
Unit 2.4 2 won’t be staying 4 managed
3 will be doing 5 will
Activity 1
4 ‘ll be starting 6 could
1 used to go
2 did, use to be 5 ‘ll just be cleaning
Activity 2
3 used to be 6 won’t be taking
4 used to live
5 used to walk Unit 5.2 Unit 7.4
6 didn’t use to have Activity 1
Activity 1
Activity 2 1 Water freezes if you cool it to 0°C.
1 don’t have to 2 aren’t allowed to
1 Did many people use to recycle plastic and paper? 2 You will get a sunburn if you stay in the sun any 3 must not 4 had to
2 Did the countryside in your country use to be more or longer.
3 Emma always calls if she’s going to be late.
Activity 2
less polluted?
3 Did people use to waste less energy? 4 We’ll get better pictures for our school project if we
use a drone.
Unit 8.2
4 Did people use to throw away more or less trash?
Students’ own answers. 1 would, do, won Activity 1
2 discovered, would, call 1 where
Unit 3.2 3
4
could, would, go
Would, do, asked
2
3
that/which
whose
Activity 1 4 that/which
1 has been writing
Activity 3
5 where
2 have been waiting 6 who
3 has been collecting
4 have been practicing Unit 5.4 Activity 2
1 D 2 D 3 ND 4 D 5 D 6 ND
5 have been saving Activity 1 You can leave out the relative pronoun in sentences 2
Activity 2 1 hadn’t studied and 4.
1 Have, been eating 2 wouldn’t have done
Activity 3
2 Have, been shopping 3 would have believed
3 Has, been raining 4 would have missed
4 Have, been playing 5
6
had seen
had answered
Unit 8.4
Activity 3
Activity 1
Students’ own answers. Activity 2
1 where Sam is 2 if you heard that bang 3 what
1 What would you have done today if you hadn’t gone
the national flag of your country is 4 of what I need
Unit 3.4 to school?
2 Where would you have gone on your last vacation if
to wear to the party 5 if you believe that black cats
bring bad luck
Activity 1 you had won the lottery?
1 haven’t had 3 If you had arrived late at school this morning, what Activity 2
2 ‘ve been learning would have happened? Students’ own answers.
3 ‘ve never liked 4 What would you have worn today if the weather had
4 ‘ve been sitting been different?
Grammar Time Answer Key 167
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TEACHER’S BOOK
M24 Wider World American 4 TB 21110 OPEN.indd 168 22/11/19 15:16

TEACHER’S BOOK
T
M24 Wider World American 4 TB 21110 OPEN.indd 1 22/11/19 15:16
UNIT 1 Time for culture
CONTENTS
INTRODUCTION 3
What is Wider World American Edition? 3
What is the Wider World methodology? 3
OVERVIEW OF THE COMPONENTS 4
A UNIT OF THE STUDENT’S BOOK 5-8
WIDER WORLD AMERICAN EDITION VIDEOS 9
KEY CONCEPTS BEHIND WIDER WORLD

AMERICAN EDITION 10–11
The Global Scale of English 10
Assessment for Learning 10
Levels and exam preparation 11
21st century skills 11
STUDENT’S BOOK CONTENTS 12–13
TEACHER’S NOTES 14–122

Welcome Unit 14–16
Unit 1 17–24
Unit 2 25–32
Unit 3 33–40
Unit 4 41–48
Unit 5 49–56
Unit 6 57–64
Unit 7 65–72
Unit 8 73–80
BBC Culture 81–86
 2
M25 Wider World American Volume 4 TB 21110 INTRO.indd 2 11/23/19 1:18 PM

INTRODUCTION
WHAT IS WIDER WORLD AMERICAN EDITION?

Wider World American Edition is the portal to a wider world of English language knowledge
and resources specially designed for teenage learners. It provides teenage students
with the ability to communicate well in English while developing a strong vocabulary and
grammar syllabus. Just as importantly, it gives them the confidence to participate as
educated citizens in the global community of the 21st century.
As the main version, 21st century skills is the fruit of a collaboration between two leading
companies in the fields of media and education: the BBC and Pearson. The BBC
brand is synonymous worldwide with the concepts of trust and quality in their news and
entertainment programs, while Pearson is the world’s leading education company for all
ages and stages of learners.
Wider World American Edition is the direct result of extensive research and analysis of
learners’ needs and wants, translated into a comprehensive set of authentic, interactive,
and reliable materials in print and digital formats. This wide-ranging research has revealed
three key learning objectives that were common to all learners, their teachers and parents:
1 Confidence – students can acquire the skills which will help them make sense of the
ever more pressurized digital world of the 21st century.
2 Motivation – students can continue their English learning beyond school.
3 Success at school – students can move to the next level of their academic lives by
performing well in assessment moments.
WHAT IS THE WIDER WORLD AMERICAN EDITION METHODOLOGY?

We all know that teenagers can present a special challenge for teachers and parents.
They are transitioning from children to adults, at the same time as they are dealing with
the competitive pressures of school life. They are coping with parental expectations as
well as the distractions of social media and the digital age. This is a time when they need
security and support as well as encouragement and inspiration. Bearing all this in
mind, we designed the course to be:
Authentic: language is presented through relevant and intriguing real-life content, from
the humorous situations involving the teenage characters, from the real people
interviewed for the Vox Pop videos to the clips taken from actual BBC programs to create
the BBC Culture videos. Content has been carefully chosen to inspire and challenge
teenagers, and the style in which it is presented reflects the way that today’s teens access
information and entertainment: from the internet, using personal devices such as tablets,
laptops, and cell phones.
Interactive: moving to a much more personalized and adaptive approach, Wider World
American Edition does not just provide static content, but also multiple opportunities to
investigate and interact with that content through productive activities and projects. By
interacting with the content rather than merely practicing the target language, students
acquire the language at a deeper cognitive level. English becomes the tool through
which they access a wider world of knowledge, skills, and experience rather than just
another subject on the curriculum.
Reliable: “It’s all very well to be inspired and have fun, but our students need to pass their
exams!” we can hear teachers say. The rigorous syllabus built around the Global Scale of
English (see page 10) provides the right language, at the right level, with the right amount
of practice and the right sort of assessment along the way.

UNIT 1 TimeOF
OVERVIEW forTHE
culture
COMPONENTS
STUDENT’S BOOK WITH INTEGRATED WORKBOOK in Activit

y 4. Listen
and check
.
9
in Activit
y 8 again
to the numb
2.06 Listen and underline
.
ers
do the quiz Watch ed words

5 2.03 In pairs, Friends and from
the stress
Space the Word
LARY S Study with the words
VOCABU use large
numbers. 2.04
6
WORD FRIEND
the senten
ces below pairs.
10 Work in to write
5.1 and . Complete and check. turns
about space out! boxes
Friends box.
Listen Take
on a
I can talk a number
• Eight units with 70–100 hours of teaching material plus a Welcome Unit
the Word
5
.
s piece of paper has
Word Friend ide/high. ate
eters long/w eters. Your classm
forty centim is forty centim ers from London.) aloud.
The box is t of the box to read it t stress
/width/heigh kilomet
(= We’re ten per/an hour. to use correc
The length ers away. Make sure er words.
ten kilomet miles
London is kilometers/fifty on the numb
limit is eighty to the beach.
The speed
hours to get .
It takes two the article
2.07 Read option. Listen
• Clear lesson objectives (“I can …”) taken from the Global Scale of English (GSE)
11
different
length units: Watch Circle the
correct
In the USA,
they use
kilome ters OUT!
and check.
about 1.6
1 mile = 30 centim
eters
1 foot = aboutcentimeters
rs
Light yea 1 inch =
2.54 as ?
per hour
is the same Did you know ters
away
of twenty miles hour. million s of kilome e
1 A speed kilometers and fifteen Mars is , the distanc
but actually
• Thorough vocabulary learning program with motivating presentations and

thirty-two centimeters 1 away / far, changes
ook is twenty and the Earth 401
2 My noteb . between Mars 50 to
. – from over
Y centimeters meters Mexico City. all the time kilometers.
VOCABULAR ions and distance | is about six 2 million / millions
that wall ten kilome
ters
it’s difficul
t to
Space | Dimens | Space science m 3 I think
you ever a progra own is about For that reason, time
Large numbe
rs
1 CLASS
VOTE Have
s of stars? •
watched
about space? 4 My homet
is the
of that route?
It’s only 400 meter
s
.
calcula te the long
3 / length of
name from here. get there.
• learned the 5 What
helpful wordlists
GRAMMAR Second Conditionals
|
you l is not far ers. it takes to aft can
ope? Check if 6 The schoo to the numb 4 satellite / spacecr
Zero, First,
Third Conditi
and
onal • used a telesc
in Vocab
ulary A box. pictures.
in the Vocabulary
B box. Listen The fastest kilometers
5 per / the
to the words can find 2.05 Study travel at 58,000 ically, we should get
2 2.01 Listen Circle the ones you 7 rs er,
them. B Large numbe hour, so theoret ine days. Howev
understand Vocabulary thousand to Mars in
thirty-n
e the
Grammar: Space orbit planet 1,000 = one = one billion possible becaus a long time.
A hundred 1,000,000,000 this is not for
Night sky and Nina Vocabulary galaxy moon telescope 100 = one large numbe
rs: never short t line.
Skye, Jay, comet Earth star = one million plurals with distance is in a straigh
What are astronomer spacecraft 1,000,000 can’t travel
normally use d Also, you In
• Grammar Time: grammar reference and practice activities for every

astronaut space station We do not seven hundre a different much longer! get
looking at? satellite • nd d and / gets
planetarium answer the 4,700 = four
thousa n hundre So it takes
6
days to
tarium and and betwee hundred and three. r 6 took 155
at a plane English, put four 1969, Marine 2 took twice
that
tation • In British = one thousand but Viking
to a presen number: 1,403 use and. to Mars,
3 2.02 Listen ook. English, don’t rs 21–99: time – 333
days!
in your noteb send? In American we write numbe
questions satellites a hyphen when : 3,000,000
ation can • We use
kind of inform ninety-nine nd with a comma :
Grammar lesson
1 What ? twenty-one, te each thousa by using point
is a galaxy we live in? we separa rs simpler And
2 What of the galaxy the same color? • In writing, big numbe d thousand)
=
make very choose any
Speaking: 3 What
is the name
that stars send
always
Vocab ulary A box. • We can
00 (one million
seven hundre
million)
12 In pairs,
space objects YOU
light from 1,700,0
Don’t crash! s 4 Is the the words (one point
seven three
mena from
Jay look curiou ons with 1.7 million check. or pheno
Do Skye and the quiz questi . Listen and or from
or surpris
ed? 4 Complete find out! ers as words this lesson ation sources.
quiz and the numb ed thirty-
five
other inform description,
? Try our 8 2.06 Write nine hundr
about space Write a short size, distance,
you know
• Reading comprehension work presents texts in different genres and

1 935 their
What do , which is
a(n) orbit (similar to an oval).
c a star
shape. including
another
large
the sun in 2 7,268 speed, or
travels around b an ellipse 000
1 The Earth from the
sun? 3 2,400, number.
circle. c Earth
4 8.1 billion
a speed of
a a perfect
Which is
the third
of gas when travels at d.
is a giant
star. b Venus
can see its
“tail” smalle r. 000,00 0 Light ters per secon
2 The sun c it’s getting 5 6,000, 299,792 kilome 51
h space. We ,641 Unit 5
a Mars travelin g throug g fast. 6 54,322
develops strategies
is an icy rock b it’s travelin bright.
Its light c is very
3 A(n) the sun. sun.
the Earth. d from the
a it’s near travels around it. b is reflecte best
21:23
night. 22/11/19
4 The gas inside . They work c on a cloudy
from hot a(n)
a comes you need city.
galaxies, b in a bright
want to see
5 If you countryside
skies.
a in dark
51
U5.indd
4 SB 21141
World American
• Writing tasks follow a process approach, in which students brainstorm ideas,

M05 Wider
21:23
22/11/19
50 Unit 5
50
U5.indd
4 SB 21141
World American
M05 Wider
write a draft, and share it with a peer before creating a final version of their text
• Eight BBC Culture lessons with BBC videos and projects
• Language review at the end of every unit UNIT 51
UNIT Time for YEARS
LIGHT culture AWAY Student’s Book pages
• Workbook units with additional grammar, vocabulary, and skills practice to

50 to 59
UNIT
Unit content
1 Time s for culture
Vocabulary
• Space
reinforce Student’s Book content

• Dimensions and page 51 (Activity
10
• Large numbers distance (Activities 3, 6, and and Wrap-up), page 52
Wrap-up), page
Activity 7, Extra 53 (Warm-up,
• Space science activity,
(Warm-up, Activities and Wrap-up), page 54
Grammar page 55 (Warm-u 2 and 6, and Extra activity),
p, Activities 4 and
• Zero, First, and and Wrap-up),
page 56 (Warm-u 8, Extra activity,
• Third ConditionSecond Conditionals and 7), page 57 p, Activities 1, 6,
• Access code to the Pearson English Portal and online practice on Pearson
al (Warm-up, Activity
page 58 (Extra
Examples of 21st activity), page 59 5, and Wrap-up),
• Assessment for (Extra activity)
• Critical thinking: century skills/competencies • Autonomy and
learning: page
59
page 50 (Activity 1), page personal
(Activity 1), page 52 10), page 52 (Activity initiative: page 51 (Activity
• Collaboration: 54 (Activity 1), page 55 (Wrap-up) 54 (Activity 6), page 6), page 53 (Activity 7), page
page 50 (Warm up and
Activity 1), 7), page 57 (Activity 55 (Activity 8), page 56 (Activity
Practice English app

5)
5.1 VOCABULARY
Space
Lesson learning
objectives
Students can talk pages 50 and 51
about space and
use large numbers.
Materials:
• Student’s Book 1 CLASS VOTE
Have
• audio tracks 2.01, • Ask the questions you ever
2.02, 2.03, 2.04, and invite students to
2.07 2.05, 2.06, and interesting fact share one
about space or
class (e.g., the first space travel with
person to walk the
Neil Armstrong). on the moon was
• Critical thinking
Teacher’s Book
Warm-up Ask: What would
space travel? and be the highlights
• (Books closed) Choose have students talk of
related news such about space-
a word from the as
(e.g., award) and
write it on the board, previous unit space probes, etc. space tourism, space exploratio
letters to “disguise” but include other n,
your word (e.g., tacraward 2
Provide a definition bdpo). 2.01 Listen to
the words in Vocabula
for the word (e.g., Check if you understa
certificate that is ry A box.
given to someone a prize, a can find in the nd them. Circle
something special for achieving pictures. the ones you
such as being voted • Encourage different
sportsperson of the best
year) and tell students actor or
on the board and the word is pictures to the class. students to describe the three
the
should just remove letters are not scrambled, they • Go over the words
the unnecessary in Vocabulary A
the correct word. letters to find out class and make box with the whole
When sure
word, organize them students have found out the the audio for studentsthey understand all of them.
words from the Wordlist into pairs. Tell them to check Play
to choose two them. Then ask if they understand
Set a maximum on page 48 and students to circle
do the same. the pictures. Check the ones they fi
• Student’s Book and Workbook with answers printed on the pages for easier
number of extra answers with the nd in
When students have letters they can use. whole class.
in their notebook written their words 3 2.02 Listen to
and definitions a
first pair to find out
s, they should join
another pair. The and answer the presentation at a planetarium
the classroom to
the two words wins. • Tell students to questions in your notebook.
monitor their work. Walk around read
finished, elicit words When they have audio and encouragthe questions before you play
the
• (Books open) Draw and definitions from the class. they know or e them to discuss
any answers
• Play the audio.predictions they can make.
planning and reference

information on students’ attention
the left column to the Students listen
the Vocabulary of page 50. Go a planetarium and to a presentation
and Grammar over answer the questions at
the question in items. Read aloud notebooks. If they in their
the title of the text are
Grammar and in
encourage students Lesson 5.2 – the audio a second struggling with the activity, play
predictions with
the to share their elicit the answers time. When students have finished,
in their notebook whole class and write them down and write them
on the board.
s.
about the picture Do the same with the question Audio script
• Explain the lesson from Lesson 5.6 - Speaking.
• Unit-by-unit teaching notes with warm-up and wrap-up activities, background

objectives. Then Good afternoon
predict what they ask students to . We’d like to welcome
will be able to say Palace Planetariu you all to the
end of the lesson. in English at the m. Look up. On
you will see the the ceiling above
night sky. Relax and you,
we take you on enjoy the view
an as
To your right you unforgettable journey to the
can see a man-mad stars.
 60 e satellite. It is
high
notes, extra activities, and audio scripts M31 Wider World

American 4 TB
21110 U5.indd
60
22/11/19 12:22
Pearson English Portal

For students For teachers
• Access to the Pearson Practice • Downloadable resources for teachers:
English App with fun and Tests and Teacher’s Resources 5.3
1
READING and VOCABULARY
CLASS VOTE Do you think it’s a good

A magazine article
I can use previous knowledge to understand an article and talk about space travel.
Reading tip
engaging extra activities

idea to send people into space? Why? /
• Downloadable Front of the Class

Why not? Before reading the text, share what you know about the
topic with your classmates. Take notes. Then read the
2 Look at the title of the article and the text and discuss how thinking about the topic helped you
picture. What do you think the girl’s understand the text.
dream is? Read the first paragraph of the
article and check.
3 2.10 Listen and read the whole article. Circle
• BBC and Vox Pops videos Presentation Tool

the correct answer.
The future is far away! 1 Alyssa decided to go to Mars because she

a read about it in a book.
Alyssa Carson is a teenager and she already has big b liked the idea of doing something different.
ambitions for her future. If her dreams come true, she’ll c went to space camp.
fly into space. But she doesn’t want to orbit the Earth d enjoyed traveling and exploring.
on the space station or go to the moon. Alyssa wants to 2 What is Alyssa’s parents’ opinion of her ambition?
• Downloadable audio • Downloadable class audio and

travel to Mars, the red planet. a They think it’s too expensive.
So, is this just a dream? No. b They want to help her fulfill her dream.
Alyssa made the decision when c They don’t mind because they have a lot of
she was three years old because money to spend.
the idea was exciting and “no d They find it difficult because of the expense,
one’s been there!” After that, but they try to help her.
BBC and Vox Pops videos

she read a lot of books on Mars
3 Which of these things is not important for an
and attended her first space
astronaut’s training?
camp when she was seven. Since
then she’s learned a lot about a Learning to fly a plane.
travel to other planets. It’s an b Learning to dive.
expensive trip, which requires c Attending a space camp.
many years of training. The cost d Speaking foreign languages.
is a problem for Alyssa’s family, but they try to support 4 If you lived on Mars, what would life be like?
her. As her father explains, “If you see the passion she a It would be possible to call my friends and
has, you have to be there for her.” Alyssa believes we are family.
“the Mars generation” and that the mission to Mars will
b There would be plenty of people to talk to.
help us get to know the planet better.
c I would wear my own clothes at the station.
More than 100,000 people have already applied for a
d Homes would be similar to large houses
journey to Mars. If they pass the tests, like Alyssa, they
Front of Class Presentation Tool

on Earth.
will start a training program. It’s also important to speak
several languages if you want to be an astronaut. Alyssa 4 Look at the highlighted words in the article.
speaks Spanish, French, Chinese, and some Turkish, so Check if you understand them. Use a dictionary
this should be enough! She also has a certificate in scuba if necessary.
diving and is already working on her pilot’s license. Both
these things, as well as a certificate in skydiving, are 5 In pairs, discuss the questions about the article.
important for an astronaut’s training.
1 Is the author mainly giving advice, giving
Only a few people can go on the first Mars mission. The information, or describing a place?
flight to Mars won’t be easy. They will spend hundreds 2 How would you summarize the text in one
of days together in a very tight space! So, if you were sentence?
an astronaut on Mars, what would life be like? You
would live in an extremely small space called a “pod”
and you would wear a space suit all the time. If you
made a phone call home, it would take half an hour for 6 Would you like to go to Mars? Why? / And
• Full Student’s Book in digital format with interactive features, with all audio and
the sound to reach Earth! Also, if you got sick, there Why not? Discuss in pairs.
wouldn’t be any hospitals. Life wouldn’t be as easy, Yes, I would. It would be really exciting.
YOU
that’s for sure! But it would be really exciting.
No, I’d miss my family and friends.
Unit 5 53
video embedded into the activities

• Access via the Pearson English Portal
Teacher’s Resources RESOURCE 1 Unit 1 VOCABULARY RESOURCE 6 Unit 1 SPEAKING
✃
Adjectives of emotion Asking for and offering help
Section A
Look at pictures A–D and read dialogues 1–4 in Section B. Match the pictures to the dialogues.
• A series of printable resources for each unit

I feel afraid. I feel annoyed. I feel confused. A B
I feel determined. I feel disappointed. I feel joyful.
• Downloadable from the Pearson English Portal with instructions and I feel miserable. I feel relaxed. I feel satisfied. C D
answer keys ✃
I feel stressed. I feel surprised. I feel uneasy.
Section B
When my brother When my teacher Complete the dialogues with one word in each blank. Choose one of the dialogues and act it out.
When I’m out on my
borrows my clothes explains something Then write and perform your own dialogue.
own after dark, …
without asking, … in math, …
1 A: Can you help me?
B: Of 1 . What’s wrong?
A: I can’t find my phone. It’s here somewhere. 2 you help me look for it?
Tests
B: Here it is – under your jacket.
When it’s Friday evening
When I’m on vacation A: Oh, great! Thanks, Mom.
When I do badly in and we don’t have
by the sea and it rains 2 A: 3
me. 4 you mind helping me?
my tests, … any homework for the
all the time, … B: No, of course 5 .
weekend, …
A: I need to take these three bags to my taxi, but I can’t carry them all.
Could you give me a 6 with them?
B: 7
. Oh wow! This is heavy!
When I finish my
When I have to give When someone I haven’t 3 A: Good afternoon. May I 8 you?
homework and have
a presentation in English heard from for a long B: Er … I’m waiting for my friends. Can I sit down?
some free time before
to the class, … time sends me a text, … A: Of course. Can I 9 you anything while you’re waiting? A drink? Something to eat?
I have to go to bed, …
B: Yes, that 10 be great, thanks. An orange juice, please.
A: OK, I’ll be 11 you 12 a minute.
• Tests for every unit plus Placement Test, Mid-Year, and End-of-Year Tests
4 A: Good morning. What can I 13 for you?
When I want to do When I’m on my way to B: I’d like a map of the town center, please.
When the first day of
something new on my school and I think I might
the summer vacation A: Of course. Here you are. This shows all the places of interest, bus routes, and hotels.
computer and I want to have forgotten
arrives, … B: Thank you.
work out how to do it, … something important, …
A: Do you need anything 14 ? Tickets? Postcards?
B: No, I’m 16 now, thanks.
• A and B versions for most tests, in PDF and editable formats

PHOTOCOPIABLE © Pearson Education Limited 2020 PHOTOCOPIABLE © Pearson Education Limited 2020
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 4
M25 Wider World American Volume 4 TB 21110 INTRO.indd 4 04/12/19 18:55

UNIT 1 OF
A UNIT Time forSTUDENT’S
THE culture BOOK
Warm-up
questions
introduce
the topic
Clear objectives
Clear language based on the GSE Vocabulary
summary sets pulled
out from the
reading text
2
2.1 VOCABULARY Protecting the environment
5 1.27 WORD FRIENDS Complete the Word Friends with the 8 1.30 Complete the blog
I can talk about pollution and the environment. words below. Listen and check. post with the correct form of
some compound nouns from
aluminum cans energy parks plants Vocabulary B box. Then listen
Follow and check.
Group and
the Word Friends
trash recycle/throw away:

protect/damage:
plastic bags, trash, 1 aluminum cans
the planet, the environment, 2
Is it cool to be GREEN? pair work in
trail! save/waste: water, electricity, money, 3
every lesson
What a pollute/clean up: the air, the ocean, rivers, beaches, 4 Definitely! We need to protect our
for real
planet for our future. That’s
waste! 6 1.28 Read the quiz and circle the correct option. Then
why I always travel on
1 public transportation .
VOCABULARY
listen and check. Finally, write T (true) or F (false).
1 T 2
Too many people drive, so there
are always 2 exchange of
downtown.
Pollution | Protecting and
damaging the environment |
3
5
4
6 At my school we recycle as much information
as we can. We don’t use
and opinions
Compound nouns: the environment | 7 3 such as
Elections and campaigns
sun or wind power, but our
True or false?
GRAMMAR principal has plans for solar
Past Perfect | Used to 1 CLASS VOTE What do you do with the items below when you don’t panels on the roof. Some people
need them anymore? joke that they like warmer
weather, but I tell them that
Grammar: empty pizza boxes old clothes old cell phones 1 Some countries recycle / protect 4
Watch where you’re running! plastic water bottles school textbooks strange trash, including false teeth! is really not good. Rising ocean
What is Skye doing? 2 Recycling one aluminum can can levels cause floods that can
I throw them away. I recycle them. destroy houses and farms. The
save / pollute enough energy to
run a TV for three days. oceans are also getting polluted
2 1.25 Study Vocabulary A box. Listen and check if you understand with plastic, so I never use
the words. Then circle the ones that are not in the poster on this page. 3 We clean up / throw away plastic bags. In fact, I make my
enough cans to reach the moon own bags! Next to my school
Vocabulary A Pollution and back twenty times! there’s a 5
endangered animal factory oil gasoline plants recycling can 4 Acid rain recycles / damages trees and plants, but not buildings. where we put soft drink bottles,
but you can also use them for
Speaking: smoke traffic trash trash can 5 Sweden is working hard to protect / pollute the environment
recycling cans, paper, and clothes.
Trash to treasure and now recycles sixty-nine percent of its trash.
There’s a larger one outside the
Where are Skye and her 6 Running the water when you’re brushing your teeth can city, where we can take our old
3 In pairs, look at the poster again. What causes the types of
friends? save / waste around 5,000 liters of water a year. TVs, furniture, books, and even
pollution below? Talk to your classmate.
bicycles. You can find loads of
7 Plastic from ships pollutes / cleans up the ocean. In 2010,
air pollution land pollution water pollution cool things there.
a ship lost 28,000 rubber ducks. People are still finding the
ducks today!
Factories cause air pollution.
4 1.26 Listen to part of a radio program about the trash trail.

7 1.29 Study Vocabulary B box. Match words 1–6 to words
9 How green are you? And
Answer the questions in your notebook.
a–f to make compound nouns. Listen and check.
Are your town and
school green? In
YOU
1 Where does the trash trail start?
At the factories. groups, take turns to
2 What containers are the food and the drink in? Vocabulary B Compound nouns talk about your ideas.
I always try to save water. For
3 How do the goods get to stores? 1 f traffic a energy example, I always take a quick
2 gas b center shower.
4 What do people in the city want to escape from? 3 public c transportation My town has a huge recycling
4 renewable d change center and they collect trash from
5 Why can’t people use the trash cans in parks? 5 recycling e station your house.
6 climate f jam
At my school we recycle our pens!
20 Unit 2 Unit 2 21
M02 Wider World American 4 SB 21141 U2.indd 20 22/11/19 19:50 M02 Wider World American 4 SB 21141 U2.indd 21 22/11/19 19:50
Vocabulary sets
recorded for Special focus
students to listen on teaching
collocations Personalization
and repeat in the And You?
and chunks of
vocabulary sections
5 

UNIT 1 OF
A UNIT Time forSTUDENT’S
THE culture BOOK
Clear grammar tables with an Reading tip helps students
inductive approach to rules build reading strategies
2.2 GRAMMAR Past Perfect 2.3 READING and VOCABULARY A magazine article
I can talk about past events using the Past Perfect. I can understand the main points and identify specific information in a magazine article.
1 Which of the things below does not produce energy? 4 Complete the sentences with the 1 CLASS VOTE Have you ever been to an event to 2 How did the documentary change
Circle. Past Perfect form of the verbs in help raise awareness of environmental problems? Xiuhtezcatl?
parentheses. a He wants to act to protect the
jellyfish milk natural gas sugar sun wind
1 The visitors had given (give) 2 1.31 Listen and read the magazine article.
environment.
Match headings a–c to paragraphs 1–3.
2 Read the blog post quickly, then answer the questions in the animals the wrong food and the b He’ll learn more about Earth Guardians.
your notebook. next day they were sick. a At one with nature c He felt he was different from other
2 For her project, Maria used b The power of music young people.
1 How much do elephants eat?
pictures of the animals that she c A different type of summer
2 How can animal waste help the zoo? d He’ll join his mom’s organization.
(take) at the zoo.
Reading tip 3 How does Xiuhtezcatl feel about his life
3 We (not realize) at the moment?
how useful animal waste was until It’s easy to identify the main points of a text when they a He’s not sure he wants to have these
New power for the zoo | Elephant energy we started saving money. are clearly stated. Read the first and the concluding amazing adventures.
4 They (not feed) sentences - the main points are often expressed there.
b He accepts he’s busy, but hopes he can
the animals when I got there. On the other hand, when you need to find specific
information in a text, first you have to understand what make a difference.
Did you know that you can what a mountain of animal 5 you
kind of information you have to look for. So, read the c He’d like to have more time to perform
heat a building with animal waste looked like! (hear) about this
questions before you start reading the text and have at events and festivals.
waste? At school, I heard type of energy before you visited
The mixture of animal waste them in mind while reading. When you locate the d He thinks working for the environment
about a local zoo that had the zoo?
and water produces biogas. information, read the relevant part carefully to get a full takes up too much time.
tried it, so I went to see for understanding.
This goes into an engine 5 Read the sentences. Underline the
myself. When I got there,
that works on gas and action that happened first.
4 Look at the highlighted words in the
the zoo-keeper had just
produces electricity. So, had 3 Read the magazine article again. Circle the correct magazine article. Check your understanding.
given the elephants some 1 The lions were thirsty because Use a dictionary if necessary. In your
this idea really helped the answer.
food. He told us that they nobody had given them any water. notebook, write a sentence for each word.
zoo? Absolutely! Before they 1 What surprised the people in the United Nations
have huge appetites and 2 The workers had left the factory
started using the waste, the most about Xiuhtezcatl?
can eat 100 kilograms of before the fire started.
zoo had found it difficult a He was very young.
fruit and vegetables every 3 After the party had finished, we
to control how much they b His hairstyle and clothes were unusual.
day! Over the previous cleaned up the park.
spent on electricity. Now
week, he had collected a c He wasn’t like most teenagers.
they can keep the animals 4 Al realized that the recycling center
container of waste from all d He could speak several languages.
warm and save money, too! had moved to another place.
the plant-eating animals in
5 I couldn’t recycle my old cell phone
the zoo. I hadn’t realized
because I’d given it to a friend. 1 c
6 The zoo-keeper had just fed the School’s nearly out and for most teens it’s a chance to hang out with friends and enjoy summer
elephants when we arrived. vacation. But if you’re a sixteen-year-old eco hip-hop artist, it’s a busy time of international travel
3 Study the Grammar box and circle the correct option. and public speaking. Xiuhtezcatl (roughly pronounced shoo-tez-cat) Martinez became known
Then underline examples of the Past Perfect in the 7 I wanted to recycle the empty cans,
but Sarah had thrown them away. around the world in 2015, when he gave a talk about climate change to the United Nations General
blog post.
Assembly in New York. It wasn’t his long hair and formal suit that got him noticed, but the fact that
Grammar Past Perfect
he started his talk in three different languages: English, Spanish, and Nahuatl, the language of the
Mexican Mashika or Aztec community.
Past Perfect 6 In pairs, talk about your And
Max had collected the trash. country or the area where
you live.
YOU 2
I hadn’t realized how big it was. His passion for the environment comes from the time that Xiuhtezcatl spent in the forest with his
Had they helped? Yes, they had. / No, they hadn’t. ● What types of energy do dad, where he felt he was “a big part of this world.” He’s had his name since he was six. He got it from
Past Perfect and Simple Past people use? older members of the Mashika community and it means “turquoise mirror” in the Nahuatl language.
When we saw them, the animals had already eaten. ● Do people use any alternative The community has a strong belief that we are all connected to the world we live in and must protect
sources of energy? Use the words
She’d given the lion some food before the visitors arrived. it and the animals that live in it. He shares this passion with his mom, who set up Earth Guardians, an
They left the zoo after they’d had lunch. below to help you.
organization that educates young people and encourages them to protect the environment. However, it was
Time expressions electricity gas solar energy after he’d watched a nature documentary that Xiuhtezcatl decided he could make a difference now.
when, before, after, just, already, by the time solar panels wind farms
We use the Past Perfect for an action before / after another
3
action in the past.
It’s very sunny in Mexico and we use So where does hip-hop come into all of this? After a rap performance at school with his younger brother, Xiuhtezcatl
solar energy a lot. People often have realized that their lyrics could make people wake up to the problems of pollution and waste. They both now perform at
solar panels on the roof …
events and festivals around the world. His mom is happy her son is having “these amazing adventures,” but worries all
this is taking up a lot of his time. Xiuhtezcatl admits it’s intense,but is convinced he’s doing the right thing.
22 Unit 2 Unit 2 23
M02 Wider World American 4 SB 21141 U2.indd 22

Texts in a variety of genres about contemporary
22/11/19 19:50 M02 Wider World American 4 SB 21141 U2.indd 23 22/11/19 19:50
issues engage students
2.4 GRAMMAR used to 2.5 LISTENING and VOCABULARY Protecting the environment
I can talk about repeated past actions that no longer happen. I can identify specific information in short dialogues and talk about elections and campaigns.
1 CLASS VOTE Do you think it’s important for a 3 Study the Grammar box and check (✓) the correct 1 CLASS VOTE Do you think student 4 1.35 Listen to four dialogues. Circle the correct
town or city to have a park? Why? / Why not?
Yes, I think it’s very important because …
sentences. Then underline examples of sentences
with used to in the dialogue.
councils are a good idea? What
subjects do you think are important
answer.
1 What is the date of the student election?
Listening
for students to discuss?
2 1.32 Read and listen. Why does Skye
trip up when she’s jogging in the park?
Grammar used to
2 1.34 Listen to the dialogue. Then
A B C texts provide
thourough
The river used to be clean.
answer the questions.
We didn’t use to find trash on the beach.
Did you use to play here? Yes, I did. / No, I didn’t. 1 Where are the people?
Where did you use to live?
We use used to for routines in the past.
They are at school.
skill practice
We use used to for affirmative, negative, and
We use the base form - use - in negative and 3 What is the new head of the student 2 What is the boy going to do?
interrogative sentences. council going to do?
WATCH WHERE YOU’RE RUNNING!
A B C
Skye: Ouch!
Park keeper: Are you OK? 4 Complete the sentences with the correct form of 3 Complete the sentences with the
Skye: Yeah, I’m fine. I tripped over used to and the verbs in parentheses. correct form of the phrases below.
that can. 1 I used to love (love) cycling, but I don’t
Park keeper: Come and sit down for a have a bike now. become a member (of)
minute. Oh, there’s so much hold an election
2 We (not recycle) our trash.
litter here these days. It used to join a campaign 3 What did Mark’s dad use to recycle when he was a child?
3 My dad (drive) me to school.
be such a lovely park and look organize an event
4 He (drop) trash on the floor, sign up (to do sth)
at it now – litter everywhere. A B C
but now he always puts it in the trash can. vote for (sth/sb)
Do you run here often?
5 When my mom was little, she
Skye: No, this is my first time. I only
(not watch) much television. 1 I joined a campaign yesterday; the
moved back to this area last
Vocabulary
aim is to get more people to recycle
month. I used to live here,
5 1.33 Complete the dialogue with the correct their trash.
though.
form of used to and the verbs in parentheses. 2 David has just
Park keeper: So did you use to come here
when you were little?
Listen and check.
Jo: Grandma, you used to live in New
a group that protects local wildlife.
3 Please to help
set pulled
out from the
Skye: Yes, I did – all the time. My mum 4 What kind of campaign has Sarah joined?
York when you were little. Was it very clean up the beach. There’s a pen
and gran used to bring me
different? and a list on the table over there.
here. I remember I had my fifth A B C
birthday party in this park.
It didn’t use to be this dirty.
Grandma: Well, there 1 didn’t use to be (not be)
so many cars, that’s for sure!
4 Yesterday we
at our school for a new student listening text
Jo: 2 you president.
Park keeper: Well, we used to have a team
(walk) everywhere? 5 I my friend Jane
of people who cleaned up the
Grandma: No, there 3 (be) because I think she’ll be a great
park. Now it’s only me – and it’s
more buses and the subway student president.
too much for one person. It’s a
shame, really. Anyway, I should
4 (not be) so 6 Last month my brother
get back to work. Now, are you expensive! And back then, New York at school, called
sure you’re OK?
5 (not have) so many Trash to Treasure. The idea was that 5 Imagine there will be student council And
Skye: Yes, fine, thank you. movie theaters and coffee shops. I think
you have a lot more fun now!
everyone made something from a
piece of trash.
elections in your school. In pairs, discuss YOU
what you would do if you became student
councilors.
Watch And As a student councilor, I would plant more trees and flowers
OUT!
litter
lovely
trash
nice
6 In pairs, complete the sentences
about your town or city.
YOU around the school. I would also ask for more after-school
sports clubs. In addition, I would …
mum mom
My town used to be … It didn’t use to have …
gran grandma
There used to be … We didn’t use to …
overmatter
24 Unit 2 Unit 2 25
M02 Wider World American 4 SB 21141 U2.indd 24 22/11/19 19:50 M02 Wider World American 4 SB 21141 U2.indd 25 22/11/19 19:50
Pronunciation activities Grammar Reference to Grammar Time: full

focus on elements of consolidation with grammar tables and further grammar
natural speech personalized activities practice in the back of the book
 6

Example texts provide models Comprehensive writing tips help
for students to follow in the students develop writing skills
free writing task
2.6 SPEAKING Agreeing and disagreeing 2.7 WRITING An informal invitation
I can agree and disagree with other people’s point of view. I can write an interview about environmental problems in an area.
1 CLASS VOTE Do you always share the 2 1.36 Listen and read the dialogue. Then answer 1 CLASS VOTE Read the interview. What questions do 3 Study the Writing box. Find examples of
Key functional same opinions with your friends and the questions in your notebook. you think the interviewer asked? these phrases in the interview.
language from
family? What kind of things do you
disagree about?
1 Why is Skye making a chair? What material is she using?
2 Which friend thinks it isn’t a good idea? Why?
Writing Writing an interview Class vote
the dialogue
I don’t always agree with my friends.
Sometimes …
3 What else could you make from plastic bottles? Every day this week we are talking to an
environmental campaigner as part of National
Asking questions
Can you tell us a little about …?
activities
3 Study the Speaking box. Then underline agreeing and
encourage
Environmental Protection week. Today, journalist
Can you give us an update on …?
organized in disagreeing phrases in the dialogue. Jack Hall interviews Yan Gosh, the CEO of SFT.
1 J.H.: What exactly is SFT and what does it do?
So, why does this happen?
boxes
Speaking Agreeing and disagreeing Y.G.: SFT stands for “Smoke-Free Transportation.”
We strongly believe that people should use
What is being done to change/improve this?
Don’t you think that …?
And why is that a problem?
curiosity and
Agreeing Disagreeing
TRASH TO TREASURE
I think that’s a good/great idea.
Maybe you’re right.
I don’t agree.
True, but …
greener forms of transportation to move around
the city.
What do you think should be done?
Explaining a problem
stimulate
Nina: What are you doing in your
garage?
I think so, too.
I totally agree.
That’s not always true.
I don’t think so.
2 J.H.: This has caused …
This happens because …
critical
Skye: Actually, you guys can help me.
I’m taking part in a Trash to
Absolutely!
I’m not sure about that.
Y.G.: Of course! Currently, around 80 percent of
city residents regularly travel to work, school, or
The main problem is …
Giving a personal opinion thinking
college by car. This has caused air pollution to If you ask me, … I strongly believe
Treasure competition. The idea I suppose/guess so. I totally disagree.
increase dramatically. In my opinion, … (that) …
is to make something new out
3 J.H.: I would say that …
of rubbish.
Y.G.: Well, emissions from car exhausts Disagreeing and giving a counterargument
Nina: I think that’s a great idea! 4 1.37 Listen to the prompts and contributes to climate change, which is a big Actually, that’s not true. The truth is …
Dan: Really? I don’t agree. Isn’t trash sentences in the Speaking box. Notice threat to our planet. Smoke and air pollution Not really. In reality, …
just trash? how the speakers’ intonation changes also cause people to develop respiratory I’m afraid I don’t agree. Actually, ...
Nina: That’s not always true. for agreeing/disagreeing. Practice diseases like asthma.
Skye: Anyway, I want to make a chair saying the sentences and prompts. 4 J.H.:
out of these bottles. So, we
Y.G.: It’s very simple. If people didn’t travel by car,
need to cut the tops off the
bottles and fit them inside each 5 Complete the dialogue with sentences and prompts
air pollution would reduce! 1 ! Find ideas
Writing
5 J.H.: Research
other. Like this. Then I think we from the Speaking box.
Y.G.: Not really. We have an extensive subway environmental Time
Real-life should tie them together with
some string.
1
A: I think if you care about the environment, you
and bus network. There are also several cycle
paths routes, so people can go to work by bike
problems in your area.
Take notes about:
conversations
Jay: I’m not sure about that. I think
shouldn’t use plastic bags at all. easily and safely. ● the cause of the problem
the string will come loose.
Process
B: Maybe you’re 1 right , but sometimes you 6 J.H.: ● what issues it causes
Skye: Mmm … Maybe you’re right.
provide I’ve got some strong sticky
need them. For example, we use them in our kitchen
trash can.
Y.G.: Not exactly, but if you have to travel by car,
try carpooling. Five people sharing one car is
● what can be done to solve the
problem
natural and
tape. OK, let’s get started!
Some time later:
A: I think that’s 2
should reuse them each time.

idea, but then you better than five individual cars on the road!
2 Draft writing
memorable
Skye: So, what do you think? It looks
like a chair to me!
B: I’m not 3 about that. They’d stink!
2 Complete the interview with the questions below.
Use your notes to write a draft of an
interview about the environmental approach
Nina: Absolutely! Go on, Dan. Try it 6 1.38 Listen to five people talking about recycling
Check your answers to Activity 1.
issue. Try to include phrases from the
models out! and reusing things. Work with a classmate. Respond Writing box.
a What do you think should be done about this?
Dan: Who, me? to each statement with a sentence or prompt from the
Speaking box. Give reasons. Use expressive intonation. b So, you don’t think that anyone should travel 3 Share
Nina: Oh no! The chair’s collapsed! by car? Share your interview with another
Jay: I think our design needs a bit c What exactly is SFT and what does it do? student for feedback. Listen to
more work! d And why is that a problem? his/her opinions and suggestions.
Dan: Yeah, you can say that again! 7 In pairs, discuss one of these statements. And e But don’t you think that cars are the easiest
● People spend too much money on
protecting animals. They should spend it
YOU option? 4 ✓ Check and write
f Can you tell us a little about why you set up this Check the spelling and grammar.
Watch on helping people instead.
organization? Make any necessary changes to your
rubbish
I’ve got ...
trash
I have ...
OUT! ● Everyone should use public transportation. text. Write the final version of your
● It’s very easy to save energy, but not water. interview.
Watch out! boxes 26present Unit 2

Pair and group work Unit 2 27
differences between American

M02 Wider World American 4 SB 21141 U2.indd 26
provide opportunities 22/11/19 19:50 M02 Wider World American 4 SB 21141 U2.indd 27 22/11/19 19:50
and British English in the for speaking practice

dialogues from Woodley Bridge. Activities at the
end of each
WORDLIST Celebrations | Phrases for special occasions | National celebrations | Sounds SELF-CHECK
unit review
acid rain [n]
air pollution [n]
aluminum [n]
gas station [n]
green [adj]
guardian [n]
traffic [n]
traffic jam [n]
trash [n]
1 Write the correct word for each definition.
1 To keep someone or something safe.
5 Complete the sentences with the correct form
of used to. vocabulary,
appetite [n]
awareness [n]
heat [n]
intense [adj]
trash can [n]
treasure [n]
trip over [v]
p r o t e c t
2 It’s black or gray and is produced when
1 The factories used to pollute the air, but
they’re cleaner now. grammar, and
biogas [n] jellyfish [n]
can [n]
candidate [n]
land pollution [n]
loose [adj]
turquoise [adj]
unleaded [adj]
something burns. s
3 A building where things are produced in
2 Oliver have any hobbies, but now
he recycles furniture. communication
A list with the climate change [n]
collapse [v]
community [n]
lyrics [n]
natural gas [n]
oil [n]
vegetarian [n]
waste [v/n]
water pollution [n]
large quantities. f
4 To make air, water, etc. dirty.
3 your friend
member of the Teen Action group?
be a
language from
p 4 The school throw away a lot of
main words of connection [n]
container [n]
organization [n]
outdoors [n]
wildlife [n]
wind farm [n] 5 A long line of vehicles on the road that can’t
move. t j 5
paper, but now it recycles it.
you collect things on
the unit
the unit, with
councilor [n] plant [v/n]
design [v] pollution [n] WORD FRIENDS 6 To use more of something than you need or the beach when you were little?
Earth [n] public transportation [n] become a member (of) than is useful. w 6 The lake in the park have so much
practice and electricity [n]

encourage [v]
endangered [adj]
recycling center [n]
renewable energy [n]
reuse [v]
clean up rivers/parks
damage the environment
hold an election
2 Complete the sentences with the words and
phrases below.
trash in it, did it?
6 Read the sentences. Write A, if people are

pronunciation engine [n]
environment [n]
environmental [adj]
set up [v]
smoke [n]
solar energy [n]
join a campaign
organize an event endangered animal public transportation
agreeing, and D, if they are disagreeing.
1 I think that’s a great idea! [ A ]
pollute the air/the ocean recycling center trash throw away
activities escape [v]
factory [n]
solar panel [n]
sticky tape [n]
protect the planet
recycle plastic bags/aluminum cans 1 Do you usually throw away your old
2 That’s not always true. [ ]
false teeth [n] stink [v] save electricity/energy clothes? 3 True, but using plastic is cheaper. [ ]
fit [v] string [n] sign up to (do sth) 2 Do you know where the nearest 4 You can say that again! [ ]
flood [n] student council [n] throw away trash
is?
formal [adj] the United Nations [n] vote for (sth/sb) 5 Maybe you’re right. [ ]
gasoline [n] tie (sth) together [n] waste water/money 3 Do you think people should use
instead of their own cars? 6 I don’t think we should do that. [ ]
4 If you see on the street, do 7 In pairs, role-play the situations.
you pick it up?
VOCABULARY IN ACTION 1 A: Tell your friend about an idea to recycle
5 Which would you help
some old jeans. Say why you think it’s a
protect?
good idea.
1 Use the Wordlist to find and write in your notebook: 3 In pairs, choose two or three words
each from the Wordlist and write 3 In pairs, ask and answer the questions in B: Say if you agree or disagree with your
1 six types of energy solar energy, … friend’s idea.
sentences. What’s the longest sentence Activity 2.
2 three types of pollution air pollution, …
you can make? 2 B: Tell your friend about an event you are
3 four words that describe a person candidate, … 4 Complete the diary entry with the Past Perfect
The smoke from the factories is polluting organizing to make people more aware
4 two words that describe a group of people form of the verbs below.
the air. of the trash in your local park. Say why you
community, … cause choose forget not arrive not have plan think it’s a good idea.
2 Complete the sentences with the verbs from Word 4 1.39 PRONUNCIATION Listen to the A: Say if you agree or disagree with your
pronunciation of to in the sentences friend’s idea.
Friends.
below. Thursday was our school field trip. I was excited
1 We can save energy if we turn off the lights 8 1.41 Listen. Then listen again and write
I used to eat fast food every day. because our teacher 1had planned a day at a wind down what you hear.
when we go out.
Did your mom use to work here? farm. She 2 the biggest wind farm in
2 The school is going to an election for
student council president. We didn’t use to go abroad on vacation. Texas with more than 600 wind turbines. But when
3 The chemical waste from a factory can
5 1.40 In pairs, practice saying these we got to school in the morning, the bus
the environment.
sentences. Listen and check. 3 and we had to wait for ages. We
4 When I leave school, I want to a
1 Dan used to live in Chicago. heard that an accident downtown 4
member of an environmental group.
5 We have to the beach so that the 2 We used to spend every summer with a huge traffic jam. When it finally arrived, I was
turtles won’t die. our cousins. starving because I 5 to bring a
6 I would for the person who wants to 3 Did people use to worry about the snack. It was a really long journey and when we got to
stop climate change. environment?
the farm, the wind turbines weren’t moving. The farm
4 I used to throw away plastic bags. 6 any wind that week!
Every Self-check
28 Unit 2 SELF-ASSESSMENT Think about this unit. What did you learn? What do you need help with? WORKBOOK Unit 2
p. 129
page has a
M02 Wider World American 4 SB 21141 U2.indd 28 22/11/19 19:50 M02 Wider World American 4 SB 21141 U2.indd 29
dictation on the
22/11/19 19:50
class audio
Self-assessment activities in the Workbook
7 

UNIT 1 OF
A UNIT
CONTENTSTime forSTUDENT’S
THE culture BOOK
BBC Culture lessons provide opportunity to work on authentic content and real-life videos
EXPLORE
What is the happiest

Complete the sentences with the words
1 In pairs, discuss the questions. below.
BBC Culture
CULTURE
profession?
1 What are the most stressful jobs? competition creative extremely hair
2 What are the least stressful jobs?
3 Which jobs are the happiest?
love passion stand working
1 Lisa really wants to win this competition .
videos provide
2 Read the article and circle the correct
She says she’s going to go in there
and do what she does best, which is fascinating
option.
1 The article is aimed at workers / people 2 Serafina is
!
passionate real-world
about to start work. about hairdressing. It’s her life. Doing
The happiest profession
An intriguing
2 The results of the survey are expected /
unexpected.
hairdressing is how she can be
.
information
3 High status jobs don’t do / do well in the 3 This is what Becky’s been
question You might be thinking, “What job can I do when I leave
school? Which one will bring me the most job satisfaction?
happiness survey.
4 Hairdressers are happy because they
toward. Hopefully, she’ll be able to
out and show off a bit.’
and image
Which one could be the most useful to society?” And what 4 For Jake, hairdressing is like a huge
see fast results / meet lots of people.
about where you’ll work? Will you be sitting at a desk all . It’s like his first big .
5 The BBC contest features jobs that are
day, running around meeting people, or traveling around
as warm-up the world? Will you be doing an unusual job, like tea tester
often ignored / unskilled.
Decide if the sentences are T (true) or
for example? But you might not have asked yourself a 3 Check (✓) the best summary for the article.
simple, but very basic question: “Which job is going to F (false). Correct the false sentences in
1 Surprisingly, job satisfaction is not your notebook.
make me happiest?” about status or money. It’s about
using the skills that you have learned. 1 T Becky’s style is more alternative
Well, data from a recent survey revealed some surprising than Serafina’s.
results. It shows that a top salary, the possibility of We should celebrate professions like
hairdressing for this reason. 2 The final competition is only about
promotion, and a high status in society are not the only the hairstyle.
2 Money is not the most important
A culture topic important criteria. Flexible hours, a good relationship with
colleagues, and seeing fast results in your work are also key
consideration when choosing a
future career. You may be much
3 The judges are very proud of both
contestants.
is presented
factors to being happy at work. Professions such as bankers,
lawyers, and accountants do badly in the survey because
happier doing a more modest job.
This is because you will always be on
4
5
It was easy to decide the winner.
Becky is surprised that she won.
The project
in a reading
they often work long hours, which can get very stressful.
In contrast, the top jobs in the survey are hairdressers,
the move.
8 In pairs, discuss the questions. allows learners to
text, with gardeners, plumbers, and florists! Why? Because all four
have a high job satisfaction rating. Workers see very
1 Has your opinion about the jobs in the text
1 What’s your opinion of this kind of talent
contest? follow their own
interests while
changed after reading the article? 2 Are there programs like this in your
comprehension
fast results and their customers are usually happy with
2 Which jobs do you think make people the country? If so, what kind of hobbies or
the outcome. These workers also feel that their training happiest/unhappiest where you live? Why? professions are they about?
activities
has paid off because they use these skills on a daily
basis, something which many people in office jobs don’t YOU EXPLORE
developing team
experience. People who have set up their own business are
also happier because they have more choice about what
EXPLORE MORE
working and
work to do and when.
To celebrate these “happy jobs,” the BBC recently ran
5 07 Watch Part 1 of a video about
a new talent show. In pairs, discuss the
questionnaire about happiness at work. ICT (Information
a different kind of talent contest. Instead of focusing
on singers and dancers, the producers wanted to
questions.
1 Which of the adjectives below do you
1 Write your questionnaire in your notebook.
Use the ideas below to help you: Communication
showcase the skills needed in everyday jobs, rather
than in glamorous ones. Young people between sixteen
GLOSSARY
criteria (n) standards that you use to judge or decide
think best describe the contestants who
enter this type of contest?
challenges choices colleagues
job satisfaction responsibility routine Technology) skills
about sth work environment working hours
and twenty-five were tested on their skills at farming,
key factor (n) important point arrogant confident funny hard-working 2 Interview a number of different working
gardening, plumbing, and hairdressing. The challenges rating (n) a number that shows how good, popular, lazy nervous proud shy talented people for the questionnaire.
may be more modest, but they are no less important important, etc. sth is
set up (a business) (phr v) start (a business) 2 Would you like to enter a contest like this? 3 Share your results with the class.
to society. showcase (v) show the best qualities or parts of sth
96 Unit 1Culture 4
BBC BBC Culture
Unit 1
4 97
Glossary for the most difficult words in the text

M09 Wider World American 4 SB 21141 BBC.indd 96 11/23/19 12:22 PM M09 Wider World American 4 SB 21141 BBC.indd 97 11/23/19 12:22 PM
Grammar Time
GRAMMAR TIME GRAMMAR TIME
1.2 Present Simple, Present 1.4 Simple Past, Past Continuous, and
Continuous, and state verbs Present Perfect
Simple Present and Present Continuous Simple Past

She often takes the bus to school. (routine) She arrived yesterday. (finished action)
He lives in Madrid. (permanent situation) They studied every day. (repeated action)
He’s talking to his friends now. (present action) Watch out for spelling changes in regular verbs:
She’s from Brazil, but she’s studying in the USA. study – studied drop – dropped
(temporary situation) Past Continuous
State verbs Last night/At six o’clock she was talking to her friend.
Some verbs don’t normally have a continuous form: (action in progress)
like, love, prefer, wish, hate, want, need, believe, know, Simple Past and Past Continuous
remember, understand, be, cost, belong, mean, seem. I was climbing the mountain when I fell.
Some verbs can be state or dynamic, depending on While I was sleeping, the phone rang.
the meaning. (background action interrupted by another action)
I think he’s right. (opinion)
Present Perfect
What is he thinking about? (mental process)
She’s just left the party. (result in the present)
I see her – she’s round the corner. (see with eyes)
They’ve never been to India. (experience)
I’m seeing Peter a lot these days. (meet up with)
Adverbs such as never, ever, just, yet, recently, and
I have a dog. (possession)
already are often used with the Present Perfect.
I’m having lunch. (action)
The soup tastes/smells delicious. (quality) Present Perfect and Simple Past
I’m tasting/smelling the soup. (action) I’ve been to this theater before. I came here with my
parents last year. (experience/recent event and a
Some verbs work both in the simple and continuous
completed action in the past)
forms, but with no change in meaning.
I feel tired./I’m feeling tired.
1 Circle the correct option. Which verb can be 1 It was raining / rained when I woke up /
used both in the Simple Present and the Present was waking up.
Continuous? 2 While I had / was having my breakfast, my
friend sent / was sending me a text.
3 I was jogging / jogged in the park when
I met / was meeting my friend.
Hi Sara, 4 He was breaking / broke his leg when he
How are you? I 1’m enjoying / enjoy my new school. learned / was learning to ski.
There are lots of extracurricular activities and
I 2belong /’m belonging to the Drama Club now.
2 Complete the questions with the correct form
We 3’re meeting up / meet up every Friday. At the
moment the club 4prepares / is preparing for a show 1 Have you ever won (win) a
and they 5’re wanting / want me to be in it. competition?
I 6think / ’m thinking about it and I 7like / am liking 2 What you (do) at 8 a.m.
the idea, but I 8feel / ’m feeling anxious about it. this morning?
What 9do you think / are you thinking I should do? 3 What you (have) for dinner
yesterday?
Sam
4 the sun (shine) when you
(get up) this morning?
2 Do you belong to a club or have a hobby? In
your notebook, write a few sentences using the 3 In pairs, ask and answer the questions in
Simple Present and Present Continuous and the Activity 2. Tell the class about your classmate.
phrases below.
4 In your notebook, write an email to a friend
● I belong to … ● I usually/often/always …
you haven’t seen for a month. Tell him/her any
● My hobby is … ● At the moment I/we … interesting things that have happened since
you last met.
106 Grammar Time
 8

UNIT
WIDER1 WORLD
Time forAMERICAN
INTRODUCTION culture EDITION VIDEOS
Wider World American Edition has two types of video: BBC Culture Videos (for use with the Student’s Book) and BBC Vox
Pops (on the Pearson English Portal).
1 BBC CULTURE VIDEOS

An intriguing, wider world view of topic-related culture (e.g., art, festivals,
sports, food, travel) which recycles the topics and language of the unit.
Extracts of high-quality BBC documentary and news footage are
re-voiced at an appropriate level for the learner. By the end of the
lesson, students will be able to answer the intriguing question in the
lesson heading and to explore the topic further if they wish.
The purpose of this type of high-quality authentic video is to spark
students’ imaginations and curiosity about the wider world so that they
are enthused to pursue their own interests and continue their English
learning independently. This will improve students’ receptive fluency as
well as their overall confidence as they become accustomed to
handling and interpreting a wider range of real content in English.
2 BBC VOX POPS

These are short clips of people from different countries filmed by the
BBC on the streets of London, answering questions about their lives
and opinions, following the topics and themes of the unit.
The purpose of this type of video is to provide short, manageable
chunks of language in a real context, which students can use as a
model for their own speech, thus improving their productive accuracy.
Because the Vox Pops are unscripted, authentic, spontaneous speech,
students are exposed to real language uttered by speakers of English
from around the world. This helps them begin to develop compensation
strategies for understanding new language. They will hear inaccuracies
even from native speakers of English, so be prepared to mention and
explain these mistakes to students. Encourage them not to worry about
individual words they might not catch (which often happens even
between native speakers) but to try to get the gist of the speech.
Vox Pops: guidelines and activities

Vox Pops videos can be found on the Pearson English Portal, as well as guidelines on how to use them in the classroom.
There are also photocopiable activities based on the videos.
M25 Wider World American Volume 4 TB 21110 INTRO.indd 9 04/12/19 18:56

UNITCONCEPTS
KEY 1 Time for culture
BEHIND WIDER WORLD AMERICAN EDITION
THE GLOBAL SCALE OF ENGLISH In the Student’s Book

Every lesson begins with a clear Can-do statement so
The Global Scale of English (GSE) is a standardized, that students and teachers know exactly what they are
granular scale that measures English language proficiency. doing and why. Every unit has a Self-check page that is
Using the Global Scale of English, students and teachers followed up in more detail in the Workbook.
can now answer three questions accurately: Exactly how
good is my English? What progress have I made toward my In the Workbook
learning goal? What do I need to do next if I want to improve?
Every unit contains a Self-check page where students can
Unlike some other frameworks that measure English do activities checking their knowledge of vocabulary,
proficiency in broad bands, the Global Scale of English grammar, and functional language from the unit. The key
identifies what a learner can do at each point on a scale to these activities is at the end of the Workbook, so that
from 10 to 90, across each of the four skills (listening, students can check their answers.
reading, speaking, and writing) as well as the enabling
skills of grammar and vocabulary. This allows learners and
teachers to understand a learner’s exact level of In the in-course Test Package
proficiency, what progress they have made, and what they There are downloadable tests as well as versions for
need to learn next. students with special learning needs (SLN).
The Global Scale of English is designed to motivate learners • Placement test (A/B versions)
by making it easier to demonstrate granular progress in
their language ability. Teachers can use their knowledge of
• Review tests
their students’ GSE levels to choose course materials that ––Vocabulary, Grammar, and Communication
are precisely matched to their ability and learning goals. ––Writing
The Global Scale of English serves as a standard against ––Reading
which English language courses and assessments • Mid-year test (A/B versions)
worldwide can be benchmarked, offering a truly global ––Vocabulary, Grammar, and Communication
and shared understanding of language proficiency levels. ––Writing
Visit www.english.com/gse for more information about the ––Reading
Global Scale of English.
• End-of-year test (A/B versions)
Visit www.english.com/blog/download-gse-young-learners ––Vocabulary, Grammar, and Communication
to download the GSE syllabus and descriptors.
––Writing
––Reading
ASSESSMENT FOR LEARNING

With the GSE as the solid framework for syllabus design
and assessment, Wider World offers a uniquely sound and
comprehensive Assessment for Learning package.
Any test can be used either as an assessment of learning
or an assessment for learning. Assessment of learning
usually takes place after the learning has happened and
provides information about what the student is achieving
by giving a mark or a grade. You can also use tests as
assessment for learning, by providing specific feedback on
students’ strengths and weaknesses and suggestions for
improvement as part of the continual learning process. It is
the combination of both types of assessment which can
provide a powerful tool for helping your students’ progress.
Assessment for Learning is embedded throughout the
Wider World American Edition materials.
 10

LEVELS AND EXAM PREPARATION 21ST CENTURY SKILLS
The table below shows the correlation between the Today’s learners require materials that will expose them
language level of each part of the Wider World American to ideas and “wider perspectives” – materials that create
Edition series and international exam requirements. cultural awareness, materials that will inspire. Wider World
American Edition provides students not just with English
COURSE CEFR GSE EXAMS language skills, grammar, and vocabulary, but also with
LEVEL the confidence they will need to become fully-rounded
citizens of the global community.
Wider World 0 <A1/A1 10–25 No Cambridge
The key skills focused on in Wider World are the five “C”s:
English tasks
Communication, Collaboration, Creativity, Cultural
Pearson Test of awareness, and Critical thinking; one “D”: Digital literacy,
English General A1 and two “A”s: Assessment for Learning and Autonomy.
Wider World 1 A1/A2 22–34 Pre-Cambridge The key 21st century skills and competences are listed
English Key for in the unit contents boxes in the teaching notes, with
Schools examples of where they occur in the lessons.
Pearson Test of As in any good language teaching methodology, the skills
English General A1 of communication, collaboration, and creativity are
Wider World 2 A2/A2+ 32–42 Cambridge English central guiding principles and are peppered throughout
Key for Schools the activities in Wider World American Edition.
Pearson Test of Cultural awareness: in an increasingly globalized world,
English General it is important that students gain an understanding of
Level 1 (A2) different cultures through the medium of English. This is
done in the BBC Culture pages, which provide students
Wider World 3 A2+/B1 40–50 Cambridge English with a wider perspective of cultural aspects linked to the
Key for Schools and unit topics. In addition, the BBC Vox Pop videos on the
pre-Cambridge Pearson English Portal feature people interviewed on the
English Preliminary streets of London and expose students to a wide variety of
for Schools native and foreign accents, which will develop their
Pearson Test of sensitivity to other cultures as well as listening skills.
English General
Critical thinking: problem solving and reasoning skills are
Level 1 (A2) and
developed throughout the course, especially via the
Level 2 (B1)
reading and listening activities.
Wider World 4 B1/B1+ 45–55 Cambridge English Autonomy and personal initiative: students are
Preliminary for encouraged to Explore and then Explore More via the
Schools intriguing content of the BBC Culture pages. In the You
Pearson Test of Explore sections they are given opportunities to choose
English General and create their own projects so that they connect
Level 2 (B1) personally with the topic, often using the internet with their
own mobile devices.
Assessment for Learning: see section above on page 10.
Digital literacy: the content, as well as the means of
delivery of the Wider World American Edition course, are
rooted in today’s digital environment and reflect the way
today’s teenagers already manage their lives: the topics
cover up-to-date technology and media, while the
projects suggested on the BBC Culture encourage the use
of digital tools to create their own projects whether
presentations, reports, or reviews, or even mini videos of
their own. They will use the digital components of the
course such as the Pearson English Portal and app.
11 

UNIT 1 TimeBOOK
STUDENT’S for culture
CONTENTS
CONTENTS
WELCOME UNIT A new start at W.1 INTRODUCING SKYE AND JAY Relationships; School; Everyday technology; Comparatives
Belmont Academy and superlatives pp. 6-7
VOCABULARY GRAMMAR READING and GRAMMAR
VOCABULARY
Talk about Use different tenses to talk about the Identify the class of words, Use different tenses to talk
challenging new present specific detail in an online about past events and
UNIT 1 experiences and ● Simple Present article about immigrants, and experiences
Out of your emotions ● Present Continuous talk about the problems ● Simple Past
comfort zone ● State verbs

they face ● Past Continuous
● Present Perfect
pp. 10–11 p. 12 p. 13 p. 14
Talk about Talk about the past events Understand the main Talk about repeated past
pollution and the ● Past Perfect points and identify specific actions that no longer
UNIT 2 environment information in a magazine happen
What a waste! article ● used to
pp. 20-21 p. 22 p. 23 p. 24
Describe clothes, Talk about things that started in the Identify specific information in Understand the difference
accessories, and past and have continued until now an article and summarize its between the Present
UNIT 3 appearance ● Present Perfect Continuous main ideas Perfect and the Present
Style challenge! Perfect Continuous
pp. 30-31 p. 32 p. 33 p. 34
Talk about jobs and Use different forms to talk about Identify specific information in Talk about actions in
work experience future events ads and short descriptions progress in the future
● will ● Future Continuous
UNIT 4
● be going to
Team work ● Present Continuous
● Simple Present
pp. 40-41 p. 42 p. 43 p. 44
Talk about space Talk about things that are always Use previous knowledge to Talk about unreal
and use large true and possible, and imaginary understand an article and talk situations in the past
numbers situations about space travel ● Third Conditional
UNIT 5
● Zero Conditional
Light years away ● First Conditional
● Second Conditional
pp. 50–51 p. 52 p. 53 p. 54
Talk about Use verbs in the Passive Understand personal accounts Change active sentences
different forms of ● Simple Present and Simple Past about communication between into passive sentences
UNIT 6 communication ● Present Perfect family members with will

A clear message ● can and must ● The Passive with will
pp. 60-61 p. 62 p. 63 p. 64
Describe works of Talk about ability in the present, Find specific information in Talk about obligation and
art and talk about past, and future an article and talk about art prohibition in the past,
books ● can exhibitions present, and future
UNIT 7
● could ● must
Creative energy! ● be able to ● have to
● managed to ● be allowed to
pp. 70-71 p. 72 p. 73 p. 74
Talk about special Be specific about people, things, Understand the main points of Ask questions politely
occasions and places a travel guide and talk about ● Direct and indirect
UNIT 8 ● Relative clauses tourist attractions questions

Let’s get together
pp. 80-81 p. 82 p. 83 p. 84
SELF-ASSESSMENTS ANSWER KEY p. 166 GRAMMAR TIME ANSWER KEY p. 167
4 Contents
F02 Wider World American Vol.4 SB 21141 Contents.indd 4 22/11/19 18:42 F02 W
 12

W.2 INTRODUCTING DAN AND NINA Vacation and travel; Means of transportation; Opinion adjectives; WORKBOOK
Present Perfect with for and since p. 8-9 pp. 116 -117
LISTENING and SPEAKING WRITING REVIEW EXTRAS
VOCABULARY
Identify specific Ask for and offer help, and Write an essay about a WORDLIST p. 18 CULTURE 1
information in a respond to offers of help personal challenge VOCABULARY IN Would you cross a desert?
dilaogue and talk about ACTION p. 18 The adventure begins
personality SELF-CHECK p. 19 pp. 90-91
p. 15 p. 16 p. 17
Identify specific Agree and disagree with Write an interview WORDLIST p. 28 CULTURE 2
information in short other people’s point of about an environmental VOCABULARY IN When will the lights go out?
dialogues and talk view problem ACTION p. 28 A power crisis pp. 92-93
about elections and SELF-CHECK p. 29 GRAMMAR TIME 2 p. 107
campaigns
p. 25 p. 26 p. 27
Identify specific Give and respond to Write an email WORDLIST p. 38 CULTURE 3
information in a compliments describing people’s VOCABULARY IN Who is the Queen of fashion?
conversation and talk clothes and appearance ACTION p. 38 An unlikely fashion icon
about clothes SELF-CHECK p. 39 pp. 94-95
p. 35 p. 36 p. 37 WORKBOOK pp. 130 -135
Understand specific Give instructions, remind Write a testimonial WORDLIST p. 48 CULTURE 4
information in somebody what to do, and about a work experience VOCABULARY IN What is the happiest profession?
convesations and in respond to instructions program ACTION p. 48 The contest pp. 96-97
award presentations, SELF-CHECK p. 49 GRAMMAR TIME 4 p. 109
and also talk about
success at work WORKBOOK pp. 136 -141
p. 45 p. 46 p. 47
Understand the main Give a warning and tell Write an essay discussing WORDLIST p. 58 CULTURE 5
points of a report somebody not to do advantages and VOCABULARY IN Can you run a marathon in
and talk about space something disadvantages of space ACTION p. 58 space?
science travel SELF-CHECK p. 59 George Moyes – skydiver
pp. 98-99
p. 55 p. 56 p. 57
Understand key Indicate different objects, Write a review and offer WORDLIST p. 68 CULTURE 6
information in and ask for and give opinions and points of VOCABULARY IN Why do languages change?
short conversations clarification view ACTION p. 68 Learning English
and describe a TV SELF-CHECK p. 69 pp. 100-101
commercial
p. 65 p. 66 p. 67 WORKBOOK pp. 148 -153
Understand an interview Compare and contrast Write an exhibition guide WORDLIST p. 78 CULTURE 7
and talk about the press ideas, and express VOCABULARY IN Graffiti: street art or vandalism?
opinions ACTION p. 78 Graffiti in Bristol
SELF-CHECK p. 79 pp. 102-103
p. 75 p. 76 p. 77 WORKBOOK pp. 154 -159
Identify specific Talk about future plans Write an email inviting a WORDLIST p. 88 CULTURE 8
information in a radio ● verbs + to -infinitive friend to a celebration VOCABULARY IN What is a virtual festival?
interview and talk about ● verbs + -ing form ACTION p. 88
The Insomnia Festival
sounds ● other structures SELF-CHECK p. 89 pp. 104-105
p. 85 p. 86 p. 87 WORKBOOK pp. 160 -165
Contents 5
19 18:42 F02 Wider World American Vol.4 SB 21141 Contents.indd 5 22/11/19 18:42
13 

UNIT
A NEW START AT BELMONT ACADEMY Student’s Book pages 6 to 9

Unit contents
Vocabulary Grammar
• Relationships • Comparatives and superlatives
• School • Present Perfect with for and since
• Everyday technology
• Vacation and travel
• Means of transportation
• Opinion adjectives
W.1 INTRODUCING SKYE AND JAY pages 6 to 7
Materials: • When they have finished, organize them into pairs for
them to compare their lists. Invite some students to
• Student’s Book read their lists to the class.
• audio tracks 1.02, 1.03, and 1.04
• a roll of toilet paper Extra activity
• Keep students in pairs. Tell them to think of ways of
Warm-up describing relationships without using the actual
word (e.g., my mom’s sister, the son of my uncle) and
• (Books closed) Welcome students to your class. Introduce write them in their notebooks. Ask them to write four
yourself and encourage students to do the same. descriptions. Walk around the classroom to monitor
• Organize the class in a circle. Tell students they are their work. When they have finished, invite some
going to play a game called Toilet Paper. Bring in a roll students to read the descriptions as the class tries to
of toilet paper and tell students to take four pieces. guess the correct word.
Do not tell them anything else. Once everybody has
their pieces of toilet paper, tell them that they should
tell their classmates one thing about themselves for 5 Read the dialogue. What are the differences
each square of toilet paper they have. Remind them between Belmont Academy and Skye’s old school?
they can talk about likes and dislikes, family, school Answer in your notebook.
subjects, hobbies, plans for the future, etc. • Have students read the dialogue to find out the
differences between Belmont Academy and Skye’s old
school. Elicit the answers and write them on the board.
1 Read the text below. What has changed in Skye’s Answers:
life? Circle.
Belmont Academy is an international school. It’s bigger
• Students read the text individually and find out the than her old school. There are students from different
changes Skye mentions. Then read the text with the
countries. Students don’t wear a uniform. It’s more
whole class and check answers.
relaxed than other schools.
2 Read the text again. Decide if the sentences are
true (T) or false (F). 6 1.03 I KNOW Listen to the words in Vocabulary
B box. How many words can you add in three
• Tell students to read the text again and decide if the minutes? In your notebook, write a list of words.
sentences are true or false. Check answers with the
Then compare it with a classmate.
whole class and help students refer to the text again to
correct the false sentences orally. • Go over Vocabulary B box with the class. Students then
study it individually. When they have finished, tell them to
3 1.02 Study Vocabulary A box, then listen and add as many words as they can to the box in three minutes.
repeat the words. Circle the people Skye mentions. They should write the list of words in their notebooks. Walk
• Go over the information in the box with the whole class. around the classroom to monitor their work.
Students then study the box individually and find out • When they have finished, organize them into pairs for
which of the people Skye mentions in the text. Check them to compare their lists. Invite some students to
answers with the whole class. read their lists to the class.
Possible words:
4 I KNOW How many relationship words can you
add to Vocabulary A box in three minutes? In your School subjects: art, biology, chemistry, geography,
notebook, write a list of words. Then compare it history, math
with a classmate. Places at school: gym, hall, library, playground, science
• Tell students to add as many relationship words as they lab, staff room
can to the Vocabulary A box in three minutes. They Types of assessment: homework, oral exam, written test
should write the list of words in their notebooks. Walk Actions: answer questions, do homework, pass/fail tests/
around the classroom to monitor their work. exams, study, work in pairs/groups
 14
M26 Wider World American 4 TB 21110 U0.indd 14 22/11/19 15:17

7 Study the Grammar box. Complete the sentences Interests: computers, his blog, science/physics
with the comparative or superlative form of the Dream: to go to another planet (one day)
adjectives in parentheses.
• Read the information in the Grammar box with the 9 WORD FRIENDS Underline phrases from the Word
whole class. Provide example sentences and elicit Friends box in Jay’s blog entry.
others from the class. Students then study the box • Go over the Word Friends box with the class. Then set
individually and complete the sentences with the a time limit for students to underline phrases from the
comparative or superlative form of the adjectives in Word Friends box in Jay’s blog entry.
parentheses. • Read the blog entry in Activity 8 aloud and check
• Walk around the classroom and monitor students’ work answers with the whole class.
before checking answers with the whole class.
Wrap-up
8 Listen and read Jay’s blog entry. Then, in
1.04
pairs, cover the text and see how many facts you • Critical thinking Write the following question on the
can remember about Jay. board: Is changing schools a big deal? What’s the
• Play the audio. Students listen and read Jay’s blog entry. best way to face it? Then organize students into small
Then organize them into pairs, ask them to cover the text groups and ask them to discuss the questions. When
and see how many facts they can remember about Jay. they have finished, have a student from each group
Walk around the classroom to monitor their work. share their opinions with the class.
Possible answers:
Lives with: parents, brother and sister
Further practice
Name of school: Belmont Academy
Favorite subjects: physics, chemistry, and computer science • Workbook, Activities 1-4 page 116.
W.2 INTRODUCING DAN AND NINA pages 8 to 9
Possible answers:
Materials:
Means of transportation: bicycle, bus, car, motorcycle,
• Student’s Book yacht
• audio tracks 1.05, 1.06, 1.07, 1.08, and 1.09 Types of vacation: backpacking, road trip, group
vacation, staycation
Accommodation: vacation rental, RV, villa, inn, resort
Warm-up Activities: climbing, shopping, swimming, walking
• (Books closed) Organize students into pairs. Have
them play Hangman with the words from the 3 1.06 Listen and read the text about Dan. Who
Vocabulary boxes on pages 6 and 7. Walk around are the people in the picture with him? Write three
the classroom and monitor their work. Remind them facts about them.
to keep their books closed during the activity. • Tell students to read the text about Dan. Then ask:
Who are the people in the picture with him? and have
students write three facts about them.
1 1.05 Study Vocabulary A box. Write the words in • Walk around the classroom to monitor their work. When
the correct categories. Listen, check, and repeat. they have finished, elicit the answers and write them on
• Go over the information in the Vocabulary box with the board for students to check.
the whole class and tell students to write the words in
4 1.07 I KNOW Study the Word Friends box.
the correct categories. Walk around the classroom to
Circle the correct option in the questions below.
monitor their work.
Listen and check.
• When they have finished, play the audio for them to
listen and check.
• Go over the Word Friends box with the whole class. Then
allow students enough time to study it individually and
2 I KNOW How many more words related to circle the correct option to complete the questions.
vacation and travel can you think of in one minute? Play the audio for students to listen and check.
In your notebook, write a list of words. Then
compare it with a classmate. Extra activity
• Tell students to think of as many words related to • Elicit different questions students could ask using
vacation and travel as they can in one minute and write When was the last time you … ? and write their ideas
a list in their notebooks. Walk around the classroom to on the board. Then ask students to choose one of the
monitor their work. ideas and walk around the classroom taking turns to
• When they have finished, organize them into pairs for ask the question to as many classmates as possible.
them to compare their lists. Invite some students to Invite students to share the most interesting answers
read their lists to the class. they were given.
15 

UNIT
A NEW START AT BELMONT ACADEMY Student’s Book pages 6 to 9
5 In pairs, ask and answer the questions in Activity 4. others from the class. Students then study the box
• Organize students into pairs for them to ask and individually and underline more examples of the
answer the questions in Activity 5. Walk around the Present Perfect in the text in Activity 7.
classroom to monitor their work. • Walk around the classroom and monitor students’ work
before checking answers with the whole class.
And YOU?
11 Complete the sentences with the Present Perfect
Simple form of the verbs in parentheses.
6 In pairs, talk about an enjoyable trip or vacation • Set a time limit for students to complete the
you went on. Talk about where you went, how you sentences with the Present Perfect form of the verbs in
traveled, and what you did. parentheses. Elicit the answers and write them on the
• Keep students in pairs for them to talk about an board.
enjoyable trip or vacation they went on. Tell them to talk
about where they went, how they traveled, and what 12 Write questions about Nina using the Present
they did. Perfect Simple.
• Walk around the classroom to monitor their work. When • Read and explain the example question and tell
pairs have finished talking, encourage them to share students to write other questions about Nina using the
an interesting piece of information they found out Present Perfect. Elicit the answers and write them on the
about their classmates with the whole class. board.
7 1.08 Listen and read the text, then write in your
And YOU?
notebook:
• Play the audio. Students listen and read the text to 13 In your notebook, complete the sentences so they
find two countries, two cities, two languages, and six
are true for you.
adjectives. Go over the text with the class and check
answers. • Ask students to complete the sentences so they are
true for them. Walk around the classroom to monitor
Answers: their work.
1 Colombia, UK
2 Medellin, London 14 In pairs, ask and answer questions about your
3 Spanish, English sentences in Activity 13.
4 strange, different, awesome, big, noisy, funny
• Organize students into pairs for them to ask and
answer questions about their sentences in Activity 13.
8 1.09 I KNOW Read and listen to the words in Remind them to use the Present Perfect. They are going
Vocabulary B box. How many more adjectives to ask, for example: How long has your family lived here?
can you add in one minute? Make a list in your • Walk around the classroom to monitor their work. When
notebook. they have finished, invite some students to report their
• Go over the Vocabulary box with the class. Students classmates’ answers to the class.
then study it individually. When they have finished, tell
them to add as many opinion adjectives as they can Wrap-up
to the box in one minute. They should write the list of • Critical thinking Organize the class into small
words in their notebooks. Walk around the classroom to groups. Remind them of Nina’s preoccupation with
monitor their work. the language in the UK, as American English is a little
• When they have finished, tell them to compare their different from British English and encourage them to
lists. Invite some students to read their lists to the class. discuss whether or not she should be worried. Then
9 Find the opposites of these words in the Vocabulary have students brainstorm and exemplify the major
box. and minor differences they can think of between
American and British English (e.g., vocabulary,
• Go over the adjectives with the whole class to make pronunciation, and spelling differences) and write
sure students are familiar with all of them. Then
them in their notebooks. Walk around the classroom
tell them to find the opposites of the words in the
to monitor their work. When they have finished, invite
Vocabulary box. When they have finished, elicit the
one student from each group to report to the class.
answers.
10 Study the Grammar box. Underline examples
of sentences in the Present Perfect in the text in Further practice
Activity 7.
• Read the information in the Grammar box with the • Workbook, Activities 5-11, pages 116-117.
whole class. Provide example sentences and elicit
 16

UNIT
UNIT 11 Time
OUTfor
OFculture
YOUR COMFORT ZONE Student’s Book pages 10 to 19

Unit contents
Vocabulary (Activities 7, 12, and Wrap-up), page 12 (Warm-up,
• Adjectives of emotion Activity 1, Extra activity, and Wrap-up), page 13
• Phrases with yourself (Warm-up, Activities 1, 4, and 5, Extra activity, and
• New experiences Wrap-up), page 14 (Warm-up, Activities 1 and 6,
• Personality adjectives Extra activity, and Wrap-up), page 15 (Activities 4
and 9, Extra activity, and Wrap-up), page 16
Grammar (Warm-up, Activity 6, Extra activity, and Wrap-up),
• Present tenses page 17 (Warm-up and Activity 5), page 18 (Activity
• Past tenses 4 and Extra activity), page 19 (Extra Activity)
• Assessment for learning: page 19
Examples of 21st century skills/competencies • Autonomy and personal initiative: page 11
• Critical thinking: page 10 (Activity 1), page 12 (Activity 12), page 12 (Activity 5), page 13
(Activity 1), page 13 (Wrap-up), page 16 (Extra (Activity 5), page 14 (Activity 6), page 15 (Activity 9),
activity) page 16 (Activity 6), page 17 (Activity 6)
• Collaboration: page 10 (Warm-up), page 11
1.1 VOCABULARY New experiences pages 10 and 11

Lesson learning objective
Students can talk about challenging new experiences and emotions.
their opinions about it. Explain that Amyotrophic lateral

Materials: sclerosis (ALS) is a progressive neurodegenerative disease
• Student’s Book that affects nerve cells in the brain and the spinal cord.
• audio tracks 1.10, 1.11, 1.12, 1.13 Mention that the Ice Bucket Challenge began in 2014 as
a way for raising awareness and funds to fight ALS.
• Ask a student to read the text and hold a class vote
Warm-up to find out whether or not students would join the
• (Books closed) Write the word EMOTIONS vertically on challenge. Encourage them to justify their answers.
the board. Using the first two letters, make the words • Critical thinking After the class vote, elicit any other
nervous and calm. similar challenges students have heard about, as well
• Elicit which is a positive emotion and which is a negative as what they promote. Have a class discussion about
one. Organize students into pairs. Tell half the pairs to the purposes of those challenges.
write more adjectives of emotion for the other letters 2 1.10 Study Vocabulary A box. In your notebook,
of the word, but making the first adjective positive, the organize the adjectives in the correct categories.
second one negative, the third one positive, and so on. Listen, check, and repeat.
The other pairs should do the same, but starting with • Go over Vocabulary A box with the class. Then tell
a negative emotion, then a positive one, a negative students to study it individually and write the adjectives
one, and so on. When students have finished, organize in the correct category. If any of these adjectives were
pairs into groups of four to compare their answers. mentioned during the Warm-up activity, ask students
Encourage pairs to write their ideas on the board. to say whether the words were positive or negative.
• (Books open) Draw students’ attention to the • Play the audio for students to listen, check, and repeat.
information on the left column of page 10. Go over
the Vocabulary and Grammar items. Read aloud the Extra activity
question about the picture from the story in Lesson
1.2 - Grammar and encourage students to share their • Ask students which adjectives could go in both
predictions with the whole class and write them down columns. Explain that surprised, for example, can
in their notebooks. Do the same with the question be positive or negative, depending on the situation
about the picture from Lesson 1.6 - Speaking. (e.g., a student who usually gets 70 percent in tests
• Explain the lesson objective. Then ask students to would be positively surprised if he/she got 90 percent,
predict what they will be able to say in English at the but negatively surprised if he/she got 40 percent). Elicit
end of the lesson. examples of how any other adjectives could fit into
both categories.
1 Read about the Ice Bucket

CLASS VOTE Possible answers:
Challenge. Would you do it? Why? / Why not? Positive: joyful, relaxed, satisfied, surprised
• Write Ice Bucket Challenge on the board and ask if Negative: annoyed, anxious, confused, disappointed,
anyone knows what it is and encourage them to share miserable, stressed, uneasy
17 
M27 Wider World American 4 TB 21110 U1_P6.indd 17 22/11/19 10:07

UNIT
UNIT 11 Time
OUTfor
OFculture
3 Your friend has invited you to do the Ice Bucket 5 It’s easy to think that you are the only person with
Challenge. How do you feel? Use the adjectives in problems. The only one who feels miserable, or
Vocabulary A box to talk to your classmates about stressed, or anxious. But you need to tell yourself that
your feelings. everyone has problems sometimes.
• Hold a class discussion to find out which of the three 8 Complete the sentences with the correct option
answers is the most popular. Encourage students to from Activity 7.
explain their choices. • Students complete the sentences with the correct
4 Look at Claudia’s notes and pictures on page 11. option from Activity 7. Walk around the classroom to
Circle the correct option. monitor their work.
• Students look at Claudia’s notes and pictures on • Elicit other examples of phrases with yourself that could
be used in the blanks (e.g., 1 introduce yourself; 2 be
page 11 and circle the correct option. Elicit the answers
proud of yourself; 3 make yourself play tennis; 4 force
and the reasons for students’ choices.
yourself to; 5 convince yourself, reassure yourself).
5 I KNOW How many other adjectives of emotion
can you think of in one minute? Write the words in 9 1.12 WORD FRIENDS Complete the verbs in the
your notebook. phrases. Listen and check.

• Students list other adjectives of emotion in one minute • Students work individually to complete the verbs in the
phrases. Then play the audio for them to listen and check.
in their notebooks. Remind them of the words they
thought of in the Warm-up activity and make sure they
• Go over the phrases and ask students to say how they
would say them in their language.
brainstorm different words this time.
• When time is over, ask students how many words they 10 1.13 Read the blog post. Circle the correct
thought of and encourage some of them to share their option, then listen and check.
ideas with the class. • Students read the blog post and circle the correct
6 Work in pairs. Choose an adjective from options. Play the audio for them to listen and check.
Vocabulary A box. Your classmate says when Then read the text with the class and ask students to
he/she last felt like that. find synonyms for the following phrases in the Word
Friends box: make you feel more confident (boost
• Organize students into pairs. Explain the activity:
your confidence), enjoy something (get a buzz out of
Student A chooses an adjective from Vocabulary A box
sth), try something new (give sth a go), do something
and Student B says when he/she last felt like that. Walk
exciting (have an adventure), do something different
around the classroom to monitor their work.
(change your routine), listen to other people’s ideas
• When they have finished, invite pairs to share some of
and criticism (take sth on board), have ideas about
their ideas with the class and question any that may
what to do in the future (make plans), tell people what
sound strange (e.g., Why were you surprised when you
you think (give an opinion).
won the swimming race? You’re very good at swimming!).
7 1.11 Study Vocabulary B box. Listen to five And YOU?
people and check (✓) the phrases you hear.
• Go over Vocabulary B box with the class. Then tell 11 Discuss in pairs. Do you agree with the sentences
students to study the box individually. in Activity 8? Why? / Why not?
• Play the audio. Students listen to five people and • Organize students into pairs and have them discuss
check the phrases they hear. Elicit the answers from the whether or not they agree with the sentences in Activity
class. Ask students to write all the reflexive pronouns in 8. Walk around the classroom to monitor their work and
their notebooks: myself, yourself, himself, herself, itself, encourage them to justify their opinions.
ourselves, yourselves, themselves.
Wrap-up
Audio script
• Have students refer to Activity 8 again and open the
1 When you meet new people, you are often stressed, discussion with the whole class. Elicit reasons why
but I think it’s really important to be yourself. Don’t being yourself is important (so that other people see
change and don’t pretend to be different. the real you, because it is difficult to pretend forever)
2 If you have some difficult challenges, I think it’s really and ask whether this is important on social media
important to congratulate yourself for trying to deal and why/why not. Continue the open discussion
with the challenge, even if you weren’t very successful with the other sentences in a similar way, providing
and if you are disappointed with the result. reasons and/or examples.
3 Don’t keep quiet if you don’t agree with other people,
even if you’re scared to say something or you feel
uneasy. It’s a good thing to express yourself. Further practice
4 Sometimes it’s hard to join a new club or make new
friends, but you have to make yourself do these • Workbook, Activities 1-6, pages 118-119.
things. It’s worth it in the end.
 18

1.2 GRAMMAR Present tenses page 12

Students can use different tenses to talk about the present.
the Present Continuous, and state verbs. Remind

Materials: students about when we use the Simple Present (to
• Student’s Book talk about facts and routines) and when we use the
• audio track 1.14 Present Continuous (to describe things happening
• adjectives of emotion written on separate strips of now or around now). Discuss state verbs and point
paper out that think can act both as a state verb, when it
refers to an opinion, and as an action verb, when
you are thinking about something specific. The verb
Warm-up be is generally a state verb, but it can be used in the
• (Books closed) Organize students into groups of continuous form to describe behavior (e.g., You’re
four. Tell groups to reread the text about a week of being silly!).
challenges on page 11. Students then discuss and • Students then study the box individually and complete
come up with their own week of challenges. Set a the explanations with the correct words. Check answers
time limit and invite each group to share their ideas with the whole class.
with the class. Have the class vote for the best ideas. • Set a time limit and tell students to underline examples
• (Books open) Students look at page 12. Explain the of the Simple Present, the Present Continuous, and the
lesson objective. state verbs in the text. Have some students read those
examples to the class.
1 CLASS VOTE How do you normally travel to
Extra activity
school? Tell the class.
• Write the following phrases on the board: by car, by • Organize students into groups of three. Give each
bus, by bike, by train, and on foot. Discuss the question group an adjective of emotion written on a strip
with the class and hold the class vote. Elicit questions of paper. Tell them not to show it to any other
students could ask each other as a follow-up (e.g., Who group. Groups then make a short dialogue which
drives the car? How long does it take? Do you walk if it is shows that one of them is feeling this emotion.
raining?). Then organize students into groups of four to Remind them to use the Simple Present, the Present
ask and answer questions about their journey to school. Continuous, and state verbs in their dialogues.
• When they have finished, invite groups to report the Walk around the classroom to monitor their work.
most interesting information to the class. • When they have finished, invite groups to act out
• Critical thinking Students discuss the best ways to their dialogues in front of the class and encourage
move across town. Encourage them to think of and the other students to guess which emotion they
discuss collective, individual, and freight transportation are expressing. Some adjectives you might
in their city or neighborhood. suggest are: afraid, annoyed, anxious, confused,
determined, disappointed, joyful, miserable, relaxed,
2 1.14 Listen and read. What problems does Nina surprised, and uneasy.
have?
• Remind students who Nina is and what they know
about her. (She’s from Colombia. She grew up in 4 Complete the sentences with the Simple Present
Medellin. She speaks Spanish. She’s learning English or the Present Continuous form of the verbs in
with a tutor.). Have students refer to the predictions parentheses.
they made about the picture miniature on page 10. • Discuss the example with the class and elicit why the
• Play the audio. Students listen and read the text. Then Simple Present is the correct option (the sentence
ask: What problems does Nina have? and have students is describing a routine). Students then complete
refer to the text to find the answer. the sentences with the Simple Present or Present
• Draw students’ attention to the OUT of class box and Continuous form of the verbs in parentheses.
ask them when they would say these phrases. (Thank Walk around the classroom to monitor their work.
goodness for that! when a problem is solved. By the way When they have finished, elicit the answers and
doesn’t really add any extra meaning – it just shows explanations (2 today = refers to a present action or
that the speaker is adding extra information.). a temporary situation; 3 usually = refers to a routine; 4
now = refers to a present action; 5 not go = refers to a
3 Study the Grammar box and complete the permanent situation).
explanations with the correct words. Then
underline sentences with these tenses in the
dialogue.
• Go over the Grammar box with students and elicit
other example sentences using the Simple Present,
19 

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And YOU? Wrap-up

5 Imagine you have moved to a different country. In • Write the following sentence stems on the board: At
your notebook, write sentences about your school the moment I’m thinking about … In English classes, we
routine in your home country and what you are often … Our teacher encourages us to … I know that
doing in your new country. … I prefer … to …
• Tell students to imagine they have moved to a different • Students then complete the stems with true
country. They are supposed to form sentences about their information about themselves. When they have
usual school routine in their home country and what they finished, tell them to join another pair to form a
are doing in their new country. Walk around the classroom group of four students, compare, and discuss their
to monitor their work. When they have finished, encourage sentences. Invite each group to share their most
them to share their sentences with the class. interesting sentences with the class.
Further practice
• Workbook, Activities 7-9, page 119.
• Grammar Time, page 106.
1.3 READING and VOCABULARY Online article page 13

Lesson learning objectives
Students can identify the class of words in an online article about immigrants and talk about the problems they face.
to monitor their work. When they have finished, invite

Materials: some students to share their opinions with the class.
• Student’s Book
• audio track 1.15 2 1.15 Listen and read the online article. Then
copy and complete the chart in your notebook.
• Go over the chart with the class and make sure
Warm-up students understand the term country of origin. Tell
them not to write while they are reading and listening
• (Books closed) Remind students about state verbs, or they might miss parts of the recording. Play the
routines, and things happening now or around audio and ask students to read along.
now. Elicit an example of a question students • Allow students enough time to copy the chart into
could ask using each structure (e.g., Do you like their notebook and complete it. When they have
soccer? How often do you exercise? Are you reading finished, invite different students to write the answers
a book at the moment?) Tell students to write three on the board.
questions in their notebooks, then ask them to walk
around the classroom to ask their questions and Answers:
answer their classmates’. Set a time limit and then Student 1
invite students to share their questions and any Name: Mateo Martinez; Country of origin: Mexico;
interesting answers they got with the class. Languages spoken: English (implied, not stated),
• (Books open) Students look at page 13. Explain the Spanish; How long in the USA: ten years or more
lesson objectives. Student 2
Name: Ji-Min Choy; Country of origin: South Korea;
1 What problems do you think you might face if you Languages spoken: English, Korean (implied, not stated);
moved abroad? Discuss the topics below with your How long in the USA: a few months
classmates. Student 3
• Write the word immigrant on the board and ask Name: Vanessa Defay; Country of origin: Haiti;
students to say what it means (someone who enters Languages spoken: Creole, Spanish, English (she is
another country to live there permanently). Brainstorm learning English); How long in the USA: about a year
related words and write them on the board. Then
ask: Could you cope with moving to another country?
3 Read the article again. Mark the sentences true (T)
What problems do you think you might face if you
or false (F).
moved to another country? and encourage students • Students read the article again individually and
to answer as a class. mark the sentences true (T) or false (F). When they
• Then organize students into pairs and tell them to have finished, elicit the answers and ask students
discuss the topics listed. Walk around the classroom to explain in which part of the text they found the
 20

correct information. Encourage them to correct the students to share their opinions with the class. As they
false sentences orally. share their answers, discuss immigration to the students’
• Go over the information in the Reading tip box with your country and where most immigrants come from.
students and clarify any questions they might have.
Extra activity
4 Look at the highlighted words in the text. What
do they mean? Use a dictionary to check their • Organize students into groups of four. Tell them to
meaning. imagine that a group of immigrants is going to join
their school. Students should then brainstorm cultural
• Organize students into pairs and tell them to read the
events and other activities which could make the new
text to try to work out the meaning of the highlighted
students feel welcome and help them adapt to life in
words from context. When they have finished, ask them
the new country.
to use their dictionaries to check the meanings of the
words and elicit the answers from the class.
• Walk around the classroom to monitor their work.
When they have finished, invite one student from
• Ask follow-up questions to check students’ understanding
each group to share their ideas with the class.
(e.g., Have you ever found it hard to fit in with people
around you? What clubs and groups do you belong to?).
Answers: Wrap-up
Word classes: face – verb; label – noun; welcome – verb;
welcome – adjective; fast – adverb; home – adjective; • Critical thinking Keep students in groups and have
challenge – noun them discuss illegal immigration. Walk around the
classroom to monitor their work. When they have
finished, have them report their opinions to the class.
And YOU?
5 What problems do immigrants face in your Further practice

country? How can we make a difference in these
areas? Discuss in pairs. • Workbook, Activities 10-11, page 120.
• Keep students in pairs and ask them to discuss the
questions. Walk around the classroom to monitor their
work. When pairs have finished, encourage different
1.4 GRAMMAR Past tenses page 14

Students can use different tenses to talk about past events and experiences.
1 What’s the most exciting experience you’ve had?

Materials: Tell a classmate.
• Student’s Book • Organize students into pairs and ask them to talk
about the most exciting experience they have ever had.
Encourage them to share their answers with the class.
Warm-up • Hold a class vote to find out the most exciting
• (Books closed) Tell students to write a list of ten experience in the class.
verbs in their notebooks. When they have finished, 2 Read the text. In pairs, ask and answer the
organize them in groups of three. Ask: What is the questions.
Simple Past form of be? (was/were) What is the past • Students read the text individually. Then organize them
participle of be? (been). In their groups, Student into pairs and tell them to ask and answer the questions.
A asks the same questions using the verbs he/she Walk around the classroom to monitor their work. When
has listed. The other two students should provide they have finished, ask the questions yourself and have
the correct answer. The first to do so correctly different students provide the answers.
scores a point. Change roles and repeat the
procedures. Answers:
• (Books open) Students look at page 14. They discuss 1 She climbed Mount Everest.
what they think they will learn in this lesson. Elicit ideas 2 It was a chance to do something different.
from the class and then explain the lesson objective. 3 Because she couldn’t study while she was training.
4 She met the Prime Minister.
5 She now wants to climb more mountains.
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Extra activity 4 Did you start English classes five years ago?
5 Was it raining when you got up this morning?
• Keep students in pairs. Have them talk about 6 Have you ever been abroad?
Malavath’s challenge. Then ask some follow-up
questions about the text: Where is Malavath from?
(India) What is the coldest temperature she experienced? And YOU?
(–35°C) How long did the climb last? (52 days).
5 In pairs, describe a time when you were away from
home. Did you enjoy it? Was it difficult?
3 Study the Grammar box and complete the
information with the words in the box. Underline • Remind students that when we talk about a past
experience, we should use the Present Perfect but when
examples of past tenses in the article.
we ask and answer questions about that experience,
• Go over the Grammar box with the class. Provide
we should use the Simple Past because then we are
example sentences and elicit others from the class.
talking about a specific past event (e.g., I’ve been to
Write them on the board.
America. (experience) I went there in 2016. (finished
• Students then study the Grammar box individually
action)). Allow students one minute to think about their
and complete the explanations with the correct words.
most memorable experience of being away from home
Check answers with the whole class and tell students to
and then organize them into groups of four. Students
underline more examples of past tenses in the article. Go
take turns to tell the group about their experience and
over the text with the whole class to check answers. Elicit
the other students think of questions to ask.
why these tenses were used (e.g., became - Simple Past
to talk about a finished action at a past time; was living/
• Walk around the classroom to monitor their work. When
the groups have finished, ask each student to share his/
chose - Past Continuous and Simple Past to talk about an
her experience with the whole class and hold a class vote
action in progress and a single, finished action; has gone
to find out the most memorable experience in the class.
back - Present Perfect to talk about a result in the present;
’s also met - Present Perfect to talk about an experience.)
Wrap-up
4 In your notebook, write questions using the correct • Organize students into pairs. Explain that they should
past tense. Then write answers that are true for you. imagine they are journalists interviewing Malavath and
• Go over the example with the class. Point out that so they should think of questions to ask her about the
recently is often used with the Present Perfect even climb or the training. When they have finished, they
though it refers to a finished action in the past. should join another pair. One pair is going to play the
Students then write questions using the correct past role of Malavath and the other pair is going to ask
tense. When they have finished, invite different students questions. The pair answering the questions has to use
to write the questions on the board. Then ask them to their imagination to think of thoughtful answers.
answer the questions. • Invite groups to perform their interviews in front of the
• Organize students into pairs and have them compare class.
their answers. Walk around the classroom and make
sure they have used the correct form to ask and answer
the questions.
Further practice
Answers:
2 What were you doing at 5 p.m. yesterday? • Workbook, Activities 12-14, page 121.
3 Have you ever eaten packaged food? • Grammar Time, page 106.
1.5 LISTENING and VOCABULARY Projection mapping page 15

Students can identify specific information in a dialogue and talk about personality.
Materials: (e.g., Have you ever been to Iceland? Did you do

• Student’s Book anything interesting last weekend? Were you watching
• audio tracks 1.16 and 1.17 TV at six o’clock last night?) Then tell students to write
• A4 sheets of paper three questions in their notebooks. When they have
finished, have them walk around the classroom to ask
their questions to as many students as possible and
Warm-up take notes on the number of positive and negative
answers. When students have finished, invite them to
• (Books closed) Write on the board: Have you … ? Did report their findings to the class.
you … ? Were you … -ing? Elicit examples of questions • (Books open) Students look at page 15 and discuss
that could be formed using those structures what they will learn in this lesson. Explain the lesson
objectives.
 22

1 CLASS VOTE Do you like trying new things? Why? / students if they have ever seen a project mapping on
Why not? Talk to your classmates about it. TV or where they live and have them share their ideas
• Ask the questions in the rubric and follow up by asking about how they think it works. If needed, tell the class
students for examples of new things they have tried what “projection mapping” involves: creating videos
and whether or not they enjoyed them. on a computer which are then projected onto buildings.
• Have a class vote to find out the most interesting thing These can show stories, ads or simple images.
students have tried. 6 1.17 Listen to Ivan telling Marisa about a
workshop. Check (✓) the correct option.
2 1.16 Look at the Vocabulary box. Listen • Before you play the audio, ask students what kind
and repeat the adjectives. Then complete the of person might enjoy a workshop about projection
sentences. mapping. Then play the audio. Students listen to
• Go over the Vocabulary box with the class and make Ivan telling Marisa about a workshop and check the
sure they are familiar with the personality adjectives correct option.
listed. Then ask students to study the box individually. • Elicit the correct answer and ask students how they know
• Play the audio for students to listen and repeat the option 2 is wrong (Marisa didn’t buy tickets, Ivan did.).
adjectives and allow them enough time to complete
the sentences. Check answers with the whole class. Audio script
3 In your notebook, write definitions for the other five
I = Ivan M = Marisa
words in the Vocabulary box.
I: Hi, Marisa. Have you seen the poster about that
• Tell students they are going to write definitions for the event on Saturday?
five words in the Vocabulary box that were not defined
M: At the Science Museum on River Road?
in Activity 2. Set a time limit for students to write the
definitions in their notebooks. I: Yeah. It’s called “Bringing the World to Life.”
• When they have finished, encourage them to read their M: Mmm. I saw it was for anybody between fourteen
definitions and ask the rest of the class to guess the and seventeen, but I didn’t take much notice.
adjective. I: It’s a workshop about projection mapping.
M: Projection mapping? That doesn’t sound much fun! Is
4 I KNOW! In pairs, add more adjectives to the list it about making maps?
in Activity 2. Write them in your notebook. Use two I: Not really. You learn to create videos on a computer
words to describe a person you know. that you then show on buildings.
• Organize students into pairs for them to add more M: Oh, I know what you mean. Last year the theater
adjectives to the list in Activity 2. Set a time limit for had a big picture on the side of it of a pair of hands.
them to write the adjectives in their notebooks. When The hands moved as if they were coming out of the
they have finished, have each pair share their ideas building. Mmm. That is quite cool.
and make sure students understand the meaning of I: Exactly. It says it’s for people who are creative – that’s
the words they have added. you! And people who are curious. Well, that’s me!
• Then tell students to use two words to describe a M: OK, but I’m not confident enough to go on my own.
person they know. Walk around the classroom to I: No, but we can go together. Anyway, this is the sort
monitor their work. Invite them to share their sentences of thing that can boost your confidence, and you can
with the class. meet new people.
M: I don’t think I’d normally do something like that. What
Extra activity time is it?
• Organize students into groups of three. They I: It’s from ten until four. Come to my house and dad
choose four adjectives to describe each person can take us.
in the group and write them on a sheet of M: Hah! You’ve already planned it. You’re so organized,
paper. Remind students that it is important to Ivan. Do we need to take anything?
be respectful to others and that they should not I: Just your lunch and a drink. You get a forty-five-
use any type of pejorative adjective. Collect the minute break and it usually costs $25.
sheets of paper. Choose one and tell the class M: You’re joking! That’s $50 for the two of us.
which group wrote it. Read aloud the adjectives I: Ah yes. But I said “usually.” It’s only $5 for this event
for one person in the group and see if the other and er … I’ve bought your ticket already.
students can guess which person in the group M: Mmm. You’re very generous, Ivan. Or are you too shy
those adjectives describe. Repeat the procedure to go on your own?
choosing different sheets of paper.
7 1.17 Listen again. Complete the information
with a word or phrase.
5 This picture is an example of “projection mapping”. • Play the audio again. Students listen and complete the
Have you ever seen this on TV or where you live? information with a word or phrase. If they are struggling
How do you think it works? with the activity, play the audio twice.
• Encourage students to describe the picture. Then tell • Check answers with the whole class.
them it is an example of “projection mapping”. Ask
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8 Listen once more. Answer the questions in

1.17 • Then organize students into pairs and tell them to talk
your notebook. about the classes and workshops listed. Remind them
• Play the audio again and tell students to answer the to consider the type of person they are right for and
questions in their notebooks. Elicit the answers and to justify their opinions. Walk around the classroom
write them on the board. to monitor their work. When pairs have finished, invite
some of them to report their opinions to the class.
Answers:
1 making maps Wrap-up
2 on a computer
• Keep students in pairs. Tell them they are supposed to
3 at the theater
write an explanation for “projection mapping” using
4 curious their own words and come up with the benefits of
5 She isn’t confident enough. this form of marketing. Walk around the classroom
6 His dad can take them both to the workshop. to monitor their work and to read what they have
written in their notebooks. When they have finished,
And YOU? encourage them to read their texts to the class.
9 In pairs, talk about these classes and workshops.

What type of person are they right for? Are they Further practice
right for you? Why? / Why not?
• Before students discuss the classes and workshops, • Workbook, Activity 15, page 121.
ask them what free-time activities they do after school
or on the weekend. Choose one or two which aren’t
mentioned in the task and ask students whether they
enjoy doing them.
1.6 SPEAKING Asking for and offering help page 16

Students can ask for and offer help, and respond to offers of help.
1 CLASS VOTE Can you remember the first day at

Materials: your school? What was it like?
• Student’s Book • Read the questions in the rubric and encourage
• audio tracks 1.18, 1.19, and 1.20 students to share their opinions with the class. Ask
them to describe their feelings. Then follow up by
encouraging students to describe how they would feel
Warm-up if they were to experience that day again.
• (Books closed) Organize students into two groups. Ask 2 Look at the picture. How do you think Nina is
one student from each group to sit at the front of the feeling?
class, facing their group. Tell students that you are going
to write an adjective from the last lesson on the board.
• Review what happened to Nina. Ask questions to help
students remember. You might ask, for example: What
The two students at the front can’t turn around to look
problem did Nina have? (She missed the bus.) Who did
at the word and the rest of the students can’t say,
she meet at the bus stop? (Skye and Jay) Who did she
spell, or translate the word. The students in each group
chat to at the end? (Dan).
take turns to define the word and the two students at
the front try to guess it. When one of the two students
• Students then describe the picture and share their
opinions about how Nina is feeling. Remind them
has guessed the word correctly, their group scores a
about the predictions they made in Lesson 1.
point. Repeat the procedures with different students
and different words. Suggested words: calm, confident, 3 1.18 Listen and read. Then answer the
creative, curious, fussy, generous, gentle, organized, questions.
punctual, reliable, and sensible. • Play the audio. Students listen and read before
• (Books open) Ask students to open their books to answering the questions.
page 16, look at the picture, and describe it. Have • When they have finished, elicit the answers and go over
them discuss what they will learn in this lesson. Explain the dialogue again. Then refer to the OUT of class box
the lesson objectives. and ask students when they would say each phrase
(We say Catch you later! to mean See you later! and we
say You made me jump! when someone or something
surprises or frightens us.).
 24

Extra activity • Students complete the dialogue with phrases from the
Speaking box.
• Critical thinkingOrganize students into pairs • Play the audio for them to listen and check. Then
to discuss how they think Belmont Academy organize students into pairs so they can practice the
is different from their school. Walk around the dialogue. Encourage them to extend the activity by
classroom to monitor their work and invite a few changing the last line from No, I’m fine, but thanks
students to share their opinions with the whole anyway to a response that asks for help. Walk around
class when they have finished. the classroom to monitor their work.
• When pairs have finished, encourage them to role-play
the dialogues in front of the class.
4 Study the Speaking box. Underline more examples
in the dialogue. And YOU?
• Read the information in the box with the whole class.
Then tell students to study the box individually and 7 In pairs, read the situations and take turns to ask
underline more examples in the dialogue. for and/or offer help.
• Go over the dialogue to check answers with the • Read and discuss the two situations in which students
whole class. At last, tell students to look at the
have to ask for help and how formal they would need
Speaking box once more. Point out that the response
to be in each case. Ask which structure in the Asking
to Would you mind … ? and Do you mind … ?
for help section in the Speaking box is the most formal
is negative as the speaker is saying he wouldn’t/
(Excuse me. Would you mind helping me?).
doesn’t mind.
• Organize students into pairs, tell them to read the
situations again and take turns to ask for and/or offer
Speak UP help. Set a time limit for them to practice their dialogues
and invite them to act them out in front of the class.
5 1.19 Listen to the intonation of these questions
asking and offering help. Does the intonation rise Wrap-up
or fall?
• Play the audio for students to listen to the questions. Tell • Keep students in pairs. Tell them to imagine they are
them to notice how the speakers’ intonation in these Nina and Dan to create a short dialogue in which
questions asking and offering help differ from other Nina asks questions about the school or asks for help
types of questions. and Dan replies. They should write the dialogue in
• Organize students into pairs and have them practice their notebooks.
asking the questions. Walk around the classroom to • Set a time limit for them to work and invite pairs to act
monitor their work. out their dialogues in front of the class.
6 1.20 Complete the dialogue with phrases from

the Speaking box. Listen and check. Then practice Further practice
the dialogue. • Workbook, Activities 16-18, pages 121-122.
1.7 WRITING An essay page 17

Students can write an essay about a personal challenge.
Materials: • (Books open) Ask students to look at page 17 and

• Student’s Book guess what they will learn in this lesson. Explain the
• audio track 1.21 lesson objective.
1 CLASS VOTE Are you afraid of heights? Where are

Warm-up
the worst places to be if you are?
• (Books closed) Tell students to think about a problem • Ask: Are you afraid of heights? Where are the worst
they may have for which they may need to ask for places to be if you are? and encourage students to
help (e.g., carrying a heavy bag, not understanding share their answers with the class. Ask them if they
homework) and write them on the board. Then organize have ever stood on a glass floor, been on a high
students into pairs. Student A starts by miming a viewing point, crossed an unsafe-looking bridge, or
problem. Student B watches and, when he/she thinks he/ been in any other situations in which they were afraid
she knows what is wrong, he/she offers to help. Student of heights.
A then responds appropriately. Students change roles.
Walk around the classroom to monitor their work.
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2 1.21 Study the Vocabulary box. Listen and 5 In pairs, choose one of these challenges and
repeat the verbs. In pairs, take turns to use the answer the questions below.
words in a sentence. • Organize students into pairs and tell them to
• Go over the Vocabulary box with the class and ask choose one of the challenges listed and answer the
students how they would say those verbs in their own questions. Remind them to think of phrases from
language. Students then study the Vocabulary box the Writing box they can use and complete them for
individually. the challenge they have chosen. Walk around the
• Play the audio for students to listen and repeat the classroom to monitor their work. When they have
verbs. Then organize them into pairs and have them finished, encourage them to share their answers with
take turns to use the words from the box in a sentence. the whole class.
Walk around the classroom to monitor their work.
When they have finished, encourage them to write their Writing time
sentences on the board.
6 Write an essay about a personal challenge.
3 Read Jo’s essay about a personal challenge. Which • Read the steps in the writing activity with the whole
paragraph describes a challenge that helped Jo? / class, providing examples and clarification whenever
b how the experience changed Jo? / c a bad necessary.
experience in the past? • Allow students some time to take notes about the
• Students read Jo’s description of a personal challenge personal challenge in their notebooks. Help with
and number the alternatives individually. When they have vocabulary if needed and remind them to refer to
finished, check answers with the whole class and ask the text in Activity 3 and the Writing box for help.
them what the bad experience was (she got scared while • Once they have taken notes, students start writing
walking on a glass floor on Tower Bridge), what challenge their drafts. Point out they should organize their text
helped Jo (climbing a wall), and how it helped her into paragraphs, making sure each part of the text
(it made her more confident and less scared). focuses and develops one main idea. Walk around
4 Study the Writing box. Find examples of these the classroom to monitor their work.
phrases in Jo’s essay. • Organize students into pairs for feedback. Monitor
• Go over the Writing box and explain the activity. Students pairs’ work to ensure appropriate and constructive
then find examples of the phrases in Jo’s description. feedback. You can list on the board common
Walk around the classroom to monitor their work. Read mistakes students have made for whole class
Jo’s description with the class to check answers. discussion.
• Students write the final version of their text on a
Extra activity separate sheet of paper for further correction.
• Write on the board: I’ve always loved English. Say: The Wrap-up
problem is … and elicit an ending (e.g., I’m not very
confident at speaking). Then say: I first realized this • Students read their personal challenges to the whole
when … and elicit another ending. Continue with: class. Encourage those who are listening to ask
Soon after that, I heard about … ; I decided to … ; questions about their classmates’ writings.
At the beginning …, but gradually I felt … ; The
experience has made me … ; Now I … . Remember
to praise students’ contributions. Further practice
Wordlist and Vocabulary in action page 18
Materials: 3 gasp, scream, sweat

• Student’s Book 4 give something a go
• audio tracks 1.22 and 1.23 Activity 4
• Organize students into pairs for them to discuss if the
Activities 1-3 sentences in Activity 3 are true for them.
• Allow students some time to do the activities
individually. Check answers with the whole class. 1.22 Activity 5
• Play the audio. Students listen to the words and decide
Activity 1 how the underlined vowels are pronounced.
Answers: • Play the audio again. Students listen and repeat the
1 immigrant, Prime Minister words.
2 calm, confident, determined, generous, gentle, joyful,
relaxed
 26

Extra activity 1.23 Activity 6

• After Activity 5, organize students into three • Play the audio. Students write the words from Activity
5 in the correct category. Check answers with the
groups. Each group looks at a different column of
whole class.
the wordlist and finds more words with the /ɪ/ and
/aɪ/ sounds. For each word, they should write a
• Play the audio again. Students listen and repeat.
blanked word with one blank for each letter, with
only the /ɪ/ and /aɪ/ sounds marked, followed by a
definition and part of speech (e.g., reliable = _ _ _
/aɪ/_ _ _ _ (able to be trusted, adjective). Groups
then write their blanked words on the board for the
other groups to guess.
Self-check page 19
Materials: 1.24 Activity 7

• Student’s Book • Play the audio twice for students to listen and write
• audio track 1.24 what they hear.
Further practice
Activities 1-6
• Allow students some time to do the activities. You can • Workbook, Activities 1-6, page 123.
use this lesson for informal assessment. Check answers
with the whole class or individually.
Extra activity
• After Activity 5, organize students into pairs. Tell
them to look at the first question in Activity 5. They
should then ask each other similar Have you ever … ?
questions. When their classmate says: Yes, I have,
the student asking the question thinks of follow-up
questions using the Simple Past. Invite students to tell
the class what they found out about their classmates’
experiences.
27 

UNIT
UNIT 21 Time for A
WHAT culture
WASTE! Student’s Book pages 20 to 29

Unit contents
Vocabulary • Collaboration: page 20 (Activity 3 and Extra activity)
• Pollution page 21 (Activity 9 and Wrap-up), page 22
• Protecting and damaging the environment (Warm-up, Activity 6, and Wrap-up), page 23
• Compound nouns: the environment (Warm-up, Extra activity, and Activity 4), page 24
• Elections and campaigns (Activities 1, 6, and Wrap-up), page 25 (Warm-up,
Activity 5, Extra activity, and Wrap-up), page 26
Grammar (Warm-up, Activities 6 and 7, Extra activity, and
• Past Perfect Wrap-up), page 27 (Warm-up and Activity 4), page
• used to 28 (Activity 3), page 29 (Activities 3 and 7)
Examples of 21st century skills/competencies • Autonomy and personal initiative: page 21 (Activity
• Critical thinking: page 20 (Activity 1), page 22 9), page 22 (Activity 6), page 24 (Activity 6), page 25
(Activity 2), page 23 (Wrap-up), page 27 (Extra (Activity 5), page 26 (Activity 7), page 27 (Activity 3)
activity)
2.1 VOCABULARY Protecting the environment pages 20 and 21

Students can talk about pollution and the environment.
or don’t recycle as often as they should. Discuss why

Materials: recycling is important.
• Student’s Book • Then have students say what they do with the items
• audio tracks 1.25, 1.26, 1.27, 1.28, 1.29, and 1.30 listed when they don’t need them anymore.
• poster paper • Critical thinking Ask: Can you think of four reasons
why everyone should recycle? How does recycling help
• crayons, colored pens, and pencils the planet? and have students discuss why recycling is
important.
Warm-up
2 1.25 Study Vocabulary A box. Listen and check
• (Books closed) Organize students into pairs. Tell them if you understand the words. Then circle the ones
to look at the Wordlist on page 18 of their Student’s that are not on the poster on this page.
Book and choose one word. They should then work • Go over Vocabulary A box with the class. Students then
together to think of a sentence which illustrates the study the box individually. Play the audio for them to
meaning of that word. They should write the word listen and check if they understand the words and circle
from the Wordlist backwards (e.g., afraid – diarfa). the ones that are not on the poster on page 20. Check
When they have finished, pairs say their sentence, answers with the whole class.
including the word they chose from the Wordlist,
which should be pronounced backwards. The first 3 In pairs, look at the poster again. What causes the
pair to guess the word scores a point. types of pollution below? Talk to your classmate.
• (Books open) Draw students’ attention to the • Go over the types of pollution listed and encourage
information on the left column of page 20. Go students to explain each one of them. Then organize
through the Vocabulary and Grammar items. Read students into pairs and ask them to look at the poster
aloud the question in the title of the text in Lesson 2.4 again and discuss what causes those types of pollution.
– Grammar and encourage students to share their Walk around the classroom to monitor their work.
predictions with the whole class and write them down • Elicit the answers and ask students for examples of
in their notebooks. Do the same with the question different kinds of pollution which affect their country
about the picture from Lesson 2.6 - Speaking. and their major causes.
• Explain the lesson objective. Then ask students to
predict what they will be able to say in English at the Extra activity
end of the lesson. • Keep students in pairs. Ask: How many more
words can you find which are related to pollution
1 What do you do with the items below
CLASS VOTE and the natural world? Set a time limit and have
when you don’t need them anymore? students write down as many words as they can
• Go over the items listed and make sure students are in their notebooks. When time is over, have pairs
familiar with all of them. Have students describe the compare their answers with another pair. Then
picture and elicit the word recycle. Ask them if they invite a student from each group to write their
have recycling cans at home and whether they recycle words on the board.
 28

4 1.26 Listen to part of a radio program about

the trash trail. Answer the questions in your
Background notes /
notebook. Isao Miyoshi had the idea of recycling false teeth, but
• Encourage students to read the questions before they it isn’t the actual teeth that he recycles, but the metal
listen and to guess what the answers might be. Tell which holds them together. He sells the metal and sends
them not to write the answers while they are listening, the money to UNICEF.
or they will miss what the speaker is saying. After
listening to the recording, students compare what 7 1.29 Study Vocabulary B box. Match words 1–6
they heard in pairs. Elicit the answers and play the to words a–f to make compound nouns. Listen and
audio again for students to check them. check.
• Read the information in the box with the whole class.
Audio script Students then study Vocabulary B box individually
and match words 1–6 to words a–f to make
Where does the trash trail start? Well, probably in compound nouns.
factories that produce food and drinks in plastic bottles,
packets, and aluminum cans. Every day, huge trucks
• Play the audio. Students listen and check. When they
deliver these goods to stores for us all to buy. Imagine have finished, elicit the meanings of the compound
a group of friends living in a big city, where cars and nouns (e.g., a traffic jam is when a road gets very busy
trucks pollute the environment. They decide to escape or there is a problem like an accident, and traffic is
the traffic and polluted air and spend a day outside the unable to move or moves very slowly).
city where there are a lot of parks and open spaces.
They take a picnic bag with cans of soft drinks, bags of 8 1.30 Complete the blog post with correct form
potato chips and cookies, and fruit in plastic bags. They of some compound nouns from Vocabulary B box.
enjoy their picnic, but they might leave their trash on Then listen and check.
the ground because the trash cans are full – perhaps • Before students do the activity, discuss the title (Is it
the wind picks it up and so it ends up in the river! What cool to be GREEN?) with the class. Students then
happens then? complete the blog post with the correct form of
some compound nouns from Vocabulary B box. After
5 1.27 WORD FRIENDS Complete the Word Friends that, play the audio for them to listen and check.
with the words below. Listen and check.
• Go over the list of words and make sure students are And YOU?
familiar with them. Elicit some examples and write them
on the board. 9 How green are you? Are your town and school
• Students then complete the Word Friends box with the green? In groups, take turns to talk about your
words listed. When they have finished, play the audio for ideas.
them to listen and check. Finally, ask some follow-up • Discuss the examples with the class and elicit a
questions and elicit students’ answers. You might ask, for similar example about the students’ own school and
example: How can we protect the environment? Can we town. Then organize students into groups and have
save water at school? How can we clean up the ocean? them discuss the questions and talk about their
6 1.28 Read the quiz and circle the correct option. ideas.
Then listen and check. Finally, write T (true) or • Walk around the classroom to monitor their work.
F (false). When they have finished, encourage them to share
• Set a time limit for students to read the quiz and circle some of their ideas with the class.
the correct answers individually. Then play the audio.
Students listen and check. Wrap-up
• Organize students into pairs for them to take the quiz. • Keep students in groups. Hand out the poster paper,
Allow them enough time to work and, when they have crayons, and colored pens and pencils for them to
finished, check answers with the whole class. make a poster about things everyone can do to be
Answers: green. They can think about individuals, schools, or
1 T (Japan has started doing this.) their town. When they have finished, have them talk
2 F (three hours, not three days) about their posters in front of the classroom.
3 T • Display their posters around the classroom and
have students vote for the best one apart from
4 F (The Statue of Liberty in New York has been
their own.
damaged by acid rain.)
5 F (It actually recycles ninety-nine percent.)
6 T (It can waste 5,000 liters of water a year.) Further practice
7 T (People are still finding rubber ducks which fell in
the ocean in 2010.)
29 

UNIT
UNIT 21 Time for A
WHAT culture
2.2 GRAMMAR Past Perfect page 22

Students can talk about past events using the Past Perfect.
3 Study the Grammar box and circle the correct

Materials: option. Then underline examples of the Past
• Student’s Book Perfect in the blog post.
• strips of paper with parts of compound nouns • Go over the information in the box with the whole class
and elicit the form (had + past participle) and use (to
refer to an action that happened before a particular
Warm-up point in the past) of the Past Perfect. Answer any
• (Books closed) Organize the class into groups of questions students may have and clarify any key points
fourteen. Give half the group (e.g., seven students) as necessary. Provide new examples and elicit others
these numbered words on separate strips of paper: from students.
1 traffic; 2 bottle; 3 gas; 4 public; 5 renewable; • Tell students to study the box individually and circle
6 recycling; 7 climate. Give the other half the the correct option to complete the sentence. Check
following words on separate strips of paper (without answers with the whole class.
numbers): bank; energy; center; transportation; • Students then underline more examples of the Past
change; station; jam. Each sub-group of seven Perfect in the blog post. Read the post with the whole
students should sit together. The first student with a class to check answers.
numbered word card says his/her word to one of the
students with a non-numbered card. If the two cards Background notes /
make a compound noun, they form a pair and sit It is important for students to understand that the Past
together. If the two cards don’t make a compound Perfect is used to refer to the “earlier past” (e.g., to a past
word, the next student says his/her word to another action that had already happened at the time we are
student, and so on. As a follow-up, you might ask talking about). When we are talking about two or more
pairs to use their compound noun in a meaningful consecutive past actions (e.g., actions that happened at
sentence and share it with the class. the same point in the past), we use the Simple Past, not the
• To adapt the activity to the number of students you Past Perfect. Write on the board:
have in class, increase/decrease the number of words.
When I arrived, he had left. (He wasn’t there when I
• (Books open) Students look at page 22. Explain the
arrived.) He had left refers to the earlier past (e.g, the
lesson objective.
time before I arrived.)
When I arrived, he left. (He was there when I arrived, and
1 Which of the things below does not produce then he left.) I am referring to the same point in the past –
energy? Circle. there is no “earlier past” involved.).
• Go over the words with the whole class and make sure
they are familiar with all of them. Then ask students
4 Complete the sentences with the Past Perfect form
to circle the one that does not produce energy. Elicit
guesses from the class, then provide the answer. Tell
students that the jellyfish produces a protein that helps • Set a time limit for students to complete the sentences
provide solar power. with the Past Perfect form of the verbs in parentheses.
Walk around the classroom to monitor their work. Elicit
2 Read the blog post quickly then answer the the answers and write them on the board.
• Students read the blog post quickly and answer the Extra activity
questions in their notebooks. Walk around the classroom • Tell students to number the actions in each
to monitor their work. When they have finished, invite sentence in Activity 4 in the order in which they
different students to write the answers on the board. happened (1 for the first action, and 2 for the second
• Critical thinking Ask students if they have heard of action). Check answers with the class and ask them
any other uses of animal waste (e.g., to power cars for what they have noticed about the verb form used
electricity) and discuss what biogas can be produced for the first and second actions (the Simple Past is
from (e.g., agricultural waste, manure, plant material, used for the action that happened first and the Past
sewage, food waste). Perfect for the one that happened second).
Answers:
1 They can eat 100 kilograms of fruit and vegetables 5 Read the sentences. Underline the action that
per day. happened first.
2 They can use it for energy so they can keep the • Students read the sentences and underline the
animals warm and save money. action that happened first. Go over each sentence
 30

with the class and check answers. Finally, elicit which Wrap-up
tense is used for the action that happened first (the
Past Perfect). • Keep students in pairs. Tell them to rewrite the
• As a follow-up task, encourage some students to write sentences in Activity 5 so that the second part of the
other examples using the Simple Past and the Past sentence is written first. They should make any other
Perfect on the board. necessary changes and write the new sentences in
their notebooks. When they have finished, encourage
And YOU? some students to write their sentences on the board.
Remind them to use the expressions by the time,
6 In pairs, talk about your country or the area where when, after, before, so, because, etc.
you live. • Do the first sentence with the class as an example.
• Organize students into pairs for them to talk about their Write on the board:
country or the area where they live. Ask them to think 1 Nobody had given the lions any water, so they were
of the energy that is used in the classroom and what it thirsty.
powers (e.g., electricity powers the lights, the computer,
the smartboard, the projector). When pairs have
finished, invite them to share their ideas with the class. Further practice
• Ask students if anyone has solar panels at home and • Workbook, Activities 7-10, page 125.
encourage them to share their experiences. • Grammar Time, page 107.
2.3 READING and VOCABULARY A magazine article page 23

Students can understand the main points and identify specific information in a magazine article.
Materials: 1 CLASS VOTE Have you ever been to an event to help

raise awareness of environmental problems?
• Student’s Book • Ask: Have you ever been to an event to help
• audio track 1.31 raise awareness of environmental problems? and
• strips of paper with words to form different encourage students to share their experiences.
sentences If students answer they have, elicit details of what
happened and what environmental problem the
event was raising awareness of.
Warm-up 2 1.31 Listen and read the magazine article.
• (Books closed) Write each word of these sentences on Match headings a–c to paragraphs 1–3.
separate strips of paper. • Go over the headings and discuss them with the class.
I played my new computer game after I had finished Ask students what they think the paragraphs might be
my homework. (12) about (e.g., “At one with nature” may be about how we
I was really hungry all morning because I hadn’t had can protect nature and use nature to help us. “The power
time for breakfast. (13) of music” may be about how music can help animals
By the time I got to the party, my friends had eaten and plants. “A different type of summer” may be about
all the cake. (15) someone’s experiences working for an environmental group
during the summer holidays.).
• For the first sentence, give twelve students one
• Play the audio. Students listen and read the magazine
strip of paper (e.g., one word card) each. Ask this
article to match headings a–c to paragraphs 1–3. Elicit
group to come to the front of the class. They must
the answers and a summary of each paragraph.
not look at their classmates’ words. Students must
(1 Xiuhtezcatl’s experiences of spending the summer
hold up their word cards so that the rest of the class
giving talks at the UN; 2 protecting the environment
can see them. The class tells the students with the
and feeling closer to nature; 3 using song lyrics to
word cards where to stand, so that their words form
teach young people about environmental problems).
a sentence. The students holding the cards say
• Go over the information in the Reading tip box with your
their words in order, so that they can find out what
students. Clarify any questions they might have.
sentence they have formed.
• Repeat the procedures with the other sentences (using 3 Read the magazine article again. Circle the
thirteen students and fifteen students). correct answer.
• (Books open) Students look at page 23. Explain the • Students read the magazine article again and circle
lesson objectives. the correct answer. Invite students to share their ideas
with the class and ask them to refer to the text to justify
their answers.
31 

UNIT
UNIT 21 Time for A
WHAT culture
4 Look at the highlighted words in the magazine

what the talk will be about. When they have
article. Check your understanding. Use a
finished, they choose one member of the group to
dictionary if necessary. In your notebook, write a
deliver the speech. Invite students to deliver their
sentence for each word.
speech and allow the class to vote for the most
• Tell students to read the text to try to understand the interesting speech, apart from their own group’s.
meaning of the highlighted words from context. They
should only use a dictionary if necessary. Go over the
meanings of all the highlighted words with the whole class. Wrap-up
• Students then write a sentence for each word in their
notebooks. Walk around the classroom to monitor • Critical thinking Have students brainstorm
their work. eco-friendly celebrities who campaign for a greener
• When they have finished, organize students planet. Have them discuss their purposes, causes,
into pairs. Student A reads out one of his/her and results. They are probably going to come up with
sentences, but saying the word "blank" instead of names as:
the highlighted word from the text. Student B has to Miranda Kerr, Anne Hathaway, Leonardo DiCaprio,
guess the missing word. Alicia Silverstone, Jamie Oliver, Jack Johnson, Kevin
Costner, Emma Watson, Gisele Bundchen, Natalie
Extra activity Portman, Brad Pitt, Ian Somerhalder, and so on.
If possible, allow students to do some research on the
• Organize students into groups of four. Tell them internet to enrich the activity.
to imagine that one of them has been invited to
talk to the UN about protecting the environment.
Students work together to write a short introduction Further practice
– greeting, introducing themselves, and explaining
2.4 GRAMMAR used to page 24

Students can talk about repeated past actions that no longer happen.
Materials: 2 1.32 Read and listen. Why does Skye trip up

when she’s jogging in the park?
• Student’s Book • Before playing the audio, remind students of the previous
• audio tracks 1.32 and 1.33 lessons and what has happened so far (Skye, Nina, and
Dan have just started at a new school. Skye’s neighbor,
Jay, already goes to the school.). Ask students which
Warm-up
character they think would be most likely to go jogging.
• (Books closed) Tell students to think of five things that Tell them to refer to their predictions in Lesson 1. Ask
were true about them five years ago, but aren’t true now. what problems one might have while jogging in a park.
They should use the Simple Past to write their sentences • Play the audio for students to read, listen, and check
in their notebooks (e.g., I had short hair. I liked cartoons. their predictions. Invite pairs of students to read the
I rode a BMX. I went to the park every Saturday. I shared dialogue in front of the class.
a room with my sister.). When students have finished, tell • Go over the Watch OUT! box with the class and point
them to walk around the classroom and try to find other out the differences between American and British
classmates for whom their sentences are also true. Set English listed. Brainstorm others and write them on the
a time limit and then invite students to say sentences board. They might mention, for example: apartment
which are true about themselves and other classmates. and flat, subway and underground, cookies and
Tell students to take notes of those sentences as they will biscuits, candies and sweets, and closet and wardrobe.
need them later in the lesson.
• (Books open) Students look at page 24. They discuss 3 Study the Grammar Box and check (✓) the correct
what they think they will learn in this lesson. Elicit ideas sentences. Then underline examples of sentences
from the class and then explain the lesson objective. with used to in the dialogue.
• Go over the Grammar box. Provide new examples and
elicit others from the students. Have them write them on
1 CLASS VOTE Do you think it’s important for a town the board. Discuss the meaning, form, and pronunciation
or city to have a park? Why? / Why not? of used to with the class. Elicit what the first two sentences
• Organize students into pairs. Ask the question and in the Grammar box tell us about the present (The river is
allow them to discuss their ideas for two minutes. Invite dirty now. They now find trash on the beach.).
each pair to share their opinions with the class. Remind • Students then study the box individually and check the
them to justify their views. correct sentences. Elicit the answers from the class.
 32

Then ask students to underline more examples of 5 1.33 Complete the dialogue with the correct
used to in the dialogue. Go over the dialogue again to form of used to and the verbs in parentheses. Listen
check answers. and check.
• Students complete the dialogue with the correct form of
Background notes / used to and the verbs in parentheses. Encourage fast
Used to can be used to talk about regular actions in the finishers to also complete the blanks using the Simple Past
past or past states which are no longer true. (e.g., Well, there weren’t so many cars, that’s for sure!).
I used to have long hair (but now I have short hair). • Play the audio for students to listen and check. Point
I used to go swimming every Saturday (but now I don’t). out that it is good to use used to for variety and that
a mixture of Simple Past and used to sounds more
• Used to cannot be used to talk about single past natural than using used to all the time.
actions.
• Used to /’ju:st tu:/ has a different pronunciation from And YOU?
the verb use /ju:z/.
• Used to is a regular past form. 6 In pairs, complete the sentences about your town.
• Organize students into pairs and tell them to
complete the sentences about their town. Walk
Extra activity
around the classroom to monitor their work. When
• Tell students to refer to the sentences they wrote in the they have finished, encourage them to share their
Warm-up activity and change them using used to sentences with the class.
(e.g., I used to have short hair. I used to like cartoons. • Hold a class vote for the most interesting sentences.
I used to ride a BMX. I used to go to the park every
Saturday. I used to share a room with my sister). Walk Wrap-up
they have finished, invite them to read one of their • Organize the class into small groups and have
sentences to the class. them create a jingle (a catchy simple repetitive
rhyme) encouraging people to take care of their
neighborhood’s green areas. Allow the groups
4 Complete the sentences with the correct form of enough time to work on their jingles and walk around
used to and the verbs in parentheses. the classroom to help them out if necessary and to
• Students complete the sentences with the correct correct their jingles.
form of used to and the verbs in parentheses. When • When they have finished, encourage them to present
they have finished, check answers with the whole class. their productions in front of the class.
Make sure students wrote didn’t use to and not didn’t
used to in sentences 2 and 5.
• Ask students if any of the sentences are true for Further practice
them and their families and have them share their
experiences. Encourage the use of used to and didn’t
use to.
2.5 LISTENING and VOCABULARY Protecting the environment page 25

Students can identify specific information in short dialogues and talk about elections and campaigns.
Materials: He used to act in the TV series ER.

• Student’s Book • Ask students if they know who the person is. If not, tell
them it is George Clooney. Then organize the class
• audio tracks 1.34 and 1.35 into groups or four and explain the activity: each
• poster sheets group should think of a famous person and list facts
• crayons and colored pens and pencils that were true about him/her in the past and about
what is true now (e.g., She used to be famous for
playing Hermione Granger. Now she’s famous for her
Warm-up modelling and activism. Emma Watson).
• (Books closed) Write the following sentences on the • Set a time limit and walk around the classroom to
board: monitor the groups’ work. When they have finished,
He used to go to a Catholic school in Kentucky. invite them to read aloud their sentences and ask
He used to want to be a professional baseball player. other students to guess who the person is. The group
that guesses correctly first scores a point.
He used to sell women’s shoes.
He used to be married to Talia Balsam. lesson objectives.
33 

UNIT
UNIT 21 Time for A
WHAT culture
1 CLASS VOTE Do you think student councils are Audio script

a good idea? What subjects do you think are
1
important for students to discuss?
B = Boy G = Girl
• Before asking the questions in the rubric, elicit what
a school council is and does. Then ask: Do you think B: Who are you going to vote for in the student election?
student councils are a good idea? What subjects do G: Mark Warner – definitely! He’s so cool … and he has
you think are important for students to discuss? and got great ideas about recycling at school. Is the
election on March 10th?
encourage students to share their opinions. Follow
up by asking students to talk about their own school, B: Actually, it was the day after, but now it’s on the 12th
because there’s a school basketball game on the
whether there is a school council there and, if so,
11th. I still don’t know who to vote for.
whether they are or would like to be a member.
2
2 1.34 Listen to the dialogue. Then answer the G = Girl B = Boy
questions in your notebok. G: What are you doing?
• Before playing the audio, make sure students understand B: I’m signing up to help clean a river. There’s an
the meaning of vote for somebody and a vote. eco-group that meets up every month. Last month
• Play the audio. Students listen to the dialogue and we planted some trees in a local park.
answer the questions. Elicit the answers write and them G: That sounds interesting. Last summer, I helped clean
on the board. Ask what kind of things Leo is interested up a beach. I’d like to do something like that again.
in (the environment). Was it good?
B: Yeah, I’d never done any environmental stuff before,
Audio script but it was good fun. It was really funny. Why don’t you
sign up too?
G = Girl B= Boy 3
G: Mark Samec, forty votes. Alicia Bartez, eighty-three M = Mark D = Dad
votes … and this year’s new student councilor is … M: Dad, I have to do a project for school on the history
Leo Hall with one hundred and twenty-nine votes! of recycling. When did you start recycling stuff?
Congratulations, Leo! Now, can you tell us Leo, what D: Oh, I’m not sure when, Mark. I started recycling
are your future plans as student councilor? paper probably about ten, fifteen years ago. As a
B: Well, I want to organize a clean-up of the school child I used to recycle glass bottles at the local store
playing fields and I’d also like to plant some more trees. and get money back!
M: Really? For plastic bottles, too?
3 Complete the sentences with the correct form of
the phrases below. D: I only started recycling those a short time ago. It’s
hard to believe now that we used to throw so much
• Go over the phrases with the whole class and make stuff in the trash!
sure students are familiar with all of them. Students
4
then complete the sentences with the correct form of
M = Mum S = Sarah
the phrases. When they have finished, elicit the answers
and encourage students to say how they would say M: Is that you, Sarah? Where have you been?
those phrases in their own language. S: I was at a meeting at school. I’ve joined a campaign
• As a follow-up task, ask students: What groups can with some friends. It’s to help protect forests. Sorry I’m
you become a member of? What elections are held late. There was a huge traffic jam so my bus was late.
outside of school? What campaigns can you join? M: Yes, the traffic’s awful. So how was the meeting?
What do you do when you join a campaign? Have S: Good! We’re going to organize a recycling event.
you ever organized an event? What was it? Does Everyone brings in things they don’t want and
your school have notices asking people to sign up sells them – and then all the money will go to the
campaign.
for something? What sort of things? How do people
usually vote?
Extra activity
4 1.35Listen to four dialogues. Circle the correct • Organize students into groups of three. Each group
answers. writes a short dialogue and a question with three
• Go over the first question with the class. Tell them that in answer choices, A, B, and C. The three choices
listening tasks like this, the speaker won’t just describe should be the three people in the group (e.g., A
or mention one of the three pictures. All three pictures Peter, B Cathy, C Dan). Explain that the dialogues
will be mentioned, so they need to listen carefully. Tell have to mention all three students but only one
them that the speaker may mention the wrong date person’s name should be the answer to the
first, for example. question.
• Play the audio for students to listen and circle the • Walk around the classroom to monitor their work.
correct answers. If students are struggling with the When they have finished, ask a student from each
activity, play each dialogue twice. group to ask their question to the class, then read
• After checking answers with the whole class, ask aloud their dialogue. The other groups have to
students why they think the other two choices for each choose the correct answer.
question are not correct.
 34

And YOU? Wrap-up

• Keep students in pairs. Explain the activity: students are
5 Imagine there will be student council elections in going to make a poster for their campaign as student
your school. In pairs, discuss what you would do if councilor candidates. You might brainstorm and write
you became student councilors. some campaign slogans on the board, if necessary.
• Go over the example with the class and ask why • Give each pair a poster sheet and set a time limit
would rather than will was used (we use would in for them to work on their posters. Walk around the
the Second Conditional to talk about unlikely or classroom to monitor their work. When they have
hypothetical future events). If the writer used will, finished, have pairs show and explain their poster to
it would sound as if they were too sure of winning. the whole class. Tell students to use bullet points and
It would make voters think they are too confident headings to make their posters more visual and the
and make them less likely to vote for them. information easier to read.
• Organize students into pairs for them to discuss what
they would do if they became student councilors.
Walk around the classroom to monitor their work. Further practice
• Workbook, Activity 17, page 127.
2.6 SPEAKING Agreeing and disagreeing page 26

Students can agree and disagree with other people’s point of view.
Materials: 2 1.36 Listen and read the dialogue. Then answer

the questions in your notebook.
• Student’s Book • Write Trash to treasure on the board and elicit what
• audio tracks 1.36, 1.37, and 1.38 the dialogue may be about. Remind students of their
predictions in Lesson 2.0.
Warm-up
• Then play the audio for students to listen, read, and
answer the questions in their notebooks. Check
• (Books closed) Organize students into pairs. Each answers with the whole class.
pair has to write five sentences that other students • Go over the Watch OUT! box with the class and refer
may agree or disagree with (e.g., Going to the movies to the words students listed in Lesson 2.4.
is better than going to the theater. We should have Answers:
less homework. There should be more holidays instead 1 Skye is taking part in a Trash to treasure
of a long summer vacation). The sentences should competition, so she has to make something new
be written in their notebooks. Set a time limit and out of rubbish. She’s using plastic bottles (and
then join pairs to form groups of four. The pairs then sticky tape).
take turns to read aloud their sentences and say
2 Dan doesn’t think it’s a good idea. He thinks
whether they agree or disagree with them. Encourage
rubbish is just rubbish.
students to justify their opinions. Invite groups to tell
the class about any sentences they all agree with. 3 Personal answer.
• (Books open) Students open their books to page 3 Study the Speaking box. Then underline
26, look at the picture, and describe it. Have them agreeing and disagreeing phrases in the
discuss what they will learn in this lesson. Explain the dialogue.
lesson objective.
• Go over the Speaking box with the class. Students
then study it individually and find more examples of
1 CLASS VOTEDo you always share the same agreeing and disagreeing phrases in the dialogue.
opinions with your friends and family? What kind of • Read the dialogue to check answers with the whole
class.
things do you disagree about?
• Ask: Do you always share the same opinions with Speak Up!
your friends and family? What kind of things do you
disagree about? and encourage students to share 4 1.37 Listen to the prompts and sentences in the
their answers with the whole class. Speaking box. Notice how the speakers’ intonation
• As a follow-up task, write the following quote from the changes for agreeing/disagreeing. Practice saying
South African writer Mokokoma Mokhonoana on the the sentences and prompts.
board and encourage students to discuss it: • Play the audio for students to listen to the prompts
“We seldom learn much from someone with whom we and sentences in the Speaking box. Tell them to notice
agree.” how the speakers’ intonation changes for agreeing/
35 

UNIT
UNIT 21 Time for A
WHAT culture
disagreeing. For agreeing we use rising intonation and And YOU?

for disagreeing falling intonation.
• Organize students into pairs and have them practice 7 In pairs, discuss one of these statements.
saying the sentences and prompts. Walk around the • Keep students in pairs. Read aloud the statements
classroom to monitor their work. and tell them to discuss one of them. Remind them
5 Complete the dialogue with sentences and to use agreeing and disagreeing phrases from the
prompts from the Speaking box. Speaking box.
• Students complete the dialogue with sentences and • Walk around the classroom to monitor their work. When
they have finished, invite pairs to discuss the statement
prompts from the Speaking box. When they have
they have chosen in front of the class.
finished, check answers with the whole class.
6 1.38 Listen to five people talking about Extra activity
recycling and reusing things. Work with a • Organize students into groups of four and allow them
classmate. Respond to each statement with a enough time to practice the dialogue from Activity 1.
sentence or prompt from the Speaking box. Give Walk around the classroom to monitor their work.
reasons. Use expressive intonation. Encourage them to use the correct intonation to show
• Organize students into pairs. Then play the audio. They agreement or disagreement. Invite groups to act out
listen to five people talking about recycling and reusing the dialogue in front of the class.
things and respond to each statement with a sentence
or prompt from the Speaking box. Remind them to give
reasons and to use expressive intonation. If necessary, Wrap-up
pause the recording between statements to give
students more time to think about their answers. • Organize students back into the same groups from
the Warm-up activity. Refer to the sentences they
wrote in their notebooks and tell them to choose
Audio script
one statement and discuss it with their groups, this
1 I think it’s a good idea to reuse plastic bottles.
time using phrases from the Speaking box to give
their opinions.
2 Instead of recycling, we should just stop using paper
completely in schools.
3 I don’t think recycling clothes is a good idea. I don’t Further practice
want to wear other people’s underwear!
4 Old people are less likely to recycle than young people. • Workbook, Activities 18-21, pages 127-128.
5 Recycling is only possible in big cities.
2.7 WRITING An informal invitation page 27

Students can write an interview about environmental problems in an area.
Materials: 1 CLASS VOTE Read the interview. What questions do

you think the interviewer asked?
• Students read the interview individually. Then ask: What
questions do you think the interviewer asked? and
Warm-up have students discuss their ideas.
• (Books closed) Organize students into pairs to write a 2 Complete the interview with the questions below.
short dialogue using phrases from the Speaking box Check your answers to Activity 1.
on page 26. Tell them to leave one word blank in each • Set a time limit for students to complete the interview with
phrase. Set a time limit. When pairs have finished, they the questions listed and check their answers to Activity 1.
should exchange their dialogues with another pair and • Read aloud the interview to check answers with the
each pair should then fill in the blanks for the pairs who whole class.
have written the dialogues to check.
3 Study the Writing box. Find examples of these
phrases in the interview.
When they have finished, invite them to read their
dialogues to the rest of the class. • Tell students to study the Writing box individually and
• (Books open) Ask students to look at page 27 and find examples of the phrases in the interview. Go over
guess what they will learn in this lesson. Explain the the interview again to check answers.
lesson objective. Answers:
We strongly believe that people should use ...
Can you tell us a little about why you ...?
 36

This has caused air pollution ... • Allow students some time to take notes about the
And why is that a problem? interview in their notebooks. Help with vocabulary
Smoke and air pollution also cause people to ... if necessary and remind them to refer to the text in
What do you think should be done about this? Activity 1 and the Writing box for help.
But don’t you think that cars are ...? • Once they have taken notes, students start writing their
Not really. drafts. Walk around the classroom to monitor their work.
So, you don’t think that ...? • Organize students into pairs for feedback. Monitor
Not exactly, but if you ... pairs’ work to ensure appropriate and constructive
feedback. You can list on the board common mistakes
Extra activity students have made for whole class discussion.
• Help students reflect on the
Critical thinking
separate sheet of paper for further correction.
importance of creating little or no waste to reduce
the consumption of unnecessary or superfluous
Wrap-up
items such as packaging and disposable objects, for
example. Remind them that the less we use, the less • Invite different students to read their interviews to the
we will need to throw away. class.
Writing time
Further practice
4 Write an interview with an environmental expert • Workbook, Activity 22, page 128.
or a politician about an environmental problem in
your area.
• Read the steps in the writing activity with the whole class,
providing examples and clarification whenever necessary.
Materials: Wrap-up
• Student’s Book • When they have finished, encourage some students
• audio tracks 1.39 and 1.40 to read aloud their definitions for their classmates to
guess which words from the Wordlist they refer to.
Activities 1-3 • To review the vocabulary of this unit, have a dictation,
• Allow students some time to do the activities but not a usual one. Instead of dictating words, read
individually. Check answers with the whole class. some definitions and students should write the words
that correspond to them in their notebooks.
Answers to Activity 1: • For correction, invite some students to write the words
1 solar energy, biogas, electricity, biogas, gasoline, on the board. Some suggestions of definitions you
natural gas might read are:
2 air polluiton, land pollution, water pollution 1 gas produced from decaying plant material that
3 candidate, councilor, guardian, vegetarian can be used as fuel (biogas)
4 community, student council 2 a long line of vehicles on a road that cannot move
or can only move very slowly (traffic jam)
1.39 Activity 4
3 a very large amount of water that covers an area
• Play the audio for students to listen to the that is usually dry (flood)
pronunciation of to in the sentences.
4 animals and plants growing in natural conditions
1.40 Activity 5 (wildlife)
• Organize students into pairs and tell them to practice 5 the natural features of a place, for example its
saying the questions. Then play the audio for them to weather, the type of land it has, and the type of
listen and check their pronunciation. plants that grow in it (environment)
6 a small, useful, and cleverly-designed machine or
Extra activity tool (gadget)
• Tell students to study the Wordlist, choose five words, 7 a sea animal that has a round transparent body
and come up with their own definitions for them. Tell and can sting you ( jellyfish)
them to write the words and the definitions in their 8 a silver-white metal that is very light and is used
notebooks. Walk around the classroom to monitor to make cans, cooking pans, window frames etc.
their work. (aluminium)
37 

UNIT
UNIT 21 Time for A
WHAT culture
Self-check page 29
Materials: Extra activity

• Student’s Book • Tell students to think of a strange, embarrassing, or
• audio track 1.41 interesting fact about themselves when they were
• strips of paper younger. They should write a sentence using used
to in strips of paper (e.g., I used to dream about
Activities 1-7 being an opera singer.). Tell them the fact should be
• Allow students some time to do the activities. You something they don’t mind sharing with the class.
can use this lesson for informal assessment. Check • Collect the sentences and read them to the class.
answers with the whole class or individually. Students then try to guess who wrote them.
1.41 Activity 8
• Play the audio twice for students to listen and write Further practice
what they hear. If students are struggling with the • Workbook, Activities 1-6, page 129.
activity, play the audio a third time.
 38

UNIT
UNIT 31 Time for CHALLENGE!
STYLE culture Student’s Book pages 30 to 39

Unit contents
Vocabulary • Collaboration: page 30 (Warm-up and Extra
• Clothes and accessories activity), page 31 (Activities 9 and 11), page 32
• Adjectives to describe clothes and accessories (Warm-up, Activity 6, and Wrap-up), page 33
• Have, be, wear (Activities 2, 6, 7, and 8 and Extra activity), page 34
• Parts of clothes and shoes (Activity 7 and Extra activity), page 35 (Extra activity,
• Descriptive adjectives Activity 7, and Wrap-up), page 36 (Activity 5, Extra
activity, and Wrap-up), page 37 (Activity 6), page 38
Grammar (Activity 3), page 39 (Activities 5 and 6)
• Present Perfect Continuous • Assessment for learning: page 39
• Present Perfect Simple and Continuous • Autonomy and personal initiative: page 31 (Activity
11), page 32 (Activity 6), page 33 (Activity 8), page
Examples of 21st century skills/competencies 34 (Activity 7), page 35 (Activity 7), page 36 (Activity
• Critical thinking: page 30 (Activity 1), page 32 (Extra 5), page 37 (Activity 6)
activity), page 34 (Wrap-up), page 37 (Extra activity)
3.1 VOCABULARY Clothes and appearance pages 30 and 31

Students can describe clothes, accessories, and appearance.
Talk to them about buying consciously and donating

Materials: what they do not like or use anymore. Have them share
• Student’s Book their opinions and experiences with the whole class.
• audio tracks 1.42, 1.43, 1.44, 1.45, and 1.46
2 1.42 Study Vocabulary A box. Label the items in
the website pictures a–g above. Listen and repeat
Warm-up the words.
• (Books closed) Organize students into pairs and • Students study Vocabulary A box individually and label
have them play Hangman using words from Unit 2. the items in the website pictures a–g. Then go over
You might brainstorm some words and write them the box with the class and make sure students have
on the board as suggestions: endangered, factory, understood the meaning of hoodie (hooded top).
litter, pollution, renewable energy, traffic jam, waste, • Elicit definitions or translations of the words which aren’t
and wind farm, for example. Encourage students to shown in the pictures. Then play the audio for students
provide a definition for the words as they guess them. to listen and repeat the words.
• (Books open) Draw students’ attention to the
3 1.43 Listen to four people talking about
information on the left column of page 30.
the clothes and accessories from the website.
Go through the Vocabulary and Grammar items.
Match speakers 1–4 to items of clothing from
Read the question about the picture from the story
Vocabulary A box.
in Lesson 3.2 - Grammar. Encourage students to
share their predictions with the whole class and write • Play the audio. Students listen to four people talking
them down in their notebooks. Do the same with about the clothes and accessories from the website
the question about the picture from Lesson 3.6 - and match speakers 1–4 to items of clothing from
Speaking. Vocabulary A box. Tell them the items are described,
• Explain the lesson objective. Then ask students to but the speakers don’t actually name them. For each
predict what they will be able to say in English at the speaker, students should pay attention to words that
end of the lesson. describe the items and words that say when or where
the people are going to wear them. If students are
struggling with the activity, play the audio a second
1 CLASS VOTE Where do you usually buy clothes? time.
Why? • Check answers with the whole class. Elicit key words
• Ask: Where do you usually buy clothes? Why? and and ideas that helped students identify the items.
encourage students to share their experiences with the
class. Elicit more details about their clothing shopping, Audio script
such as which stores they shop at, what they buy in
each place, and the advantages and disadvantages 1 I’ve found one on sale, but it’s still so expensive! Do I
of shopping in each place. have to wear one to Aunt Penny’s wedding? They’re
• Critical thinking Engage students in a conversation so uncomfortable! Can’t I just wear jeans and a nice
about reusing and recycling clothes and accessories. shirt?
39 

UNIT
2 I need a pair for the Geography trip. We’re going to 6 Choose three items from the website on page 30.
be walking in streams and rivers, but I don’t want the In your notebooks, describe them using as many
usual boring dark green or black ones. Look! Here adjectives as possible. Remember to use the
they are. I saw these red-and-white polka-dot ones correct order.
on Street ID. Don’t you think they’re cool?
3 Are you sure about this? Aren’t they for girls really?
• Read and explain the Watch OUT! box. Provide examples
I never wear jewelry – and won’t it be uncomfortable and elicit others from students. Write them on the board.
around my neck? Well, I suppose Jack wears one and • Then tell students to choose three items from the
it looks pretty cool – and no one laughs at him. OK, website on page 30 and describe them using as many
here we go. It’s in the basket. adjectives as possible in their notebooks. Remind them
4 I know what I’m wearing for the party. It’s a really to use the correct order.
nice summer dress I bought last year, but I only have • Walk around the classroom to monitor their work. When
shoes and they’ll be too hot. Ah, these are nice. I like students have finished, invite them to read aloud their
the straps around the ankle and with some red nail
polish, they’ll look great with my dress! descriptions and check whether they have used the
correct adjective order.
4 I KNOW What clothes or accessories from
Vocabulary A box would you expect to find in 7 1.45 WORD FRIENDS Complete the phrases with
these sections (basics, active, party, accessories) be, have, or wear. Listen and check.
of the website? Can you add any? Write in your • Students complete the phrases with be, have, or
notebook. wear. Play the audio for them to listen and check
• Discuss the website headings with the class and help their answers. Then elicit the meaning of the different
them infer what they mean (e.g., basics – things that are phrases and ask students if anyone in the class has a
really necessary; active – things for sports like tracksuits or pale complexion, is tanned, wears glasses, etc.
trainers; party – things for going out; accessories – items
like jewels or belts (not clothes). Then ask students what 8 Complete the sentences with words and phrases
clothes or accessories from Vocabulary A box they from the Word Friends box.
would expect to find in those sections of the website.
• Set a time limit for students to add other pieces of • Set a time limit for students to complete the sentences
clothing and accessories to each section in their with words and phrases from the Word Friends box. Tell
notebooks. When they have finished, ask them to share them there are different ways to complete the sentences.
their ideas with the class. • When they have finished, encourage them to share
their ideas with the class and hold a class vote for the
Suggested answers: most likely answer for each sentence.
basics: sandals, sweater
active: boots, hoodie, leggings, raincoat, rain boots, 9 In pairs, talk to each other and describe people
sweatshirt you know.
party: pantyhose, suit • Organize students into pairs. Tell them to talk to each
accessories: bracelet, earrings, gloves, necklace, scarf other to describe people they know. Walk around the
classroom to monitor their work and invite them to
Extra activity share some of their descriptions with the class.
• Organize students into pairs and give them an A4
sheet of paper. Then write the words CLOTHES and 10 1.46 Read the article. Circle the correct option.
ACCESSORIES vertically on the board. Tell students to Listen and check.
write, horizontally, words that have one of the letters • Read the example with the class and ask why jeans is the
from the words CLOTHES and ACCESSORIES. The correct answer (since baggy means very loose fitting, we
words they choose to write must be related to the cannot describe sunglasses as baggy). Students then read
topic words. the article and circle the correct options to complete it.
• The winner is the pair of students that finishes the task • Elicit the answers and encourage students to explain
in a shorter period of time and makes fewer (or no) their choices.
spelling mistakes.
And YOU?
5 Study Vocabulary B box. Write the adjectives
1.44
in the correct columns in the chart below, using a 11 In pairs, ask and answer the questions.
dictionary, if necessary. Listen and check. • Organize students into pairs for them to ask and
• Go over Vocabulary B box with the class and make sure answer the questions. Walk around the classroom to
students are familiar with the adjectives to describe monitor their work. When they have finished, invite them
clothes and accessories. Elicit how they would say to share their answers with the whole class.
those adjectives in their own language.
• Students then study the box individually and write the
adjectives in the correct columns in the chart. Play the
audio for students to listen and check.
 40

Wrap-up Further practice

• To review the vocabulary students have studied in this • Workbook, Activities 1-5, pages 130-131.
unit, have a class survey. Ask each one about their
favorite piece of clothing and accessory and invite
them to come to the board to write their answers
under the headings Clothes and Accessories.
3.2 GRAMMAR Present Perfect Continuous page 32

Students can talk about things that started in the past and have continued until now.
Answer:
Materials:
They are organizing a fashion show to raise money for a
• Student’s Book field trip.
• audio track 1.47
3 Study the Grammar box and complete the rules.
Then underline examples of the Present Perfect
Warm-up Continuous in the dialogue.
• (Books closed) Organize students into two groups. • Go over the Grammar box with the whole class and
One student from each group goes outside the elicit other examples from students. Then tell them
classroom while the rest of the class chooses one to study the box individually and complete the rules.
student in the class to describe. The two students Check answers with the whole class.
come back and sit at the front. Tell them they can’t • Read the dialogue with the class and ask students to
turn around to look at the other students and the underline examples of the Present Perfect Continuous.
other students mustn’t say the person’s name or give Encourage some students to read those examples to
clues that aren’t related to appearance. The two the class to check answers. Remind students that state
groups then take turns to describe the student they verbs can’t be used in the continuous form. Discuss the
have chosen and the two students at the front try difference between permanent states and temporary
to guess who he/she is. Repeat the procedures with situations and which form we use with each. Tell
different students. students they will look at the differences between the
• (Books open) Students look at page 32. They discuss Present Perfect Simple and Continuous in Lesson 3.4.
what they think they will learn in this lesson. Elicit ideas
from the class and then explain the lesson objective. 4 Complete the ad with the Present Perfect
Continuous form of the verbs in parentheses.
• Students complete the ad with the Present Perfect
1 CLASS VOTE Would you like to be in a fashion Continuous form of the verbs in parentheses. When they
show at your school? Why? / Why not? have finished, discuss how the meaning of the text would
• Ask: Would you like to be in a fashion show at your change if the Present Continuous were used (e.g., 1 Are
school? Why? / Why not? and have a class vote. Elicit you looking for something new to wear? (now) Have you
students’ explanations and write them on the board. been looking for something new to wear? (for some time)).
• Ask follow-up questions and encourage students to
justify their answers. You might ask, for example: Have Extra activity
you ever been to a fashion show? What kind of fashion
show is the most appealing in your opinion? Why are • Critical thinking Ask: Do you think it is important to
fashion shows important? wear fashionable clothes? Do people feel different
• At last, ask if anyone watches fashion shows on TV and when they wear fashionable clothes? What are some
elicit what happens at them. of the strangest fashions you have ever seen? What
fashions you see today do you think will be out of
2 1.47 Read and listen. Why have Jay and fashion within two years?
Skye organized a fashion show? Answer in your
notebook.
• Play the audio. Students read and listen to the 5 Complete the sentences with for or since.
dialogue. Then ask: Why have they organized a fashion • Remind students that we use for with a length of
show? and tell students to answer in their notebooks. time and since with a point in time and ask them to
Check the answer with the whole class. complete the sentences. Elicit the answers, then ask
• Go over the Watch OUT! box with the class and point students to tell the class something they have been
out the differences between American and British doing for ages, for a long time, since October, and
English listed. Brainstorm others students learned in since something else happened.
previous units and write them on the board.
41 

UNIT
And YOU? Wrap-up

6 In pairs, share ideas on how to save money to buy • Keep students in pairs. Remind them of the use of
clothes using the Present Perfect Continuous and How long and elicit some examples of questions and
the verbs below. answers. Write them on the board. Then tell students
• Look at the example with the class and elicit alternative to ask each other questions using How long and the
ways to end the sentence using for or since (e.g., I’ve Present Perfect Continuous tense and to answer
been saving up for some new sneakers for ages/since them using either for or since.
last year/since I saw some in the sports store). • Walk around the classroom to monitor their work.
• Organize students into pairs and tell them to share When they have finished, encourage them to share at
information about themselves using the Present Perfect least one surprising information they have found out
Continuous and the verbs listed. Encourage them about their classmates with the class.
to use for or since in their sentences. Walk around
the classroom to monitor their work. When they have
finished, invite some students to share their information Further practice
with the whole class.
3.3 READING and VOCABULARY A bad hair day page 33

Students can identify specific information in an article and summarize its main ideas.
justify their opinions. Then hold a class vote to find out

Materials: why students like or don’t like going to the beauty salon.
• Student’s Book • At last, ask students when they last went to the beauty
• audio track 1.48 salon and what they did there.
• slips of paper
2 Look at the title of the article and the picture. What
do you think it will be about? Discuss in pairs.
Warm-up • Ask students to read the title of the article and to relate
• (Books closed) Tell students to think of something it to the picture to predict what it will be about. Organize
they have been doing and are still doing now. They them into pairs and tell them to discuss their ideas.
should then write a sentence on two slips of paper: • When they have finished, encourage them to share
I have been + verb phrase on one slip of paper and their opinions with the whole class.
for/since + time expression on another (e.g., I have • Read the information in the Reading tip box with
been learning English – since I was nine). Collect the students and clarify any questions they might have.
endings (e.g., the slips of paper with the for/since
phrase) and redistribute them. Background notes /
• Then write the following questions on the board: What
A "bad hair day" is a day on which it is impossible to
have you been doing? How long have you been … ?
make your hair look good. It is sometimes also used
Tell students to walk around the classroom to ask
to describe days on which other things go wrong. The
and answer the questions on the board. If a student’s
phrase became popular when it was used in the movie
answer to the How long … ? question matches what’s
Buffy the Vampire Slayer in 1992.
written on the slip of paper the student asking the
question is holding, the student asking the question
keeps both halves of the sentence and sits down.
When several students have seated, stop the activity Extra activity
and elicit, from those seated, what they have found • Keep students in pairs. Read aloud the following
out (e.g., Max has been attending cooking lessons comments people made after a visit to the beauty
since December.). salon and ask them to discuss how they’re feeling.
• (Books open) Students look at page 33. Explain the Then ask students how they often feel after going to
lesson objectives. this place. Encourage them to share their experiences
with the class.
1 It cost a lot of money and it doesn’t look any different.
1 CLASS VOTE Do you like going to the beauty
2 The color is really awesome. I can’t wait to show my
salon? Why? / Why not? friends.
• Ask: Do you like going to the beauty salon? Why? / Why 3 It’s incredibly short. I’m not sure if I like it.
not? and elicit students’ answers. Encourage them to
4 It’s awful – my ears look too big.
 42

3 Read the first paragraph. Answer the questions in Paragraph 2: Cleopatra and the ancient Egyptians also
your notebook. worried about their hairstyles.
• Allow students enough time to read the first paragraph Paragraph 3: Hairstyles don’t look good on everybody,
of the text and answer the questions in their notebooks. so be careful about who you copy.
• Elicit the answers and write them on the board. Overall: Hairstyle problems are nothing new, but maybe
Then ask students if they are similar to James’ and you can avoid them.
Georgia’s. Ask them what they would do if, on a very
windy day, they got to school and saw that their hair 7 In pairs, cover the text and take turns to tell each
looked really strange. other what it’s about.
• Keep students in pairs. Tell them to cover the text and
4 1.48 Listen and read the whole article. Decide if
take turns to tell each other what it’s about. Walk
the sentences are true (T) or false (F). around the classroom to monitor their work.
• Play the audio for students to listen and read the whole
article. Then read aloud the sentences and have them
decide if they are true or false. And YOU?
• Elicit the answers and encourage students to correct
the false sentences orally. 8 In pairs, ask and answer the questions.
• Keep students in pairs. Tell them to ask and answer
5 Look at the highlighted words in the text. Check the questions as interviewers and interviewees. The
your understanding. Use a dictionary if necessary. interviewer stops the interviewee on the street and asks
• Tell students to look at the highlighted words in the text if he/she can ask a few questions about hairstyles.
and check if they understand them. Remind them they The interviewee tries to give as detailed an answer as
can use their dictionaries if necessary. Elicit how they possible. Walk around the classroom to monitor their
would say those words in their own language. work. When they have finished, invite them to act out
their interviews in front of the class.
6 What is the main idea in each paragraph? Write
it in your notebook. Then also write one sentence
Wrap-up
that summarizes the whole text.
• Organize students into pairs. Tell them to read the text • Organize students into groups of four. Ask them to
again and discuss the main ideas in each paragraph. discuss famous people’s hairstyles that they like and
When they have finished, ask them to write one don’t like. Set a time limit and then invite groups to
sentence that summarizes the whole text. share their opinions with the class.
When they have finished, encourage them to read their
sentences to the class. Further practice
Possible answers: • Workbook, Activities 10-11, page 132.
Paragraph 1: The biggest problems with appearance
for most teens are caused by their hair.
3.4 GRAMMAR Present Perfect and Present Perfect Continuous page 34

Students can understand the difference between the Present Perfect and the Present Perfect Continuous.
Materials: • Tell students to think about what they have been

• Student’s Book doing, read the cues, and write positive or negative
• audio tracks 1.49 and 1.50 sentences using the Present Perfect Continuous in
their notebooks. Ask them to add one more idea on
their own. Allow them enough time to work and, when
Warm-up they have finished, invite them to share some of their
sentences with the class.
• (Books closed) Write on the board: • (Books open) Students look at page 34. They discuss
What have you been doing recently? what they think they will learn in this lesson. Elicit ideas
I / write my blog from the class and then explain the lesson objective.
I / upload photos
I / run
1 CLASS VOTE Have you ever made your own
I / shop for clothes
clothes or accessories?
• Ask: Have you ever been to an event to help raise
awareness of environmental problems? and encourage
43 

UNIT
students to share their experiences. Ask if anyone has Perfect Continuous, we would understand that the
anything they have made with them that they can show necklace is unfinished.).
to the class. • Students then circle the correct options. Play the audio
for them to listen and check.
2 Read the blog post and the comments. What does
the girl make that everyone wants? Why do her 5 In your notebook, use the prompts to write
friends want them? Answer in your notebook. questions using the Present Perfect or the Present
• Students read the blog post and the comments Perfect Continuous.
individually before answering the questions. Elicit the • Students write questions using the Present Perfect
answers and write them on the board. Simple or the Present Perfect Continuous in their
• Discuss things that people often make at home notebooks. Remind them that if there is a state verb,
(e.g., clothes, jewelry, cakes, jam, etc, or multimedia they should use the Present Perfect.
things like music, websites, etc.). Answers:
Answers: 1 How long have you had your cell phone?
She makes tablet cases. Her friends want them because 2 How long have you been learning English?
they are unusual. 3 How long have you known your best friend?
4 How long has your favorite clothes store been open?
Extra activity
• Organize students into groups of three to discuss Speak UP!
what other things people can make at home would
be popular among their classmates. Invite them to
6 1.50 When is the pronunciation of “a” in have
share and explain their ideas.
and haven’t weak (/ə/) and when is it strong (/æ/)?
Listen and check. Then practice the dialogues in
3 Study the Grammar box and circle the correct pairs.
option. Then underline examples of the Present • Ask: When is the pronunciation of a in have and haven’t
Perfect and the Present Perfect Continuous in the weak (/ə/) and when is it strong (/æ/)? and encourage
blog post and comments. students to answer. Then play the audio for students to
• Go over the Grammar box with the whole class. Provide listen and check.
new examples comparing the Present Perfect Simple • The strong form is used when the word is stressed and
and the Present Perfect Continuous and elicit others the weak for when it's not.
from the students. Have them write them on the board. • Organize students into pairs and have them practice
• Students then study the box individually and circle the the dialogues. Walk around the classroom to monitor
correct option. Elicit the answers from the class. Then their work. Invite pairs to act out the dialogues in front
ask students to underline more examples of the Present of the class.
Perfect Simple and the Present Perfect Continuous in
the blog post and comments. And YOU?
• Read the text again to check answers and discuss the
different uses of the Present Perfect Simple and the 7 In pairs, ask and answer the questions in Activity 5.
Present Perfect Continuous. • Keep students in pairs. Tell them to ask and answer
the questions in Activity 5. Remind them to use for and
Background notes / since. Walk around the classroom to monitor their work.
When they have finished, encourage them to share
The Present Perfect Simple and the Present Perfect their answers with the class.
Continuous can both be used to talk about things
which started in the past and are still happening.
Wrap-up
We can’t use the Present Perfect Continuous with state
verbs. We say: I have known Tom for two years. We don’t • Critical thinking Write the following quote on the
say: I have been knowing Tom for two years. board and encourage the class to relate it to the
We can use the simple or continuous form for actions topic discussed in this lesson: “There is no such thing
which could be seen as temporary or permanent. The as ‘away.' When we throw anything away it must go
more permanent they are, the more likely we are to use somewhere.”
the simple form. (Annie Leonard, American proponent of
I have lived here all my life. sustainability.)
I have been living here for three months.
Further practice
4 1.49 Circle the correct option. Listen and check.
• Read the example and ask students why the Present • Workbook, Activities 12-15, pages 132-133.
Perfect is correct in that case (the speaker is focusing • Grammar Time, page 108.
on the finished result. If he/she used the Present
 44

3.5 LISTENING and VOCABULARY The National Museum of Fashion page 35

Students can identify specific information in a conversation and talk about clothes.
4 Look at the pictures. What do you think these

Materials: objects are? Discuss in pairs.
• Student’s Book • Ask students to describe the pictures. Encourage them
• audio tracks 1.51, 1.52, and 1.53 to guess what those objects are. Elicit different ideas
• A4 sheets of paper and write them on the board. Don’t tell students if their
guesses are right.
Warm-up 5 1.53 Listen to a conversation between a radio
• (Books closed) Tell students to think of a problem presenter, Ryan, and a reporter, Sylvia, about the
they could have if they did an activity for too long National Museum of Fashion. Put pictures a–c in
(e.g., My eyes hurt. / I’ve been playing computer the order you hear about them.
games for hours.) Students then walk around the • Ask students about how they are going to order the
classroom, tell each other their problems, and ask three items if they don’t know what they are called. Elicit
questions to guess the reason for their classmates’ that they will listen for descriptions of the items.
problems (e.g., Have you been watching a lot of • Play the audio. Students listen to a conversation
television? No. Have you been reading in poor light? between a radio presenter, Ryan, and a reporter,
No. Have you been playing computer games? Yes.). Sylvia, about the National Museum of Fashion and put
Set a time limit and, when it’s over, encourage some pictures a–c in the order they hear about them.
students to share their problems and the reasons with
the whole class. Audio script
• (Books open) Students look at page 35 and discuss
what they will learn in this lesson. Explain the lesson R = Ryan S = Sylvia
objectives. R: Hi! I’m Ryan Gilmore and today on Teen Radio, I’m
at the National Museum of Fashion talking to our
arts reporter, Sylvia Tan. So, Sylvia you’ve been
1 CLASS VOTE Do you think we can learn about looking round the museum all afternoon. Would you
life in the past by looking at old clothes and recommend it to our listeners?
accessories? Why? / Why not? S: Hi, Ryan. Yes, definitely! Crazy fashion trends are
definitely not a modern thing. This museum shows
• Ask the questions in the rubric and encourage students how people have been creating weird and wonderful
to discuss them and follow up by asking students if styles since the beginning of history. You won’t see
they have been to a museum in which there were old the kinds of clothes people wear nowadays, but
clothes and accessories displayed. If students answer you can see what our grandparents and great-
positively, ask for more details of when the clothes were grandparents wore! I promise you there is something
from and whether students found them interesting. here to entertain everyone – and that’s you guys as
well as girls!
2 1.51 Label the pictures with the words from the R: Well, we’ve started at the footwear section. What
Vocabulary box. Listen and check. are those?
• Go over the Vocabulary box with the whole class and S: I love these! They’re called “chopines.” They’re
then tell students to label the pictures accordingly. Play basically one of the first high-heeled shoes, but in
the audio for them to listen and check. this case the whole sole of the shoe is high. They were
really popular in Venice in the fifteenth, sixteenth,
• As a follow-up activity, invite two students who have and seventeenth centuries, and also in Spain. Some
buttons somewhere on their clothes to stand up. Ask heels were fifty centimeters high!
them to touch a button. Repeat the procedures with R: Wow! That seems awful to wear! I guess only women
different students and the vocabulary from the box: who were really into fashion wore them.
collars, heels, hoods, laces, pockets, sleeves, soles, and S: Not really. First of all, it’s true that only women wore
zippers. them, but they didn’t really wear them because they
wanted to be fashionable, but to show they were
3 1.52 Circle the correct option. Listen and check. important. Sometimes servants had to help them to
• Students read the sentences and circle the correct walk because the shoes were so high! So you see the
options to complete them. When they have finished, fashion for stupidly high heels has been around for a
play the audio for them to listen and check. long time!
• Ask students questions about the various items. You R: Wow, yeah! … Now, these dresses are impressive!
might ask, for example: What do you have in your And what are those enormous collars?
pockets? Can you sew on a button? How old were you S: They’re called “ruffs.” They were popular in the
when you learned to tie your laces? sixteenth and seventeenth centuries in Western
Europe. Although people have been wearing collars
of different styles since the fourteenth century. These
45 

UNIT
collars, or “ruffs,” are thirty centimeters wide. Not Extra activity

very comfortable around the neck!
R: OK, so we’re walking into the next room now and I • Organize students into groups of four. Tell them to
can see lots of old French soldiers’ uniforms. Now, imagine we are in 2100. They are opening a museum
I’ve heard a funny story about the famous French of fashion with clothes from the years 2010-2020.
leader Napoleon and buttons. Groups then discuss which items of clothing they
S: Yes, well, they say that Napoleon didn’t like his would exhibit – either general fashion or specific items
soldiers wiping their dirty noses or mouths on the worn by certain celebrities. Walk around the classroom
sleeves of their uniform. So he put buttons on his to monitor their work. When they have finished,
soldiers’ sleeves to stop them doing it. I don’t know encourage them to share their ideas with the class.
if that’s true, but it’s a good story. Now if we go
through to this next room, we’ll find …
6 1.53 Listen again. Circle the correct answer. And YOU?

• Before you play the audio again, encourage students
to read the options and say which answers they think 7 In pairs, describe the most unusual item of clothing
are correct. Then play the audio, elicit the answers, and you’ve ever seen. Take turns to ask and answer
ask students what the speakers said that helped them these questions.
decide (e.g., 1 b (You won’t see the kinds of clothes • Organize students into pairs for them to describe the
people wear nowadays, but you can see what our most unusual item of clothing they’ve ever seen. Tell
grandparents and great-grandparents wore!); 2 c (They them to take turns to ask and answer the questions.
were really popular in Venice in the fifteenth, sixteenth Walk around the classroom to monitor their work.
and seventeenth centuries, and also in Spain.); 3 c (only
women wore them, but they didn’t really wear them Wrap-up
because they wanted to be fashionable, but to show they
were important.); 4 b (They were popular in the sixteenth, • Keep students in pairs. Hand out A4 sheets of paper
and seventeenth centuries …); 5 a (Napoleon didn’t and have them attempt to draw the item of clothing
like his soldiers wiping their dirty noses or mouths on the they talked about in Activity 7. Walk around the
sleeves of their uniform. So he put buttons on his soldiers’ classroom to monitor the activity. When they have
sleeves to stop them doing it.)). finished, encourage them to come to the front of
the class, show their drawing, and talk about their
unusual piece of clothing.
Further practice
3.6 SPEAKING Giving compliments page 36

Students can give and respond to compliments.
Materials: B is wearing a hoodie with long sleeves. It has a zipper

• Student’s Book up the front. A is wearing baggy pants. B is wearing
• audio tracks 1.54 and 1.55 leggings. A is wearing boots. B is wearing tennis shoes
• A3 sheets of paper with laces.
• (Books open) Students look at page 36 and discuss
what they will learn in this lesson. Explain the lesson
Warm-up objective.
• (Books closed) Hand out an A3 sheet of paper to
each student and tell them to draw two fairly large 1 CLASS VOTE Do you usually comment when a
stick figures. They should then label the stick figures friend is wearing new clothes or has a different
A and B. Dictate information for students to draw, hairstyle? Why? / Why not?
pausing as necessary to give them enough time • Ask: Do you usually comment when a friend is wearing
to do the task. When they have finished, organize new clothes or has a different hairstyle? Why? / Why not?
students into pairs for them to compare their pictures and encourage students to share their answers with the
with their classmates’. Dictate: A is wearing a shirt with class. Remind students to justify their opinions.
a collar. The shirt has four buttons and short sleeves. • Ask students about the last time they had a different
hairstyle and what their classmates said.
 46

2 Listen and read. How are Dan and Tom

1.54 • Organize students into pairs and ask them to practice
different? Answer in your notebook. reading the dialogues. One student should start
• Review what happened in Lesson 2 (there was a the first dialogue and the other student should start
fashion show). Tell students to describe the picture and the second so that they both have a chance to give
remind them to refer to the predictions they made in compliments. Walk around the classroom to monitor
Lesson 1. their work.
• Play the audio. Students listen and read the dialogue
before answering the questions in their notebooks. And YOU?
When they have finished, elicit the answers and write
them on the board. 5 In pairs, read the compliments. Are they about
• Go over the Watch OUT! box with the class and appearance or actions? Take turns to choose
point out the difference between American and one and say it to your classmate. Your classmate
British English listed. Encourage students to use the responds. How long can you keep the conversation
expressions in context and write them on the board. going?
• Keep students in pairs and tell them to read the
3 Study the Speaking box. Underline examples compliments and discuss whether they are about
of giving and responding to compliments in appearance or actions. Then set a time limit for them
the dialogue. to practice giving and responding to compliments as
• Go over the Speaking box with the class. Students then long as they can.
study it individually and underline examples of giving • Follow up with a discussion about how they feel when
and responding to compliments in the dialogue. they receive compliments (e.g., proud, embarrassed,
• Read the dialogue to check answers with the whole happy, etc).
class.
Wrap-up
Extra activity
• Write the following sentences on the board: I’m so
• Organize students into pairs. Tell them to take turns glad that’s over. Stop being stupid. Are you jealous?
to compliment their classmates on either something That’s not like you. You’ll be fine. Then organize
about their appearances or their actions, as their students into groups of three and tell them to discuss
classmates respond appropriately. Walk around the whether they have ever said something similar to
classroom to monitor their work. When they have those phrases to someone else or if someone has
finished, invite pairs to act out their dialogues in front said any of those things to them. Encourage groups
of the class. to report the ideas they discussed to the class.
4 1.55 Order the sentences. Listen and check.

Further practice
• Allow students enough time to order the sentences
individually. Then play the audio for them to listen and • Workbook, Activities 17-20, page 134.
check.
3.7 WRITING An email page 37

Students can write an email describing people’s clothes and appearance.
Materials: again and read aloud the compliments, encouraging

• Student’s Book students to respond to them appropriately.
• strips of paper • (Books open) Ask students to look at page 37 and
guess what they will learn in this lesson. Explain the
lesson objective.
Warm-up
• (Books closed) Tell students to write their names on 1 CLASS VOTE Look at these ideas for costume
strips of paper. Collect the strips and redistribute
party themes. Which one is your favorite? What
them, but make sure you don’t give any students their
other themes can you think of?
own names. Tell students not to show anyone whose
name they have. Students then write a compliment
• Read aloud the ideas for costume party themes and
ask students to say which one they prefer. Ask them
for the person whose name they have on the strip of
if they have ever been to a costume party and if they
paper. Remind them to refer to the Speaking box in
have, what they dressed up as. Then encourage
Lesson 6 if necessary. Collect the strips of paper
students to mention other themes they can think of.
47 

UNIT
2 Read Nina’s email about her costume birthday • As a follow-up activity, invite students to write sentences
party. What is the theme? Answer in your notebook. with so and so that on the board.
• Students read Nina’s email about her costume party to
find out its theme and write it down in their notebooks. 5 Study the Writing box. Which phrases can you find
Elicit the answer and write it on the board. in Nina’s email? Underline them.
• Go over the Writing box with the whole class. Students
3 Copy the chart into your notebook and complete it then study it individually and underline the phrases in
with the adjectives from Nina’s email. Can you add Nina’s email. Elicit answers from the class.
any other words? • Then write on the board: I’m going to leave home early
• Students copy the chart into their notebooks and so that … I always get hungry at school, so … and elicit
complete it with the adjectives from Nina’s email. possible endings (e.g., I’m not late/I can relax/I can chat
Encourage them to add other descriptive adjectives with my friends before classes start. I’m going to have a
to the chart. big breakfast/I’m going to make extra sandwiches).
they have finished, encourage them to read their ideas Writing time
to the class.
Possible answers: 6 Write an email to a friend about a costume party.
Clothes: polka-dot, baggy, bright, amazing, checked, • Read the steps in the writing activity with the whole
pink and red striped class, providing examples and clarification whenever
Accessories: bright green, huge, cool, crazy necessary.
Appearance: trendy
• Allow students some time to take notes about the
costume party in their notebooks. Help with vocabulary
Personality: friendly, fun if necessary and remind them to refer to the email in
Activity 2 and the Writing box for help.
Extra activity • Once they have taken notes, students start writing
• Critical thinkingNina wants to introduce some their drafts. Walk around the classroom to monitor
of her new friends to Melissa at her party. Have a their work.
class discussion about whether it is a good idea. • Organize students into pairs for feedback. Monitor their
Encourage students to justify their opinions. Ask the work to ensure appropriate and constructive feedback.
class if they have ever invited two people who didn’t You can list on the board common mistakes students
know each other to a party. Ask if they mingled or have made for whole class discussion.
stayed in separate groups. Then ask them whether • Students write the final version of their text on a
they would do it again and encourage them to share separate sheet of paper for further correction.
their experiences.
Wrap-up
• Encourage students to come to the front of the
4 Look at the words in bold and match sentences class and read aloud their emails to the whole class.
1–2 to descriptions a–b. Circle more examples in Encourage the rest of the class to ask questions
Nina’s email. about their classmates’ emails.
• Tell students to look at the words in bold and match
sentences 1–2 to descriptions a–b. Elicit the answers
and tell students to circle more examples in Nina’s
Further practice
email. Go over the email again to check answers with
the whole class. • Workbook, Activity 21, page 134.
Materials: 3 baggy, skinny, tight

• Student’s Book 4 cotton, denin, leather, wollen
• audio track 1.56 5 checked, flowery, plain, polka-dot, striped
1.56 Activity 3
Activities 1-2 • Show students how to pronounce the /ŋ/ sound before
• Allow students some time to do the activities playing the audio. Play the audio for students to listen
individually. Check answers with the whole class. to the tongue twister and remind them to pay attention
Answers: to the /ŋ/ sound. Then organize students into pairs for
them to practice saying the tongue twister quickly.
Activity 1
1 boots, rain boots, sandals
2 buttoon, hood, pocket, sleeve, zipper
 48

Extra activity different students for the next word and repeat
• Organize students into two groups and invite one the procedures. Here are some suggestions you
student from each group to come to the board. might use: appear, noun (appearance); design,
Say a word (e.g., happy) and a part of speech noun (designer); extend, noun (extension); fashion,
(e.g., noun). The first student to write happiness on adjective (fashionable); straight, verb (straighten);
the board scores a point for his/her group. The other comfort, negative adjective (uncomfortable); wool,
students must remain silent. Then invite two adjective (woolen).
Self-check page 39

• Student’s Book • Play the audio once and students just listen. Play the
• audio track 1.57 audio a second tome for students to listen and write
what they hear.
Activities 1-6 Further practice

• Allow students some time to do the activities. You can
use this lesson for informal assessment. Check answers • Workbook, Activities 1-6, page 135.
Extra activity
• After Activity 4, organize students into groups of four.
Each group thinks of a different fashion show using
another unusual material for the clothes. Students
think of any disadvantages of using the material as
clothing and ways of solving the problem. Set a time
limit and invite groups to share their ideas with the
class. Hold a class vote for the best idea apart from
their own.
49 

UNIT
UNIT 41 Time for WORK
TEAM culture Student’s Book pages 40 to 49

Unit contents
Vocabulary • Collaboration: page 41 (Activities 4, 5, 7, 9, and 10,
• Jobs Extra activity and Wrap-up), page 42 (Activity 6, Extra
• Finding and losing a job activity, and Wrap-up), page 43 (Warm-up, Activity
• Working conditions 5, and Wrap-up), page 44 (Activities 5 and 6, and
• Success at work Extra activity), page 45 (Warm-up, Activities 1, 8,
Extra activity, and Wrap-up), page 46 (Extra activity,
Grammar Activity 6, and Wrap-up), page 47 (Activity 5 and Extra
• Talking about the future activity), page 48 (Activity 3), page 49 (Extra activity)
• Future Continuous • Assessment for learning: page 49
• Autonomy and personal initiative: page 41 (Activity
Examples of 21st century skills/competencies 10), page 42 (Activity 6), page 43 (Activity 5), page
• Critical thinking: page 40 (Activity 1), page 43 (Extra 44 (Activity 6), page 45 (Activity 8), page 46 (Activity
activity), page 44 (Wrap-up), page 46 (Warm-up) 6), page 47 (Activity 5), page 48 (Activity 3)
4.1 VOCABULARY Work and jobs pages 40 and 41

Students can talk about jobs and work experience.
Materials: 1 CLASS VOTE What are the most important factors

in a job? In your notebook, order the factors below
• Student’s Book (1 = very important, 5 = not important). Can you
• audio tracks 1.58, 1.59, 1.60, and 1.61 think of any other things which are important?
• Ask students to think about what job they would like
Warm-up to have in the future. Give them 30 seconds and then
invite students to say why they chose that job. Then
• (Books closed) Choose a type of clothing, an ask: What are the most important factors in a job?
accessory, or an adjective to describe pattern or a and encourage students to share their opinions. Have
part of clothing from the Wordlist on page 38 of the them order the factors in their notebook and share
Student’s Book (e.g., striped). Then tell students the their order, too. Finally, ask: Can you think of any other
part of speech (e.g., adjective) and the name of a things which are important?
student in the class who is wearing something this • Critical thinking Ask: What jobs are more popular
adjective could describe. Invite that student to stand among men and women in your country? Are there
at the front of the class. Students write their guesses cultural or social rules that influence what jobs people
in their notebooks. Go over students’ guesses. If have? and have a class discussion. Remember to
they guess correctly, they score a point. If no student encourage students to share their opinions, but respect
guesses correctly, give them the name of someone each other’s views, too.
else wearing something striped. This student also
comes to the front of the class and the class 2 1.58 Study Vocabulary A box and listen to
gets one more guess. Keep going until a student the words. Use the words to name the jobs in the
guesses correctly. Repeat the procedures with nouns pictures.
(e.g., jewelry, laces, belt, earring) or other adjectives • Go over Vocabulary A box with the whole class. Then
(e.g., checked, baggy, denim, flowery). tell students to study the box individually. Play the audio
• (Books open) Draw students’ attention to the for students to listen to the words and use them to
information on the left column of page 40. Go name the jobs in the pictures.
through the Vocabulary and Grammar items. Read • Ask students what they can see in each picture,
aloud the question in the title of the text in Lesson 4.4 brainstorm vocabulary, and write cue words on the
– Grammar and encourage students to share their board (e.g., picture A: microscope, mask, glasses;
predictions with the whole class and write them down picture B: books, library, shelves; picture C: chef,
in their notebooks. Do the same with the picture from bowl, whisk; picture D: pipes, overalls, sink). Clarify any
Lesson 4.6 - Speaking. possible problems with chef/chief/boss.
3 1.59 Listen to six students talking about doing
predict what they will be able to say in English at the
work experience. What jobs do they refer to?
end of the lesson.
• Before students listen, ask how they will be able to
identify the jobs if the speakers don’t actually say the
job titles (by listening for references to where they work,
what they do, what they wear, etc.).
 50

• Play the audio. Students listen to six students talking 6 1.60 WORD FRIENDS Complete the Word Friends
about doing work experience and find out what jobs box with the verbs below. Listen and check.
they refer to. Elicit the answers and any key words that • Students complete the Word Friends box with the verbs
helped students decide. listed. When they have finished, play the audio for them
to listen and check their answers.
Audio script
• Go over the Word Friends box with the whole class
B = Boy G = Girl W = Woman and ask students how they would say those phrases in
1 B: Some people probably think this is kind of a boring their own language. Then ask follow-up questions to
job but … oh … hang on a minute … I have to go … check their understanding. You might ask, for example:
Can I help you? What information do you write on a résumé? Besides
G: Yes, I’m looking for this. Here, I’ve written the title a résumé, what else might you have to send when you
down. apply for a job? What kind of questions do people ask
B: Oh, yeah, I know it. I’ll show you which shelf it’s in a job interview?
on. Oh, sorry. It’s not here. Someone has already
borrowed it. I can call you when it comes back in. 7 Complete the sentences with the verbs from the
Word Friends box. Then, in pairs, discuss the
2 B: What are you doing here? I didn’t know you liked
this band. questions.
G: I don’t! I’m here with my uncle. He writes about • Students complete the sentences with the verbs from
bands for a music website and he’s given me some the Word Friends box. When they have finished, check
work experience. answers with the whole class.
3 W: What’s that smell, Ryan? • Organize students into pairs and tell them to discuss
B: Oh no! It’s the burgers. I left them under the grill.
the questions. Walk around the classroom to monitor
Phew! It’s OK. They’re not burned. Look … Oh no! their work. When they have finished, encourage them to
4 It’s not exactly what I expected. I wanted to learn
report their answers to the class.
how to book vacations for customers, but all I’ve 8 1.61 Study Vocabulary B box. Check if
done so far is make coffee and do photocopying! you understand the words and phrases. Use a
5 This is the most amazing work experience! I spend dictionary, if necessary. Then complete the article
all day in the lab either watching or helping with with the words and phrases below. Listen and check.
experiments. I’m learning so much. The only thing
is I have to wear these glasses and mask though – • Go over Vocabulary B box with students to check if they
and they’re so uncomfortable! understand the different words and phrases. Students
6 I think my friends were surprised when I told them then study the box individually. Allow them to use their
what work experience I was doing. I suppose most dictionaries if necessary. Then tell students to complete
people think boys are more interested in this kind the article with the words and phrases listed.
of work – but I’ve always enjoyed fixing things. • Play the audio for students to listen and check. Elicit the
Today we’re fixing this old lady’s shower – she’s answers and ask what the author’s job is (he creates
really sweet and keeps giving us tea and cookies! online games).
4 I KNOW Work in pairs and write in your notebook. 9 Discuss these questions with a classmate.
How many more jobs can you add to Vocabulary A • Organize students into pairs for them to discuss the
box? Write them in your notebook. questions. When they have finished, invite them to share
• Organize students into pairs. Set a time limit of two their ideas with the class. Ask if students ever “think
minutes and ask them to add as many jobs as they outside the box” in their own lives (e.g., when studying
can to Vocabulary A box. They should write in their for tests, organizing free time, or planning their future).
notebooks. Possible Answers:
• When time is over, organize them into groups of 1 Teen trep is short for teen entrepreneur.
four to compare their lists. When they have finished,
Advantages: flexible hours and freedom.
encourage them to report to the whole class.
Disadvantages: no paid holiday.
5 In pairs, take turns to describe a job for your 2 You need to be able to think outside the box –
classmate to guess. have creative and fresh ideas – and have people
• Keep students in pairs. They take turns to describe skills and problem-solving skills.
a job for their classmates to guess. Walk around the 3 Think outside the box means think of new, different,
classroom to monitor their work. or unusual ways of doing something or have
original ideas.
Extra activity
• Organize the class into three groups and tell And YOU?
students to close their books. A student from one
group describes a job and the students from 10 In pairs, discuss the questions.
the other two groups should try to guess the job. • Keep students in pairs. Before they discuss their ideas,
The first group to guess scores a point. Repeat the ask the class why some jobs are better paid than
procedure until each group has described at least others and why some difficult jobs that require good
three jobs. qualifications or experience aren’t well-paid.
51 

UNIT
• Pairs then discuss the questions. Walk around the Further practice
finished, have them share their ideas with the class and • Workbook, Activities 1-5, pages 136-137.
have a class vote for the best and worst jobs to have.
Wrap-up
• Keep students in pairs. Tell them to choose one
of the jobs they brainstormed in Activity 4 and
write a short dialogue similar to the dialogues in
the audio in Activity 3. If necessary, play the audio
again. However, rather than being students on
work experience, tell them to imagine they are
employees. Tell them their dialogue should take
place at work and can be between two employees,
a boss and an employee, or a customer and an
employee. Set a time limit and walk around the
finished, invite them to act out their dialogues in
front of the class. The other students should listen
attentively and try to guess the job.
4.2 GRAMMAR Talking about the future page 42

Students can use different forms to talk about future events.
Materials: • Then ask how they would feel if someone offered them
the chance of doing what Dimitris is going to do.
• Student’s Book Answer:
• audio track 1.62 His plans are to go to Greece in the summer, help
his uncle in an open-air movie theater, spend his
mornings on the beach, work in the evenings.
Warm-up
• (Books closed) Invite a student to come to the front 3 Study the Grammar box and number the
of the class and ask him/her to think of a job. The explanations. Then underline examples of future
other students have to ask Yes/No questions to try forms in the email.
to identify the job. Students should ask questions • Go over the Grammar box with the whole class and
like: Do you work in an office? Are you well-paid? Do elicit examples from students. Then tell them to study
you work as part of a team? When they think they the box individually and number the explanations.
know the answer, they guess the job. Repeat the Check answers with the whole class.
procedures inviting different students to come to the • Students then underline examples of the forms used
front of the class. for talking about the future in the email. When they
• (Books open) Students look at page 42. Explain the have finished, ask them to match the examples to the
lesson objective. explanations in the Grammar box.
Extra activity
1 CLASS VOTEWhat are the pros and cons of an • Tell students to imagine they are Matt and have just
open-air movie theater? Do you think it would be received Dimitris’ email. They should think of some
fun to work in one? plans they have for the summer and some questions
• Ask: What are the pros and cons of an open-air movie to ask Dimitris about his own plans. Organize
theater? Do you think it would be fun to work in one? students into pairs and have them take turns to act
and have a class discussion. If there is an open-air out their phone call. Walk around the classroom to
movie theater in their city, ask how often they go there monitor their work. When they have finished, invite
and how the experience compares to going to a them to act out their phone calls in front of the class.
traditional movie theater.
2 Read the blog post. What are Dimitris’ plans? 4 Complete the second sentence so that it means the
• Students read the blog post individually to find out same as the first one. Use no more than three words.
Dimitris’ plans. When they have finished, invite a student • Students complete the second sentence so that it
to read the blog post to the class and elicit the answer. means the same as the first one. Tell them to use
 52

no more than three words. When they have finished, ticket? What part of Sydney do your cousins live in?
discuss any different answers students might have Have you ever met them before? What places are you
given and ask them to explain their choices. going to visit?).
• Then allow students enough time to write two true
5 Circle the correct option. Listen and check.
1.62
sentences and one false one about their plans for
• Students circle the correct options to complete the their next school vacation. Remind them to use be
dialogue. Tell them that there is only one possible going to for plans and the Present Continuous for
answer to each one. Check answers with the whole arrangements. When they have finished, organize
class. Remember to elicit why the other choice is wrong them into pairs so they take turns to ask and answer
each time. questions to find out the information that is not true.
• As a follow-up activity, invite pairs of students to read Walk around the classroom to monitor their work.
the dialogue in front of the class.
Wrap-up
And YOU?
• Keep students in the same pairs from Activity 6.
6 In your notebook, write two true sentences and They should write a short report based on what their
a false one about your plans for your next school classmates have told them about their plans and
vacation. Use be going to for plans and the arrangements for their next school vacation. Remind
Present Continuous for arrangements. In pairs, ask them to use be going to for plans and the Present
and answer questions to find out the information Continuous for arrangements in their reports. Walk
that is not true. around the classroom to monitor their work. Have
• Say: I’m going to Australia in the summer. I’m staying students read aloud their reports to the whole class.
with my cousins in Sydney. We’re going to travel all over
the country in their car. Then elicit questions students
could ask to find out which information is not true Further practice
(e.g., How are you going to travel to Australia? How • Workbook, Activities 6-8, page 137.
long are you going to stay there? How much was the • Grammar Time, page 109.
4.3 READING and VOCABULARY Summer jobs ads page 43

Students can identify specific information in ads and short descriptions.
during their vacations and, if so, ask for details of what

Materials: they did and how they felt.
• Student’s Book 2 1.63 Listen and read the ads quickly. What jobs
• audio tracks 1.63 and 1.64 are advertised?
• Before students look at the texts, tell them that they
are only going to look for jobs so they shouldn’t worry
Warm-up about details this time. Play the audio. Students
• (Books closed) Organize students into small groups. listen and read the ads quickly to find out what jobs
Tell them to write five sentences about the future in their are advertised. Elicit the answers and ask the student
notebooks. Each sentence should focus on one specific who was quickest to find the jobs how he/she found
situation: an arrangement, a prediction, a prediction them so quickly.
based on facts, a schedule, and a spontaneous
3 Look at the highlighted words in the ads. Check
decision. Walk around the classroom to monitor their
your understanding. Use a dictionary if necessary.
work. When they have finished, have them share their
sentences with the class. • Go over the information in the Reading tip box with your
• (Books open) Students look at page 43. Explain the students. Clarify any questions they might have.
lesson objective. • Then organize students into pairs for them to look
at the highlighted words in the ads, check their
understanding, and discuss the words. Remind them
1 CLASS VOTE Do you think summer jobs are a good they can use a dictionary if necessary.
idea? Why? / Why not? • When they have finished, ask why a lifeguard would
• Ask: Do you think summer jobs are a good idea? Why? need to be a good communicator (to tell people what
/ Why not? and encourage students to share their they can and can’t do, explain rules, etc.), physically fit
opinions with the class. Ask what they know about (so they can rescue people quickly) and available at
working part-time or doing voluntary work while one is certain times (that’s when the pool needs a lifeguard).
still at school in their country. Ask if anyone has worked Look at the other highlighted words and elicit synonyms
53 

UNIT
or meanings for them (staff = workers; positions = jobs; And YOU?

vacancy = an available job; opportunity = chance;
gain experience = do a job and get better at it; arts 5 Do you think you would be good at any of the
and crafts = things like drawing, painting, making summer jobs in the ads? Why? / Why not?
things; working hours = the time employees are • Organize students into pairs for them to discuss if they
working). would be good at any of the summer jobs in the ads.
4 1.64 Three young people are looking for
Walk around the classroom to monitor their work. Invite
summer jobs. Listen and read. Then match the pairs to share their ideas with the class.
people to ads a-d. There is one extra ad.
• Play the audio. Students listen, read, and match the Wrap-up
people to ads a–d. Elicit the jobs the three young • Tell students to decide on one of the four jobs to
people could apply for and the reasons why they would apply for. They should write a short letter saying why
suit them (e.g., Joe has looked after younger children. they want the job and why they think they would be
He likes sports. He wants to work in the afternoons. good at it. When they have finished, organize them
He’s sociable so could work as part of a team. I think into pairs and ask them to read each other’s letters.
job d is good for him.). They should now imagine they are employers looking
for someone to work for them. After reading each
Extra activity other’s letters, students should decide which one of
them is better for the job. When they have finished,
• Critical thinking Engage students in a conversation
invite them to tell the class who they chose for the job.
about summer jobs. Have them reflect on working Encourage them to explain their reasons.
during the summer when school is out as an
opportunity for teenagers to get money, help pay for
college, and gain practical experience for a future Further practice
career.
4.4 GRAMMAR Future Continuous page 44

Students can talk about actions in progress in the future.
1 CLASS VOTE What do you think is a good age to do

Materials: work experience?
• Student’s Book • Ask: What do you think is a good age to do work
experience? and encourage students to share their
• audio track 1.65 opinions with their classmates. Encourage students to
explain their views.
Warm-up
2 1.65 Listen and read. Then answer the questions
• (Books closed) Write these two sentences on the in your notebook.
board: I am learning English at the moment. I was • Tell students that the dialogue they are going to read
watching TV at eight o’clock last night. Elicit the tenses and listen is about one of the characters looking for
(Present Continuous, Past Continuous) and how they summer work. Ask them who they think would want a
are formed (to be + -ing form of verb). Then draw summer job and why. Then ask students to look at the
two timelines on the board to show that the activity picture and refer to their predictions in Lesson 1.
(learning English, watching TV) started at some • Play the audio. Students listen, read, and answer the
point before the time given (now/8 p.m.) and will questions in their notebooks. Check answers with the
finish at some point after that time. Tell students that whole class.
the important thing to remember is that they were in • Go over the Watch OUT! box with the class and point
progress at that point in time. Then ask students to out the differences between American and British
write two similar sentences on their own. Walk around English listed. Brainstorm others students learned in
the classroom to monitor their work. When they have previous units and write them on the board.
finished, invite them to come to the board, read their
sentences, and draw similar timelines for them. 3 Study the Grammar box and complete the rule.
• (Books open) Students look at page 44. They discuss Then underline examples of the Future Continuous
what they think they will learn in this lesson. Elicit ideas in the dialogue.
from the class and then explain the lesson objective. • Go over the Grammar box with the whole class and
elicit other examples from students. Then tell them to
 54

study the box individually and complete the rule. Check Extra activity
answers with the whole class.
• Discuss the use and form of the Future Continuous • Tell students to think of a question they can ask other
with students and ask them to underline examples students in the class using Will you be … -ing + time
of the Future Continuous in the dialogue. Invite two expression. Have them write the question in their
students to read the dialogue and elicit the examples notebooks. Then organize students into groups of
they have found. three or four for them to ask and answer each other’s
questions. Walk around the classroom to monitor
4 Complete the sentences about Dan and Skye their work. When they have finished, invite them to
with the Future Continuous form of the verbs in tell the class what they have found out about their
parentheses. classmates.
• Students complete the sentences about Dan and
Skye with the Future Continuous form of the verbs
And YOU?
in parentheses. When they have finished, check the
answers and explain that all of the sentences could
also be written using will and would be grammatically 6 In pairs, complete the sentences to make them true
correct. The continuous form, however, indicates that for you. Use the Future Continuous.
we are talking about a longer activity, not a single • Organize students into pairs and ask them to complete
action. Remind them that if there is a sentence with a the sentences to make them true for them. Remind
specific time reference, there is a difference in meaning them to use the Future Continuous. Tell students to
(e.g., I will play soccer at 6 p.m. indicates that you will write the sentences in their notebooks. When they have
start playing at 6 p.m. exactly). finished, collect students’ notebooks and choose
interesting sentences to read to the class. Ask the class
5 In your notebook, form questions in the Future to guess who wrote them.
Continuous. In pairs, ask and answer the questions.
• Students form questions in the Future Continuous in Wrap-up
their notebooks. Then organize them into pairs for
them to ask and answer the questions. Walk around • Critical thinking Write on the board: The Pros and
the classroom to monitor their work. When they have Cons of After-school Jobs for Teens and have a
finished, elicit the correct questions and some possible class debate: half the class should argue for and the
answers from the class. Make sure they form short other half should argue against. Finally, hold a class
answers correctly where applicable. vote for the best arguments.
Answers:
2 What subjects will you be studying next year?
Further practice
I’ll be studying …
3 Will your friends be going to university after school? • Workbook, Activities 12-13, page 139.
Yes, they will. / No, they won’t. • Grammar Time, page 109.
4 Will you be celebrating your birthday soon?
Yes, I will. / No, I won’t.
4.5 LISTENING and VOCABULARY Success at work page 45

Students can understand specific information in conversations and in award presentations, and also talk about success
at work.
Materials: • (Books open) Students look at page 45. Explain the

lesson objectives.
• audio tracks 1.66, 1.67, 1.68, and 1.69
1 CLASS VOTE Have you ever won a prize? If so, what
was it? What was it for?
Warm-up • Ask: Have you ever won a prize? Then invite students
• (Books closed) Organize students into pairs. Tell them to who said they have won a prize to come to the front
think of a job (e.g., teacher). Students should imagine of the class and answer questions from other students
they do this job and write three sentences related to about what they won it for, what they got, etc.
that job using the Future Continuous (e.g., Tomorrow my
class will be taking a test. Tonight at 9 p.m. I’ll be correcting 2 1.66 Study the Vocabulary box. Then write the
essays at home. On Friday at 4 p.m. I’ll be talking to my co- correct word for each definition. Listen and check.
workers in the teachers’ room). Walk around the classroom • Students study the Vocabulary box individually and
to monitor their work. When they have finished, invite them then write the correct word for each definition. Play the
to share their sentences with the class. audio for them to listen and check.
55 

UNIT
• Ask follow-up questions. You might ask, for example: not very motivated. I was into sport and I started to
What prizes have you or someone you know won? What encourage them.
career would be the most interesting to have? Have H: Did you do a course afterwards?
you ever given a speech to a large group of people? M: Yes, I wanted to make a career of it, so I did a course
What diplomas do you think you will have by the time and got a certificate. It arrived on my eighteenth
you are thirty? How can employers decide which birthday and now I’m a personal trainer.
candidate to choose for a vacancy? H: Awesome! So we’re both into sports.
M: Really? What do you do?
Speak UP! H: Well, I’m only fifteen, but I love the mountains. Last
year I was walking with friends when the weather
3 1.67 Listen to the words in the Vocabulary box. suddenly changed. We got lost and couldn’t follow the
Underline the word that doesn’t have the /e/ sound. route on our map. At home, I designed an app with
Circle the letters in each word that have this sound. different routes, but also updates about the weather.
• Play the audio. Students listen to the words in the M: Cool idea. Do you work alone?
Vocabulary box and underline the word that doesn’t H: Not exactly. My mom has a job in a sports store and
have the /e/ sound. Elicit the answer. Then tell students showed it to her employer. He liked it and put money
to circle the letters in each word that have this sound. into my idea. Now we’re working together on an app
for skiers.
Check answers with the whole class.
M: It’s good to share your ideas with others. My dad
4 1.68 Listen to the introduction of an event. helps me, but he is more of a friend than a colleague
Answer the questions in your notebook. and I don’t pay him.
• Play the audio. Students listen to the first part of the H: Oh, hang on … they’re announcing the winner.
introduction of an event and answer the questions in M: And the winner is … Hannah Wilcox. Hannah you’re
their notebooks. If they are struggling with the activity, off to New York to meet a famous app designer!
play the audio twice. When they have finished, check M: Well done, Hannah! I hope you’re ready to make a
answers with the whole class. speech!
• Hold a class vote to find out who would be most likely H: Oh my goodness! I don’t know what to say.
to win a Young Business Award. After the vote, ask the
winner what business he/she would like to set up. 7 1.69 Listen again. Decide if the sentences are
T (true) or F (false).
Audio script
• Encourage students to read the sentences before
listening to the audio again. Then play the audio
Good evening, everybody, and welcome to this year’s and tell them to decide if the sentences are true or
Young Business Award. We’ve had more candidates false. Have them correct the false statements in their
than ever and later this evening we’ll be announcing the notebooks. Elicit the corrections and write them on
winner. We have some great prizes to give away and … the board.
5 Look at the pictures of Max and Hannah. What do Possible answers:
you think their jobs are? Discuss with a classmate. 1 F (Max was really nervous in front of the cameras.)
• Organize students into pairs, have them describe 4 F (She designed the app after a walk with friends.)
the pictures and make predictions about Max and 5 F (Her mom has a job in a sports store.)
Hannah’s jobs. Walk around the classroom to monitor 6 F (He thinks of his dad as a friend.)
their work. When they have finished, encourage them to 7 F (Hannah won an award.)
share their ideas with the class.
6 1.69 Listen to Max and Hannah talking. Were Extra activity
you right about their jobs? • Organize students into pairs and ask them to write
• Play the audio. Students listen to Max and Hannah talking sentences comparing Hannah’s and Max’s stories
and check their predictions about their jobs. If students (e.g., Hannah is only fifteen and she’s an app designer.
are struggling with the activity, play the audio twice. Max is older and he’s a personal trainer.) in their
notebooks. Walk around the classroom to monitor
Audio script their work. When they have finished, encourage them
to read their paragraphs to the class.
H = Hannah M = Max
H: Hi, you’re Max Danes, aren’t you? I saw you on TV last
night. And YOU?
M: Hi, you must be Hannah. Oh, that was so
embarrassing. I was really nervous in front of the 8 In pairs, think of a simple idea for a new business.
cameras. Explain your idea to the rest of the class. Use these
H: You didn’t look it. I thought you were very calm! So, questions to help you.
how old were you when you started your business? • Keep students in pairs. Tell them to think of a simple
M: Sixteen. I used to go to the gym with my dad and idea for a new business. Walk around the classroom to
his friends. They wanted to get fit, but they were monitor their work. When they have finished, encourage
 56

them to explain their ideas to the rest of the class. Further practice
Remind them to use the questions for help.
Wrap-up
• Keep students in pairs. Remind them of how the
recording ended (Hannah was about to make a
speech). Then tell pairs to write a short speech as if
they were Hannah in their notebooks. Walk around
finished, encourage them to read their speech to the
rest of the class.
• Hold a class vote for the most interesting speech.
4.6 SPEAKING Instructions and reminders page 46

Students can give instructions, remind somebody what to do, and respond to instructions.
• Ask follow-up questions. You might ask, for example:

Materials: How would you feel if you were Tom? Do you think you
• Student’s Book would be a good waiter? Why? / Why not?
• audio tracks 1.70 and 1.71 Answers:
1 Because her brother is off sick.
• poster sheets
2 He feels a little insecure, because he doesn’t know
the job.
Warm-up
3 An apron.
• (Books closed) Critical thinking Discuss internet-
based businesses with the class. Have them 4 Study the Speaking box. Underline examples of
brainstorm reasons why so many people have sought instructions and reminders in the dialogue.
to open one lately. • Go over the Speaking box with the whole class. Then
• (Books open) Students open their books to page tell students to study the box individually and underline
46, look at the picture, and describe it. Have them examples of instructions and reminders in the dialogue.
discuss what they will learn in this lesson. Explain the Invite two students to read the dialogue and check the
lesson objectives. examples with the class.
5 1.71 Complete the dialogue with the words from
1 CLASS VOTE Do you find it easy to remember
the Speaking box. Listen and check.
instructions or do you often forget things?
• Students complete the dialogue with the words from the
• Ask: Do you find it easy to remember instructions or Speaking box. Tell them that sometimes more than one
do you often forget things? and encourage students
word may be possible. Play the audio. Students listen and
to share their experiences with the class. Then ask
check. If they have a different answer from the recording,
students if their parents or teachers ever give them
they should ask you if their option is also correct.
reminders or instructions.
2 Look at the picture. What is Tom doing? Write in And YOU?
your notebook.
• Ask: What is Tom doing? and encourage students to 6 In pairs, choose a summer job. Take turns to tell
describe the picture. Remind them of the predictions each other how to prepare for an interview.
they made in Lesson 1. • Organize students into pairs. Tell them to choose a
Answer: summer job and take turns to tell each other how to
He is taking an order. prepare for an interview. Set a time limit for students
to think of ideas and practice their dialogues. When
3 1.70 Read, listen, and answer the questions in they have finished, organize them into different
your notebook. pairs and encourage them to try to have the same
• Play the audio. Students read, listen, and answer the dialogue without looking at their books. Invite pairs
questions in their notebook. Walk around the classroom to act out their dialogues in front of the class.
to monitor their work. When they have finished, elicit the
answers and write them on the board.
57 

UNIT
Extra activity Wrap-up

• Tell students to imagine that there is a new student • Keep students in the same groups from the Extra
joining their class. Organize them into groups of activity and ask them to make a poster with
three and tell them to write down instructions and instructions and reminders for being a successful
reminders for the student so that he/she won’t get into student in their school. Encourage them to make
trouble (e.g., Don’t run in the hallways. Don’t eat in the an eye-catching poster. Remind them to use the
classroom. Don’t forget to bring your PE kit. Be sure to Speaking box for help.
turn off your cellphone and leave it in your backpack.). • Walk around the classroom to monitor their work. When
• Walk around the classroom to monitor their work. they have finished, have groups come to the front of the
When they have finished, encourage them to share class and explain their posters to their classmates.
their ideas with the class.
Further practice
• Workbook, Activities 15-17, pages 139-140.
4.7 WRITING A testimonial page 47

Students can write a testimonial about a work experience program.
prepositions are used with them. Check answers with

Materials: the whole class.
Extra activity
• Tell students to write three sentences about
Warm-up themselves using three different verb + preposition
• (Books closed) Students write down one instruction combinations in their notebooks. Tell them not to use
and one reminder which they think may be useful for worry, complain, or specialize as these will be used
some of their classmates (e.g., Don’t forget to finish later. Two sentences should be true and one should
your English project. Phone me later.) in their notebooks. be false.
Walk around the classroom to monitor their work. • Organize students into pairs and have them take
When they have finished, tell them to walk around the turns to read their sentences to their classmates, who
classroom and give each other their reminders and should try to guess which one is false. Walk around
instructions. Ask them to write down any reminder or the classroom to monitor their work.
instruction they find useful. When they have finished,
invite them to share some of the reminders and
4 Circle the correct option. Use a dictionary to help
instructions they received with the class.
you, if necessary.
• (Books open) Ask students to look at page 47 and
guess what they will learn in this lesson. Explain the • Students read the sentences and circle the correct
lesson objective. options to complete them. Allow them to use a
dictionary for help, if necessary. Check answers with the
whole class.
1 Do you ever read testimonials online? Do they
persuade you to buy a product or go to a place? Extra activity
• Organize students into pairs and tell them to ask and • Go over the Writing Box with the whole class and ask
answer the questions. Walk around the classroom to students to think of other ideas for each heading.
monitor their work. When they have finished, encourage Write them on the board.
them to report their answers to the class.
2 Read Mariana’s testimonial. Match the information . Writing time
a-e to sentences 1-5.
• Students read Mariana’s testimonial individually and 5 Imagine you have just completed a work
match the information a-e to sentences 1-5. experience program. Write a testimonial for the
• Read the testimonial with the whole class to check answers. company’s website.
• Read the steps in the writing activity with the whole
3 Find the verbs below in the text in Activity 2. What class, providing examples and clarification whenever
prepositions are used with them? necessary.
• Go over the verbs with the class. Then tell students • Allow students some time to make notes about what to
to find them in the text in Activity 2 and write what include in their testimonial in their notebooks. Help with
 58

vocabulary if necessary and remind them to refer to the Wrap-up

texts in this lesson and to the Writing box for help.
• Once they have taken notes, students start writing their • Have students come to the front of the class to read
drafts. Walk around the classroom to monitor their work. the testimonials they have written. Encourage the rest
• Organize students into pairs for feedback. Monitor their of the class to ask questions.
work to ensure appropriate and constructive feedback.
You can list on the board common mistakes students
have made for whole class discussion. Further practice
• Students write the final version of their text on a • Workbook, Activities 18-20, page 140.
separate sheet of paper for further correction.

• Student’s Book • After Activity 3, tell students you are going to dictate
• audio tracks 1.72 and 1.73 six words from the Wordlist and they should write them
down in their notebooks. When they have finished,
Activities 1-3 elicit the spellings, write the words on the board, and
• Allow students some time to do the activities ask students to identify the silent letter(s) in each. Here
individually. Check answers with the whole class. are suggestions of words for you to dictate: business
(silent i), fight (silent gh), hourly (silent h), lifeguard
Answers to Activity 1: (silent u), physically (silent a), scientist (silent c).
1 manager, computer programmer, psychologist,
travel agent 1.72 Activity 4
2 cook, app designer, computer programmer, fashion • Play the audio. Students listen to three ways to
designer, movie director pronounce the letter “g.”
3 flight attendant, cleaner, cook, lifeguard
1.73 Activity 5
4 well-paid, earn a salary/wage, pay raise
5 quit work, be/get fired, be retired • Students write the words in the correct category
in Activity 4. Tell them that one word goes in two
categories. Then play the audio. Students listen and
repeat.
Self-check page 49
1.74 Activity 7
Materials:
• Play the audio once and students just listen. Play the
• Student’s Book audio a second time for students to listen and write
• audio track 1.74 what they hear.
Activities 1-6 Further practice

Extra activity
• After Activity 5, ask students to use the same verb
+ preposition phrases to write six sentences about
themselves (e.g., My parents often complain about
my grades.) in their notebooks. Tell them that three
should be true and three should be false. Then
organize students into pairs for them to read each
other’s sentences and say which ones they think are
true and which ones they think are false. Encourage
students to correct the false statements (e.g., That’s
false. You always get great grades.).
59 

UNIT
LIGHT YEARS AWAY Student’s Book pages 50 to 59

Unit contents
Vocabulary page 51 (Activity 10 and Wrap-up), page 52
• Space (Activities 3, 6, and Wrap-up), page 53 (Warm-up,
• Dimensions and distance Activity 7, Extra activity, and Wrap-up), page 54
• Large numbers (Warm-up, Activities 2 and 6, and Extra activity),
• Space science page 55 (Warm-up, Activities 4 and 8, Extra activity,
and Wrap-up), page 56 (Warm-up, Activities 1, 6,
Grammar and 7), page 57 (Warm-up, Activity 5, and Wrap-up),
• Zero, First, and Second Conditionals page 58 (Extra activity), page 59 (Extra activity)
• Third Conditional • Assessment for learning: page 59
Examples of 21st century skills/competencies 10), page 52 (Activity 6), page 53 (Activity 7), page
• Critical thinking: page 50 (Activity 1), page 52 54 (Activity 6), page 55 (Activity 8), page 56 (Activity
(Activity 1), page 54 (Activity 1), page 55 (Wrap-up) 7), page 57 (Activity 5)
• Collaboration: page 50 (Warm up and Activity 1),
5.1 VOCABULARY Space pages 50 and 51

Students can talk about space and use large numbers.
1 CLASS VOTE Have you ever

Materials:
• Ask the questions and invite students to share one
• Student’s Book interesting fact about space or space travel with the
• audio tracks 2.01, 2.02, 2.03, 2.04, 2.05, 2.06, and class (e.g., the first person to walk on the moon was
2.07 Neil Armstrong).
• Critical thinking Ask: What would be the highlights of
space travel? and have students talk about space-
Warm-up related news such as space tourism, space exploration,
space probes, etc.
• (Books closed) Choose a word from the previous unit
(e.g., award) and write it on the board, but include other 2 2.01 Listen to the words in Vocabulary A box.
letters to “disguise” your word (e.g., tacrawardbdpo). Check if you understand them. Circle the ones you
Provide a definition for the word (e.g., a prize, a can find in the pictures.
certificate that is given to someone for achieving • Encourage different students to describe the three
something special such as being voted best actor or pictures to the class.
sportsperson of the year) and tell students the word is • Go over the words in Vocabulary A box with the whole
on the board and the letters are not scrambled, they class and make sure they understand all of them. Play
should just remove the unnecessary letters to find out the audio for students to check if they understand
the correct word. When students have found out the them. Then ask students to circle the ones they find in
word, organize them into pairs. Tell them to choose two the pictures. Check answers with the whole class.
words from the Wordlist on page 48 and do the same.
Set a maximum number of extra letters they can use. 3 2.02 Listen to a presentation at a planetarium
When students have written their words and definitions and answer the questions in your notebook.
in their notebooks, they should join another pair. The • Tell students to read the questions before you play the
first pair to find out the two words wins. Walk around audio and encourage them to discuss any answers
the classroom to monitor their work. When they have they know or predictions they can make.
finished, elicit words and definitions from the class. • Play the audio. Students listen to a presentation at
• (Books open) Draw students’ attention to the a planetarium and answer the questions in their
information on the left column of page 50. Go over notebooks. If they are struggling with the activity, play
the Vocabulary and Grammar items. Read aloud the audio a second time. When students have finished,
the question in the title of the text in Lesson 5.2 – elicit the answers and write them on the board.
Grammar and encourage students to share their
predictions with the whole class and write them down Audio script
in their notebooks. Do the same with the question
about the picture from Lesson 5.6 - Speaking. Good afternoon. We’d like to welcome you all to the
• Explain the lesson objectives. Then ask students to Palace Planetarium. Look up. On the ceiling above you,
predict what they will be able to say in English at the you will see the night sky. Relax and enjoy the view as
end of the lesson. we take you on an unforgettable journey to the stars.
To your right you can see a man-made satellite. It is high
 60

in the sky above the Earth. Satellites like this can send T: Sorry, Natalia. No. It’s A. The sun starts to melt the
digital information across the world; this includes TV ice in the comet, so that’s when it grows a “tail”
signals, pictures, and phone signals. Now, we’re going that we can see. Nadim – what about you?
to take you to a faraway galaxy. A galaxy is a large B2: Question 4: the moon travels round the Earth. Its
group of stars and planets. For example, the galaxy we light, A comes from hot gas inside it, B is reflected
live in is called the Milky Way. The shining objects you from the sun, or C is very bright. I think the
can see here are stars. Each star sends out its own light. answer’s “B” because only stars make light.
Sometimes this can be a different color … T: Yes, that’s right. Well done, Nadim. Last question.
Answers: Let’s have … Martha.
1 They can send digital information across the world. G3: Ahem … Number 5: if you want to see galaxies,
2 It’s a large group of stars and planets. you need a telescope. They work best, A in dark
countryside skies, B in a bright city, C on a cloudy
3 The Milky Way.
night. I have a telescope, so I know the answer’s
4 No, it isn’t. “A.” It’s pretty hard to see stars in a bright city and
you can’t see through clouds!
4 Complete the quiz questions with the words from
T: Thank you. Good answer, Martha. Now, can you all
Vocabulary A box. make sure …
• Students complete the quiz questions with the words
from Vocabulary A box individually. Tell them not to 6 2.04 WORD FRIENDS Study the Word Friends
look at the quiz answer options yet, but to concentrate and Watch OUT! boxes. Complete the sentences
on the missing words in the questions. Walk around below with the words from the Word Friends box.
the classroom to monitor their work. When they have Listen and check.
finished, check answers with the whole class. • Go over the information in the Word Friends and Watch
OUT! boxes with the whole class and ask students how
5 2.03 In pairs, do the quiz in Activity 4. Listen
they would say those sentences in their own language.
and check. Students then study the Word Friends and Watch OUT!
• Organize students into pairs and tell them to do boxes individually and complete the sentences with the
the quiz in Activity 4. Then play the audio for them words from the Word Friends box.
to listen and check. If they are struggling with the • Play the audio for students to listen and check. Ask
activity, play the audio a second time. Check students what is often measured in inches (e.g., screens
answers with the whole class. for TVs, tablets, laptops, etc.).
• Ask follow-up questions to check students’
understanding and knowledge. You might ask,
Extra activity
for example: Which is the first planet from the sun?
(Mercury) What is the name of the most famous • Organize students into groups of four. Tell them to
comet? (Halley) How often does the moon travel make sentences about objects in the classroom
round the Earth? (About once a month or, in exact or places in school using the words in the Word
time, once every 27 days, 7 hours, 43 minutes, Friends box without saying the name of the object
14.88 seconds.) Who invented the telescope? (Hans (e.g., It is about one meter high and half a meter
Lippershey in 1608, but Galileo was the first person to wide: the window.).
use a telescope for astronomical purposes. He used • Walk around the classroom to monitor their work.
his telescope in 1610 to discover the four largest When they have finished, invite groups to read
moons of Jupiter.). aloud their sentences and ask other students to
guess what each is referring to.
Audio script
G = Girl B = Boy T = Teacher 7 2.05 WORD FRIENDS Study Vocabulary B box.

G1: This space quiz was easy. Listen to the numbers.
T: Good. Abi thinks the quiz is easy, so read Question • Go over Vocabulary B box with the class. Students then
1, please, Abi, and tell us the answer. study the box individually. Play the audio for them to
G1: One: The Earth travels around the sun in an orbit listen to the numbers. Play the audio a second time for
which is, A a perfect circle, B an ellipse – similar to students to listen and repeat.
an oval, or C … a star shape. Hmm … I think the
answer is “B, an ellipse.” 8 2.06 Write the numbers as words. Listen and
T: You’re right! Well done, Abi! Marco, you’re next. check.
B1: OK. Question 2: the sun is a giant star. Which is the • Set a time limit for students to write the numbers as
third planet from the sun? Is it A Mars, B Venus, or words. Walk around the classroom to monitor their work.
C Earth? Er … Is it “C Earth?” • Play the audio for students to listen and check. Invite
T: Correct. Natalia, your turn. Can you do the next one? different students to write the answers on the board.
G2: Sure. Number 3: a comet is an icy rock traveling
through space. We can see its “tail” of gas when
A It’s near the sun, B It’s traveling fast, or C It’s
getting smaller. I don’t know this, so I’m going to
guess. Is it “B?”
61 

UNIT
Speak UP! about different space objects or other phenomena. If

there isn’t, ask students to decide on their three objects
9 2.06 Listen to the numbers in Activity 8 again and to research about them at home so that they can
and underline the stressed words. write their descriptions in class. Walk around the classroom
• Play the audio. Students listen to the numbers in Activity to monitor their work. When they have finished, encourage
8 again and underline the stressed words. Play the them to read their descriptions to the class.
audio a second time for them to check their answers.
Wrap-up
10 Work in pairs. Take turns to write a number on
a piece of paper. Your classmate has to read it • Write the following questions on the board:
aloud. Make sure to use correct stress on the 1 What is the distance between Mars and Earth? Why
number words. does it change?
• Organize students into pairs and tell them to take 2 Why does getting to Mars take such a long time?
turns to write a number on a piece of paper for their 3 When would the journey probably take the shortest
classmate to read aloud. Remind them to make sure to time possible?
use correct intonation on the number words. When they • Then organize students into pairs for them to
have finished, invite students to come to the board and discuss the questions and write the answers in their
write one of their numbers for the whole class to read notebooks. Walk around the classroom to monitor
aloud. Make sure they are using the correct intonation. their work. When they have finished, encourage
them to share them with their classmates.
11 2.07 Read the article. Circle the correct option.
Listen and check. Possible answers:
• Students read the article individually and circle the 1 The distance between Mars and the Earth
correct options to complete it. Play the audio for changes all the time – from over 50 to 401 million
students to listen and check. kilometers. It changes because the planets move
• Go over the article again and encourage students to all the time and they are in different positions.
explain each answer. 2 It takes a lot of time because the distance is never
short for a long time and because you can’t travel
And YOU? in a straight line.
3 It would take the shortest time possible when you
12 In pairs, choose any three space objects or choose the time of the journey when the distance is
phenomena from this lesson or from other shortest and when there are no obstacles on the way.
information sources. Write a short description,
including their size, distance, speed, or another
large number. Further practice
• Organize students into pairs. If access to the internet is • Workbook, Activities 1-6, pages 142-143.
allowed in the classroom, have them look up information
5.2 GRAMMAR Zero, First, and Second Conditionals page 52

Students can talk about things that are always true and possible, and imaginary situations.
Materials: (1,650,000), thirty-eight thousand four hundred

• Student’s Book seventeen (38,417), fifty-five million five hundred
fifty-five thousand five hundred fifty-five
• audio tracks 2.08 and 2.09 (55,555,555), six hundred forty-nine thousand eight
hundred ninety-seven (649,897).
Warm-up • (Books open) Students look at page 52. Explain the
lesson objective.
• (Books closed) Organize students into two groups.
Invite one student from each group to come to
the board. Dictate a large number and ask both 1 CLASS VOTE Do you think astronomy is interesting?
students to write it on the board. The first student Why? / Why not?
to write it correctly scores a point for his/her group. • Ask the questions and encourage students to share
Change students after each number. When dictating their ideas with the class. Ask if anyone has their own
the numbers, start quite quickly, then say it more telescope or has visited a planetarium.
slowly and, finally, if neither student has understood it, • Critical thinking Organize students into small groups.
say it very slowly. Some examples of numbers for you Have them discuss who an astronomer is (a scientist
to dictate are: one million six hundred fifty thousand who studies space, including the stars, the planets,
 62

and the galaxies above us), what an astronomer does 5 Complete the Second Conditional sentences using
(an astronomer researches our solar systems, stars, the correct form of the verbs in parentheses.
and galaxies to understand how the universe works • Students complete the Second Conditional
and to discover scientific breakthroughs), the subfields sentences using the correct form of the verbs in
of astronomy (astrophysics, astrometry, astrogeology, parentheses. Walk around the classroom to monitor
and astrobiology), etc. Walk around the classroom to their work. When they have finished, invite different
monitor their work. When they have finished, encourage students to write the answers on the board.
them to report to the class. • Ask students to explain the real situation in each
sentence (1 Sara doesn’t have enough time. 2 They
2 2.08 Listen and read. What does Nina see?
have a science test tomorrow. 3 The person hasn’t won
• Encourage students to describe the picture. Read the a trip into space. 4 The speaker isn’t the listener “you.”
question and ask students to guess what Nina sees. 5 They don’t have a good camera.).
Remind them of the predictions they made in Lesson 5.1.
• Play the audio for students to listen, read, and check And YOU?
their predictions.
• As a follow-up activity, ask where the friends were (at
Skye’s house), what they wanted to see (a comet),
6 In pairs, complete the sentences to make them true
and who the least interested in astronomy was
for you.
(Nina). • Organize students into pairs. Elicit which conditional
students will use for each sentence (1 first; 2 zero;
3 Study the Grammar box and complete the rules. 3 first; 4 second). Ask fast finishers to think of more
Then underline examples of conditionals in the than one ending for each sentence. Walk around
dialogue. the classroom to monitor their work. When they have
• Go over the Grammar box with the whole class and finished, invite them to share their ideas with the class.
elicit other examples from students. Then tell them
to study the box individually and complete the rules. Extra activity
• Students then underline examples of conditionals in the • Keep students in pairs. Dictate the beginnings of
dialogue. When they have finished, ask them to match three questions: What do you do if … ? What will
the examples to the explanations in the Grammar box. you do if … ? What would you do if … ? Pairs then
finish the three questions in their notebooks and
Background notes / join other pairs to form a group of four students.
They take turns to ask and answer each other’s
We can use the imperative in the result clause questions. Walk around the classroom to monitor
of a First Conditional sentence (e.g., If you finish their work.
your homework early tonight, call me.). Remind
students that all conditional sentences can start
with the if clause, in which case the two clauses
Wrap-up
are separated by a comma, or they can start with
the result clause, in which case there is no comma. • Organize students into groups of three. Have them
Explain that, depending on the meaning and rewrite the dialogue in Activity 2 replacing the
context, we can also use a modal verb instead conditional sentences by other meaningful ones. Tell
of will in the result clause (e.g., If it’s sunny on the them to write in their notebooks.
weekend, we can go swimming). • Walk around the classroom to monitor their work.
When they have finished, have groups role-play their
dialogues in front of the class.
4 2.09 Match the two halves of each sentence.
Listen and check. Are they Zero or First
Conditionals? Further practice
• Students match the two halves of each sentence. Then
play the audio for them to listen and check. Go over • Workbook, Activities 7-10, page 143.
the sentences again and ask students if they are Zero • Grammar Time, page 110.
or First Conditionals. Then elicit how to rewrite sentence
2 using unless and sentence 3 using if.
63 

UNIT
5.3 READING and VOCABULARY A magazine article page 53

Students can use previous knowledge to understand an article and talk about space travel.
3 2.10 Listen and read the whole article. Circle

Materials: the correct answer.
• Student’s Book • Play the audio for students to listen and read the whole
• audio track 2.10 article then circle the correct answer. Tell students to
refer to the text and highlight the pieces of information
that helped them decide on the correct answer. Check
Warm-up answers with the whole class.
• (Books closed) Remind students of how to form 4 Look at the highlighted words in the article. Check if
the Zero Conditional (if + Simple Present + Simple you understand them. Use a dictionary if necessary.
Present). Write on the board: Zero Conditional: If … • Go over the article with the whole class, then tell them to
• Organize students into two groups. Elicit a second look at the highlighted words and check if they understand
word for the sentence from one of the groups. If the them. Allow them to use a dictionary if necessary. Ask them
other group thinks it is grammatically incorrect, they how they would say those words in their own language.
say so and score a point. If the word is grammatically
correct, the second group continues the sentence with Extra activity
another word. Keep writing on the board so students
can see how the sentence is growing. Groups continue • Organize students into pairs. Ask them to write
until a sentence has been completed. a sentence defining each highlighted word in
• Repeat the procedures with the First Conditional with the article in their notebooks. Walk around the
if and unless and with the Second Conditional. classroom to monitor their work. When they have
• (Books open) Students look at page 53. Explain the finished, have them read their definitions to the
lesson objective. class. Pairs then use three of those words to talk
about their lives (e.g., My ambition is to …). Have a
class vote for the most interesting sentences.
1 CLASS VOTE Do you think it’s a good idea to send
people into space? Why? / Why not? 5 In pairs, discuss the questions about the article.
• Ask: Do you think it’s a good idea to send people into • Keep students in pairs for them to discuss the questions
about the article. When they have finished, elicit the
space? Why? / Why not? and have students share
answers and encourage students to justify them using
their opinions with the class. Encourage them to
information from the text.
explain their views.
Answer:
2 Look at the title of the article and the picture. What 1 Giving information.
do you think the girl’s dream is? Read the first
paragraph of the article and check. And YOU?
• Go over the information in the Reading tip box with
students. Clarify any questions they might have. 6 Would you like to go to Mars? Why? / Why not?
• Tell students to look at the title of the article and the picture Discuss in pairs.
and make predictions about the girl’s dream. Reinforce • Organize students into pairs and have them discuss
that they should not read the whole text. Have them share whether or not they would like to go to Mars. Remind
their predictions and don’t tell them if they are correct yet. them to think of as many reasons as possible to support
• Then ask students to read the first paragraph of the their view. Invite pairs to share their ideas with the class.
article and check. Elicit the answer and ask students
what two meanings the title of the text could have Wrap-up
(The future is far away in time because she is still young
and because she wants to go to Mars. The future • Organize students into pairs. Ask them to imagine
could take her far away from the Earth.). that one of them is an astronaut who has just arrived
on Mars and has set up a video link with the Earth.
Background notes / The other student is a journalist. Students then think of
some questions the journalist could ask and how the
Alyssa Carson has already “been to Mars.” In June astronaut could answer them and write them down in
2015 she went to Mars, a small town in Pennsylvania, their notebooks. When they have finished, invite pairs to
where she celebrated the “Martian New Year.” act out their interviews in front of the class.
Because it takes Mars much longer than the Earth to
orbit the sun, it only has a New Year approximately
once every two years and the date is always Further practice
celebrated in the town of Mars. • Workbook, Activities 11-13, page 144.
 64

5.4 GRAMMAR Third Conditional page 54

Students can talk about unreal situations in the past.
4 Match 1–3 to a–c to make sentences.

Materials:
• Students match 1–3 to a–c to make sentences. When
• Student’s Book they have finished, check answers with the whole class.
• audio track 2.11 Then draw their attention to sentence 1. Explain that in
the Past Perfect, we sometimes have the verb form had
had, which may look strange, but is necessary when the
Warm-up main verb is have.
• (Books closed) Dictate these sentence beginnings 5 2.11 Complete the Third Conditional sentences
and ask students to complete them in their notebooks: in the article using the correct form of the verbs in
I get extremely sad if … If the teacher allowed us, parentheses. Listen and check.
… I won’t change my mind about my career unless • Students complete the Third Conditional sentences in the
… Walk around the classroom to monitor their work. article using the correct form of the verbs in parentheses.
When they have finished, encourage them to read their Remind them that, whatever order the conditional is
complete sentences to the class. written in, whether it starts with the if clause or the result
• (Books open) Students look at page 54. They discuss clause, the result clause requires would have + past
what they think they will learn in this lesson. Elicit ideas participle and the if clause requires the Past Perfect.
from the class and then explain the lesson objective. • Play the audio for students to listen and check.
• Note: People who disagree with the conspiracy
theory can explain all these mysteries. Here are some
1 CLASS VOTE Should countries spend millions of explanations. The astronauts kept the flag in a thin
dollars on space experiments? Why? / Why not? tube, so when they took it out it seemed to wave. There
• Ask: Should countries spend millions of dollars on space are no stars visible in the pictures because the landings
experiments? Why? / Why not? and have students share happened in the morning and the stars were not bright
their opinions with the class. Encourage them to explain enough to appear. The surface of the moon is covered
their views. by dust. When the module landed on the moon, the
• Critical thinking Ask students what they know about engines blew the dust away and it didn’t leave any traces.
space stations (a large spacecraft that stays above Some people add that if landing on the moon had been
the Earth and is a base for people traveling in space a fake, astronauts from the other countries would have
or for scientific tests). Ask them about movies that discovered the truth long ago. Moreover, about 40,000
featured real-life space stations like the International people worked on the mission. It wouldn’t have been
Space Station and Mir, for example, or fictional ones. possible for all these people to keep the secret.
Some movies students might mention are: A Beautiful
Planet (2016), 51 Degrees North (2015), Gravity Extra activity
(2013), Life (2017), Rampage (2018), Star Trek Beyond
(2016), etc.
• Write: What would have happened if …? on the
board and tell students to come up with a context to
2 Read the interview. Answer the questions. complete the condition (e.g., if your test results had
• Tell students to read the interview carefully and answer the been poor ... ?). They should then walk around the
questions. Elicit the answers and write them on the board. classroom, ask their question to as many classmates
as possible, and answer theirs, too. Remind them to
3 Study the Grammar box and circle the correct take notes on their notebooks. Set a time limit and
option. Then underline examples of the Third when it is over, encourage students to share the most
Conditional in the interview. interesting answers they got with the whole class.
• Go over the Grammar box with the whole class and Make sure they use the Third Conditional correctly.
elicit other examples from students. Then tell them to
study the box individually and circle the correct option. And YOU?
• Students then underline more examples of the 6 Complete the sentences to make them true for you.
Third Conditional in the interview. When they have
finished, elicit the examples and the form of the Third
• Tell students to complete the sentences to make them
true for them. Remind them that we don’t want the
Conditional. Then ask what the sentences describe
present result, but how the past would have been different
(the imaginary result of an unreal situation in the past,
(e.g., If I hadn’t come to this school, I wouldn’t have learned
e.g., how things would have been different if the past
so much). If necessary, elicit the Third Conditional form
had been different).
again and write it on the board for students to refer to
as they are completing their sentences. Walk around the
classroom to monitor their work.
65 

UNIT

• Organize students into pairs and ask them to • Workbook, Activities 14-16, page 145.
compare the sentences they completed in Activity • Grammar Time, page 110.
6. Walk around the classroom to monitor their work.
When they have finished, have them share one of
their classmate’s sentences with the class. They
should say, for example: If X had been born in a
different country, he/she wouldn’t have been as
happy as he/she is here.
5.5 LISTENING and VOCABULARY Fearless Felix page 55

Students can understand the main points of a report and talk about space science.

• Student’s Book • Ask students to write sentences using the words
• audio tracks 2.12, 2.13, and 2.14 that were not used in the sentences in Activity 2
(e.g., The small plane ran out of fuel, but luckily the
pilot had a parachute and wasn’t hurt.). They should
write them in their notebooks.
Warm-up • Walk around the classroom to monitor their work.
• (Books closed) Organize students into pairs When they have finished, tell them to read aloud
and write on the board: You were lucky. You had their sentences without saying the words from the
a problem. Elicit a situation for each sentence box for their classmates to guess.
(e.g., I won the lottery. I failed my test.). Tell pairs
to come up with their own situations for each 3 Circle the words from the Vocabulary box in the
sentence. When they have finished, go back to the picture.
board and elicit how the past could have been • Students circle the words from the Vocabulary box in
different (e.g., If I hadn’t bought a lottery ticket, I the picture. Then invite them to describe the picture
wouldn’t have won. If I had worked harder, I would using as many words from the box as they can.
have passed my test.). Students then do the same
in pairs. Walk around the classroom to monitor their 4 Look at the picture and read the information. What
work. When they have finished, invite pairs to share do you think happened? Explain your ideas to a
their situations and Third Conditional sentences classmate.
with the class. • Set a time limit for students to look at the picture and
• (Books open) Students look at page 55. Explain the read the information before asking them what they
lesson objectives. think happened. Allow them to discuss their ideas
in pairs. Ask them if they have ever heard of Felix
Baumgartner and encourage them to share their ideas
1 CLASS VOTE Would you jump out of a plane or a
with the class.
hot-air balloon? Why? / Why not?
• Ask: Would you jump out of a plane or a hot-air balloon? 5 2.13 Listen to the first part of a report about
Why? / Why not? and have a class discussion. Then Felix Baumgartner. Were your ideas correct? Use
follow up by asking students about the most exciting or the prompts to summarize what happened in your
dangerous thing they have ever done. Encourage them notebook.
to share their experiences with the whole class. • Play the audio. Students listen to the first part of a report
about Felix Baumgartner, check their ideas from Activity
2 2.12 Study the Vocabulary box and listen to
4, and use the prompts to summarize what happened
the words. Circle the correct option to complete
in their notebooks. If students are struggling with the
the sentences.
activity, play the audio a second time. When they have
• Read the information in the box with the whole class. finished, elicit the answers and write them on the board.
Students then study the Vocabulary box individually. • Ask students what world record Felix Baumgartner
Play the audio. Students circle the correct option to broke (he was the first human to break the sound
complete the sentences. barrier without using an engine).
• Check answers with the whole class.
 66

Audio script Baumgartner expected the free fall – the part without
using the parachute - to last about five or six minutes.
Good afternoon and welcome to Fantastic Firsts, the In fact he opened his parachute after roughly 4 minutes
program where we look at record-breaking scientific and 20 seconds. If he had waited a bit longer, he would
achievements of the twenty-first century. Today we have broken the record for the longest time for a free fall.
remember Felix Baumgartner from Austria – the famous However, his jump was still the highest. The whole event
“Fearless Felix”! In October 2012, Felix jumped from a was extremely expensive. Well, his space suit alone cost
balloon high above the Earth in New Mexico, USA. He 200,000 dollars. The total cost was not just thousands, but
was falling so fast that he became the first human to millions of US dollars. So now, if you want to win a prize,
break the sound barrier without using an engine. We’re just send us a text or email about this amazing jump. We
going to hear about that record-breaking jump. And as need to know the place, Baumgartner’s nationality, the
usual, we’ll have a prize for the first person to call in with height, … the speed …, and the length of time he was in
the answers to five questions, so listen carefully! So what free fall. Oh, and the total cost. Good luck!
actually happened on the big day? Well, if you look on
our website you can get an idea from the infographic And YOU?
there. First of all, Felix put on a special space suit, like
the one astronauts wear. If he hadn’t worn this suit, he
7 In pairs, decide what you would do and how you
wouldn’t have survived the jump. Then he got into a small
metal capsule under a giant balloon. The balloon was would feel in each situation.
filled with helium which is a really light gas. This took Felix • Organize students into pairs and tell them to talk
up into the sky, right to the edge of space. The journey about what they would do and how they would feel in
upwards took more than two hours. He had oxygen in each situation. Elicit what structure students need to
his parachute pack to help him breathe. At one point, use to discuss the situations (the Second Conditional).
Felix couldn’t see through his helmet, but he carried on. Walk around the classroom to monitor their work.
Once he reached the right height, Felix jumped out of the When they have finished, invite them to share their
capsule. At first, he fell towards the Earth without using ideas with the class.
his parachute, pulled by the force of gravity. This is called
“free fall.” Then finally, he opened his parachute before
he landed safely on the ground as a record breaker. Wrap-up
Answers: • Critical thinking Ask: What is your opinion of
2 Then he got into a small metal capsule under a Baumgartner’s achievement? and encourage
giant balloon. students to share their views about his records and
3 The balloon took him into the sky, right to the edge passion for expanding boundaries with the whole
of space. class.
4 When he reached the right height, Felix jumped out
of the capsule.
5 Finally, he opened his parachute before he landed Further practice
safely on the ground.
6 2.14 Listen to the second part of the report.
Complete the notes with a word or phrase.
• Play the audio. Students listen to the second part
of the report and complete the notes with a word or
phrase. If they are struggling with the activity, play the
audio a second time. When students have finished,
elicit the answers in full sentences and write them on
the board (e.g., Felix Baumgartner made his jump on
October 14, 2012.).
Audio script
So here’s some more information about Felix

Baumgartner’s amazing jump which he made on October
14, 2012 in New Mexico in the United States. The famous
Austrian skydiver, then aged 42, had already performed
over 2,500 skydiving jumps before this particular jump.
Now, in the 2012 jump Baumgartner flew upwards
about 39 kilometers into the skies over New Mexico.
He broke the unofficial record for the highest manned
balloon flight, which was 37,640 meters. Baumgartner’s
total jump, from leaving the capsule to landing on the
ground, lasted approximately ten minutes. During the
free fall, he was traveling at incredible speeds of up to
1,357 kilometers per hour. That’s faster than the speed
of sound, a new record at that time! Before he jumped,
67 

UNIT
5.6 SPEAKING Warnings and prohibition page 56

Students can give a warning and tell somebody not to do something.
Answers:
Materials:
1 They’re making a movie for their science project.
• Student’s Book 2 No, probably not because he says, “You can get
• audio track 2.15 them for a good price.”
• A4 sheets of paper 3 She’s excited because she thinks it’s cool and she
wants to have a go.
• crayons 4 Not really, because Jay pushed the wrong button.
4 Study the Speaking box. Underline examples of

Warm-up warnings and prohibition in the dialogue.
• (Books closed) Organize students into pairs and tell • Go over the Speaking box with the whole class. Then
tell students to study the box individually and underline
them to discuss signs they often see on the street,
examples of warnings and prohibition in the dialogue.
at school, or somewhere else which tell them to be
Invite two students to read the dialogue and check the
careful of something or not to do something. Hand out examples with the class.
A4 sheets of paper and crayons and ask students to • Ask if any of them have been to London and traveled
draw a sign. Tell them no words are allowed. They then by subway. Explain that, at many stations, there is a
walk around the classroom showing their signs to their sign that reads Mind the gap because there can be a
classmates and looking at theirs, too. They should take gap between the train and the platform and people
turns to guess what the signs mean (e.g., No parking. should pay attention or they can fall.
No smoking. Danger: wet floor.). Tell students to keep
5 In pairs, take turns to explain what each sign
their signs as they will need them later in the lesson.
means. Tell the class.
lesson objectives. • Organize students into pairs and tell them to take
turns to explain what each sign means. Ask students to
write at least one sentence for each sign. Fast finishers
1 CLASS VOTE Do you think people should be allowed can write more than one sentence, using different
to use drones? Why? / Why not? expressions from the box.
• Write the word drones on the board and ask students • Walk around the classroom to monitor their work. When
to think of three advantages and three disadvantages they have finished, have them report to the class.
of drones. Elicit them from the class, write them on the Possible answers:
board, and ask: Do you think people should be allowed to You can’t use skateboards or bikes in the park. / You
use drones? Why? / Why not? and encourage students to aren’t allowed to skateboard or cycle in the park.
share their opinions with the class. You must not smoke. / You aren’t allowed to smoke.
You must not camp, light fires, or have barbecues. /
2 Look at the picture. What are Skye and Jay doing? You aren’t allowed to camp, light fires, or have
What problems might they have? Answer in your barbecues.
notebook.
Don’t take pictures in this exhibition. / You can’t take
• Encourage students to describe in their notebook the pictures in this exhibition.
picture and predict what Skye and Jay are doing and
what problems they might have. Remind them of the
predictions they made in Lesson 5.1. Extra activity
3 2.15 Listen and read. Then answer the questions • Ask students to refer to the pictures they drew in the
in your notebook. Warm-up activity again. Invite pairs to draw their signs
• Play the audio. Students listen and read the dialogue on the board and elicit as many different sentences
before answering the questions in their notebooks. about each one as possible. Remind them they can
Allow them enough time and check answers with the refer to the Speaking box for help.
whole class when they have finished.
• Go over the Watch OUT! box with the class and point
out the difference between American and British
English listed. Brainstorm others students learned in
previous units and write them on the board.
 68

And YOU? Further practice

6 What would you say in each situation? Use • Workbook, Activities 18-20, page 146.
phrases from the Speaking box. Talk in pairs.
• Organize students into pairs and have them use
the phrases from the Speaking box to decide what
they would say in each situation. Walk around the
classroom to monitor their work.
Wrap-up
• Keep students in pairs and ask them to think of a
different situation from the ones in Activity 6 and write
it down in their notebooks. Invite a pair to come to the
board. They should mime the situation for the rest of the
class to guess. They should not say anything, apart from
the key phrase for a warning/prohibition at the end.
When the class has guessed the situation, another pair
has a turn.
5.7 WRITING An essay page 57

Students can write an essay discussing advantages and disavantages.
3 Read Nina’s essay. Order the sections as they

Materials: appear in the essay.
• Student’s Book • Students read Nina’s essay and order the sections as
they appear in the essay. When they have finished,
check answers with the whole class. Then ask what Nina
Warm-up wrote in her introduction and summary (introduction: a
• (Books closed) Organize students into pairs. Each pair short sentence to introduce the topic and the question
should think of a situation in which they would use the asked in the task; summary: Nina’s opinion as an answer
warnings and prohibitions from the previous lesson. to the question). Elicit how to write a for-and-against
Join pairs into groups of four and tell them to take turns essay (question – arguments – the writer’s opinion).
to act out their situation to the other pair, pausing
where the warning or prohibition should come. The 4 In pairs, discuss the advantages and
other pair then supplies the phrase. Walk around the disadvantages Nina gives for space travel. Are they
classroom to monitor their work. the same as your ideas in Activity 2?
• (Books open) Ask students to look at page 57 and • Organize students into pairs, tell them to discuss the
guess what they will learn in this lesson. Explain the advantages and disadvantages Nina gives for space
lesson objective. travel, and compare them to their ideas in Activity
2. Walk around the classroom to monitor their work.
When they have finished, encourage them to report
1 CLASS VOTE If you won a trip into space, would to the class and ask them which advantages and
you rather go to the moon, to Mars, or visit the disadvantages they would mention if it were their essay.
International Space Station? • Critical thinking Ask students if they agree with Nina’s
• Ask: If you won a trip into space, would you rather opinions and encourage them to justify their views.
go to the moon, to Mars, or visit the International
Space Station? and encourage students to share their 5 Study the Writing box. Underline examples of these
opinions with the class. Remember to elicit reasons for phrases in Nina’s essay.
their choices. • Go over the Writing box with the whole class. Students
then study it individually and underline examples of the
2 In pairs, make a list of the advantages and phrases in Nina’s essay. Go over the essay again and
disadvantages of space travel. Write it in your check answers.
notebook. Compare your ideas with the class. • Ask students to think how else Nina could have started
• Organize students into pairs and ask them to make and finished the essay (e.g., Nowadays, many people
a list of the advantages and disadvantages of space dream of traveling in space, but is space travel really
travel in their notebooks. Set a time limit for them to worth spending money on? In conclusion, it seems to
discuss and, when time is over, have them read aloud me that it would be better to concentrate on looking
their lists and compare their ideas with the class. after planet Earth.).
69 

UNIT
Extra activity • Allow students some time to make notes about their
essays in their notebooks. Help with vocabulary if
• Organize students into pairs. Each pair should write necessary and remind them to refer to the essay in
one sentence using a phrase from each section of Activity 3 and the Writing box for help.
the Writing box in their notebooks. These can be on • Once they have taken notes, students start writing
any topic they wish and each sentence can be on a their drafts. Walk around the classroom to monitor
different topic (e.g., Nowadays more and more people their work.
are trying to help save the environment. One the one • Organize students into pairs for feedback. Monitor
hand, tests are a good measure of knowledge. On the their work to ensure appropriate and constructive
other hand, some people are unable to cope with the feedback. You can list on the board common
stress of tests and are unable to show their true ability. In mistakes students have made for whole class
my opinion, fast food restaurants shouldn’t be allowed to discussion.
open less than 1 kilometer from schools. In conclusion, • Students write the final version of their text on a
I believe that the internet has more advantages than separate sheet of paper for further correction.
disadvantages and has made our lives easier.). Pairs
then exchange their notebooks with a different pair Wrap-up
and try to rewrite the sentences using different phrases
from the Writing box. • Have students come to the front of the class to read
• Walk around the classroom to monitor their work. the essays they have written. Encourage the rest of
When they have finished, invite them to share some the class to ask questions.
of their sentences with the class and encourage the
class to discuss them.
Further practice
Writing time • Workbook, Activities 21-24, page 146.
6 Write an essay discussing this question: Would you

ever travel to space as a tourist?
• Read the steps in the writing activity with the whole
class, providing examples and clarification whenever
necessary.
2.16 Activity 4
Materials:
• Play the audio. Students listen and notice the
• Student’s Book pronunciation of weak forms in the underlined words.
• audio track 2.16 2.16 Activity 5
• dictionaries • Play the audio. Students listen again and repeat the
sentences.
Activities 1-3
• Allow students some time to do the activities
individually. Check answers with the whole class.
Extra activity
• After Activity 2, write ambition on the board. Ask
students what part of speech it is (noun) and if they
can think of any other related words (e.g., ambitious:
adjective). Then organize students into groups of
five and provide each group with a dictionary, if
possible. They should find five other words from the
Wordlist which they can write a derivative of. Walk
they have finished, ask them to read their words to
the class. Remind them to mention what part of
speech each word is.
 70

Self-check page 59
2.17 Activity 7
Materials:
• Play the audio for students to listen and write what they
• Student’s Book hear. If they are struggling with the activity, play the
• audio track 2.17 audio a second time.
Further practice
Activities 1-6
Extra activity
• After Activity 6, organize students into pairs. Each
pair should think of three different situations where
they may need to give a warning or prohibition
and write them down in their notebooks. Pairs then
exchange their notebooks with other pairs so they
can write something that someone may say in each
situation. Walk around the classroom to monitor
their work. When they have finished, encourage
them to read aloud their situations and warnings or
prohibitions to the class.
71 

UNIT
A CLEAR MESSAGE Student’s Book pages 60 to 69

Unit contents
Vocabulary • Collaboration: page 60 (Warm-up, Extra activity,
• Nonverbal communication Activity 3), page 61 (Activities 5 and 11 and Wrap-
• Word building: verbs and nouns for communication up), page 62 (Activity 6), page 63 (Warm-up, Activity
• Advertising 6, and Extra activity), page 64 (Warm-up, Activities 3,
and 7, Wrap-up), page 65 (Warm-up, Activity 6, Extra
Grammar activity, and Wrap-up), page 66 (Warm-up, Activity
• The Passive: Simple Present, Simple Past, Present 5, Extra activity, and Wrap-up), page 67 (Warm-up,
Perfect, can, and must Activity 6), page 68 (Extra activity, Activity 4, and
• The Passive with will Wrap-up)
Examples of 21st century skills/competencies
• Critical thinking: page 60 (Activity 1), page 62 11), page 62 (Activity 6), page 63 (Activity 6), page
(Warm-up), page 62 (Extra activity), page 63
64 (Activity 7), page 65 (Activity 6), page 66 (Activity
(Warm-up)
5), page 67 (Activity 6)
6.1 VOCABULARY Nonverbal communication pages 60 and 61

Students can talk about different forms of communication.
communicate with your friends? Why? and encourage

Materials: students to share their opinions. Write the different
• Student’s Book forms of communication they mention on the board.
• audio tracks 2.18, 2.19, 2.20, 2.21, and 2.22 • Critical thinking Encourage students to discuss the
advantages and disadvantages of each form of
communication they mentioned in Activity 1.
Warm-up
Extra activity
• (Books closed) Choose a word from the Wordlist
on page 58 and create an interesting anagram • Organize students into small groups and ask them
(e.g., I am no bit - as an anagram for ambition). to think of other forms of communication and write
Provide the definition of the word (e.g., a desire and them down in their notebooks. Set a time limit and
determination to achieve something) and elicit the when it is finished, ask the group with the greatest
word from students. number of ideas to share them with the class and
• Organize the class into groups of three and ask then elicit any other ideas that different groups had.
students to make three similar anagrams using other Students might come up with the following forms of
words in the Wordlist on page 58. Invite students from communication: pagers, video calls, letters, faxes,
different groups to write their anagrams on the board chat rooms, etc.
for other groups to guess.
• (Books open) Draw students’ attention to the
information on the left column of page 60. Go 2 2.18 Study the Vocabulary A box, then listen
through the Vocabulary and Grammar items. and repeat the words. Complete the headings in
Read aloud the question in the title of the text in the poster.
Lesson 6.2 – Grammar and encourage students • Go over the Vocabulary A box with the class. Then tell
to share their predictions with the whole class and students to study it individually.
write them down in their notebooks. Do the same • Play the audio. Students listen and repeat the words.
with the question about the picture from Lesson 6.6 - Then they listen and check. Ask them how they would
Speaking. say those words in their language.
predict what they will be able to say in English at the 3 Which of the ways of communicating in Vocabulary
end of the lesson. A do you think is the most important when you
meet someone for the first time? Which is the least
important? Talk in groups.
1 CLASS VOTEHow do you prefer to communicate • Organize students into groups and tell them to discuss
with your friends? Why? which of the ways of communicating in Vocabulary
• Before students choose their favorite form of A they think is the most important when they meet
communication, ask them to guess which one will someone for the first time and which is the least
be the most popular. Then ask: How do you prefer to important one. Walk around the classroom to monitor
 72
M32 Wider World American 4 TB 21110 U6.indd 72 11/23/19 1:21 PM

their work. When they have finished, have a student or a verb. Encourage them to explain how they know
from each group report their ideas to the class. the word is a noun or a verb (1 verb: what the speaker’s
• Then ask groups to act out short role-plays in which brother does; 2 noun: modified by the adjective
one of them is new to the class and is meeting the “correct”; 3 noun: modified by the adjective “long”;
other two. Invite groups to act out their role-plays 4 base form of a verb with “to”: something Anna tried
in front of the class and ask the other students to do; 5 base form of a verb with “to”: something the
to comment on the “new” students’ nonverbal speaker has to do).
communication.
10 2.22 Complete the blog post with the words
4 2.19 WORD FRIENDS In your notebook, match below. Listen and check.
each phrase in the Word Friends box to one of the • Go over the words listed and make sure students
forms of communication in the poster. Listen and are familiar with all of them. Students then complete
check. the blog post. Elicit that, in addition to the example,
• Students match each phrase in the Word Friends box which is a noun (communication), a verb (describe),
to one of the forms of communication in the poster. a singular noun (explanation), and two plural nouns
Tell them to write in their notebooks. When they have (expressions and gestures). Play the audio for students
finished, play the audio for them to listen and check. to listen and check.
• Read aloud the blog post with the whole class and
5 Complete the questions with the words from the have a discussion to answer the question in the title: Do
Word Friends box. In pairs, ask and answer the we still prefer face time to screen time?
questions.
• Students complete the questions with the words from And YOU?
the Word Friends box. Walk around the classroom to
monitor their work. Check answers with the whole class. 11 In pairs, discuss the questions. Compare your
• Organize students into pairs and tell them to ask and answers with your classmates.
answer the questions. Walk around the classroom to
monitor their work and encourage students to share
• Organize students into pairs and have them discuss
the questions. Walk around the classroom to
their classmates’ answers with the class. They might say,
monitor their work. When they have finished, invite
for example: X thinks he’s good at reading people’s
pairs to share their ideas with their classmates.
facial expressions, X doesn’t give his/her friends a hug
For each situation in which students think that online
when he/she meets up with them.
communication is better, try to think of arguments
6 2.20 WORD BUILDINGComplete the chart. Use a against to oppose their views (e.g., If someone is
dictionary if necessary. Listen and check. a long way away, online communication is better
because it is the only way to communicate. Yes, but
• Set a time limit for students to complete the chart.
perhaps letters would be more personal, with drawings
Allow them to use a dictionary if necessary and walk
and pictures enclosed. It is something you can look at
around the classroom to monitor their work.
anywhere and is much more special.).
• Play the audio for them to listen and check.
Wrap-up
Speak UP!
• Tell students to look at the list of verbs in Activity 6.
7 Count the syllables in the nouns in Activity 6. Ask them which one you are demonstrating. Act
Add the words to the chart according to their as two characters and say: There was an interesting
pronunciation. documentary on language learning last night. Yes,
• Students count the syllables in the nouns in Activity 6, I saw it. I learned quite a lot. Me too. I loved the section
then add the words to the chart according to their when the presenter went to France. Yes, the way he
pronunciation. Elicit the answers and write them on the managed to communicate with the shop keeper was
board. great. Elicit discuss.
• Organize students into pairs and tell them to think
8 Now underline the syllables with the main
2.21 of a short dialogue which will illustrate one of the
stress in the verbs in Activity 6. Listen and check. other verbs. Walk around the classroom to monitor
Practice saying the words in pairs. their work. When they have finished, encourage them
• Ask students to underline the syllables with the main to act out their dialogues for the rest of the class to
stress in the verbs in Activity 6. Play the audio for them guess the verbs.
to listen and check. Then play the audio again for
students to repeat the words.
• As a follow-up activity, encourage students to define Further practice
the verbs to the class.
9 Complete the sentences with the correct form of
the words from Activity 6.
• Before students do the activity, ask them to read each
sentence and say whether the missing word is a noun
73 

UNIT
6.2 GRAMMAR The Passive page 62

Students can use verbs in the Passive.
Materials: • Students then underline examples of the Passive in the

dialogue. When they have finished, have five students
• Student’s Book read aloud the dialogue and check answers.
Background notes /
Warm-up We use the Passive when the agent is unknown,
obvious, or unimportant. We also often use it to
• (Books closed) Critical thinking Ask: In what situations deflect blame, to avoid mentioning who performed
do you find communicating difficult? and engage the the action (e.g., The window was left open.). Only
class in a discussion. Give students some ideas to transitive verbs (i.e., verbs that take an object) have
start with (e.g., speaking in front of the class, working passive forms.
in groups with people you don’t know so well, etc.).
Ask them how they overcome these problems and
encourage them to share their experiences with the 4 Write the past participle form of the verbs below in
class. your notebook.
• (Books open) Students look at page 62. Explain the • Go over the verbs listed with the whole class and tell
lesson objective. students to write their past participle form in their
notebooks. When they have finished, elicit answers
and write them on the board.
1 CLASS VOTE Look at the picture. Do you think
this type of activity helps develop communication 5 Rewrite the sentences in the Passive.
skills? Why? / Why not? • Ask students to rewrite the sentences in the Passive.
• Have students describe the picture. Remind them Walk around the classroom to monitor their work. When
of the predictions they made in Lesson 6. Then they have finished, elicit the answers and invite different
ask: Do you think this type of activity helps develop students to write them on the board.
communication skills? Why? / Why not? and have them
share their answers with the class.
And YOU?
2 2.23 Read and listen. Then answer the questions
in your notebook. 6 Imagine you are having a party. What has/hasn’t
• Play the audio. Students read, listen, and answer the been done? Form sentences in pairs.
questions in their notebooks. When they have finished, • Organize students into pairs. Tell them to imagine they
check answers with the whole class. are having a party and they are supposed to write what
• Go over the Watch OUT! box with the class and clarify has/hasn’t been done. Remind them to use the Passive.
any questions they might have. Walk around the classroom to monitor their work.
Extra activity Wrap-up

• Critical thinking Ask students if they would like to go • Encourage students to share their sentences form
to a similar workshop and encourage them to explain Activity 6 with the class and write them on the board.
their answers. Ask what they might learn and how it When they have finished, help them change those
could help them in their real lives. sentences to the Active voice orally.
3 Study the Grammar box and complete the rule. Further practice
Then underline examples of the Passive in the
dialogue. • Workbook, Activities 6-10, pages 149-150.
• Go over the Grammar box with the whole class and • Grammar Time, page 111.
elicit how the Passive is formed: object of the active
sentence + verb to be in the same tense of the
main verb in the active voice + past participle of the
main verb (+ by + subject of the active sentence, if
necessary). Elicit other examples from students and tell
them to study the box individually before completing
the rule. Check answers with the whole class.
 74

6.3 READING and VOCABULARY Personal accounts page 63

Students can understand personal accounts about communication between family members.
Answer:
Materials:
Verbal, online (texting), over the phones and cell
• Student’s Book phones, and facial expressions.
• sentences written in separate strips of paper 3 Read the personal accounts again. Mark the
sentences T (true) or F (false).
• Students read the personal accounts individually and
Warm-up mark the sentences true (T) or false (F). When they have
• (Books closed) Organize students into groups of four. Tell finished, read the sentences and check answers with
groups to reread the text about a week of challenges the whole class. Encourage students to correct the
on page 11. Students then discuss and come up with false sentences orally.
their own week of challenges. Organize students into up
to eight groups. Give each group one of the sentences 4 Which person in the personal accounts:
written on strips of paper and ask them to work together • Set a strict time limit for students to answer the
to discuss what the sentence could be about. Set a questions and elicit the answers when time is over. Then
time limit and invite groups to share their ideas with the use the same prompts to ask about students in the
class. Some sentences you might use are: It can’t be classroom. You might ask, for example: Which student
done! It’s been stolen! I’ve been robbed! We were beaten. in this class is good at reading body language? Which
This is where it is made. It was found in the attic. It was sent student in this class is annoyed by interruptions? Which
from the USA. Nobody knows who it was painted by. student in this class talks in a loud voice?
lesson objective. 5 Look at the highlighted words in the texts.
Check if you understand them. Use a dictionary
if necessary.
1 CLASS VOTE Do you communicate with different • Students look at the highlighted words in the texts to
people in different ways? Think about your parents, check if they understand them. Allow them to use a
brother or sister, grandparents, neighbors. dictionary if necessary. When they have finished, elicit
• Ask: Do you communicate with different people in different how they would say those words in their own language.
ways? and encourage students to share their opinions
with the class. Encourage them to think about their And YOU?
parents, brother or sister, grandparents, and neighbors.
6 In groups, imagine you are writing a leaflet called
Extra activity A parent’s guide to talking to teenagers. What
• Organize students into pairs and ask them to write a suggestions would you include? Write them in your
short dialogue between one of them and one of the notebook.
people mentioned in Activity 1 in their notebooks. • Organize students into groups and tell them to imagine
Tell them not to use the person’s name or to mention they are writing a leaflet called A parent’s guide to talking
their relation to him/her. When they have finished, to teenagers. Ask them to think of headings for their tips
organize pairs into groups of four and have the first (e.g., school, relationships, hobbies, planning family holidays
pair act out their dialogue for the second pair to and events, etc.) and come up with suggestions they
guess who they are talking to. Pairs then change would include in their guides. When they have finished, ask
roles. Walk around the classroom to monitor their each group to share their ideas with the class.
work. When they have finished, invite groups to
choose one dialogue to act out in front of the class. Wrap-up
• Critical thinking Ask: What type of person do you
2 Read and listen to the personal accounts.
2.24 think Sam is? What about Amelia? What differences
Then talk to a classmate. Which forms of are there between the way Sam communicates with his
communication do Sam and Amelia mention? mom and Amelia communicates with her grandma?
• Organize students into pairs. Tell them to read and and have a class discussion about what constitutes
listen to the personal accounts quickly and talk about good communication.
the forms of communication Sam and Amelia mention.
Walk around the classroom to monitor their work. When
they have finished, invite a student to summarize what Further practice
Sam said and another to summarize what Amelia said.
Encourage the class to help those students. • Workbook, Activities 11-13, pages 150-151.
75 

UNIT
6.4 GRAMMAR The Passive with will page 64

Students can change active sentences into passive sentences with will.
3 Read the news story again. Answer the questions in

Materials: pairs.
• Student’s Book • Students read the news story again individually. Then
• sentences and questions prepared with each word organize them into pairs for them to answer the
written in large letters on separate strips of paper questions. Set a time limit and when it’s over, elicit the
• As a follow-up activity, ask students if they would sign
Warm-up
up for a course like this at school and encourage them
• (Books closed) Have some sentences and questions to justify their choices.
prepared with each word written in large letters on
Answers:
separate strips of paper. Students should be able to
read them from anywhere in the classroom. Some 1 He found out his neighbor has hearing difficulties.
examples you might use are: (8 words) My bed hasn’t 2 He feels very excited.
been made since last Saturday. (11 words) We are 3 Because sign language courses aren’t offered in
given homework by our English teacher twice a week. many schools in that area.
(9 words) What were you asked to bring to school
today? For the first sentence, invite eight students to 4 Study the Grammar box. Underline examples of the
come to the front of the class. Give each student a Passive with will in the news story. Then complete
strip of paper with one word. Students can look at the rule.
their own word, but not at anyone else’s. They should • Go over the Grammar box with the whole class and
hold up their strips of paper so that the rest of the elicit example sentences from students. Write them on
class can see them. The other students then work out the board. Elicit how we form the Passive with must and
the sentence and tell the eight students what order can (must be/can be + past participle). Ask what kind
to stand in to form the sentence correctly. When they of verbs these are (modals) and what other modals
have finished, the eight students say their words in they know (e.g., should, could, may, might). Ask them
the order they have been told to stand to make the how they think we form the Passive with these verbs
sentence. Repeat the procedures with the other two (modal + be + past participle).
sentences and review how we form Passive sentences • Students then study the Grammar box individually,
and questions in English. underline examples of the Passive with will in the news
• (Books open) Students look at page 64. They discuss story, and complete the rule. Go over the news story
what they think they will learn in this lesson. Elicit ideas with the whole class to check answers.
from the class and then explain the lesson objective.
5 Complete the sentences using the Passive with will.
• Students complete the sentences using the Passive
1 CLASS VOTE Does your school offer sign language with will. Walk around the classroom to monitor their
classes? If not, do you think it would be a good idea work. When they have finished, check answers with the
to add them? Why? / Why not? whole class.
• Ask: Does your school offer sign language classes?
If not, do you think it would be a good idea to add them? Extra activity
Why? / Why not? and have a class discussion. If there • Refer to the first sentence in Activity 5 with the class
is a student who has attended sign language classes, and elicit a Passive question that it could be the
encourage him/her to share his/her experiences with answer to. They might come up with: When will the
the class. Remember to ask students to justify their course be offered to all students? Who will the course
answers. be offered to next year? Repeat the procedures: keep
eliciting Passive questions to the other sentences
2 Read the news story. Who has hearing difficulties? and make sure students are using the Passive voice
• Students read the news story individually to find out correctly.
who has hearing difficulties. Tell them that although the
answer to the question is given in the first sentence, they
should read the whole text as you will ask them more 6 Read the text. Complete the sentences below using
questions afterwards. the Passive with will.
• When they have finished, elicit the answer and ask: • Tell students to read the text individually. When they have
When will the course start? (September) Where is the finished reading it, elicit that it uses active sentences.
course? (At Luke’s school.) Will there be more courses in Tell them to complete the sentences using the Passive
the future? (Yes, if this one is successful.).
 76

with will. Elicit that they need will + be + past participle. Wrap-up
Remind them to add by + subject where it is necessary.
• Organize students into pairs and ask each pair to
And YOU? research one word in sign language. If students can’t
have internet access in the classroom, assign the
research as homework and have the activity in the
7 In pairs, make passive sentences that are true for
following class. Pairs then teach their word to the
you. Write them in your notebook.
class, who should practice it. At last, students test
• Organize students into pairs and tell them to write each other on the different words they have learned
passive sentences that are true for them in their to see how much they remember.
notebooks. Students should write true sentences.
Tell them they can use will be, as in the example, or
a different modal (e.g., A school trip should/might be
organized for my class soon.). When students have Further practice
finished, ask them to join other pairs and form groups • Workbook, Activities 14-16, page 151.
of four to compare ideas and explain their choices of • Grammar Time, page 111.
modals.
they have finished, invite them to share their ideas with
the class.
6.5 LISTENING and VOCABULARY Advertising page 65

Students can understand key information in short conversations and describe a TV commercial.

• Student’s Book • Organize students into groups and give each group
• audio tracks 2.25, 2.26, and 2.27 a quotation written on a strip of paper. Tell them
• quotations written on separate strips of paper to discuss what the quotation means and decide
whether or not they agree with it.
When the groups have finished, ask them to read
Warm-up
their quotation to the class and explain their opinion
• (Books closed) Ask students to think about what a about it. There are some very interesting quotations
good party needs. As they share their ideas, write you might choose from. Some of them, which were
key nouns and verbs on the board (e.g., music, extracted from <https://itsaugust.com/75-best-
food, people, place, play, make, buy, choose). Then advertising-quotes-from-industry-rulers/> are listed
organize students into groups of four and tell them below:
to make their party as attractive as possible using A good advertisement is one which sells the product
the Passive with will (e.g., Music will be chosen by me, I without drawing attention to itself. – David Ogilvy
have a great music collection. The cake will be made Great content is the best sales tool in the world –
by Cathy’s mom, she’s a great cook.). When students Marcus Sheridan
have written the sentences in their notebooks, Never write an advertisement which you wouldn’t want
invite each group to talk about their party and ask your own family to read. You wouldn’t tell lies to your
students to vote for the one that sounds the best, own wife. Don’t tell them to mine. Do as you would be
apart from their own. done by. If you tell lies about a product, you will be
• (Books open) Students look at page 65. Explain the found out… – David Ogilvy
lesson objectives.
A good ad should be like a good sermon: it must
not only comfort the afflicted, it also must afflict the
1 CLASS VOTEAds must communicate their comfortable. – Bernice Fitz-Gibbon
message clearly. What do you think makes a good Big ideas come from the unconscious. This is true in art,
TV commercial? in science, and in advertising. But your unconscious has
• Have a class discussion about famous TV commercials, to be well informed, or your idea will be irrelevant. Stuff
not necessarily good ones, but ones that are easy to your conscious mind with information, then unhook your
remember. Then ask: What do you think makes a good rational thought process. – David Ogilvy
TV commercial? and encourage students to share their Advertising is legalized lying. – H. G. Wells
opinions with the class.
77 

UNIT
2 2.25 Study the Vocabulary box and listen to the 5 2.27 Listen to four short dialogues. Circle the
words. Complete the sentences. correct answer.
• Go over the Vocabulary box with the whole class. • Before playing the audio, encourage students to
Then tell students to study it individually and play the describe the pictures and predict what they need to
audio so they can listen to the words and complete the listen for (e.g., 1 The logo is either a butterfly, a crown
sentences. with stars, or a shield with one star.). Tell students that in
• Check answers and discuss the meanings of the words Question 1, all three options are likely to be mentioned,
in the box. Elicit examples, either local ones (e.g., a but only one will refer to what Anna wants. Then
billboard near school), or internationally famous ones brainstorm ideas about what the others could refer to
(e.g., a brand of sneakers or a famous slogan). (e.g., the logo on the jeans she is wearing, the ones a
friend wants to buy, the ones she decides not to buy).
3 2.26 Listen to five extracts from TV • Play the audio. Students listen to four short dialogues
commercials. Match the commercials (1–5) to the and circle the correct answer. If they are struggling with
products (a–h). There are three extra products. the activity, play the audio again. Check answers with
• Go over the alternatives with the class to make sure the whole class. Remember to elicit what the wrong
students are familiar with them before playing the answers refer to.
audio. Play the audio. Students listen to five extracts
from TV commercials and match the commercials Audio script
(1–5) to the products (a–h). Tell students there are
three extra products, so they won’t hear all the products 1 M = Mom G = Girl
mentioned. M: These are the jeans you like, aren’t they? The ones
• If students are struggling with the activity, play the with the butterfly logo?
audio a second time. When they have finished, check G: I used to wear those when I was about ten, Mom! I’m
answers with the whole class. looking for some BB jeans, they have stars on the logo.
You know – the ones that are advertised on TV a lot.
Audio script M: Here you are. These have a star.
G: The logo for BB jeans have stars on a kind of crown,
1 For our tenth anniversary we have something not just one star. Let’s try another shop.
different for you. So, if you’re looking for great taste,
try our new Giant. With fresh lettuce and a special
mustard sauce, not only will your hunger be satisfied, 2 G = Girl B = Boy
but you … B: Oh … thanks.
2 Speed, safety, and style – all three are delivered with G: What’s that?
our new exciting design. So put on your sneakers and B: It’s a flyer for that new pizza restaurant on Bold
your bike helmet and get ready for the ride of your Street.
life. Now available in different … G: Oh, I was taken there for my birthday. It’s great. You
3 Only one brand has been tested and shown to offer get free salad with every meal and they have an
long-lasting protection against the daily attack of amazing salad bar! What’s the flyer for?
food and drink. From chocolate to coffee, White B: Er … You get a free soft drink and pizzas are half
Stripe offers excellent cleaning power and will leave price. I’ll keep this and see if my dad will take me
your breath fresh and minty … after school!
4 Oh, no. Cheesy pasta sauce, roast chicken, …
That’s no problem for Cinderella. Removing tough
food from dishes has never been easier. And now 3 B1 = Boy 1 B2 = Boy 2
that extra moisturizer has been added, it’s kind on B1: Hey, Sam. What’s that?
your hands and nails, too. B2: It’s a poster for my band. We’ve been asked to play at
5 Lie back and close your eyes and enjoy the beautiful a youth music festival on the weekend. I wanted to put
rich smell that is released when you open a bar of a poster on the school gates, but I’m not allowed to.
Pure Velvet. Relax and let each square melt in your B1: Really?
mouth and enjoy the creamy flavor while your mind is B2: Yeah – school rules! I’m going to put it on the bulletin
taken wherever it … board in the supermarket. I thought about the music
shop, but it won’t be seen by many people there.
4 2.26 Listen again. Answer the questions in your
notebook.
4 G = Girl B = Boy
• Play the audio. Students listen again and answer the
questions in their notebooks. When they have finished, B: Dad, did you hear that?
encourage them to share their opinions with the class. D: What’s that, Joe?
B: The ad on the radio for the new soccer academy.
Answers: Training starts this Sunday. Can I go, Dad?
1 Possible answers: People who want a better-quality D: Well, didn’t it say it starts at 12:30? That’s when we
burger, young people, etc. take your sister to swimming lessons.
2 Commercial 3. B: It’s the beginners’ group that starts then. I’d be in the
3 Students’ own answers. higher group that starts at 9:30. And it’s finished by
4 Students’ own answers. 11:30, so it would be OK. Please, Dad?
 78

And YOU? Wrap-up

6 In pairs, tell each other about your favorite TV • Organize the class into small groups. Assign one
commercial. Describe the ad and say why you product to each group (e.g., sneakers to one group,
like it. perfume to another group, nail polish to a third group,
• Organize students into pairs and ask them to tell each etc.). Tell them to create a short ad similar to the ones
other about their favorite TV commercial. Tell them to in the recording in Activity 3. Allow them enough time
describe the ad and say why they like it. Walk around to work on their ads and walk around the classroom
the classroom to monitor their work. When they have to monitor their work. When they have finished,
finished, invite them to describe the commercial to the invite them to read their ad to the class as if it was
class as they try to guess which product it is advertising. broadcast on the radio, sounding enthusiastic, not
just reading out loud. The other students then vote for
the ad they like best, apart from their own.
Further practice
6.6 SPEAKING Indicating objects and clarifying page 66

Students can indicate different objects and ask for and give clarification.

• Student’s Book • Organize students into pairs and ask them to practice
• audio tracks 2.28 and 2.29 the dialogue. Walk around the classroom to monitor
their work. When they have finished, encourage pairs
to role-play the dialogue in front of the class.
Warm-up
• (Books closed) Organize students into groups of 3 Study the Speaking box. Underline examples of
three. Tell them to think of a product they want to indicating and clarifying in the dialogue.
advertise and think of a brand name, logo, and • Check students’ understanding of indicate (show by
slogan for it (e.g., brand name: Lightning Link; logo: a pointing or describing) and clarify (ask what the other
flash of lightning hitting a laptop; slogan: Broadband person means, check that you understood correctly).
for the twenty-second century). Allow them enough Go over the Speaking box with the whole class. Then
time to do the task and walk around the classroom tell students to study the box individually and underline
to monitor their work. When they have finished, invite examples of indicating and clarifying in the dialogue.
them to read aloud their brand names and slogans Invite two students to read the dialogue again and
and draw their logos on the board for the other check the examples with the class.
students to guess which product it is.
• (Books open) Students open their books to page 4 2.29 Jay and Skye are looking at cell phones.
66, look at the picture, and describe it. Have them Complete the dialogue with the words and phrases
discuss what they will learn in this lesson. Explain the from the Speaking box. Listen and check.
lesson objectives. • Students complete the dialogue with the words and
phrases from the Speaking box. Then play the audio for
them to listen and check. At last, ask students where
1 CLASS VOTE Do you sometimes make your own
they think Jay and Skye are and what they are doing
fruit juices or smoothies? How do you make them?
(They could be in a store, looking at a store-window or
• Ask: Do you sometimes make your own fruit juices or looking at a website advertising cellphones.).
smoothies? How do you make them? and encourage
students to share their experiences with the class.
And YOU?
2 Listen and read. What fruits are
2.28
mentioned? 5 Work in pairs. Choose one of the items below
• Have students describe the picture. Remind them that you would like to buy and have a short
of the predictions they made in Lesson 6. Play the conversation. Then switch roles.
audio. Students listen, read, and write what fruits are • Organize students into pairs. Tell them to choose one of
mentioned. Check answers with the whole class. the items that they would like to buy and have a short
79 

UNIT
conversation. Remind them to use different phrases from

the ones in Activity 4 and encourage them to switch roles. ask for clarification. The first student should apologize
• Walk around the classroom to monitor their work. When and give more information. The second student then
they have finished, invite them to act out one of their guesses the name of the song or ad. The first student
conversations in front of the class. tells him/her if he/she is correct and gives more
information if necessary. When both students have
guessed what their classmate is talking about, they
Wrap-up
change classmates and repeat the procedures.
• Tell students to think of a song or ad that everyone in
the class should know. Organize them into pairs and
tell them to imagine they can’t remember the name Further practice
of the song or ad. They then ask their classmate: Have
you heard that song/seen that ad? and he/she has to • Workbook, Activities 19-20, page 152.
6.7 WRITING A review page 67

Students can write a review and offer opinions and points of view.
3 Circle the adjectives Jo used to describe

Materials: the app.
• Student’s Book • Ask students to circle the adjectives Jo used to describe
the app. When they have finished, check answers with
the whole class.
Warm-up
• (Books closed) Check students’ understanding of the 4 Write the adjectives below in the correct column.
genre review. Ask them what kind of reviews they have Add the adjectives you circled in Activity 3.
read (e.g., game reviews, movie reviews, book reviews, • Students write the adjectives in the correct column and
hotel reviews). Organize students into groups of four add the ones they circled in Activity 3. Tell them that
and ask them to discuss the reviews they have read and wide on its own usually describes size, so it isn’t positive
make a list of things a good review should include. They or negative. Notice they should add the noun variety
should write the list in their notebooks. Walk around the when they put it in the chart as it is a useful collocation
classroom to monitor their work. When they have finished, that they may be able to use in their own reviews.
have them read their lists to the class and compare them.
• (Books open) Ask students to look at page 67 and 5 Study the Writing box. Underline examples of these
guess what they will learn in this lesson. Explain the phrases in Jo’s review.
lesson objectives. • Go over the Writing box with the whole class and ask
students to think of other ideas for each heading. Write
them on the board. Students then study the Writing
1 Read Jo’s review. What website is she reviewing box individually and underline examples of the phrases
and what is her opinion of it? Write in your in Jo’s review. Check answers and ask students to
notebook. describe other products or places (e.g., Tom’s Pizza
• Students read Jo’s review individually and answer the Place is one of the most popular cafés in our town.) Invite
question in their notebooks. students to share their ideas with the class.
• Go over the review with the whole class, elicit the
answers, and ask students if they would visit the website Writing time
after reading this review. Elicit reasons for their answers.
6 Write a review of a language learning tool that
2 Order the information as it appears in the review.
you have used (e.g., an app, a book, a website, a
• Tell students to order the information as it appears in language course).
the review. When they have finished, check answers with
the whole class.
• Read the steps in the Writing activity with the whole class,
providing examples and clarification whenever necessary.
Extra activity • Allow students some time to make notes about their
review in their notebooks. Help with vocabulary if
• Have students close their books and ask necessary and remind them to refer to the text in
comprehension questions. You might ask, for Activity 1 and the Writing box for help.
example: What is Jo reviewing? Why did she choose • Once they have taken notes, students start writing their
to review it? What are the advantages? What are the drafts. Walk around the classroom to monitor their work.
disadvantages? What is her overall opinion? What is her • Organize students into pairs for feedback. Monitor their
recommendation? work to ensure appropriate and constructive feedback.
 80

You can list on the board common mistakes students Wrap-up

have made for whole class discussion.
• Students write the final version of their text on a • Have students come to the front of the class to read
separate sheet of paper for further correction. the reviews they have written. Encourage the rest of
the class to ask questions.
Further practice

• Student’s Book • Students underline the sound the words all have in
• audio tracks 2.30 and 2.31 common. Play the audio for them to listen and check.
2.31 Activity 4
Activities 1-2 • Organize students into pairs and ask them to find more
• Allow students some time to do the activities examples of the /ʃ/ sound in the Wordlist. Play the audio
individually. Check answers with the whole class. for them to listen and check.
Answers to Activity 1:
Wrap-up
1 eye contact, facial expression, head movement,
instant messaging, sign language • Keep students in pairs. Have them write down as many
2 awful, boring, disappointing, poor, weak words with the /ʃ/ sound as they can think of in their
3 billboard, commercial, poster notebooks. Walk around the classroom to monitor
their work. When they have finished, have them
4 nail polish share read their words to the class. Some common
5 awesome, brilliant, hilarious, impressive words they might come up with are: (beginning) sure,
shoulder, shot, shake, (middle) information, social,
Extra activity education, nation, (end) finish, wish, push.
• After Activity 2, organize students into groups of
three. Tell each student to look at one of the columns
of the wordlist and choose three words from their
column which were not tested in Activities 1 and 2.
They should then think of a definition for one of their
words, a way to draw another, and a way to mime the
third one. When they have finished, tell them to take
turns to define, draw, and mime their words for the
other two students in the class to guess.
Self-check page 69

• Student’s Book • After Activity 3, ask: Are you good with words? and
• audio track 2.32 encourage students to share their performances in
the quiz with the class.
Activities 1-6
• Allow students some time to do the activities. You can 2.32 Activity 7
use this lesson for informal assessment. Check answers • Play the audio for students to listen and write down
with the whole class or individually. what they hear. If students are struggling with the
Possible answers to Activity 3: activity, play the audio a third time.
1 Students’ own answers.
2 All in all, I think; I would/wouldn’t recommend it to ... Further practice
3 Thames/tєmz/ • Workbook, Activities 1-6, page 153.
4 a person who talks a lot
5 gestures; facial expressions; head movements
6 Students’ own answers.
81 

UNIT
CREATIVE ENERGY! Student’s Book pages 70 to 79

Unit contents
Vocabulary • Collaboration: page 70 (Warm-up), page 71
• Art (Activities 5, 7, 8, 11, and Wrap-up), page 72
• Literature and books (Warm-up, Activity 6, and Wrap-up), page 73
• The press (Warm-up, Activity 5, and Wrap-up), page 74
(Warm-up, Activity 6, and Wrap-up), page 75
Grammar (Warm-up, Activities 3, 9, Extra activity, and Wrap-up),
• Modals for ability page 76 (Warm-up and Activity 7), page 77 (Extra
• Modals for obligation and prohibition activity and Activity 5), page 78 (Extra activity and
Wrap-up), page 79 (Extra activity and Activity 6)
Examples of 21st century skills/competencies • Assessment for learning: page 79
• Critical thinking: page 70 (Activity 1), page 72 (Extra • Autonomy and personal initiative: page 71
activity), page 75 (Activity 1), page 76 (Extra activity
(Activity 11), page 72 (Activity 6), page 73
and Wrap-up)
(Activity 5), page 74 (Activity 5), page 75 (Activity 9),
page 76 (Activity 7), page 77 (Activity 5)
7.1 VOCABULARY Art and literature pages 70 and 71

Students can describe works of art and talk about books.
2 2.33 Write the words below in the correct

Materials: category in Vocabulary A box. Listen and check.
• Student’s Book • Go over the words listed and make sure students are
• audio tracks 2.33, 2.34, 2.35, and 2.36 familiar with all of them. Students then write the words
in the correct category in Vocabulary A box. When they
have finished, elicit the meaning of each word/phrase.
Warm-up Then play the audio for them to listen and check.
• (Books closed) Tell students to think about a painting • Ask what kind of art and paintings students like and
(or even a book cover or a movie poster) which dislike. Encourage them to justify their opinions.
they like. Tell them that they are going to describe
3 Match the works of art (a–f) to their titles and
it to other students without saying the name of the artists (1–6).
painting (book or movie) or artist. Allow students
one minute to think and organize them into groups
• Students match the works of art (a–f) to their titles
and artists (1–6). Tell them that they don’t need any
of four. Each student then describes his/her painting
knowledge of art to do the matching. They should just
(book or movie) to the others, who try to guess look for words in the titles that match the paintings.
what it is. Invite each group to choose one of their
descriptions to share with the class. • When they have finished, check answers with the
• (Books open) Draw students’ attention to the whole class.
information on the left column of page 70. Go
through the Vocabulary and Grammar items. Read
Background notes /
aloud the question in the title of the text in Lesson 7.4 Starry Night was painted in June 1889 from the asylum
– Grammar and encourage students to share their where Van Gogh was admitted after he cut his ear off in
predictions with the whole class and write them down 1888. It has been in the Museum of Modern Art in New
in their notebooks. Do the same with the question York since 1941.
about the picture from Lesson 7.6 - Speaking. Girl with a Pearl Earring is not dated, but was probably
painted in about 1665. It was bought in 1881 for two
guilders (worth just over €20 today).
1 CLASS VOTE Do you think you learn enough about Black Square was painted in 1915 and is considered
art and literature at school? Why? / Why not? to be an important work in the history of abstract and
• Ask students if they think they learn enough about art modern art. The painting was not well looked after for a
and literature at school and encourage them to justify long time, which is why it shows signs of damage.
their answers. Ask students what they learn about art The Café Guerbois was an important meeting place for
and literature at school and whether they enjoy it. artists and writers in the late nineteenth century. Manet
• Critical thinking Ask a few questions to engage the produced a series of paintings and sketches of Paris
class in a discussion about studying art and literature: cafés at that time.
How important is the study of history of art and Splash was made in 2010 and can be seen at Bondi
literature? Have art and literature struggled because of Beach, Sydney, Australia. It won the Kid’s
the internet?
 82

7 Study the Speaking box. In pairs, talk about a book

Choice Prize at Bondi Beach’s Sculpture by the Sea
you enjoyed or didn’t enjoy.
exhibition.
Still Life with Basket was painted in 1890. It is one of
• Go over the Speaking box with the whole class. Then
tell students to study the box individually and organize
several still lifes by Cézanne and can be seen in the
them into pairs. Tell them to talk about a book they
Musée d’Orsay in Paris.
enjoyed or didn’t enjoy. Point out that It’s set in … can
be followed by a place or a time (e.g., It’s set in France.
4 2.34 Listen to two descriptions. Which of It’s set in the nineteenth century.) and tell students that,
the works of art on page 70 are the speakers for this activity, they have to talk about a novel, not a
describing? nonfiction book.
• Play the audio. Students listen to two descriptions and find • Walk around the classroom to monitor their work. When
out which of the works of art the speakers are describing. they have finished, invite them to talk about their book
If students are struggling with the activity, play the audio a in front of the class.
second time. Check answers with the whole class.
8 2.36 WORD FRIENDS Study the Word Friends
box. Listen to the phrases and check if you
Audio script understand them.
• Ask students to study the Word Friends box individually.
1 I like it. It’s surprising and cheerful. I don’t know what it Then play the audio for them to listen to the phrases
means, but it made me smile when I saw it on my walk and check if they understand them. Discuss the
by the ocean. It’s made of steel and it reflects the sun.
phrases and elicit their meanings.
2 Mmm, this reminds me of a view I had on a vacation • Elicit sentences using the phrases and write them
from my hotel. I think this is an oil painting. I like
on the board (e.g., The new Star Wars movie got bad
the dark blue and the white. There’s a village and
a church and some mountains in the background. reviews. XX (Author’s name) has appeared in the news
I can also see the moon and the stars. I love the recently because he has written a new book.).
atmosphere in this painting.
9 Complete the blog entry with the correct form of
5 Study the Speaking box. In pairs, take turns to ask the verbs from the Word Friends box.
and answer about the other paintings. • Set a time limit for students to complete the blog entry
• Go over the Speaking box with the whole class. Then with the correct form of the verbs from the Word Friends
tell students to study the box individually and organize box. Walk around the classroom to monitor their work.
them into pairs. Tell them to take turns to ask and answer When time is over, read the blog entry with the whole
questions about the other paintings. Tell them not to worry class and check answers.
if they aren’t sure about exactly what type of art is shown.
Instead, they should concentrate on describing the And YOU?
paintings and giving their personal opinions about them.
• Walk around the classroom to monitor their work. 10 Ask and answer the questions below in pairs.
6 2.35 Study Vocabulary B box and listen to the • Organize students into pairs and have them ask and
words. Circle the correct option. answer the questions. Walk around the classroom to
• Go over the words in Vocabulary B box with the whole monitor their work. When they have finished, encourage
class and make sure they understand all of them. them to report to the class.
Play the audio for students to listen and check their
understanding. Then ask students to circle the correct Wrap-up
options to complete the sentences. When they have • Organize students into pairs. Each pair should think
finished, elicit the answers from students. of a type of book and then make up a title for it.
The title must indicate what kind of book it might be
Extra activity (e.g., Night Train to East Berlin is probably a spy story
• Ask: Are the sentences in Activity 6 true for you? set in the 1960s–1980s.). Walk around the classroom
and have students discuss their opinions for each to monitor their work. When they have finished, tell
sentence. Encourage them to justify their answers them to walk around the classroom and tell other
(e.g., 1 I don’t agree. The plot is the most important pairs their title for them to guess what type of book
thing for me. I don’t mind if the characters aren’t very it is. When students have finished, invite them to say
interesting as long as there is a lot of action.). which titles they liked best and which, if any, didn’t suit
the type of book.
Further practice
83 

UNIT
7.2 GRAMMAR Modal verbs for ability: can, could, be able to, manage to page 72
Students can talk about ability in the present, past, and future.
individually and find out why graphic novels are a good

Materials: idea. Elicit the answer and write it on the board.
• Student’s Book • Ask students what graphic novels the writer mentions
• audio track 2.37 (My Life is my Message and Hamlet) and then invite
different students to take turns to read aloud the text.
Warm-up 4 Study the Grammar box and circle the correct

• (Books closed) Organize students into groups of option to complete the rules. Then underline
three. Choose words from the previous lesson and examples of modal verbs in the text.
dictate them, letter by letter, as anagrams. Students • Go over the Grammar box with the whole class and
work in groups to find out the word and as soon as elicit other examples from students. Then tell them to
they think they know it, they raise their hands. If they study the box individually and circle the correct option
are correct, they score a point for their group. If they to complete the rules. Check answers with the whole
are wrong, they can’t guess again until at least class.
another group has guessed. Some suggestions of • Students then underline examples of modal verbs for
words to use and order of letters are: ability in the dialogue. When they have finished, ask
F I T R A G I F (graffiti) them to match the examples they have found to the
ones in the Grammar box.
P A T H C E R (chapter)
I T A R T O R P (portrait)
L I V E N O S T (novelist)
Background notes /
O U R H A T (author) Could can only be used for general past
T Y R O P E (poetry) abilities, not specific achievements. Couldn’t
• (Books open) Students look at page 72. Explain the can be used for both (e.g., I could read when I
lesson objective. was five. I tried to beat the school 100 m record,
but I couldn’t do it.).
Could can be used for specific events only when
1 CLASS VOTE What comic books did you read when describing senses (e.g., I could smell gas. I could
you were younger? Did your friends read the same hear people talking.). Notice that we wouldn’t use
ones? Do you like reading comic books or graphic managed to in these examples because there is no
novels? sense of achievement.
• Ask the questions and encourage students to share
their ideas with the class. Hold a class vote for the
most popular comics when students were younger 5 2.37 Complete the dialogues with the correct
and nowadays. Ask students why they like or don’t like form of can, could, be able to, or manage to. Listen
comic books and graphic novels. and check.
• Students complete the dialogues with the correct form
Extra activity of can, could, be able to, or manage to. Tell them that
sometimes more than one word is possible.
• Critical thinking Ask: Do you enjoy reading novels? • Play the audio for students to listen and check.
Which do you prefer: to watch a movie based on a
book or to read the book? Encourage students to 6 Complete the questions with the correct form of
share their opinions with the class. Remind them to the words in parentheses.
justify their views. • Students complete the questions with the correct
form of the words in parentheses. Walk around the
2 In pairs, discuss the questions. finished, elicit the answers and write them on
• Organize students into pairs and have them discuss the board.
the questions. Walk around the classroom to monitor their
work. When they have finished, invite pairs to share their
ideas with the class.
3 Read the text. According to the writer, why are
graphic novels a good idea?
• Before students read the text, elicit ideas of what the
writer might mention. Then tell students to read the text
 84

And YOU? Wrap-up

7 In pairs, ask and answer the questions in Activity 5. • Keep students in pairs. Ask them to think about
Elicit the short answers needed to answer different something they were able to do when they were
questions and write them on the board: young, something difficult they managed to do, and
something they think they will be able to do in the future.
Can you … ? Yes, I can. / No, I can’t.
Tell them to write the sentences in their notebooks. Walk
Are you able to … ? Yes, I am. / No, I’m not. around the classroom to monitor their work and make
Could you … ? Yes, I could. / No, I couldn’t. sure they use the correct modal verbs. Invite students to
Did you manage to … ? Yes, I did. / No, I didn’t. read their sentences to the class.
Were you able to … ? Yes, I was. / No, I wasn’t.
Will you be able to … ? Yes, I will. / No, I won’t.
• Organize students into pairs and have them ask and Further practice
answer the questions in Activity 5. Walk around the
classroom to monitor their work. • Workbook, Activities 7-11, page 155.
7.3 READING and VOCABULARY An article page 73

Students can find specific information in an article about art exhibitions and talk about them.

• Student’s Book • Tell students to describe the pictures in the article (the
• audio track 2.38 boxer and the color blocks next to him). Tell them
• A4 sheets of paper that they are examples of paintings by the artists
• crayons mentioned in the article. Then ask: Which type of art
do you prefer? Why? and encourage students to share
their opinions with the class.
Warm-up
• (Books closed) Organize the class into five groups. 2 2.38 Listen and read the article. How many
Ask each group to write a question beginning as types of art or paintings does it mention?
follows in their notebooks:
Group 1: Can you … ?
• Read the information in the Reading tip box with
students and clarify any questions they might have.
Group 2: Are you able to … ? • Play the audio. Students listen and read the article to
Group 3: Could you … ? find out how many types of art or paintings it mentions.
Group 4: Did you manage to … ? Elicit the different kinds of art or paintings mentioned
Group 5: Will you be able to … ? and encourage students to talk about what each word
• Students then walk around the classroom and ask means.
their question to as many classmates as possible and
take notes of how many of them say yes and no. Set Background notes /
a time limit and when it is over, invite students to share
their findings with the class. They are going to say, for Kristián Mensa was born in 1997, in Prague. He
example: Twelve people can play the piano. Fourteen adds everyday items to his pen and ink drawings. In
people can’t play the piano. the picture of the boxer, the boxer’s right glove is a
• (Books open) Students look at page 73. Explain the tomato. He has also drawn pictures of a trumpeter
lesson objectives. where the trumpet is a screw, an old-fashioned
record player where the speaker is a flower, and
many others using similar ideas.
1 CLASS VOTE Do you enjoy visiting art exhibitions?
Mark Rothko (1903–1970) was an American painter
Why? / Why not? of Russian descent. He is generally identified as an
• Ask the questions and have a show of hands to find abstract expressionist. Many of his famous paintings
out how many students enjoy visiting art exhibitions. are made up of two squares of color separated by a
Encourage them to justify their opinions. thinner stripe, making them resemble flags in a way.
• As a follow-up task, ask: When was the last time you Many are colorful and, to an untrained eye, may look
visited an exhibition or a gallery? Who was with you? Were simplistic and childish.
there any paintings you particularly liked or disliked?
85 

UNIT
3 Read the article again. Circle the correct answer. talk about the ads and decide which exhibition they
• Tell students to read the article again and circle would like to go to. Encourage them to explain their
the correct answers. Walk around the classroom to preferences. When they have finished, have a class
monitor their work. When they have finished, check discussion about what might be good or bad about
answers with the whole class. Remember to refer to each exhibition and encourage students to share their
the text to justify the correct options. opinions with the whole class.
4 Look at the highlighted words in the text. Check Wrap-up

if you understand them. Use a dictionary if
necessary. • Give out A4 sheets of paper and crayons and tell
students to produce a piece of modern art. Set a
• Students look at the highlighted words in the text and
time limit and when it is over, collect students’ arts
check if they understand them. Allow them to use a
and display them around the room. Ask half the
dictionary if necessary. When they have finished, elicit
students to stand next to their pictures while the
the meanings of the words.
others walk around the room. The students who are
walking around the room should ask the “artists”
And YOU? what their pictures represent. The “artists” then
explain their ideas. Set a time limit for students to talk
5 In pairs, read the ads for different art exhibitions. to as many “artists” as possible. Then have students
Which one would you like to go to? Why? change roles and repeat the procedures with the
• Organize students into pairs for them to read the other half of the class acting as “artists.”
ads for different art exhibitions. Ask them what they
would expect to see in each exhibition (e.g., maybe
sculptures which look like trees, but are made with Further practice
different materials and which maybe have strange or
even frightening shapes). Allow them enough time to
7.4 GRAMMAR Modal verbs for obligation and prohibition: must and have to page 74
Students can talk about obligation and prohibition in the past, present, and future.
1 2.39 Read and listen. Why can’t Skye, Nina, and

Materials: Dan start the activity?
• Student’s Book • Play the audio. Students read and listen to find out why
• audio track 2.39 the characters can’t start the activity. Elicit the answer and
ask students to share their opinions about the activity with
the whole class. Ask them if they were surprised, if they
Warm-up would ever like to do this, or if they have ever done this.
• (Books closed) Elicit how we express obligation (must/ • Go over the Watch OUT! box with the class and point
have to), lack of obligation (don’t have to), and out the difference between American and British
prohibition (mustn’t/can’t). Organize students into English listed.
groups of four and have them come up with a set
of rules for the perfect school and write them in their 2 Study the Grammar box and circle examples in the
notebooks. Tell them they should use each of the modal dialogue.
verbs just elicited at least once. Set a time limit and then • Go over the Grammar box with the whole class, elicit
invite groups to share their ideas with the class. other examples from students, and write them on the
• (Books open) Students look at page 74. They discuss board. Then tell them to study the box individually
what they think they will learn in this lesson. Elicit ideas and circle examples in the dialogue. When they have
from the class and then explain the lesson objectives. finished, invite two students to read aloud the dialogue
and check answers.
Extra activity 3 In your notebook, write questions and short

answers about the dialogue.
• Ask students to describe what they can see in the • Students write questions and short answers about
picture, who the people are, what they are wearing,
the dialogue in their notebooks. Walk around the
where they are, and what they think they are doing.
classroom to monitor their work. Elicit the answers
Remind them of the predictions they made in
and write them on the board. If there are any
Lesson 7.1. and ask: Would you like to try this? Why? /
problems with the question forms or short answers,
Why not? and encourage students to share their
discuss students’ mistakes and elicit why their
answers with the class.
questions or answers are wrong.
 86

Answers: • Organize students into pairs and tell them to talk

2 Why did Nina and Skye have to wait for Dan? Because about the differences between when they were a child
he had the T-shirts. and now using be allowed to/have to. Walk around
3 What do they have to do before Nina’s mom arrives? the classroom to monitor their work. When they have
They have to clean up. finished, encourage them to report to the class.
4 Will Nina’s mom have to change her clothes? Yes, she will.
Wrap-up
4 Complete the second sentence so that it means
the same as the first one. Use the words in
• Write on the board: Can you come out tonight? Elicit
possible answers using different modal verbs (e.g., I
parentheses.
don’t know. I wasn’t allowed out last night. No, I have to
• Before students start the task, ask them what word study tonight. Yes, but I’ll have to do my homework first.
means the same as have to (must), and what word Yes, I don’t have to do any homework tonight.), and
or phrase means the same as mustn’t (can’t/not be write them on the board.
allowed to). Elicit which words or phrases have the same • Then organize students into groups of four. One
meaning as it was necessary (had to), it is necessary student starts by asking a simple question. The other
(must/have to), and it isn’t necessary (don’t have to). three all have to answer the question, but each
• Then tell students to complete the second sentence so using a different modal verb. Have them repeat
that it means the same as the first one. Remind them to the procedures so that a different student asks a
use the words in parentheses. question each time. Walk around the classroom to
• When they have finished, check answers with the monitor their work. When they have finished, invite
whole class. them to share some of their questions and answers
with the class.
And YOU?
5 In pairs, talk about the differences between Further practice

when you were a child and now. Use be allowed • Workbook, Activities 14-17, pages 156-157.
to/have to. • Grammar Time, page 112.
7.5 LISTENING and VOCABULARY In a newspaper office page 75

Students can understand an interview and talk about the press.
1 CLASS VOTE Who in your family listens to or reads

Materials: the news?
• Student’s Book • Ask: Who in your family listens to or reads the news?
• audio tracks 2.40, 2.41, and 2.42 and have students share their answers with the whole
class. Follow up by asking them which TV channel,
radio station, website, or newspaper students and their
Warm-up families use to access the news.
• (Books closed) Divide the class into six groups. Tell • Critical thinking Have students discuss how
each group to write a question beginning as follows: technology has changed the way people have access
Group 1: Do you have to … ? to the news. Encourage them to justify their opinions
Group 2: Did you have to … ? and share their experiences with their classmates.
Group 3: Will you have to … ? 2 2.40 Match the groups of words in the
Group 4: Are you allowed to … ? Vocabulary box to the headings below. Listen and
Group 5: Were you allowed to … ? check.
Group 6: Will you be allowed to … ? • Students match the groups of words in the Vocabulary
• When groups have written their questions, rearrange box to the headings. Tell them that there should be
them into new groups of six (each group should have at least one word whose meaning they know in each
one student from each of the six original groups). group and that word will probably make it easier for
Students then take turns to ask and answer their them to match the headings, even if they don’t know all
questions. Walk around the classroom to monitor their the words listed.
work. When they have finished, invite them to share • Play the audio for students to listen and check. Go over
some of their questions and answers with the class. the words and ask students how they would say them in
• (Books open) Students look at page 75. Explain the their own language.
lesson objectives.
87 

UNIT
Speak Up! find out if Freddie won a prize for his short story or his
pictures. Elicit the answer from students.
3 2.41 Listen again to some words from the • At last, ask students why the horse was in the office (the
Vocabulary box. Cross out letter “e” when it is owner wanted the newspaper to write a story about it).
silent.
• Play the audio. Students listen to some of the words in Audio script
the Vocabulary box again and cross out letter “e” when
it is silent. A = Ava F = Freddie
• Play the audio a second time to check answers with A: Hi, Freddie. What are you doing here?
the whole class. Then organize students into pairs for F: Oh, hi Ava. I’ve just spent the day in the newspaper
them to practice saying the words. Walk around the office around the corner. I won second prize in that
classroom to monitor their work. competition.
A: What? The photography one?
4 Complete the sentences with the words from the F: No, that was ages ago. I wrote a short story for the
Vocabulary box. local newspaper. I won some movie tickets, too, but
• Set a time limit for students to study the Vocabulary the first winner and I were also invited to spend a day
box individually and complete the sentences. When at the newspaper office.
time is over, elicit the answers. A: So, how did it go?
• As a follow-up activity, go over the box again and F: The other winner was ill so I had to go on my own.
encourage students to exemplify/define the words A: Oh, no! That was embarrassing!
listed. F: No, it wasn’t really. I met the editor when I arrived
and she was really friendly. She introduced me to all
Extra activity the reporters.
• Write the following questions on the board: A: What was it like in the office?
1 What do the paparazzi do? F: Well, there weren’t any big stories, so it was pretty
2 What’s the difference between a reporter and an quiet. There are a lot of TV screens that show the
editor? news all day.
A: How do the reporters write if they’re watching TV?
3 Why is a good headline important?
F: Well, they aren’t exactly watching TV. They’re trying
4 What’s the difference between a tabloid and a
to discover news stories.
broadsheet?
A: Did anything exciting happen?
• Organize students into pairs and set a time limit for
F: Hah, not really. The biggest story was about a
them to discuss the questions and write the answers
problem with birds in the town. They keep pinching
in their notebooks. Tell them not to worry if they food off the tables at local cafés.
don’t know some of the answers. Walk around the
A: That’s actually pretty funny.
classroom to monitor their work. When time is over,
F: Yeah … and I managed to write the headline –
check answers with the whole class.
“Cheeky birds steal chips!”
Answers: A: Well done, Freddie. Did you meet any local
1 They take pictures of famous people. celebrities?
2 A reporter finds a story and writes it, an editor F: Actually, yes. We went to a sports stadium to do an
is in charge of a newspaper or magazine and interview with a soccer player. He signed a soccer
decides what should be included in it. uniform for me.
3 It makes people want to read a newspaper/story/ A: So, were the paparazzi there?
article. F: You must be kidding. In fact, the photographer
4 A broadsheet has a bigger page size and has couldn’t get there, so the reporter took a picture on
more serious news. his phone. I think the soccer player was disappointed.
A: What was the best part of the day?
F: When I got back to the office, there was a pony in the
5 Look at the picture and talk to a classmate. Why do reception.
you think there’s a pony in a newspaper office? A: A pony? What was that about?
• Organize students into pairs and encourage them F: A man brought it in because he wanted the
to describe the picture. Have them make predictions newspaper to write a story about it.
about the story and think of an attention-grabbing A: So what happened?
headline for it. Walk around the classroom to monitor F: The pony got very angry and started making strange
their work. When they have finished, encourage noises. So you never know what’s going to happen
students to share their ideas with the class. when you work in a newspaper office!
6 2.42 Listen to Freddie and Ava talking about 7 2.42 Listen again. Mark the sentences T (true) or
Freddie’s day in a newspaper office. Did Freddie F (false).
win a prize for his short story or his pictures? • Encourage students to read the sentences before they
• Play the audio. Students listen to Freddie and Ava listen again. Explain that another way of looking at
talking about Freddie’s day in a newspaper office and True/False statements is to think of them as questions
 88

(e.g., 1 Who did Freddie go to the office with? 2 Who • Organize students into pairs. They take turns to ask and
did Freddie meet first? 3 Was the office busy when answer the questions. Walk around the classroom to
Freddie was there? 4 Did the soccer player sign a shirt monitor their work. When they have finished, encourage
for Freddie? 5 Did the owner of the pony get angry in a few pairs to share their answers with the class.
the reception?) Explain that sometimes it is easier to • At last, have a class discussion about what students
do this and then decide whether a sentence is true or read and don’t read.
false.
• Play the audio. Students listen again and mark Wrap-up
the sentences true or false. Elicit the answers and
encourage students to correct the false ones orally. • Keep students in pairs. Tell them to talk about
what they remember about Freddie’s day at the
8 Listen again. Match 1–6 to a–f to make
2.42 newspaper office (e.g., First, he met …) Walk around
sentences. the classroom to monitor their work. When they have
• Allow students a few minutes to try to match finished, invite one student to say the first sentence
beginnings and endings before they listen again. of the story. That student then invites another student
Then play the audio for them to listen and check their to continue the story and this continues until the story
answers. has finished. Remember to tell students not to ask
someone who has already spoken to speak again.
And YOU?
Further practice
9 In pairs, take turns to ask and answer the
questions. • Workbook, Activities 18-19, page 157.
7.6 SPEAKING Comparing ideas and expressing opinions page 76

Students can compare and contrast ideas, and express opinions.
Materials: • (Books open) Ask students to look at page 76 and

• Student’s Book guess what they will learn in this lesson. Explain the
• audio tracks 2.43, 2.44, and 2.45 lesson objectives.
• A4 sheets of paper
1 CLASS VOTE What do you think is more important
Warm-up in a song: the lyrics or the music?

• Ask: What do you think is more important in a song:
• (Books closed) Write the definitions of eight vocabulary the lyrics or the music? and encourage students to
items from the previous lesson on the board. Organize share their opinions with the class. Elicit examples of
students into pairs and give each pair a sheet of songs whose lyrics are better than the music and vice-
paper. Students then write down the word for each versa. Ask them if they ever listen to songs in languages
definition. Set a time limit and explain that students they don’t understand.
should not look at their books. Pairs then exchange
their sheets of paper and check each other’s answers Extra activity
as you elicit and write them on the board.
• Suggested definitions you might use: a serious • Critical thinking Have a class discussion about
newspaper with larger pages (broadsheet), a person the most common theme in songs in their country.
who follows celebrities in order to take pictures they Ask: What are songs often about? Then encourage
can sell to newspapers (paparazzi), a person who students to discuss why that theme is the most
decides which stories go in a newspaper (editor), common one and brainstorm songs related to that
a person who writes articles for a newspaper theme (e.g., love songs).
( journalist), a smaller sized newspaper with lots of
pictures and gossip (tabloid), the large words at
the top of an article that tell you what it is about 2 2.43 Listen. Why doesn’t Skye open the door to
(headline), a section in a newspaper telling you Nina and Tom?
your future based on your day and month of birth • Tell students to look at the picture and elicit what is
(horoscope), a section in a newspaper telling you if happening. Remind them of the predictions they made
it will be rainy or sunny for the next few days (weather in Lesson 7.1.
forecast). • Play the audio. Students listen and find out why Skye
doesn’t open the door to Nina and Tom. Elicit the
answer and write it on the board.
89 

UNIT
• Ask students what they would do if they were Nina or Audio script
Tom and have them share their opinions about the rap.
• Go over the Watch OUT! box with the class and point 1
out the differences between American and British A: I’m not sure I like that graffiti in the skatepark.
English listed. Brainstorm others students learned in B: Personally, Dad, I think it’s more interesting than a
previous units and write them on the board. boring gray wall.
2
3 Study the Speaking box. Underline examples in the A: I don’t understand that novel. On the one hand, it’s
dialogue. about a journey, but on the other hand it’s about life.
• Go over the Speaking box with the whole class. Then B: As I see it, the author wants you to see life as a
tell students to study the box individually and underline journey.
examples in the dialogue. Invite three students to read
the dialogue and check the examples with the class. 6 2.45 Listen again. Check (✓) the phrases that
• Ask students what things they often express opinions you hear.
about and what kind of ideas they often compare • Play the audio again. Students check the phrases that
(opinions about music, books, TV shows, etc.; they hear. Check answers with the whole class.
comparing ideas about what to do, where to go, etc.).
And YOU?
4 2.44 Complete the dialogue with the words from
the Speaking box. Listen and check. 7 In pairs, talk about:
• Organize students into pairs. Tell them to cover the • Organize students into pairs. Tell them to look at the
Speaking box and try to complete the sentences. Play dialogue in Activity 4 and ask them how they might
the audio for them to listen and check. respond if someone told them about the most boring
• When they have finished, ask them if they know any book they had ever read (e.g., Why did you think it was
of David Bowie’s songs or if they have heard anything boring? Why did you read it? Did you finish it?). Explain that
about him and encourage them to report to the class. they should talk about each topic for two minutes. Walk
around the classroom to monitor their work. When they
Background notes / have finished, have them discuss their ideas with the class.
David Bowie (1947–2016) was a singer-songwriter and
actor. His career began during the 1960s and he had Wrap-up
his first major success at the end of that decade. • Critical thinking Have a class discussion about
Starman was released in 1972. It was David Bowie’s first respecting different opinions. Help students reach
hit single since Space Oddity in 1969 and led to a series the conclusion that more important than comparing
of successful singles over the next few years. ideas and expressing opinions is to respect them.
2001: A Space Odyssey is a 1968 science fiction movie Encourage them to share their experiences with the
directed by Stanley Kubrick. whole class and remind them to justify their opinions.
5 2.45 Listen to two short dialogues. What is each Further practice

dialogue about?
• Play the audio. Students listen to two short dialogues to • Workbook, Activities 20-23, page 158.
find out what each one is about. Tell them they should use
one word (plus an article if necessary) for each answer.
7.7 WRITING An exhibition guide page 77

Students can write an exhibition guide.
Materials: guide is, help them out. Then ask students where
• Student’s Book they commonly find exhibition guides and what
• a few exhibition guides for students to flip through they are like. Hand out the ones you have provided
and encourage students to flip through. Allow them
enough time to go over the material and then
Warm-up encourage a few students to share their opinions
about those guides with the whole class.
• (Books closed) Write: Exhibition Guide on the board • (Books open) Ask students to look at page 77 and
and ask students what it is. If they can’t manage to guess what they will learn in this lesson. Explain the
provide a correct definition of what an exhibition lesson objective.
 90

1 CLASS VOTE Would you like to go to an exhibition 4 Study the Writing box. Underline examples of
based on a book or movie? If so, which one? sequencing words and imperatives in the text.
• Make sure students know what sculptures, photos, • Go over the Writing box with the whole class. Students
manuscripts (a version of a book, article, or other work then study it individually and underline examples of
before being published or prepared for publication) sequencing words and imperatives in the text. Go over
and drawings are. Then ask: Would you like to go to an the text again and check answers.
exhibition based on a book or movie? If so, which one?
and encourage students to share their opinions with Writing time
the class. Remind students to explain their opinions.
5 Write a guide to an exhibition in your city/country.
2 Read quickly the exhibition guide below. What is on • Read the steps in the Writing activity with the whole
display at the exhibition? class, providing examples and clarification whenever
• Students read quickly the exhibition guide to find out necessary.
what is on display at the exhibition. Elicit the answer • Allow students some time to make notes about their
and write it on the board. guide in their notebooks. Help with vocabulary if
necessary and remind them to refer to the texts in
3 Read the exhibition guide again. Match the Activity 2 and the Writing box for help.
headings (1-5) to the correct paragraphs (a-e) in • Once they have taken notes, students start writing their
the text. drafts. Walk around the classroom to monitor their
• Students read the exhibition guide again and match work.
the headings (1-5) to the correct paragraphs (a-e) in • Organize students into pairs for feedback. Monitor their
the text. Walk around the classroom to monitor their work to ensure appropriate and constructive feedback.
work. When they have finished, read aloud the guide You can list on the board common mistakes students
and check answers with the whole class. have made for whole class discussion.
Extra activity separate sheet of paper for further correction.
• Organize students into groups an invite them to
play Blind Date With a Book. Tell them to choose a Wrap-up
book they’ve read and write four clues about it in • Have students read their guides in the front of
their notebooks. Warn them not to write the title or the class. Encourage the rest of the class to ask
the author’s name. Students then read the clues to questions.
their classmates, who have to guess which book it is.
Repeat the procedures until all students in the groups
have talked about their books. Further practice

• Student’s Book • After Activity 2, organize students into three groups.
• audio tracks 2.46 and 2.47 Each group has to think of example sentences with
five words from the Wordlist. Tell all students in each
Activities 1-2 group to write down the sentences in their notebooks.
• Allow students some time to do the activities Then organize students into new groups so that they
individually. Check answers with the whole class. are now in groups with one student from each of the
three original groups. Students then take turns to
Answers to Activity 1: read aloud their sentences, but instead of saying the
1 editor, journalist, novelist, poet, reporter new word, they say blank. The other students should
2 cover, graphic art, headline, horoscope, local news try to guess the missing words. Walk around the
3 graphic art, illustration, pop art, sculpture classroom to monitor their work.
4 character, plot, scene
5 appear in the news, get good reviews, write a 2.46 Activity 3
bestseller • Play the audio for students to listen and repeat the
words.
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UNIT
2.47 Activity 4 Wrap-up

• Play the audio for students to write the words in the
correct column in Activity 3. Then play the audio again • Organize students into pairs and have them play
for them to listen and check. Hangman using words from the Wordlist. Encourage
students to provide a definition for the words as they
2.47 Activity 5 guess them. Walk around the classroom to monitor
• Play the audio for students to listen again and repeat. their work.
Self-check page 79
Materials: Activity 6
• Student’s Book • Keep students in pairs. Explain the activity and walk
• audio track 2.48 and 2.49 around the classroom to monitor their work. Make sure
they change roles. When they have finished, have some
pairs report to the class.
Activities 1-3 and Activity 5
• Allow students some time to do the activities. You can 2.49 Activity 7
use this lesson for informal assessment. Check answers • Play the audio for students to listen and write what they
with the whole class or individually. hear. If they are struggling with the activity, play the
audio twice.
2.48 Activity 4
• Ask students to read and complete the text with the Further practice
words in the box. Then play the audio for students to
listen and check their answers. • Workbook, Activities 1-6, page 159.
Extra activity
• After Activity 4, organize students into pairs and ask
them to think of five sentences to write about what
robots can do now and what they will or won’t be
able to do in the future. When they have finished,
invite pairs to share their ideas with the class.
 92

UNIT
UNIT 81 Time forGET
LET’S culture
TOGETHER Student’s Book pages 80 to 89

Unit contents
Vocabulary • Collaboration: page 80 (Warm-up, Activity 4,
• Celebrations Extra activity), page 81 (Activities 7 and 10), page
• Phrases for special occasions 82 (Warm-up, Activity 6, Extra activity), page 83
• National celebrations (Activity 5), page 84 (Activity 7, Wrap-up), page
• Sounds 85 (Warm-up, Activities 6, 7, and Wrap-up), page
86 (Activity 6 and Wrap-up), page 87 (Warm-up,
Grammar Activity 6, and Extra activity), page 88 (Extra activity
• Defining and non-defining relative clauses and Activity 3), page 89 (Activity 6 and Extra activity)
• Indirect questions • Assessment for learning: page 89
• Autonomy and personal initiative: page 81
Examples of 21st century skills/competencies (Activity 10), page 82 (Activity 6), page 83
• Critical thinking: page 80 (Activity 1), page 80 (Activity 5), page 84 (Activity 7), page 85 (Activity 7),
(Activity 4), page 82 (Extra activity), page 84 (Extra page 86 (Activity 6), page 87 (Activity 6)
activity), page 86 (Extra activity)
8.1 VOCABULARY Celebrations pages 80 and 81

Students can talk about special occasions.
1 2.50 Study Vocabulary A box and listen to

Materials: the words. What is being celebrated in each
• Student’s Book picture? Circle the celebrations in the box.
• audio tracks 2.50, 2.51, 2.52, 2.53, 2.54, 2.55, and 2.56 • Make sure students understand the meaning of
celebrate and celebration. Elicit some reasons why
people celebrate and some occasions when there are
Warm-up celebrations at home, at school, or in their town.
• (Books closed) Organize the class into two groups. • Go over Vocabulary A box with the class. Then tell
Write words from the previous unit on the board, students to study it individually.
but leave some blanks for students to guess the • Play the audio for students to listen to the words and
missing letters. Each time they guess correctly, they circle what is being celebrated in each picture. Check
score a point for their group. Tell them they can’t answers with the whole class. Remind them of modals
guess complete words, even if they know them. of speculation (could, may, might) which they can use
When the words have been completed, the group if they aren’t sure about the events in the pictures.
with the greatest number of points wins. Repeat • Critical thinking Ask students if they have ever been
the procedures many times and remember to have to similar events and encourage them to share their
different students from each group participate. Here experiences with the class.
are some suggestions of words you might use:
Round 1: bestseller, character, journalist 2 2.51 WORD FRIENDS Study the Word Friends
box and listen to the phrases. Check if you
Round 2: horoscope, lack, recite
understand their meaning.
Round 3: novelist, poetry, sculpture
• Students study the Word Friends box individually. Play
• (Books open) Draw students’ attention to the the audio for them to listen to the phrases. Pause after
information on the left column of page 80. Go each one and encourage them to mention how they
through the Vocabulary and Grammar items. Read would say those phrases in their own language.
aloud the question in the title of the text in Lesson 8.2 • Have students refer to the pictures in Activity 1 again
– Grammar and encourage students to share their and invite them to describe them using the phrases
predictions with the whole class and write them down in the box. Encourage students to make predictions
in their notebooks. Do the same with the question about who the people are, what is happening, what
about the picture from Lesson 8.6 - Speaking. else happened that day, etc.
predict what they will be able to say in English at the 3 2.52 Complete the dialogues with the correct
end of the lesson. form of the verbs from the Word Friends box.
Listen and check.
• Set a time limit for students to complete the dialogues
with the correct form of the verbs from the Word Friends
box. Then play the audio for them to listen and check.
• As a follow-up activity, talk about different traditions in
students’ own country. You might ask a few questions
93 

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UNIT 81 Time forGET
LET’S culture
to engage them in a conversation: Are black cats • Play the audio for students to listen and check. Then
a sign of good or bad luck? Do you unwrap gifts in ask students how many of their guesses were correct
front of the people who give them to you or later? Do and encourage them to say which traditions they would
you make a wish when you blow out the candles on a like to have in their country.
birthday cake? What kind of decorations do you put
up for a birthday party? Are there street parties in your Audio script
neighborhood? If so, what do they celebrate?
Number one is true. The Vietnamese don’t celebrate
4 I KNOW How many more celebrations can you their birthday on the day they were born. You turn a year
think of in three minutes? Write in your notebook. older on New Year’s Day.
• Organize students into pairs. Ask them to write as Number two, however is false. In the USA, parents don’t
many celebrations as they can (apart from the ones in usually let off fireworks on their children’s birthday.
Vocabulary A box) in three minutes. When the pairs have Number three is true. In parts of Canada, the birthday
finished, elicit the spelling and the meaning of each boy or girl has their nose greased with butter. This is
word students have thought of. Write them on the board. supposed to bring good luck.
• Critical thinking Engage students in a discussion Number four is false. In Hungary, Argentina, and other
about holidays that are celebrated in their home countries, they do pull the birthday boy or girl’s ears, but
country that aren’t celebrated in other countries not while they’re unwrapping their presents.
around the world and vice-versa. Number five is also false. In Ireland, parents do not throw
a street party when their child turns sixteen.
And finally, number six and number seven are both
Extra activity
true. Many Jamaicans follow the tradition of covering
• Organize students into groups of three and tell them the birthday boy or girl in flour. And in Venezuela, some
to choose one of the celebrations they came up people follow the custom of pushing the person’s face
with in Activity 4 and write in their notebooks about into the birthday cake when they blow out the candles!
what happens on that special day. Tell them not to So how did you do? Did you guess correctly?
mention what celebration it is in their description.
When they have finished, invite them to read it as the
rest of the class tries to guess which celebration they
Background notes /
are describing. Saint Patrick’s Day is held on 17 March, the date of
the death of Saint Patrick (c. AD 385–461), the patron
saint of Ireland. It was made an official Christian feast
5 2.53 Study the Speaking box. Write in your
day in the early seventeenth century. Saint Patrick’s
notebook the most suitable phrase for each
Day is celebrated in more countries than any other
situation. Listen and check.
national festival.
• Go over the Speaking box with the whole class.
Then tell students to study the box individually and
write in their notebooks the most suitable phrase for 8 2.55 Study Vocabulary B box, then listen and
each situation. Walk around the classroom to monitor repeat the words.
their work. • Go over Vocabulary B box with the class. Students
• Play the audio. Students listen and check. then study the box individually. Play the audio for
them to listen to the words and phrases. Play the
6 Complete the quiz with the verbs from the Word
audio a second time for students to listen and
Friends box in Activity 2.
repeat. Ask students how they would say those words
• Students complete the quiz with the verbs from the in their own language.
Word Friends box. Go over the quiz and check answers • Invite students to use the words to talk about their own
with the whole class. country (e.g., Our national flag is …).
• As a follow-up activity, ask students to write two
sentences about birthday celebrations in their own 9 2.56 Circle the correct options to complete the
country in their notebooks: one of them must be true blog post.
and the other one false. Walk around the classroom to • Students read the text and choose the correct options
monitor their work. When they have finished, encourage to complete the blog post. Play the audio for them to
them to read their sentences to the class, who should listen and check.
say whether they are true or false.
7 2.54 In pairs, decide if the traditions in the quiz And YOU?
are true (T) or false (F). Listen and check.
• Organize students into pairs and tell them to discuss 10 In pairs, ask and answer about a celebration you
which of the traditions in the quiz they think are true have enjoyed. Answer these questions:
and which are false. Walk around the classroom to • Organize students into pairs and have them ask and
monitor their work. When they have finished, ask them answer about a celebration they have enjoyed. Walk
to report their answers to the class and encourage around the classroom to monitor their work. When they
them to justify their views. have finished, ask them to report to the class.
 94


• Ask students which of the celebrations mentioned in • Workbook, Activities 1-4, page 160.
this lesson they like best and which ones they don’t like
at all. Encourage them to explain their preferences.
8.2 GRAMMAR Defining and non-defining relative clauses page 82

Students can be specific about people, things, and places.
they made in Lesson 1. Encourage them to describe

Materials: what the characters are wearing and ask them how
• Student’s Book they would prepare for such a celebration.
3 2.57 Listen and read the dialogue. Then answer
Warm-up • Tell students to read the questions first and try to
• (Books closed) Organize students into groups of anticipate the answers. Then play the audio. Students
four. Tell them to choose a type of celebration from listen, read, and answer the questions in their
Vocabulary A box on page 80 and some of the notebooks. When they have finished, check answers
Word Friends from the same page. They should then with the whole class.
practice miming the event and the actions. When • Go over the Watch OUT! box with the class and point out
they have finished practicing, invite groups to mime in the differences between American and British English listed.
front of the class for the other students to guess the Answers:
event and the actions. 1 They think Dan’s forgotten to organize the
• (Books open) Students look at page 82. Explain the transportation. Then they see that he has
lesson objective. organized space hoppers.
2 They think it’s fun.
1 CLASS VOTE How would you like to travel to your 4 Study the Grammar box and match the columns.
school prom? Why? Then underline examples of relative clauses in the
• Ask students how they would like to travel to their school dialogue.
prom and encourage them to explain their preferences. • Go over the Grammar box with the whole class and
Make sure students understand the meaning of elicit examples from students. Then tell them to study
rickshaw, limo, and space hopper. the box individually and match the columns. Check
• Go over the means of transportation and this time answers with the whole class.
elicit reasons why students wouldn’t choose each one • Students underline more examples of relative clauses
of them. in the dialogue. When they have finished, go over the
dialogue again and elicit the answers.
Extra activity
• Critical thinking Write the following quotation
from the Venezuelan entertainer Lele Pons on the Background notes /
board: Don’t try to stand out that much for prom. Defining relative clauses
Be yourself. Organize students into small groups, • Use: defining relative clauses give us information
set a time limit, have them discuss the quotation, that is necessary to make sense of a sentence. If the
and come up with other pieces of advice they relative clause was omitted, we wouldn’t be able to
think would be useful for their classmates’ prom to determine which person, place, or thing was being
be memorable. When time is over, ask a student talked about.
from each group to read their pieces of advice to • Form: we use which/that for things, who/that for
the class. people, where for places, and whose for possession.
There are no commas separating the relative clause
2 Look at the picture. How do you think the friends from the rest of the sentence.
have prepared for their evening? • Omitting the relative pronoun: we can omit the
relative pronoun when it refers to the object of the
• Ask: How do you think the friends have prepared for sentence (e.g., That’s the car we hired for the prom. We
their evening? and have students describe the picture
is the subject, hire is the verb, the car is the object).
to answer the question. Remind them of the predictions
95 

UNIT
UNIT 81 Time forGET
LET’S culture
And YOU?
Non-defining relative clauses
• Use: non-defining relative clauses give us extra 6 In pairs, plan an end-of-year celebration for
information that is not necessary to make sense of
your school. Use defining and non-defining
the sentence. If the relative clause was omitted, we
relative clauses.
would still be able to determine which person, place,
or thing was being talked about. • Organize students into pairs and explain that they should
• Form: we use which for things, who for people, where plan an end-of-year celebration for their school using
for places, and whose for possession. We don’t use defining and non-defining relative clauses. Set a time limit
that as a non-defining relative pronoun. There are for students to discuss their ideas and write the defining
commas separating the relative clause from the rest and non-defining relative clauses. Walk around the
of the sentence. classroom to monitor their work. When they have finished,
• Whose is usually used for personal possession, but it encourage them to share their ideas with the whole class.
can also be used with objects.
Wrap-up
• Ask: Which thing about middle school are you going
5 Complete the sentences with who, which, whose, or to miss the most? and encourage students to share
where. Decide if the relative clauses are defining their answers using defining and non-defining
(D) or non-defining (ND). relative clauses.
• Tell students to read the sentences up to the blanks. If they
make sense, the relative clause is non-defining (i.e., just
adding information). If it sounds strange or incomplete, the
relative clause is defining and necessary. Further practice
• Students then complete the sentences with who, which, • Workbook, Activities 5-10, pages 160-162.
whose, or where and decide if the relative clauses • Grammar Time, page 113.
are defining (D) or non-defining (ND). Walk around
finished, check answers with the whole class.
8.3 READING and VOCABULARY A travel guide page 83

Students can understand the main points of a travel guide and talk about tourist attractions.
their answers with the class. Make sure they justify

Materials: their opinions.
• audio tracks 2.58 and 2.59 Extra activity
• Ask students to write a short paragraph about
Warm-up one place in their town or neighborhood. They
should write it as if it were in a leaflet for tourists and
• (Books closed) Write on the board: My favorite movie use adjectives to make it sound as attractive as
is ____________________, which received 8 Oscar possible. Remind them not to mention the place
nominations in 2019. Elicit the name of the movie to itself in their description.
complete the sentence (A Star is Born) and explain • Walk around the classroom to monitor their work.
that each student should write two similar non-defining When they have finished, ask each student to read
relative clauses in their notebooks. Walk around the his/her paragraph for the others to guess which place
classroom to monitor their work. When they have it is about.
finished, have a student at a time read his/her non-
defining clause for the rest of the class to complete.
Instead of reading the whole clause, they should say 2 2.58 Listen and read the texts. What four
blank when the others are supposed to complete. attractions are described? Which one would you
• (Books open) Students look at page 83. Explain the like to visit? Write your answers in your notebook.
lesson objectives. • Students read the texts individually to find out what
four attractions are described and which one they
would like to visit. Tell them to write the answers in
1 CLASS VOTE What’s the best place for a visitor in their notebooks.
your town or city to go to? Why? • Go over the texts with the whole class and check
• Ask: What’s the best place for a visitor in your town or answers. Then read the information in the Reading
city to go to? Why? and encourage students to share tip box with your students and clarify any questions
they might have.
 96

Answers: there. Then ask: Would you recommend it to others? and

A Tea cerimony. encourage them to share their experiences.
B Kyoshi pet café. • Walk around the classroom to monitor their work. When
C Naomichi Museum. they have finished, invite them to report to the class.
D Bean-throwing ceremony.
Wrap-up
3 2.59 Three young people are looking for Test students’ knowledge about Japanese culture. Ask
things to do in Tokyo. Listen and read. Then them the following questions:
match the people to attractions A–D.
1 What kind of tea is served at a tea ceremony?
• Students read the text about three young people
2 What do you think the Japanese word
looking for things to do in Tokyo and match the people
kimono means?
to attractions A–D. Tell them that there may not be a
perfect place for each person, but there will be a best 3 Why do you think pet cafés or cat cafés are
place for them. popular in Tokyo?
• Walk around the classroom to monitor their work. When 4 How many roasted soya beans do you think
they have finished, elicit the answers and ask students people eat at Setsubun?
to explain the reasons for their choices, as well as Answers:
reasons why the other places were not suitable. 1 Tea ceremonies are an important part of
Japanese culture. Green tea is served at a tea
4 Look at the highlighted words in the texts. ceremony.
Check if you understand them. Use a dictionary
2 A kimono is the traditional costume of Japan and
if necessary.
is still often worn for festivals and celebrations. The
• Tell students to look at the highlighted words in the text word kimono means ‘thing to wear’ in Japanese.
and find out their meanings from context. If necessary,
allow them to use a dictionary. 3 Pet cafés or cat cafés have become very popular
• When they have finished, check their understanding in Tokyo. This is because many people live in small
and encourage them to mention how they would say apartments where pets are not allowed.
those words in their own language. 4 Setsubun is a Japanese celebration at the start of
spring and the custom of throwing soya beans is
believed to bring good luck. The custom is to eat one
And YOU?
roasted soya bean for each year of one’s life, and in
some areas, one for each year of one’s life plus one
5 Think of the last attraction you visited in your more for bringing good luck for the year to come.
town or city. What did you do there? Would you
recommend it to others? In pairs, share your
experiences.
• Organize students into pairs. Set a time limit for them to Further practice
think of the last attraction they visited and what they did • Workbook, Activities 11-12, pages 162-163.
8.4 GRAMMAR Direct and indirect questions page 84

Students can ask questions politely.
Materials: word order for questions (we use the same word
• Student’s Book order as in statements, e.g., What languages can
• strips of paper you speak?  She asked them what languages they
• audio track 2.60 could speak).
yes/no questions (we use if/whether, e.g., Do you like
swimming?  He asked us if/whether we liked swimming).
Warm-up • Each student then writes his/her name and a question
on a strip of paper. Collect all the strips of paper and
• (Books closed) Remind students of how we form redistribute them to different students. Invite them to
reported questions. Elicit the general rules about
report the questions to the class, one at a time. Then
tense changes (shifting one tense back) and
ask the other students what the direct question was.
pronoun changes.
• Elicit the rules for: • (Books open) Students look at page 84. They discuss
the Simple Present and Simple Past (we omit do/did, what they think they will learn in this lesson. Elicit ideas
e.g., Where do you live?  He asked me where I lived.); from the class and then explain the lesson objective.
97 

UNIT
UNIT 81 Time forGET
LET’S culture
1 CLASS VOTE Do you prefer to have friends over to Answers:

your house or to go and visit your friends in their 2 Do you know when the next bus arrives?
own homes? Why? 3 I’d like to know if you have a boyfriend.
• Ask: Do you prefer to have friends over to your house 4 Do you have any idea who she is?
or to go and visit your friends in their own homes? Why?
and elicit students’ answers. Encourage them to justify 5 2.60 Listen to the questions. What do you notice
their opinions. about the intonation?
• Play the audio for students to listen to the questions.
2 Do the quiz and compare your results in groups. Help them notice the intonation pattern and review the
• Organize students into groups for them to do the quiz pattern of Yes/No (rising) and wh- questions (falling) if
and compare their results. When they have finished, necessary.
encourage them to report to the class.
• Point out that the question in 2 is a Yes/No question,
although an indirect form of a wh- question.
Extra activity
• Critical thinking Ask students to discuss a time when 6 Write indirect questions in your notebook. Use
they were at someone’s house and said or did the phrases from the Grammar box.
wrong thing. Encourage them to explain what they • Students use phrases from the Grammar box to write
did, how they felt, if they would react the same way in indirect questions in their notebooks. Tell them to use
case that happened today, etc. a variety of ways of introducing the indirect question
each time, but remind them to use logical beginnings
and never ask, for example: Do you have any idea if
3 Study the Grammar box and circle the correct
you like this music?, as it wouldn’t make sense.
answer. Underline examples of indirect questions in
the quiz. • Walk around the classroom to monitor their work. When
they have finished, elicit some answers and write them
• Go over the Grammar box with the whole class, elicit
on the board.
other examples from students, and ask how direct
and indirect forms differ. Discuss how the changes Possible answers:
are similar to those made when reporting questions. 2 I was wondering where you’re from.
Discuss whether we should use question marks or not
3 I’d like to know if you like this music.
and why.
• Then tell students to study the box individually and 4 I was wondering if you have been to Australia.
circle the correct answer. Check answers with the 5 Could you tell me when you went there?
whole class.
• Read the quiz with the class and ask them to underline And YOU?
more examples of indirect questions. Encourage some
students to read those examples to the class. 7 In pairs, ask and answer about each situation. Use
indirect questions.
Background notes / • Organize students into pairs and tell them to ask and
In indirect questions: answer about each situation using indirect questions.
• sometimes we use a question mark and sometimes Remind them that we often use indirect questions to be
we don’t. This depends on whether the indirect part more polite.
is a question itself (e.g., Could you tell me … ?) or • Walk around the classroom to monitor their work. When
not (e.g., I’d like to know …). they have finished, invite pairs to share their ideas with
• the tense of the indirect form doesn’t usually the class.
change. We don’t go “one tense back”.
• it is very natural to finish an indirect question with Wrap-up
please, especially when the indirect part is a
• Keep students in pairs. Tell them to refer to the
question (e.g., Could you tell me how to get to the
question in the quiz: Are you an ideal guest or host?
station, please?)
and discuss what makes a person an ideal guest or
host. Ask them to write their ideas in their notebooks.
4 In your notebook, order the words to make indirect • Walk around the classroom to monitor their work.
questions. When they have finished, encourage them to read
their ideas to the class.
• Students order the words to make indirect questions in
their notebooks. Remind them that in indirect questions
we use the same structure and word order as in
statements. Further practice
• Walk around the classroom to monitor their work. When • Workbook, Activities 13-16, pages 163-164.
they have finished, elicit the answers and write them on
the board.
 98

8.5 LISTENING and VOCABULARY Do you enjoy firework displays? page 85

Students can identify specific information on a radio interview and talk about sounds.
4 2.62 Listen to a radio program about fireworks.

Materials: When is the interview taking place? Circle the
• Student’s Book correct answer.
• audio tracks 2.61 and 2.62 • Play the audio. Students listen to a radio program
about fireworks to find out when the interview is
taking place and circle the correct answer. Tell them
Warm-up that, even if they hear the answer quite quickly, they
• (Books closed) Organize students into groups of should keep listening as they will have to answer other
three. Tell them to imagine that one of them is at questions later.
home, one is visiting, and the third one is a parent of • Elicit the answer from the class.
the first. Write the following dialogue on the board for
them to use as an example: Audio script
A: Can I use your phone?
B: Ask my dad. P = Presenter AL = An Li
A: Excuse me, I was wondering if I could use your P: There’s one way to make a big celebration really
phone. special: have a display of fireworks. As today is
Independence Day, with us in the studio we have
C: Of course.
An Li, a History teacher from China. So An, China
A: Thank you. makes a huge number of fireworks – more than
• Students then write their dialogues in their notebooks. any other country in the world, but did the Chinese
Walk around the classroom to monitor their work. invent fireworks?
When they have finished, encourage them to act out AL: Hello. Most historians agree that fireworks were
the dialogues in front of the class. invented in my home country over two thousand
• (Books open) Students look at page 85. Explain the years ago. Although they’ve also been in countries
lesson objectives. such as India and Syria for a very long time.
Hundreds of years after these first fireworks, some
scientists put special powder inside a piece of
1 CLASS VOTE Do you enjoy firework displays?
hollow bamboo wood. This made a much louder
Why? / Why not? noise on the fire! And people started using
• Ask: Do you enjoy firework displays? Why? / Why not? and fireworks to celebrate special events.
have students share their answers with the whole class. P: So, could you tell me what early firework displays
Follow up by encouraging them to describe the picture were like?
and say where and when they think it was taken. AL: Well, very dangerous actually! In England, fireworks
experts, known as ‘firemasters’, traditionally had
2 2.61 Study the Vocabulary box and listen to the assistants called ‘green men’. They wore caps of
sounds. leaves to protect their heads from sparks from
• Ask students to study the Vocabulary box individually. the fireworks! Spectators clapped and cheered
Then play the audio for them to listen to the sounds. the green men because they entertained crowds
with jokes. It was a dangerous job, because early
• When they have listened to the sounds, encourage fireworks often went wrong.
them to say the words so that they sound as much like
P: And what about other European countries?
the sound they are describing as possible (e.g., they
AL: Fireworks were very popular in Italy, which became
might say bang suddenly and loudly, and buzz
famous for its huge displays. In the 1800s, the
extending the /z/ sound). Italians had a great idea. They found that amounts
of metals and other powders could create lots of
3 Match the definitions to the words in the different colors. Although the new fireworks were
Vocabulary box. still not very safe, the displays were more like
• Refer to the Vocabulary box again and ask students modern shows.
how they would say those words in their own language. P: How about in the USA?
Students then match the definitions to the words. AL: Well, Europeans brought fireworks to the USA. The
• Check answers with the whole class. earliest known firework display in America dates
back to 1608. While the first Independence Day
Extra activity was of course in 1776, fireworks were not used
until the following year, 1777. Since that year,
• Invite different students to come to the front of the firework displays have always been part of the
class and mime one of the verbs in the Vocabulary celebration.
box for the rest of the class to guess.
99 

UNIT
UNIT 81 Time forGET
LET’S culture
5 Listen again. Circle the correct answer.

2.62 display and discuss the event. Walk around the
• Before students listen to the audio again, encourage classroom to monitor their work.
them to read the questions and options to see if they can
• When time is over, encourage them to share their stories
with the class and ask them if they prefer to watch
remember any of the answers. Don’t elicit the answers yet.
fireworks from the safety of their homes or outdoors.
• Play the audio for students to listen and circle the
correct answers.
Wrap-up
6 In pairs, discuss your answers in Activity 5. Give • Organize students into pairs and tell them to come
reasons for your choices and explain why you think up with a short dialogue in which something happens
the other two options are not correct. to make one of the sounds listed in the Vocabulary
• Organize students into pairs. Tell them to discuss their box (e.g., They may be outside when they hear a noise,
answers in Activity 5. Ask them to give reasons for so one asks: What was that? and the other replies: It
sounded like a gun). Explain that although they don’t
their choices and explain why they think the other two
make the sound, the other students should be able to
options are not correct. If they are struggling with the
guess what it was.
activity, play the audio again. When students have • Walk around the classroom to monitor their work.
finished, encourage them to report to the class. When they have finished, invite them to act out their
dialogues in front of the class as the other students
And YOU? guess the sounds.
7 Think of the last time you saw a firework display. In

pairs, take turns to describe the event. Further practice
• Organize students into pairs. Allow them three or four • Workbook, Activity 17, page 164.
minutes to think of the last time they saw a firework
8.6 SPEAKING Talking about future plans page 86

Students can use verb phrases with to -infinitives, -ing forms, and other structures to talk about future plans.
Materials: • Tell students to choose the adjective that best

matches their feelings, then encourage them to
• Student’s Book discuss why someone might have other feelings
• audio tracks 2.63 and 2.64 (e.g., one might feel disappointed because he/she
didn’t do very well in his/her final tests).
Warm-up 2 Look at the picture. How do you think the friends

are feeling?
• (Books closed) Remind students that we can talk
about future plans using be going to and tell them • Have students describe the picture and make
to write down one plan they have for starting high predictions about how they think the friends are
school using be going to. Students then walk feeling. Remind them of the predictions they made in
around the classroom and tell as many people Lesson 1.
as they can about their plans. Ask them to try to
3 2.63 Listen and read the dialogue. Then answer
remember the names of those who have the same
or similar plans to theirs. When they have finished,
invite them to tell the class about their plans.
• Play the audio. Students listen and read the dialogue
to answer the questions in their notebooks. Walk
around the classroom to monitor their work. Elicit the
guess what they will learn in this lesson. Explain the
lesson objectives.
• Go over the Watch OUT! box with the class and point
out the differences between American and British
1 CLASS VOTE How do you feel about coming to the English listed. Brainstorm others students learned in
end of the school year? Why? previous units and write them on the board.
• Ask: How do you feel about coming to the end of the Answers:
school year? Why? and encourage students to share 2 Dan would like to go to Colombia with Nina.
their opinions with the class. Ask them if they ever 3 They go outside to watch the fireworks.
think about planning their future. 4 She thinks she’ll get cold.
 100

Extra activity And YOU?
• Critical thinking Have a class discussion about the 6 In pairs, talk about what you would like to do on the
pressure and anxiety that come as high school is just school vacations. Use phrases from the Speaking
around the corner. Encourage students to share their box. Then tell the class about your classmate.
experiences with the class. • Organize students into pairs and tell them to talk about
what they would like to do on the school vacations
using the phrases from the Speaking box. Walk around
4 Study the Speaking box. Underline examples of the classroom to monitor their work. When they have
future plans in the dialogue. finished, have them tell the class about their classmates.
• Go over the Speaking box with the whole class.
Then tell students to study the box individually and Wrap-up
underline more examples in the dialogue. Invite
five students to read the dialogue and check the • Organize students into groups of four. Tell them to
examples with the class. brainstorm ideas about things they could do as a class
on the last day of the school year. Groups should discuss
their ideas using the phrases in the Speaking box.
5 2.64 Circle the correct option. Listen and check.
• Students circle the correct options to complete the When they have finished, invite them to share their
sentences. When they have finished, play the audio for ideas with the class.
them to listen and check.
Further practice
8.7 WRITING An informal invitation page 87

Students can write an email inviting a friend to a celebration.
Materials: • Before answering the questions, ask students if anyone

is planning to visit them during the summer. Also ask if
• Student’s Book there is anyone they would like to visit if it was possible.
• Then ask: Which of the information below would you give
a friend or relative who was coming to stay with you during
Warm-up school vacation? What other information might you include?
and encourage students to share their answers with the
• (Books closed) Organize students into eight groups. class. Remind them to explain their opinions.
Ask each group to talk about one of these topics:
things you’re looking forward to doing 2 Read Dan’s email to Mike. Whose birthday is it?
things you wish you could do but aren’t allowed to • Students read Dan’s email to Mike individually to find
things you would love to do one day out whose birthday it is. Elicit the answer and have a
things you feel like doing at the moment student write it on the board.
things you need to do
things you’re dying to try 3 Read the email again and mark the sentences true
(T) or false (F).
things you hope will happen this summer
things you’re planning to buy soon.
• Tell students to read the email again and mark the
sentences T or F. When they have finished, elicit the
• Set a time limit and, when it is over, invite each group answers and encourage them to correct the false
to share their ideas with the class. statements orally.
guess what they will learn in this lesson. Explain the 4 Why do you think people often like to celebrate their
lesson objective. twenty-first birthday? Are there any other special
birthdays that are important in your country?
• Ask students why they think people often like to
1 CLASS VOTE Which of the information below celebrate their twenty-first birthday and if there are
would you give a friend or relative who was coming any other special birthdays that are important in their
to stay with you during school vacation? What country. Encourage them to explain their answers.
other information might you include? Other examples of special birthday parties might be:
thirteen (becoming a teenager), sixteen (especially for
101 

UNIT
UNIT 81 Time forGET
LET’S culture
girls; several countries such as the USA and Canada • Allow students some time to make notes about their
have “sweet sixteen” parties), eighteen (when in most email in their notebooks. Help with vocabulary if
countries young people become adults), forty (“Life necessary and remind them to refer to the email in
begins at forty.”), fifty (half a century), etc. Activity 2 and the Writing box for help.
• Once they have taken notes, students start writing
Extra activity their drafts. Walk around the classroom to monitor
their work.
• Organize students into pairs and have them talk about • Organize students into pairs for feedback. Monitor
their best and worst birthday memories. Walk around
their work to ensure appropriate and constructive
feedback. You can list on the board common
finished, encourage them to share their experiences
mistakes students have made for whole class
with the class. Encourage the class to ask questions.
discussion.
5 Study the Writing box. Complete blanks 1–5 with separate sheet of paper for further correction.
the phrases from Dan’s email.
• Go over the Writing box with the whole class. Students Wrap-up
then study it individually and complete blanks 1–5 with • Ask students to address the email to a classmate.
the phrases from Dan’s email. Go over the email again When they have finished, they “send” their emails
and check answers. to each other and read them. Ask students if their
classmates mentioned when the invitation is for,
Writing time what it is for, where and when the celebration will
take place, who is going to be there, and what else
6 Write an email inviting a friend to a celebration. is going to happen.
• Read the steps in the Writing activity with the whole
class, providing examples and clarification whenever
necessary.
Materials: Activity 3
• Student’s Book • Organize students into pairs. They ask and answer the
• audio track 2.65 questions in Activity 2. Walk around the classroom to
monitor their work.
Activities 1-2 2.65 Activity 4

• Allow students some time to do the activities • Play the audio. Students listen and draw a line between
individually. Check answers with the whole class. the words that link together. Check answers with the
whole class.
Extra activity
Wrap-up
• Organize students into pairs. Ask them to choose
different categories for other words in the Wordlist • Have students write down as many words that link
(e.g., two types of drink: champagne and tea) and together as they can think of in their notebooks.
share them with the whole class. Walk around the classroom to monitor their work.
When they have finished, have them share their lists
with their classmates.
 102

UNIT
UNIT 81 Time forGET
LET’S culture
Self-check page 89

• Student’s Book • Organize students into pairs and tell them to refer
• audio tracks 2.66 and 2.67 to the text about the Chinese New Year again. Ask
students to use the text about the Chinese New
Activities 1-4 Year as a model to write about a custom in their
• Allow students some time to do the activities. You can own country. They should write their texts in their
use this lesson for informal assessment. Check answers notebooks. Walk around the classroom to monitor
with the whole class or individually. their work. When they have finished, invite pairs to
read their texts in front of the class.
2.66 Activity 5
• Students complete the dialogues with the correct form
of the verbs in parentheses. Play the audio for them to Further practice
listen and check. • Workbook, Activities 1-5, page 165.
Activity 6
• Organize students into pairs for them to practice the
dialogues in Activity 5. Remind them to add their own
new ideas for plans.
2.67 Activity 7
• Play the audio twice for students to listen and write
what they hear. If they are struggling with the activity,
play the audio a third time.
103 

BBC CULTURE Student’s Book pages 90 to 105
Culture 1 Would you cross a desert? pages 90 and 91
Materials: try to nip the leaders at the end. Or you can push,
• Student’s Book challenge the others, make it an exciting race,
• video files 01 and 02 risking everything. Maybe you lose, but as for me, I’d
rather run a gutsy race, pushing all the way and lose,
then run a conservative, easy race only for a win.”
Warm-up
• (Books closed) Write endurance tests on the board 2 Read the article and answer the questions in your
and elicit what students already know about that
notebook.
topic. If they can’t come up with a correct definition
for the term, tell them that endurance tests involve • Tell students to read the article and answer the
determining the amount of time a person can questions in their notebooks. When they have finished,
maintain an activity before needing to stop. elicit the answers and write them on the board.
• (Books open) Ask students to look at the glossary on Answers:
page 90. They should then find the sentences that 1 The new events are held on difficult terrain.
contain the glossary words in the text and rewrite 2 It was the first long-distance triathlon and is the
those sentences using different words or phrases hardest one-day endurance test in the world.
that have the same meaning (e.g., They are held on 3 You have to cross a desert.
difficult types of land.). 4 Canada and the USA (The text says New Mexico –
• Explain the class objective. a state in the USA, not Mexico the country.)
5 It’s the biggest marathon in the world.
Background notes / 6 The World Marathon Challenge. You do seven
marathons in seven days and travel between seven
The Empty Quarter is called Rub’ al Khali in Arabic. It has continents.
a total area of about 650,000 km² and stretches across
the southern part of Saudi Arabia as well as some parts 3 In pairs, discuss the questions.
of Yemen, Oman, and the United Arab Emirates. The • Organize students into pairs and set a time limit
average daily temperature is 47°C and temperatures for them to discuss the questions. Walk around the
can rise to over 50°C. classroom to monitor their work. Encourage students to
Sir Wilfred Thesiger was born in Ethiopia to British discuss their ideas with the rest of the class.
parents. He was schooled in Britain and studied at
4 01 Watch Part 1 of a documentary about two
Oxford University, but he often returned to Africa. He
men on an adventure. Answer the questions in your
began his first journey across the Empty Quarter in 1946
notebook.
and finished four months later. On his second journey,
he was imprisoned because he didn’t have permission
BBC video
to be there, but was soon released and crossed the
desert again. He died in 2003, aged 93. Note: If you cannot show the video, spend more class time
preparing the Project.
• Tell students to read the questions and guess the
1 In pairs, discuss the questions. answers before watching the video.
• Organize students into pairs and set a time limit • Play the video and allow students enough time to
for them to discuss the questions. Walk around the answer the questions in their notebooks. Check
classroom to monitor their work. Encourage students to answers with the whole class.
discuss their ideas with the rest of the class.
Extra activity Video script:
• Critical thinking Read aloud the following quote Part 1

from Alberto Salazar, three-time winner of the NYC The adventure begins
marathon and extend the discussion students started Olympian James Cracknell and adventurer Ben Fogel
in pairs in Activity 1: “The marathon is like a bullfight. are entering the largest sand desert in the world –
There are two ways to kill a bull, for instance. There the Empty Quarter in the Middle East – for their next
is the easy way, for one. But all the great matadors big challenge. They are travelling in the footsteps of
end up either dead or mauled because for them legendary British explorer, Wilfred Thesiger. Their goal?
killing the bull is not nearly as important as how they To recover their lost friendship. Now, in the most hostile
kill the bull. They always approach the bull at the desert on the planet, they will face extreme heat and
greatest risk to themselves, and I admire that. In the dehydration … violent sandstorms … and unpredictable
marathon, likewise, there are two ways to win. There’s camels. And they will have terrible arguments. Can
the easy way if all you care about is winning. You James and Ben find what they are looking for in the
hang back and risk nothing. Then kick and most remote place on earth? They have been on lots of
expeditions, but this one is the hardest of all.
 104
M35 Wider World American 4 TB 21110 BBC.indd 104 22/11/19 15:18

5 Watch the video again. Circle the correct

01 their final journey together. The summary also lacks
option. information on why they undertook the journey).
• Students watch the video again and circle the correct 9 What’s your opinion of Ben and James’ journey? Do
option. Have different students read the sentences for you think an extreme experience like this can help
correction. Ask what other superlative adjectives the save a friendship? Why? / Why not? Discuss in pairs
narrator uses about the desert (the largest sand desert or small groups.
in the world, the most hostile desert on the planet). • Organize students into pairs and tell them to discuss
the questions in the rubric. Walk around the classroom
6 02 Watch Part 2 of the video and answer the
to monitor their work. When they have finished, have
pairs share their opinions with the class.
• Before students watch Part 2 of the video, read the • Ask students if they have ever felt closer to a friend
three questions and have students predict the answers.
because they shared a difficult experience. Invite them
• Play the video. Students watch Part 2 and answer the to share their experiences with the class.
questions in their notebooks. Check answers with the
whole class and write them on the board. 10 CULTURE PROJECT In groups, prepare a digital
presentation about a famous expedition from your
Video script: country.
Setting the project up
Part 2 • Allocate at least 10 minutes for setting up the project.
An almost impossible journey • Discuss different explorers or travelers students know
This is James and Ben’s third expedition in the last and ask them if they have ever watched TV programs,
decade. They have already crossed the Atlantic Ocean read articles, or listened to interviews about them.
and raced to the South Pole. This is the Empty Quarter. Encourage them to share their opinions about them.
They start the journey in Mandar and travel through the • Organize students into groups and ask them to read
country of Oman close to the border with Saudi Arabia. the instructions. Make sure that each group chooses
Their destination? The quicksands at Umm as Sammim,
a different expedition. If students in the group come
which Thesiger saw in the 1940s. They have eight days to
from different countries, they should each describe one
travel the 250 kilometres. In those eight days they have
to survive on dried camel meat, dates, and flat bread. expedition from their country and then decide which
And plenty of water – temperatures can reach 47°C sounds the most interesting.
out in the desert at this time of year. They need to drink Sharing the project
ten litres per day and water wells are not easy to find. • Before starting the presentation, allow students enough
Luckily, their trusted camels can carry it all. They find time to work in their groups. During the presentation,
the way only with a map and compasses. Unfortunately, make sure everybody is involved in participating and
they got lost. They took eleven days to make the trip but remember to praise students.
finally they arrived at the quicksands. It’s not an oasis
– there are no trees or even water here but it was their
• Have a class vote for the best presentation.
goal, their challenge. They are so relieved to be here at
Wrap-up
last. In the end, they hug each other … and the camels
who helped them. They have completed an almost • Organize students into groups of three or four.
impossible journey – to one of the most remote places Elicit where Ben and James have traveled together
on earth and they are still friends at the end of it! so far (across the Atlantic, the South Pole, the
7 02 Watch the video again. Match the numbers
Empty Quarter). Tell the class that Ben and James
below to what they refer to (1–6). are looking for ideas for their next adventure and
they want somewhere interesting, challenging,
• Play Part 2 and tell students to match the numbers to and maybe not too well-known. For example,
what they refer to (1–6). Check answers with the whole
climbing Mount Everest would be too obvious. The
class.
groups then discuss a place for them to visit and
8 Circle the best summary of the documentary. brainstorm reasons for the choice. Walk around the
• Ask students to read the alternatives and circle the best classroom to monitor their work. When they have
summary of the documentary. When they have finished, finished, invite them to share their ideas with the
elicit the answer and encourage a few students to class and ask students to vote for the best idea
explain why alternatives 1 and 2 are incorrect (2 is apart from their own.
wrong because some Bedouin tribes live there already • Encourage students to tell you what they enjoyed
and Sir Wilfred Thesiger explored the area and 3 is most in the lesson. Tell them to justify their opinion.
wrong because, although it says that this is the hardest
expedition they have been on, it doesn’t say that it is
105 

Culture 2 When will the lights go out? pages 92 and 93
Materials: • Play Part 1 of the video. Students watch part of a BBC

documentary about electricity and match pictures
• Student’s Book A–C to descriptions 1–3.
• video files 03 and 04 • Don’t check answers yet.
Warm-up Video script:

• (Books closed) Organize students into pairs. Ask Part 1
them to define alternative energy and list different A power crisis
sources they are familiar with. Walk around the
Every time we switch on a kettle to make some tea or
turn on the heating, we expect our electricity supply to
finished, have them report to the class. work. We take it for granted that it will light our houses,
• (Books open) Ask students to look at the glossary on cook our food, run our businesses and keep us alive.
page 92. Students should find the words in the text But in our lifetimes, this electricity supply could run
and rewrite the sentences using different words or out. We are quickly moving towards a power crisis. The
phrases which have the same meaning. nightmare scenario is if our demand for electricity can
• Ask students to look at pages 92-93 and discuss no longer be met by our ability to supply it, then the
what they will do in this lesson. Explain what the lesson lights go out. In today’s programme, we’re investigating
is about. this very real problem. We’re here at the National Grid to
find out how they’re dealing with our increasing demand
for energy. Breakfast time in Britain. The toasters are
1 Look at the pictures. In pairs, discuss the questions. on, the kettles are boiling and showers are pumping
• Encourage students to describe the pictures. Then out hot water. All this requires electricity and all the
organize them into pairs for them to discuss the electricity in the country is controlled here by this team
questions. of twenty-five people. This is the National Grid Control
• Don’t check answers yet. Centre. Up there on that board you’ve got every single
power station in the country and the demand at this
precise moment. Over three hundred power stations
Extra activity across the country turn coal, gas, nuclear, and wind
• Critical thinking Engage students in a discussion into precious electricity. And it’s the job of these guys
about the use of fossil fuels, mainly in terms of to send that electricity from where it’s made to where
we need it – down thousands of miles of high voltage
climate change, and the advantages of the use of
cable, across the country and directly into our homes.
alternative fuels such as lower emissions, lower fuel And on this particular cold winter morning, the demand
prices, and the reduction of pollution. for electricity is very high, nearly doubling in just ninety
minutes!
2 Read the article and check your answers to 5 03 Watch Part 1 of the video and check your
Activity 1. answers to Activity 4.
• Students read the article and check their answers to • Play the file. Students watch Part 1 of the video and
Activity 1. When they have finished, ask if any of the check their answers to Activity 4. If students are
answers were wrong or if there is any extra information struggling with the activity, play the file a second time.
that students found out. • Check answers with the whole class.
3 In pairs, discuss the questions. 6 03 Watch the video again. Circle the correct option.
• Organize students into pairs for them to discuss the • Go over the choices with the class and make sure
questions. Tell them that they should also think of students are familiar with all of them. Then play the
alternative forms of power if their country has little video and tell them to circle the correct option to
wind but a lot of sunshine, for example. When they complete the sentences.
have finished, have them share their opinions with the • Check answers with the whole class.
whole class.
7 04 Watch Part 2 of the video and complete the
4 03 You are going to watch part of a BBC summary with the words below.
documentary about electricity. Match photos A–C • Before you play Part 2 of the video, go over the words
to descriptions 1–3. listed and encourage students to read the summary
and anticipate the answers.
BBC video • Play Part 2 and ask students to complete the summary.
Note: If you cannot show the video, spend more class time Check answers with the whole class.
 106

Video script: 9 CULTURE PROJECT In groups, prepare a

presentation about the electricity supply in your
Part 2
country.
The future of our power supply
In winter, Britain uses on average fifty gigawatts of
electricity – that’s fifty billion watts! The National Grid
• Allocate at least 10 minutes for setting up the project.
meets that demand using seven gigawatts from nine • Organize students into groups of four, ask them to read
nuclear power stations. Coal power stations generate the instructions, and elicit ideas of how to design the
around twenty-five gigawatts, gas power stations make presentation: what order to present the information
a little more and renewables, including wind, provide in, what sort of information would be interesting, what
around ten gigawatts. Another six gigawatts comes pictures or videos would help to illustrate the topic, etc.
from abroad or other sources. At the moment, the grid • Set a minimum and maximum number of slides so
has more than enough power to supply all our needs that the presentations are neither too long nor too
but over the next ten or twenty years that will change. short. Decide how the presentation will be shared: via
The government have set ambitious carbon reduction computer and projector in the classroom, a file sharing
targets, at least thirty-four percent fewer carbon service, email, or on the school website.
emissions by 2020. To hit that target we have to close • If resources for digital presentations are not available,
almost all our coal power stations and as our nuclear ask students to prepare posters instead.
stations reach the end of their lives, almost all will need
Sharing the project
to be switched off too. So, within ten years, the team
at the National Grid might not have enough electricity • Before students present their projects, allow them some
to meet all our needs. We might not be able to boil the time to practice. Make sure everybody is involved in
kettle for tea! And that could be catastrophic, at least participating. Remember to praise students.
for the British! • Have a class vote for the most interesting presentation.
8 What is the power crisis described in the video? Wrap-up
Do you think that your country is going through a
similar crisis? Why? / Why not? How can you save • Organize students into small groups. Ask them to
energy in your daily life? Discuss in pairs. imagine they work for the town council and they are
• Organize students into pairs and tell them to discuss having a meeting to try to find ways of reducing the
the questions in the rubric. Walk around the classroom town’s energy use. They should try to agree on five
to monitor their work. When they have finished, have ideas. Walk around the classroom to monitor their
pairs share their opinions with the class. work. When they have finished, invite each group to
present their ideas to the class and have the class
vote for the best ideas.
Culture 3 Who is the Queen of fashion? pages 94 and 95
Materials: • Organize students into pairs. Set a time limit for them to
discuss the questions. When time is over, ask students
• Student’s Book to report their ideas to the class. Remind them to justify
• video files 05 and 06 their opinions.
• Critical thinking Engage students in a discussion
about fashionable people they have met or heard of.
Warm-up
Encourage them to share their opinions about those
• (Books closed) Ask: Do you prefer functional or people with the whole class.
fashionable clothing? How much into fashion are
you? and encourage students to share their opinions 2 Read the text and circle the correct option.
with the whole class. • Read the text with the class. Then allow students
• (Books open) Ask students to look at the glossary on enough time to read the statements and circle the
page 94. Tell them to find the words in the text and correct options to complete them. When they have
to discuss what the words mean in context. Then finished, elicit the answers from students.
ask students how they would say those words in their
own language. 3 In pairs, discuss the questions.
• Ask students to look at pages 94-95 and discuss what • Organize students into pairs for them to discuss the
they will do in this lesson. Explain what the lesson is about. questions. Walk around the classroom to monitor their
work. When they have finished, encourage them to
share their opinions with the whole class.
• Ask the class to describe Kate Middleton’s clothes in
the picture and share their opinions about them. If they
don’t like the clothes she is wearing, ask them what
they think someone like her should wear.
107 

4 05 Watch Part 1 of a documentary about British 7 05 Watch the video again and check your
fashion. Answer the questions. answers to Activity 6.
• Play the video again and pause when each item in
BBC video the list is shown (see answer key below) for students to
check their answers to Activity 6.
Note: If you cannot show the video, spend more class time
preparing the Project. Answers:
• Play the video with no sound so that students can suit, tie, cap (2 seconds); buttons (7 seconds); gloves
focus on the clothes they see rather than on what the (24 seconds); zip (31 seconds); leather bag (34
narrator says. Invite students to share their ideas with seconds); belt (36 seconds); riding boots (55 seconds);
the class and to give their opinions about the clothes necklace (1 minute 7 seconds); umbrella (1 minute 21
they saw. seconds) Students watch the video again and check
• Play the video and tell students to answer the their answers to Activity 6.
questions. Elicit the answers from students.
8 06 Watch Part 2 of the video about the Barbour
jacket. Answer the questions in your notebook.
Video script:
• Encourage students to read through the questions and
Part 1
guess the answers before they watch Part 2.
An unlikely fashion icon
• Play the video and tell students to answer the questions
in their notebooks. When they have finished, check
Classic country clothes have always been the uniform answers with the whole class and ask if they think the
of choice for the British upper classes. But they have
European or the British style is better.
not always been fashionable. That is changing! There
is something about old England and tradition. Many Answers:
designers think that the English have a strange but 1 He is the style director.
brilliant sense of style, which is a constant inspiration
2 for over a century
for them. This look says something about the people
who wear it. It’s a status symbol. In fact, the biggest fan 3 Their sales doubled.
of this style is the poshest person of all – the Queen! 4 in perfect condition
And she’s become an unlikely fashion icon. The Italian 5 They prefer them to look older and as though they
fashion designers Dolce and Gabbana recently used her have been worn for many years.
look to create one of their collections. Royal dressing 6 The British – he is shown wearing a more “worn” jacket.
does stand for something in people’s eyes all over
the world. It stands for things that endure, values that
endure. The genius of traditional British style is that it’s Video script:
perfectly practical. In every garment there’s a little bit
of the country dream. These clothes are world famous Part 2
today but the stories behind them are not. Landscape. The Barbour jacket
The weather. War. Class. Nostalgia. The designs have The one garment that protects British people more than any
been evolving for generations. Now the same look is other is the Barbour jacket. This is Lord James Percy, who’s
being updated for the tastes of today. This is the look the company’s style director. Today, Barbour is one of the
that sums up British style – these classic outdoor clothes, most successful clothing companies in Britain and Percy
designed to protect us from the weather and the outside has designed many award-winning coats for the brand.
world. James Percy is involved with Barbour in the development
of a technical sporting range using state-of-the-art fabric
5 05 Watch the video again. Decide if the technology alongside functional design. Barbour have been
sentences are T (true) or F (false). Correct the false making their trademark wax jackets for over a century but
sentences in your notebook. their sales increased dramatically when a film called The
• Play the video. Students watch it again, decide if the Queen showed Her Majesty wearing one behind the wheel
sentences are T (true) or F (false), and correct the false of her Land Rover. The day after the premiere, a lady walked
sentences in their notebooks. into their store in New York and asked for the jacket that the
Queen was wearing in the film. Soon after that, their sales
Answers: – certainly in New York – had doubled. Americans may
2 She’s become an unlikely fashion icon. have only just started wearing Barbours, but in Europe they
4 British clothes are world famous today. have been wearing these jackets for decades! James Percy
knows the jackets, and the people who wear them really
6 Check your memory. Check (✓) the clothes and well. European customers like their coats to be in perfect
fashion accessories that you saw in the video. condition – brand new and shiny. However, the British like
• Students check the clothes and fashion accessories to have their coats look older. It shows that they have lived
they saw in the video. When they have finished, elicit in them for ten, twenty, thirty years. They can be ripped and
what they are sure they saw but do not tell them the smelly – the dirtier the better! This is one way to make your
correct answers yet. jacket look older! Look at that! Nice! What else can we do
to it? As you can see, James had a good aim! But the coat
is very hard-wearing. The shot hardly even marked it. It isn’t
bullet proof but it’s unbelievably tough. Now that should be
about right.
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9 Do you like any of the clothes from the two clips? • Organize students into groups of four and ask them to
Would you wear any of them? Give reasons. What read the instructions.
clothes are popular where you live? Do they • Help students develop their ideas for the content of
normally look old or new? Discuss in pairs or their presentation and tell them to discuss their ideas.
small groups. They should think about how they would like to order
• Organize students into pairs or small groups and tell their presentation in order to make it as eye-catching
them to discuss the questions in the rubric. Walk around and interesting as possible. Tell groups to make
the classroom to monitor their work. When they have sure each student in the group researches and then
finished, have them share their opinions with the class. contributes to the presentation equally.
• As a follow-up activity, encourage students to also • Encourage students to create a multimedia
discuss any of the clothes they saw which they definitely presentation for their project and set a minimum and
wouldn’t want to wear. Invite them to share their ideas maximum number of slides so that their presentation
with the class. is neither too long nor too short. Decide how the
presentation will be shared: via computer and projector
Extra activity in the classroom, a file sharing service, email, or on the
school website.
• Remind students about the jacket the Queen was • If resources for digital presentations are not available,
wearing in the video and how it affected sales. Then ask students to prepare posters instead.
organize students into groups of four. They then • Set a date for students to share their presentations.
discuss clothes they would like to own because Sharing the project
they have seen them in movies. Walk around the
• Before students give their presentations, allow them
some time to practice. Make sure everybody is involved
finished, have each group present one item to the
in presenting. You could comment on design, interest,
class and explain why they would like to own it.
accuracy, and pronunciation. Remember to praise
students first.
10 CULTURE PROJECT In small groups, prepare a • Have a class vote for the most interesting presentation.
presentation about clothes and fashion in your
town. Wrap-up
Setting the project up • Have students write down questions about each
• Allocate at least 10 minutes for setting up the project. group’s presentation in their notebooks. At the end,
As a whole class, discuss clothes that are fashionable encourage them to ask those questions and share
at the moment and whether there are different styles their opinions about the project with the whole class.
which are fashionable for different age groups.
Culture 4 What is the happiest profession? pages 96 and 97
Materials: 1 In pairs, discuss the questions.

• Student’s Book • Organize students into pairs for them to discuss the
• video files 07, 08, and 09 questions. Walk around the classroom to monitor their
work. When they have finished, have some students
report their answers to the class.
Warm-up • Critical thinking Keep students in pairs. Ask them
to think of their parents and relatives who work. Ask:
• (Books closed) Organize students into pairs. Write the Which ones have the most stressful jobs? Which ones
following quote from Mark Twain on the board and have the least stressful jobs? Encourage them to
encourage students to reflect upon it: “Find a job you justify their opinions based on their acquaintanceship.
enjoy doing, and you will never have to work a day in
your life.” Set a time limit and invite students to share 2 Read the article and circle the correct option.
what they have discussed with the whole class. • Students read the article individually and circle the
• (Books open) Have students describe the picture correct option to complete the statements. Elicit the
on page 96. Ask them to relate the picture to the answers from the class.
question in the title of this section. Then ask them
to look at the glossary on the same page. Students 3 Check (✓) the best summary for the article.
should find the words in the text and discuss what • Students check the best summary. If necessary, go over
they mean in context. the article again with the whole class. When they have
• Ask students to look at pages 96-97 and discuss finished, have them explain the correct answer.
what they will do in this lesson. Explain what the lesson
is about.
109 

4 In pairs, discuss the questions. sentences and discuss whether they think they are true
• Organize students into pairs for them to discuss the or false based on what they have just seen. Elicit ideas
questions. Walk around the classroom to monitor their and then play Part 3 of the video again, this time with
work. When they have finished, have some students the sound on, for students to decide if the sentences
report their answers to the class. are T (true) or F (false) and correct the false sentences
in their notebooks.
Extra activity • Elicit the answers and write the correction of the false
sentences on the board.
• Ask students why so many people choose stressful
jobs if these don’t make people happy, and if money Answers:
is more important than job satisfaction in their view. 2 The final competition is about how clothes, shoes,
make-up, and hair look together.
4 It was a really hard, close decision.
5 07 Watch Part 1 of a video about a new talent
show. In pairs, discuss the questions. 8 In pairs, discuss the questions.
• Write these two sentences on the board: Talent shows
BBC video are interesting and entertaining and show us things we
Note: If you cannot show the video, spend more class time would not usually think about. Talent shows are all the
preparing the Project. same and are only shown because they are cheap to
make. Ask students to stand on one side of the room
• Discuss talent shows that students have watched or or the other depending on which view is closest to
which are shown on TV in their country. Ask what kinds
their own.
of talents are tested (e.g., dancing, singing, cooking).
• Organize students into pairs with someone whose
Ask which talent shows are the most entertaining and
view is the same as theirs. Tell them to discuss the
encourage them to explain their answers.
questions. Set a time limit and, when they have
• Organize students into pairs. Play Part 1 of the video finished, encourage them to share their ideas with the
and ask students to discuss the questions. Walk around
rest of the class.
finished, invite some students to share their answers 9 CULTURE PROJECT In groups, prepare a
with the whole class. questionnaire about happiness at work.
Video script: • Allocate at least 10 minutes for setting up the project.
Organize students into groups of four and ask them
Part 1 to read the instructions. Discuss some ideas for the
The contest questionnaires and write key words on the board.
The show that celebrates the very best of young hard- • Then talk about the different types of questions
working British talent is back! These local heroes don’t students could include (e.g., How do you feel about
sing and dance, they just work very hard! They’re all your work: very happy? happy? not very happy? or
perfectionists in their work. And now for the second On a scale of 1 to 10, how happy are you at work?
year running, they’re going head to head. They all want 10 = very happy, 1 = very unhappy). Tell students to
to prove that they’re number one in their professions.
think of at least five questions for their questionnaires.
From butchers to hairdressers … from beauticians to
fishmongers. And they all feel really confident that they
• Encourage students to create a multimedia
can win this competition. Judging them will be two top
presentation for their questionnaires and set a
experts who will look for winners in each category and minimum and maximum number of slides so that
tell the others how badly they are doing. There is no time their presentation is neither too long nor too short. If
for the contestants to be worried. They need to take a possible, have students interview different people to
deep breath and just focus on what they are doing. test their questionnaires and decide how the findings of
their survey will be shared: via computer and projector
6 08 Watch Part 2 of the video. Complete the in the classroom, a file sharing service, email, or on the
sentences with the words below. school website.
• Go over the words listed and make sure students are • If resources for digital presentations are not available,
familiar with all of them. Ask them how they would say ask students to prepare posters showing their
those words in their own language. questionnaires or the findings instead.
• Tell students to complete the sentences before • Set a date for students to share the survey results with
watching Part 2 of the video. Then play the video for the whole class.
students to check their answers. Sharing the project
• Make sure everybody is involved in presenting. You
7 09 Watch Part 3 of the video. Decide if the
could comment on design, interest, accuracy, and
sentences are T (true) or F (false). Correct the false pronunciation. Remember to praise students first.
sentences in your notebook. • Have a class vote for the most interesting
• Organize students into pairs. Play Part 3 of the video questionnaire.
with no sound and then ask students to read the
 110

Wrap-up have decided on an idea, they should work together

• Remind students of the talent shows they talked to plan how the show would work and why it would
about earlier. Organize them into groups of four to be interesting for viewers. Walk around the classroom
think of new ideas for talent shows that haven’t been to monitor their work. When they have finished, have
shown yet (e.g., teaching, driving). When students each group present their idea and hold a class vote
for the best one, apart from their own.
Culture 5 Can you run a marathon in space? pages 98 and 99
Materials: • Students then read the article individually and answer

the questions in their notebooks. When they have
• Student’s Book finished, elicit the answers, and write them on the board.
• video files 10 and 11
Answers:
1 to raise money for charity
Warm-up 2 baseball, basketball, golf
• (Books closed) Play Hot Seat with words related 3 to find a way to overcome weightlessness / to
to sport with the class (e.g., badminton, baseball, change the rules to take into account the absence
basketball, biking, boxing, curling, canoeing, of gravity
dodgeball, fencing, hockey, karate, soccer, etc.). 4 it seems too risky
Ask a student to sit on a chair at the front of the 5 a giant, transparent, plastic ball and a lot of space
classroom with his/her back to the board. Write 6 skate parks, anywhere where there are walls or
the word related to sports on the board. Different buildings they can jump off
students say individual words associated with the
word to help the student guess it. Allow a maximum 3 In pairs, discuss which of the sports mentioned in
of 10 words. Students can’t mime, say sentences, or the article you would like to do and why.
make noises. If the student guesses the word, he/she • Elicit all the sports mentioned: marathon running,
has another turn. If he/she doesn’t, another student baseball, basketball, golf, boomerang, skydiving,
comes to the front. Repeat the procedures. zorbing, parkour, skateboarding, BMX riding. Then
• (Books open) Have students describe the picture organize students into pairs for them to discuss which
on page 98. Ask them to look at the glossary on the of those sports they would like to do and why. When
same page and find the words in the text and discuss they have finished, invite them to share their opinions
what they mean in context. with the class.
• Ask students to look at pages 98-99 and discuss
what they will do in this lesson. Explain what the lesson 4 10 Watch Part 1 of the video about unusual
is about. people doing extreme sports. Decide if the
sentences are T (true) or F (false).
1 Look at the picture and the title of the article. In BBC video
pairs, discuss the questions.
• Encourage students to describe the picture and relate Note: If you cannot show the video, spend more class time
it to the title of the article. Then organize them into preparing the Project.
pairs for them to discuss the questions. When they have • Before students watch Part 1 of the video, ask them to
finished, invite them to share their ideas with the class. read the sentences and then imagine who George is
and what he looks like. Encourage them to share their
Extra activity ideas with the class.
• Play Part 1 of the video. Students watch it and decide if
• Critical thinking Ask students whether it would the sentences T (true) or F (false). Check answers with
be easier to run the distance alone on a running the class and allow them some time to correct the false
machine or with other runners through the streets of sentences orally. Elicit the answers and have different
London. Elicit advantages and disadvantages of students write them on the board.
each and encourage them to share their opinions
with the whole class.
Video script:
2 Read the article and answer the questions in your Part 1

notebook. George Moyes – skydiver
• Tell students to read the questions before they read the I = Interviewer G = George T = Trainer
article and encourage them to anticipate the answers. With his tweed jacket and silk tie, George Moyes is
not your typical skydiver. But then George Moyes,
111 

a retired shop window dresser, is not your typical the sport. And then from there it just hasn’t let up.
ninety-seven-year-old. This was to be his first ever This is the Venice Beach skate park and we’re at an
jump. His family – terrified. The man himself – ice event called Life Rolls On. The best riders in the world
cool. come here. People of all ages are here, too. This is
I: There’ll be people watching this, thinking … ‘What on a young girl who wants to do a hand plant and a
earth is he doing?’ ‘Why is it important for you to do back flip. Aaron is a great teacher; he encourages
it?’ everybody and shows them the skills they need.
G: I’m saying the same thing myself actually. Ten A: Mainly, for me it’s just important that they see the
minutes and ten thousand feet later, it’s time to wheelchair as an, you know, opportunity, something
go. Free-falling at 120 miles an hour, then gently fun. Because a lot of people think of the wheelchair
parachuting back down onto Salisbury plain. as a dead-end. But you know, these kids, you know,
I: How was that? you ask any of them, and they love their wheelchair!
G: Lovely. And that’s my goal.
I: Lovely? Aaron is an example to everyone. He was the first
person to perform a backflip in a wheelchair at the
G: Yeah. age of fourteen and he’s always trying to do new
T: You can see he’s pretty bonkers. He doesn’t want to tricks and stunts. He still gets nervous before the big
grow old gracefully. He’s still got his own eyes, own jumps but he says that’s part of the fun of it! If he
ears. OK he’s got false teeth but apart from that, he’s didn’t get nervous, he would stop.
100 percent there.
I: Would you do it again? 7 11 Watch the video again and answer the questions
G: Yeah. in your notebook.
I: Really? • Play the video again for students to answer the
questions in their notebooks. If students are struggling
G: Oh yeah.
with the activity, play the video one more time.
I: On his 100th birthday … a couple of years to go.
• Elicit the answers and write them on the board.
G: That’s right, yeah.
5 Watch the video again without the sound.

10
8 What’s your opinion of George’s and Aaron’s feats?
Circle the correct option. Whose achievement is more amazing? Why? What
crazy activities can the elderly and people with
• Play the video again without the sound. Students disabilities do in your country? Discuss in pairs.
watch it and circle the correct options to complete the
sentences. When they have finished, check answers • Organize students into pairs. Set a time limit for them
with the whole class. to discuss the questions. Walk around the classroom to
monitor their work.
6 11 Watch Part 2 of the video and complete • When pairs have finished discussing, encourage them
the text with the words below. There are two extra to share their opinions with the class.
words.
9 CULTURE PROJECT In groups, prepare a digital
• Play Part 2 of the video and ask students to complete presentation about an elderly person or a person
the text with the words listed. Tell them there are two
with a disability in your country who has done
extra words.
something extraordinary.
• Have different students read the sentences aloud for
correction. Setting the project up
• Elicit one example of an elderly person or a person with
Video script: a disability who has done something extraordinary from
the students’ own country and have a class discussion
Part 2
about what they know about him or her.
Aaron Fotheringham – extreme wheelchair athlete • Organize students into groups and ask them to read
A = Aaron Fotheringham, known as ‘Wheelz,’ is an the instructions. Make sure that each group chooses a
extreme wheelchair athlete. Think about it: if you different person. Encourage them to choose someone
were in wheelchair, would you try this?
that they hadn’t heard of before so that they are
A: I ride WCMX. I’m from Las Vegas, Nevada. WCMX finding out something new.
stands for wheelchair motocross. It’s kind of like BMX
but with wheelchairs, in skate parks and on ramps
and stuff. I started riding WCMX when I was eight presentation for their project and set a minimum and
years old. My older brother was a BMXer and he maximum number of slides so that their presentation
always did skating too and just, you know, got me is neither too long nor too short. Decide how the
into it. I crashed a couple of times and he helped presentation will be shared: via computer and projector
get me back up. And then I finally rolled away from in the classroom, a file sharing service, email, or on the
one of them and I was like, ‘That was fun!’ I was you school website.
know, just instantly hooked on it. About six months • If resources for digital presentations are not available,
after landing my first back flip, I ended up going to ask students to prepare posters instead.
Germany and travelling for my first time because of
 112

• Set a date for students to share their presentations. Wrap-up

Sharing the project
• Before students give their presentations, allow them • Tell students to imagine they are trying to organize
a sport in space. Organize them into groups of
four to discuss how they could play the sport in a
in presenting. Remember to praise students.
weightless environment and how the rules would have
• Have a class vote for the most interesting presentation. to change. Walk around the classroom to monitor
their work. When they have finished, invite groups to
present their ideas to the class.
Culture 6 Why do languages change? pages 100 and 101
Materials: 3 Read the article again. In pairs, discuss the

questions.
• video files 12 and 13 • Organize students into pairs and set a time limit
for them to read the article again and discuss the
questions. Walk around the classroom to monitor their
Warm-up work. When time is over, encourage them to share their
answers with the class.
• (Books closed) Organize students into groups of
four. Write the question from the title of the lesson Extra activity
on the board and tell them to discuss reasons why
languages change. Set a time limit for the groups to • Critical thinking Ask students if they think it is a good
discuss and walk around the classroom to monitor or bad thing for languages to change and have
their work. Then encourage one student from each them say whether or not grammar rules should stay
group to share their ideas with the rest of the class. the same.
• (Books open) Ask students to look at the picture
on page 100. They should describe it and explain
how it is related to the theme of the lesson. Then ask
4 12 Watch Part 1 of a video about the English
students to look at the glossary on page 100. Tell

language. Circle the correct option.
them to find the words in the text and discuss what
they mean in context. BBC video
• Ask students to look at pages 100-101 and discuss Note: If you cannot show the video, spend more class time
what they will do in this lesson. Explain what the lesson preparing the Project.
is about. • Play Part 1 of the video. Students watch it and circle the
correct options to complete the sentences.
• Elicit the answers and ask students what else they
heard the narrator say about studying in the Philippines
• Organize students into pairs and set a time limit (e.g., Students are not just there to learn English
for them to discuss the questions. Walk around the but can also study other subjects in English such as
classroom to monitor their work. When time is over, engineering). Then ask where the students they saw
encourage them to share their answers with the class. were from (Saudi Arabia, Taiwan, Libya, Japan, Russia).
2 Read the text and answer the questions in your
notebook. Video script:
• Encourage students to read the questions before they
read the text. Make sure they understand all of them. Part 1
• Students then read the text and answer the questions Learning English abroad
in their notebook. When they have finished, elicit the T = Teacher P = Presenter A = Ahed
answers and write them on the board. E = Elizaveta C = Coconut seller
T: Have you guys heard of the words "first impressions"?
Answers:
P: Ahed Al-Khayat is learning English in the Philippine
1 There are three times as many non-native speakers
capital Manila. Ahed is from Saudi Arabia but his
as native speakers. It is spoken all over the world.
classmates are from Taiwan, Libya, and Japan. Other
People from two different countries often use
students are from Belgium and Brazil. They’re all
English to communicate with each other.
here because they can get good quality teaching
2 A simplified English spoken by non-native speakers. for a fraction of what it would cost in America or the
3 About 600 million. United Kingdom.
4 New words have been introduced into the language. A: Everybody here speaks English very well. The accent is
5 Because they are slang words. very good and it is a cheap place to stay and learn.
113 

P: There are about a 100 million people in the means something so, in that respect, it would be a
Philippines most of whom speak at least some proper word. How about LOL, ‘laugh out loud,’ and
English. The government proudly states that this is other textspeak? Everyone uses LOL because it’s
the third largest English-speaking nation in the world fun and it represents funniness! But should they be
and that’s sort of true. in the dictionary though? The American company
P: Hello, sir. Can I have a coconut, please? The Global Language Monitor has a system that
C: How many, madam? tracks words across the media. It says we have more
than a million words in the English language now.
P: Just one, thanks. This is controversial though and critics question
C: OK. their calculation methods. By the way, if you want to
P: That kind of English that he just spoke there is typical compare, the Oxford English Dictionary has around
all through the Philippines. It’s English but with the 300,000 entries, including "chav" and "blog."
local language, Tagalog, mixed in – it’s more like E: A word becomes a word when it’s used by one
Taglish than English. And that must make it quite person and understood by another. But really a word
difficult for foreigners who are studying English here needs to be used in enough different resources. We
to know what’s English and what’s Philippine English. need to see evidence of its use in a wide variety of
But this hasn’t deterred people from coming here. resources. Monitor it electronically. It could be in
Every year, the number of foreign students goes up. print, it could be in speech but we need to find hard
Immigration data shows there are three times as evidence of its usage for it to be included in the
many now than there were just three years ago. And dictionary.
the Philippines doesn’t just attract students who want
to learn English. Elizaveta Leghkaya already speaks 6 Match words 1–6 to their definitions a–f.
it. She’s come here from Russia to do an engineering • Students match words 1–6 to their definitions a–f. When
degree and language isn’t a problem because most they have finished, check answers with the whole class.
courses at the top Philippine universities are taught • Ask students what other acronyms (e.g., NATO) or
entirely in English. abbreviations (e.g., BFF – best friends forever) they
E: Here it’s much cheaper compared to other countries. know and encourage them to write them on the board.
I also checked about Australia and New Zealand but
it’s too much. So, my parents cannot afford it. 7 13 Watch the video again and answer the questions
P: Do you think that the education level is the same in your notebook.
here? • Play the video again for students to answer the
E: Sure, I think De La Salle is a very good education, questions in their notebooks. If they are struggling with
seriously! the activity, play the video one more time.
P: This university firmly believes the teaching it provides • When they have finished, check answers with the whole
can match up to that anywhere in the world. And class and write them on the board.
with the cost of being a student rising every year and
the competition for jobs tougher than ever, it’s not Answers:
surprising that more and more people are looking 1 They are words people don’t like.
further afield for good quality cheap education. 2 They are words people like.
5 13 Watch Part 2 of the video. Circle the words you 3 300,000
hear. 4 When it is used by one person and understood by
• Before playing the video, tell students to go over the another; when there is evidence that it has been
words and discuss those whose meaning they know. used in a variety of different situations – written
• Play Part 2 of the video. Students then circle the words and spoken – it can be recommended for inclusion
they hear. Elicit the answers and ask students what the in the Oxford English Dictionary.
video showed (people writing words they liked and didn’t
like and discussing when a word becomes a word). 8 What did you learn about English in these videos?
Would you go and study English in the Philippines?
Why? / Why not? Discuss in pairs or small groups.
Video script: • Organize students into pairs and set a time limit for
them to discuss the questions. When time is over,
Part 2
encourage them to share their answers with the class.
What is a word?
E = Expert 9 CULTURE PROJECT In groups, prepare a digital
What makes a word a word? Well, that all depends presentation about different words in your language.
on who you ask. We asked these people to write the Setting the project up
words they don’t like in black and the words they
do like in red. Do you think for example that ‘chav’
is a word? Some people said that it is not because
• Organize students into groups of four, ask them to read
it’s slang. But what makes a word a word then? Are the instructions, and elicit ideas for their presentations.
slang words words? Should they be in the dictionary? Elicit one or two examples of new words in the students’
Some people think they should be because they own language that young people use a lot but which
are used in everyday vocabulary. And they are wouldn’t be found in a dictionary. Remind them they
part of our culture now. Anything that you use in a should decide if they all have the same opinions about
conversation that somebody else gets the meaning the new words or if they are going to point out both
of is a word, they say. Is ‘innit’ a real, proper word? It positive and negative things about them.
 114

• Discuss the order in which information could be accuracy, and pronunciation. Remember to praise
presented, and what kind of pictures or videos could students first.
best help illustrate their project. • Have a class vote for the most interesting presentation.
presentation for their project and set a minimum and Wrap-up
maximum number of slides so that their presentation
is neither too long nor too short. Decide how the • Elicit some examples of when English may be spoken
presentation will be shared: via computer and projector by non-native speakers (e.g., at a business meeting,
in the classroom, a file sharing service, email, or on the between internet friends from non-English speaking
school website. countries, at an airport when announcements
• If resources for digital presentations are not available, may be made in English in a non-English speaking
ask students to prepare posters instead. country). Then organize students into groups of
• Set a date for students to share their presentations. three and ask them to list as many examples as they
Sharing the project can and to discuss when and why they have spoken
English to a non-native speaker. Walk around the
• Before students give their presentations, allow them classroom to monitor their work. When they have
finished, invite them to share their ideas with the class.
in presenting. You could comment on design, interest,
Culture 7 Graffiti: street art or vandalism? pages 102 and 103
Materials: classroom to monitor their work. When time is over,

encourage them to share their answers with the class.
• video files 14 and 15
Extra activity
• Discuss the difference between street art and graffiti
Warm-up again. Invite students to share their ideas with the
• (Books closed) Organize students into groups of four. class. Ask them if there are any famous tags of graffiti
Write Street Art on the board and tell them to discuss artists in their towns and what those artists usually
what it is. Walk around the classroom to monitor their write or draw.
work. When they have finished, have one student
from each group report their opinions to the class. 4 14 Watch Part 1 of the video. Decide if the
• (Books open) Tell students to look at the glossary on sentences are T (true) or F (false).
page 102, find the words in the text, and discuss what
they mean in context.
BBC video
• Ask students to look at pages 102-103 and discuss
what they will do in this lesson. Explain what the lesson Note: If you cannot show the video, spend more class time
is about. preparing the Project.
• Play Part 1 of the video without sound and ask students
what they saw and what they think the people were
1 In pairs, discuss the questions. saying. Make sure they understand the meaning of
• Organize students into pairs and set a time limit degrade and then play Part 1 of the video again, this
for them to discuss the questions. Walk around the time with sound.
classroom to monitor their work. When time is over, • Students then read the sentences and decide if
encourage them to share their answers with the class. they are T (true) or F (false). Elicit the answers and
• Critical thinking Keep students in pairs. Ask them to encourage students to correct the false ones orally.
think of a piece of graffiti they have seen recently and
allow them some time to talk to their classmates about
it. Walk around the classroom to monitor their work. Video script:
Part 1
2 Read the article and circle the correct option.
Graffiti in Bristol
• Students read the article and circle the correct options
to complete the sentences. Tell them to pay attention P = Presenter M1 = Man 1 W = Woman
to the words in the text that helped them find the M2 = Man 2
answers and elicit these with the answers. P: Off it comes. Bristol’s graffiti busters spray away
another illegal tag. But will they soon have rather
3 In pairs, discuss the questions. less to do? The council here says some street art is
worth saving. Bristol is the home of Banksy who’s
• Organize students into pairs and set a time limit inspired a whole generation to use the streets as a
for them to discuss the questions. Walk around the canvas. But what should stay and what should go?
115 

M1: Personally, I think it degrades the neighbourhood a A: One of the premier Banksy pieces you can take
bit. That’s my opinion. home. An iconic work straight out of Detroit. Take it
P: So … you’d say it should go? home today in Beverly Hills!
M1: Well, I wouldn’t like to see that on the front of my P: And there were Banksy bargains galore.
house. A: Your last chance. Any interest? All right and we’re
W: Someone’s just written a word on a wall and sort of selling it at the back of the gallery for $110,000.
prettied it up a little bit. B: What I love is that it came out of Detroit. It came out
P: So, you’d get rid of that one? of the US. And the funds are going towards a great
W: I’d get rid of that one. Paint over it. charity to support artists so … I like it even better
now that I know the story.
P: OK. What about that one?
P: This mural was also on sale. The BBC first filmed it
W: This is absolutely fantastic. It’s a beautiful piece of on a wall in Bethlehem. It’s now in London, but who
art and I think anyone would be happy to have that was selling it and how they got it is not clear. In any
on their wall. case, the two big Banksys here went for less than a
P: I bet they wouldn’t! third of what the sellers had hoped for. Perhaps this
W: Well, I would be happy to have it on my wall. undercover art is now overexposed?
P: Should it stay or should it go?
7 Who do you think should own street art? If you had
M2: No, I think that’s just a mess that is, yeah. the money, would you buy this kind of art? Why? /
P: Bristol has become world famous for this kind of Why not? Discuss in pairs or small groups.
thing, but will saving the best of it just encourage
even more?
• Organize students into pairs or small groups and
tell them to discuss the questions. Walk around the
5 14 Check your memory. Circle the correct option for classroom to monitor their work. When they have
the things you saw in the video. Then watch the video finished, encourage them to report their answers to the
again and check your answers. class.
• Make sure students understand the meaning of skull
and skipping rope. Then tell them to circle the correct 8 CULTURE PROJECT In groups, have a discussion about
options for the things they saw in the video. graffiti and street art in your town.
• Play the video again for students to check their Setting the project up
answers. • Allocate at least 10 minutes for setting up the project.
• Organize students into groups of four, ask them to read
6 15 Watch Part 2 of the video and circle the correct the instructions, and elicit ideas for their discussions. If
option. students can have access to the internet in class, ask
• Ask students what they think the video will be about. them to try to find pictures of graffiti in their own town
(Some of Banksy’s art is for sale in America, maybe online. If students can’t access the internet in class,
in Beverly Hills. It was sold at auction. Maybe Banksy set a date for them to bring their pictures to class and
was in Beverly Hills and painted some graffiti there on discuss them. You could also ask them to create a
a door or something that could be removed and that digital presentation with their pictures and show them
was then sold.) Then tell students to read the sentences to the rest of the class while discussing them.
and anticipate the answers. Sharing the project
• Play Part 2 of the video and ask students to circle the • Before starting the discussion, allow the groups some
correct options to complete the sentences. Go over the time to practice. Make sure everybody is involved in the
sentences with the whole class and check answers. discussion. Remember to praise students’ participation.
• Have a class vote for the most interesting views.
Video script:
Wrap-up
Part 2
• Organize students into groups of three. Tell them to
Banksy’s auction use their imagination to plan a city art tour in their
P = Presenter A = Auctioneer B = Buyer town. This can take people to see official artworks
P: Banksy in Beverly Hills. It doesn’t sound quite right, such as paintings and sculptures as well as unofficial
does it? And in the end it wasn’t. But the evening graffiti or street art. When they have finished, tell each
began with the usual hype. As ever with Banksy, there group that one student should lead the tour and two
are more questions than answers. Does street art
should be tourists. The tour guide then explains where
like this belong in an auction? If you own the bricks,
do you own the soul of the work? And what does the they are and what they are looking at. The tourists ask
artist make of all this? questions or make comments. Remember to allow
students to practice and then invite groups to act out
their tour in front of the class.
 116

Culture 8 What is a virtual festival? pages 104 and 105
Materials: • Go over the words with the class and make sure
students are familiar with all of them. Then play the
• Student’s Book video. Students watch Part 1 and complete the
• video files 16 and 17 sentences with those words. Remind them there are
three extra words.
Warm-up • When they have finished, check answers with the whole
class.
• (Books closed) Ask: What is a virtual festival? and • As a follow-up activity, ask: Do you think computer
encourage students to share their opinions with the gaming could be classed as a sport? Do you think it
class. will ever be part of the Olympics?
• (Books open) Ask students to look at the picture on
page 104. Encourage them to describe it and then
relate it to the title of the lesson. Then tell them to look
Background notes /
at the glossary on page 104, find the words in the Siv HD’s real name is Robbert van Eijndhoven. He was
text, and discuss what they mean in context. born in the Netherlands in 1991. He started playing
• Ask students to look at pages 104-105 and discuss League of Legends when he was five years old. His two
what they will do in this lesson. Explain what the lesson employees are Kelsie Pelling (KayPea, 25) from Canada
is about. and Hans Bjerhem Albertsson (Mommie, 23) from
Sweden.
1 Look at the picture. In pairs, discuss the questions.

• Organize students into pairs and set a time limit for Video script:
them to look at the picture and discuss the questions.
Walk around the classroom to monitor their work. When Part 1
time is over, encourage them to share their answers with The Insomnia Festival
the class. P = Presenter G1 = Gamer 1 G2 = Gamer 2
G3 = Gamer 3 A = Alex J = Josh’s mum
2 Read the text and circle the correct option. S = Siv
• Students read the text and circle the correct options to P: They have come in their thousands: some to play
complete the sentences. Walk around the classroom computer games but most to watch. I know you’re
to monitor their work. When they have finished, check thinking: sitting in front of a computer all day
answers with the whole class. playing games is one thing, but sitting watching
other people playing computer games all day …
3 Circle the correct summary for Marcela. really?
• Tell students to read the text again and circle the G1: If you play the game, if you know the game, you can
correct summary for Marcela. Elicit the answer and ask appreciate the level of skill and the technical ability
why the other one is incorrect (Marcela said she knew that goes into it.
the other people but only from the internet.). G2: It’s really funny to watch some of the stuff they can
pull off – and just think wow, they must really have
Extra activity put so much practice into this and it does inspire
you in some way to keep on going.
• Critical thinking Ask students if they would travel
G3: It’s enough of a sport to be sort of sit inside and
to another country to go to an event like this and
sort of, you know, hone your skills that way instead
encourage them to justify their answers. Have of with a football or a rugby ball.
students talk about other types of indoor festivals
P: You think it’s a legitimate sport?
that they have seen in movies or on TV.
G3: Yeah … a legitimate sport.
P: This is a hi-tech professional set-up. Two teams play
4 In pairs, discuss the questions. for thousands of pounds in prize money, you can
• Organize students into pairs and set a time limit see the tension. The game is streamed live online.
for them to discuss the questions. Walk around the There are even commentators. The global audience
classroom to monitor their work. When time is over, online and at live events last year was more than
encourage them to share their answers with the class. seventy million. Lost in a world of Minecraft, we met
eleven-year old Alex.
5 16 Watch Part 1 of the video and complete the A: Minecraft is some sort of game that is built by the
sentences with the words below. There are three perfect people.
extra words. P: Why do you like watching other people playing?
A: Well, it makes me feel like I want to do what they
BBC video are going to do.
P: This is Josh and his mum, Michelle. Josh watches
Note: If you cannot show the video, spend more class time
videos of gaming all the time. His mum doesn’t get it.
117 

J: I thought it really weird and I was watching it Southbank. It’s nice for the Southbank to be
earlier, watching people commenting on other involved with such an established art form.
people’s playing. And I’ve never seen anything like P: There will also be a pop-up performance by youth
it. And obviously that’s where the following is, which dance troop, Zoo Nation, seen here rehearsing
I hadn’t really clocked, I thought it was just the ahead of their new show "Groove on down the road"
gaming itself … so I do find that’s slightly strange. which starts at the Southbank Centre next Friday.
P: On stage, some living legends – gamers who record Dt: They are unfortunately some of the most
themselves playing League of Legends and then ridiculously talented kids that I’ve ever come
upload it on to YouTube. Siv has more than a million across. And I only say unfortunately because for us
followers. adults, who are old, we are like watching our backs
S: I make my living out of it and I have two employees saying: "Where have they come from? They’re so
who I am coaching to become second and third good!"
versions of me. And it’s just a really nice … I’m P: And that takes real dedication … Do you literally
really happy it’s a sustainable job for now. Yeah. dance wherever you go?
P: This event, Insomnia, is taking place at Coventry’s D1: Pretty much, yeah … yeah … trains, at home,
football ground. So, is the national sport being buses.
overtaken by so called e-sport? Not yet. Some here D2: I like it because like you can like express how you
can’t even stay awake. But gaming is evolving and feel.
growing all the time.
D3: Like we’re always on our hands like all the time. We
6 16 Watch the video again. Circle the correct option. don’t walk with our feet, we walk with our hands.
• Play the video. Students watch Part 1 again and circle P: Putting breakdance on a stage, taking art out of
the correct options to complete the sentences. Check galleries and rolling BMX into the ballroom. The
answers with the whole class. point of this festival is to mash up cultures and
• Ask students if they ever watch YouTube videos of show them to a wider audience.
people playing computer games and talking about F: Many of the artists that we spoke to said: "I’ve
what they are doing. Encourage them to share their always dreamt about BMXing on the ballroom floor
or coming out on to the terraces or coming out
opinions about them with the class.
on to the roof gardens." And they really relish the
opportunity to be coming into those more public
7 17 Watch Part 2 of the video. Decide if the
and open spaces.
sentences are T (true) or F (false). Correct the false
P: The Southbank Centre has long been an unofficial
sentences in your notebook. playground where urban art forms are practised
• Tell students to read the sentences before watching the and honed, this weekend – a chance to see the
video and ask them what kind of festival they think they next generation!
will see in the video.
• Play Part 2 of the video and tell students to decide if 8 What’s your opinion of the two events? Which of
the sentences are T (true) or F (false). If students are these events would you like to go to? Why? Which of
struggling with the activity, play the video twice. them would be more popular where you live? Why?
• Elicit the answers and the corrections for the false Discuss in pairs.
sentences. • Organize students into pairs and tell them to discuss
the questions. Walk around the classroom to monitor
Answers: their work. When they have finished, encourage them to
1 BMX acrobatics and parkour are some of report their answers to the class.
the urban art on show at the Festival of
Neighbourhood. 9 CULTURE PROJECT In groups, plan your own urban
3 They are practicing in a studio. event or festival.
Video script: • Allocate at least 10 minutes for setting up the project.
• Organize students into groups of four, ask them to
Part 2 read the instructions, and elicit ideas for their event or
The Festival of Neighbourhood festival. Elicit one or two other activities that might be
P = Presenter S = Stick 1 Dt = Dance teacher found at an urban festival (e.g., living statues, juggling).
D1 = Dancer 1 D2 = Dancer 2 D3 = Dancer 3 • Encourage students to create a multimedia
F = Festival organiser presentation for their event or festival plans and set a
P: Spinning BMX acrobatics and parkour experts minimum and maximum number of slides so that their
braving the concrete walls: just some of the urban presentation is neither too long nor too short. Decide
art on show at the South Bank Centre Festival how the presentation will be shared: via computer and
of Neighbourhood this weekend. Alongside projector in the classroom, a file sharing service, email,
them, street artists, like Stick who will be giving or on the school website.
workshops and explaining the heritage of his trade. • If resources for digital presentations are not available,
S: People have always left their marks on walls from ask students to prepare posters instead.
the periods when we were living in caves. It’s • Set a date for students to share their presentations.
a continuation of that very old tradition which
is older than galleries, certainly older than the
 118

Sharing the project Wrap-up

• Before students give their presentations about the
plans for their own urban event or festival, allow them • Organize students into pairs. Tell them to imagine
some time to practice. Make sure everybody is involved they are at the Insomnia festival. They know each
in presenting. other from online games but have never met before.
• Have a class vote for the most interesting event or They should then imagine what they would say and
festival planned. talk about. Tell them to write their dialogues in their
notebooks.
Allow them enough time to practice their dialogues
in pairs and invite them to act out their dialogues in
front of the class when they have finished.
• At last, encourage students to tell you what they
enjoyed most in the lesson. Tell them to justify their
opinion.
119 

UNIT
NOTES1 Time for culture
Z01 Wider World American 4 TB 21110 NOTES.indd 120 08/11/19 20:55

e E n g l i s h Rod Fricker
i e n c
Exper c e t h e
E x p e ri e n
Wider World 4
COMPONENTS
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to a fascinating world of English language
STUDENT’S BOOK with integrated
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learners everything they need to achieve › BBC videos
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D I T IO N
AUTHENTIC
E R I CANE
AM
TEACHER’S BOOK with Digital Resources

FOR TEACHERS
BBC Culture videos and Grammar Vox Pop videos
provide real-life content and motivate students to use TEACHER’S BOOK
English as it is really spoken. › STUDENT’S BOOK and WORKBOOK with
overprinted answers
INTERACTIVE › Detailed lesson notes
Numerous opportunities for interaction with real-life PEARSON ENGLISH PORTAL
content across print and digital formats allow students to › Front-of-class presentation tool
develop their language skills at a deeper cognitive level.
› Teacher’s printable resources
› Complete assessment package
RELIABLE › BBC videos
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delivered within the Assessment for Learning principles
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AMERICAN EDITION
COURSE LEVEL CEFR GSE PTE GENERAL CAMBRIDGE
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Wider World 0 <A1/A1 10-25
Wider World American Edition pairs the successful Level A1
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english.com/widerworld
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e E n g l i s h Rod Fricker

Pearson’s ELT expertise gives teenage PEARSON ENGLISH PORTAL

TEACHER’S BOOK with Digital Resources

with Digital Resources

Find more information at

CVR Wider World American 4 TB CVR.indd 1 07/08/19 14:26

TO ACCESS THE PORTAL:

TO ACCESS THE APP:

- For Android: english.com/ppe-android

• Creating your account

• Activating your access code

• Checking technical requirements

CVR Wider World American 4 TB IFC.indd 1 24/10/19 11:25

F01 Wider World American 4 TB 21110 TTL.indd 1 11/23/19 4:17 PM

Teacher’s Book Photo Acknowledgements

Cover images: Front: Shutterstock.com: Shchipkova Elena

Students’ Book Photo Acknowledgements

F01 Wider World American 4 TB 21110 TTL.indd 2 11/23/19 4:17 PM

The eccentric Cadillac Ranch, Amarillo, Texas, USA

What would you paint?

F01 Wider World American 4 TB 21110 TTL.indd 3 11/23/19 4:17 PM

comfort zone ● State verbs

UNIT 6 communication ● Present Perfect family members with will

UNIT 8 ● Relative clauses tourist attractions questions

SELF-ASSESSMENTS ANSWER KEY p. 166 GRAMMAR TIME ANSWER KEY p. 167

F02 Wider World American Vol.4 SB 21141 Contents.indd 4 22/11/19 18:42

F02 Wider World American Vol.4 SB 21141 Contents.indd 5 22/11/19 18:42

4 I KNOW! How many relationship words can you add to Vocabulary

M00 Wider World American 4 SB 21141 U0.indd 6 22/11/19 18:50

7 Study the Grammar box. Complete the sentences

M00 Wider World American 4 SB 21141 U0.indd 7 22/11/19 18:50

1 1.05 Study Vocabulary A box. Write

B&B campsite city break coach

Vocabulary A Vacation and travel

4 1.07 WORD FRIENDS Study the Word Friends

1 When was the last time you took / rode a train?

M00 Wider World American 4 SB 21141 U0.indd 8 22/11/19 18:50

all right amazing awesome awful exciting funny nice

10 Study the Grammar box. Underline examples of

Grammar Present Perfect 13 In your notebook, And

M00 Wider World American 4 SB 21141 U0.indd 9 22/11/19 18:50

afraid annoyed anxious confused determined disappointed

5 I KNOW! How many other adjectives of emotion can you think of in

M01 Wider World American 4 SB 21141 U1.indd 10 22/11/19 19:11

M01 Wider World American 4 SB 21141 U1.indd 11 22/11/19 19:11

M01 Wider World American 4 SB 21141 U1.indd 12 22/11/19 19:11

Fitting in the problems she

M01 Wider World American 4 SB 21141 U1.indd 13 22/11/19 19:11

1 What’s the most exciting experience you have ever

2 Read the text. In pairs, ask and answer the

3 Study the Grammar box and complete the

4 In your notebook, write questions using the correct

M01 Wider World American 4 SB 21141 U1.indd 14 22/11/19 19:11

1 Do you like trying new things? Why? /

4 I KNOW! In pairs, add more adjectives to the list in

9 In pairs, talk about these And

M01 Wider World American 4 SB 21141 U1.indd 15 22/11/19 19:11

1 Who is Nina waiting for? The head teacher.

M01 Wider World American 4 SB 21141 U1.indd 16 22/11/19 19:11

2 1.21 Study the Vocabulary Reason for the challenge

by Joan Taylor 1 Why is the challenge difficult?

● how you felt after the experience.

M01 Wider World American 4 SB 21141 U1.indd 17 22/11/19 19:11

afraid [adj] focus [v] search [v]

Send ●● the guests. Your cousin who is also