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CONT ENTS
Theme
1
–
Identity
Unit
1
–
All
Unit
2
–
Keeping
Unit
3
–
Free-time
Theme
2
about
–
4
–
W here
Unit
5
–
Social
Unit
6
–
Global
Unit
7
–
Travel
3
–
I
live
and
My
Unit
9
–
Life
Unit
10
–
Education
Unit
11
–
Jobs,
This
–
This
of
GCSE
interest
................................................................................................................................................................................................................
and
future
study
and
the
choices
88
106
employment
and
ambitions
.................................................................................................................................................................
to
the
words:
the
syllabus
English
Book
as
is
a
listening
the
Second
supported
lesson
Book
for
plans,
Oxford
Language
by
the
teacher
ideas
exercises
as
Experienced
course
of
Teacher
the
as
words
book,
the
the
prepared
answers
to
beyond
make
examiners
including
content
possible.
questions.
Useful
the
that
hints,
well
and
AQA
Using
for
GCSE
this
book
exam
level.
as
been
detailed
adheres
the
learning
have
The
at
to
planning
the
will
level,
features
phrases
highlight
be
the
are
shown
to
vocabulary
124
178
below
and
helpful
to
you
in
your
all
closely
you
also
are
effective
aspects
ensure
as
that
and
in
are
for
as
well
studies
designed
as
to
possible.
Glossary
Glossary
that
to
syllabus
ensure
this
interesting
involved
REMEMBER:
will
72
book
differentiation
Student
Useful
and
56
post-16 .............................................................................................................................................................................................................. 160
this
includes
guidance,
transcripts
all
of
papers ....................................................................................................................................................................................................................... 194
covers
Student
which
activity
areas
......................................................................................................................................................................................................................................
career
use
fully
International
Guide,
global
school ................................................................................................................................................................................................................................ 142
Practice
to
book
(9280).
2
20
preparation
12
How
studies
and
...................................................................................................................................................................................................................................
Current
–
international
.....................................................................................................................................................................................................................................
tourism
8
Unit
national,
......................................................................................................................................................................................................................................
issues
Unit
Exam
........................................................................................................................................................................................................................
activities .................................................................................................................................................................................................................. 38
issues
at
culture
........................................................................................................................................................................................................................................
touch
Local,
Unit
Theme
me
in
and
boxes
meanings
may
not
for
give
the
words
give
that
you
understand
advice
knowledge
Remember
and
you
recap
have
boxes
on
the
already
gained
studies
Hint:
Hint
boxes
give
helpful
tips
Vocabulary
Challenge
and
advice
Grammar
LISTENING
Vocabulary
are
The
audio
CD
is
included
with
clearly
to
provide
listening
grammar
differentiated
sections
by
boxes
chance
push
fun
and
to
give
you
yourself
stretching
the
through
activities.
a
this
coloured
book
and
Challenge
background.
exercises.
iii
E xam
You
will
Paper
format
have
1:
What’s
to
complete
four
assessments
to
complete
Writing
course.
Paper
assessed
Communicating
the
2:
What’s
effectively
in
writing
for
a
variety
of
written
How
How
Written
60
assessed
exam:
1
hour
15
minutes
30%
of
60
international
GCSE
assessment
are
four
skills.
The
tasks
be
the
to
marks
based
on
themes
Paper
–
3:
What’s
How
40
Each
the
content.
of
a
level
the
nal
in
one
range
of
writing
three
themes
task
or
of
challenge,
rst
following
The
study
test
in
will
more
tasks
named
allow
of
as
the
do
of
types
of
it’s
assessed
exam:
1
hour
15
minutes
of
international
GCSE
assessment
Short
in
answer
response
questions
to
written
and
multiple
passages
–
60
choice
questions
marks.
will
students
named
marks.
Listening
Paper
and
responding
to
different
types
of
language.
45
a
How
minutes
international
Speaking
assessed
Communicating
for
assessed
exam:
4:
What’s
variety
it’s
of
and
GCSE
assessment
minutes
40
marks
of
effectively
in
speech
assessed
10
20%
interacting
purposes.
Non-assessment
marks
20%
different
in
assessed
it’s
Written
of
their
60
which
increase
one
Understanding
written
tasks
awarded.
on
Subject
draw
to
Questions
There
the
responding
marks
30%
Questions
and
language.
Written
marks
assessed
Understanding
purposes.
it’s
Reading
+
exam
preparation
international
GCSE
time
assessment
Questions
Students
will
questions
(Each
the
exam
be
a
asked
range
includes
question
played.)
iv
on
paper
to
of
5
listen
spoken
minutes
before
the
to
and
texts
Questions
answer
–
reading
listening
40
marks.
time
•
Photocard
•
General
•
audio
–
15
marks
(3–4
minutes)
of
stimulus
conversation
–
25
marks
(6–7
minutes)
is
recorded
by
teacher
and
marked
examiner
.
The
AO1
TO
Assessment
READING:
WRITTEN
R1:
R2:
UNDERSTAND
are
AND
as
follows:
RESPOND
AO3
LANGUAGE
Identify
and
Objectives
and
select
LISTENING:
RESPOND
relevant
detail,
key
points
L1:
longer
understanding
of
vocabular y,
ideas
and
L2:
Collate,
R4:
Draw
in
organise
and
inferences,
recognise
present
make
implicit
relevant
deductions,
detail.
a
key
L3:
variety
a
variety
abstract
L4:
WRITING:
COMMUNICATE
IN
of
Write
shor t
exchange
texts
to
convey
Produce
of
shor t
and
and
more
and
longer
complex
collate
shor t
and
and
key
spoken
longer
texts,
language.
information
complex
points
spoken
language
from
texts,
and
more
pur pose,
meaning
and
implied
feelings
in
meaning ,
extended
texts.
and
information.
clear
to
range
message
shor t
some
Recognise
and
coherent
text
of
present
key
points,
SPEAKING:
COMMUNICATE
extended
AND
length
a
WRITING
AO4
W2:
from
material.
attitudes
W1:
of
some
involving
AO2
overall
Understand
meaning.
LANGUAGE
details
the
involving
and
AND
texts.
Identify
pur pose.
R3:
SPOKEN
Identify
ideas.
Show
TO
UNDERSTAND
details
INTERACT
IN
SPEECH
and
S1:
Communicate
clearly
using
speech
ideas.
appropriate
W3:
Make
accurate
use
of
vocabular y
S2:
grammatical
structures;
spell
to
situation
and
audience.
and
and
Make appropriate and accurate use of a variety
punctuate
of vocabular y and grammatical structures.
accurately.
S3:
W4:
Manipulate
f luenc y
and
the
language
creativity
with
for
a
Produce
extended
sequences
of
speech,
increasing
variety
answering
and,
questions,
and
as
appropriate,
asking
of
expressing
opinions
with
pur poses.
spontaneity
S4:
and
Demonstrate
f luenc y.
appropriate
pronunciation
and
intonation.
At
the
beginning
of
UNIT
1
each
unit
use
can
All
This
R1
W1
L1
S1
this
is
you
unit
you
identify
write
which
assessment
about
unit
people
In
see
and
key
about
you,
will
be
covered
in
this
unit,
for
example:
me
your
family
and
the
know.
will
short
identify
all
objectives
learn
select
texts
communicate
relevant
to
details
to…
convey
from
clearly
a
detail,
meaning
range
using
key
of
speech
points
and
and
ideas
exchange
short
and
information
longer
appropriate
to
texts
situation
and
audience.
v
All
UNIT
This
1
about
unit
people
In
this
unit,
write
W1
you
will
and
key
and
learn
select
texts
you,
your
family
and
the
to:
relevant
to
details
communicate
S1
about
know.
short
identify
L1
all
you
identify
R1
is
me
convey
from
clearly
a
detail,
meaning
range
using
key
of
speech
points
and
and
ideas
exchange
short
and
information
longer
appropriate
to
texts
situation
audience.
Family
e
word
family
means
dierent
may
have
dierent
views
may
have
dierent
ideas.
1.1
Me
and
my
to
things
younger
to
dierent
people.
people.
People
in
Older
dierent
people
cultures
family
Abdul
Time
Spend
your
a
to
few
think
minutes
family,
or
the
(grandfather)
thinking
people
you
about
are
your
living
family.
with,
to
Draw
show
a
diagram
who
is
of
who.
Nadia
It
might
Or
you
look
might
Time
In
✪
something
pairs,
to
take
Show
think
your
the
own
example
diagram
shown
to
on
show
the
right.
(mother)
relationships.
talk
it
your
of
like
in
Sameera
Ali
turns
diagram
to
to
talk
your
and
ask
par tner
(older
questions.
and
explain
(younger
brother)
sister)
who
Zara
is
in
your
family.
(ME)
✪
Do
you
know
nephews,
see
✪
great-grandparents?
cousins?
Tell
your
par tner
Do
you
about
have
them
nieces
and
or
when
you
them.
Describe
a
or
your
time
Useful
one
when
of
the
you
members
had
a
good
of
your
time
family.
with
them.
Tell
one
another
words:
aunt,
cousin,
nephew,
uncle,
about
niece,
great-grandparent,
brother-in-law,
stepfather
,
widow,
Check
a
sister-in-law,
stepmother
,
widower
that
meaning
2
grandfather
,
grandmother
,
of
you
all
dictionary
to
know
these
help
the
words.
or
to
Use
check.
Unit
1.2
Different
Look
at
the
thinking
in
the
the
on
the
right.
dierent
Spend
kinds
of
a
little
family
there
are
to
think
Which countries do you think these families are from?
✪
How
✪
Is
✪
In
many
your
talk
generations
family
what
ways
Time
✪
speaking
time
✪
these
and
world.
Time
Now
Thinking
families
pictures
about
1:
to
any
your
of
there
in
each
picture?
these?
family
the
same
–
or
different?
talk
about
prompts
like
is
are
some
to
get
of
the
you
pictures
with
a
par tner.
Use
some
of
star ted:
Choose a picture. Take it in turns to describe the family in the picture.
What are they doing? What might they be thinking or feeling?
✪
W hich
✪
What do all the families seem to have in common in these pictures?
✪
W hat
are
the
advantages
of
being
in
✪
W hat
are
the
advantages
of
being
an
✪
Is
good
it
a
W hy
1.3
family
or
My
of
are
or
prepare,
similar
to
to
have
your
own
several
family
a
and
large
only
in
what
ways?
family?
child?
generations
living
close
together?
not?
friend
to
going
them
idea
why
Time
You
is
✪
how
long
✪
where
✪
what
they
✪
what
you
✪
if
friend
talk
think
make
a
look
was
–
a
friend
you
in
you
to
could
advance.
known
this
your
classmates.
describe
ink
them.
Find
To
a
help
picture
you
about:
friend
met
like
about
time
what
a
how
notes
have
how
like
about
about
few
you
and
there
think
to
them
you
and
were
happened
and
why
angr y
how
or
sad
you
because
made
of
things
this
better.
REMEMBER:
Time
to
notes
Give
a
three-minute
talk
about
your
friend
to
a
small
group
looking
Make
them
in
your
the
talk
face
interesting
and
by
developing
speaking
your
clearly
ideas.
when
you
read
are
out
talking
of
–
classmates.
Don’t
talk
and
loudly,
it
will
doesn’t
few
sound
mistakes
words.
very
matter
Just
understand
if
or
make
search
make
you
boring.
you
sure
It
a
for
people
clearly.
3
Unit
1:
Reading
non-fiction
READING
In
this
section,

read
a

learn
some

learn
what

learn
to
useful
is
might
and
be
text
vocabular y
meant
identify
by
and
on
the
skimming
select
topic
and
relevant
of
friends
and
family
scanning
details,
key
points
and
ideas.
about…
non-ction
families
will:
non-fiction
Think
e
you
NON-FICTION
text
you
friends
like
in
the
are
aect
going
us.
It
to
also
read
asks
is
about
what
some
these
of
the
friends
ways
and
family
future.
Hasbro
Will
We
your
humans
happiness
the
as
next
close
a
who
not
throughout
you
pets,
too.
and
stressful
as
purr
,
have
not
healing
the
group
in
of
the
does
broken
Of
course,
or
cannot
not
can
friend
But
see
and
friends
sometimes
all
know
the
talk
benefits
to
it
how
after
a
are
isn’t
possible
people
of
important
may
owning
bad
day
–
a
to
turn
pet,
for
A
all
afford
bother
robot
they
of
cat
purr
an
is
USA
The
have
two
that
proved
groups
didn’t.
study
that
it
that
of
They
group
you
both
that
than
can
one
robot
cat
have
to
a
pet
someone
someone
a
stress
improve
group
groups
rises
in
stroke
mental
pets
people,
put
showed
when
relieve
who
the
cat
in
it
owned
people
blood
other
.
and
but
of
physical
that
Other
listen
actually
in
pressure
were
remarkable
to
its
soothing
speeds
up
the
bones!
people
the
can
cost
animal.
available
and
a
our
own
a
pet
such
as
a
cat.
Many
live
in
flats,
Paro
the
-
robot?
Family
We
to
pet-owning
shown
only
a
lives.
need.
studied
situations.
high
studies
in
They
one
our
we
a
you.
scientists
health,
is
be
humans.
Everyone
and
judge
friend
other
friendships
loves
Now
half
need
companion.
does
best
meow.
of
an
But
in
help
the
They
animal,
is
at
shops
are
able
or
hand
now.
to
perhaps
for
The
those
pets
respond
they
to
just
don’t
facing
have
–
to
being
stroked
loneliness.
realistic
petting
responds
want
just
fur
,
like
and
a
Glossary
normal
be
let
Japan
out,
is
But,
and
one
unlike
they
of
the
Many
homes
robot
seal,
support.
mental
not
It
cuddle,
die.
health,
been
as
and
cat,
these
require
leaders
the
in
in
Paro’s
faces.
depression
homes
not
or
Japan
only
to
now
job
is
out
help
but
it
never
the
up
at
3
a.m.
to
mental
to
make
to
can
around
you
robots
seek
Paro
—
wake
grooming.
developing
programmed
care
will
feeding
elderly
Paro.
remember
such
Hospitals
for
called
has
and
real
world
special
touch,
a
never
people.
and
4
cat.
give
eye
help
regular
and
needs
now
use
of
be
a
love
respond
problems
to
fed
make
to
with
and
use
physical
for
receive
contact,
relieve
world
care
of
to
does
Paro.
do
to
with
do
the
with
mind
the
body
Unit
Developing
your
W hen
for
and
you
to
scan.
reading
You
look
that
may
want
called
getting
word.
You
to
know
‘the
paragraph
to
to
see
and
in
a
text,
scanning
you
are
need
two
to
be
able
dierent
to
ways
skim
of
useful.
gist’
skim-read
subheadings
four
information
ver y
Comprehension
skills
Skimming
are
1:
what
or
the
the
guide
what
a
piece
‘main
text.
you.
that
For
Or
you
of
text
idea’.
is
You
example,
can
paragraph
look
is
about
generally.
don’t
you
at
the
about.
need
can
rst
e
to
look
is
read
out
is
ever y
for
sentence
text
on
page
4
of
a
has
paragraphs.
A
Answer
word
1
to
in
the
these
text
questions
on
page
4.
quickly,
Each
without
answer
is
a
re-reading
paragraph
ever y
number,
4.
1
W hich
2
Which paragraph will be about a robot that can help look after people?
paragraph
3
W hich
paragraph
will
be
about
how
people
4
W hich
paragraph
will
be
about
how
robot
Extending
You
is
may
where
detail
your
need
your
you
carefully,
to
will
out
scanning
need,
about
how
pets
can
improve
need
pets
our
friends
can
health?
and
replace
family?
real
ones?
skills
nd
decide
perhaps
be
a
special
skill
on
picking
piece
comes
the
right
out
a
key
of
into
information
action.
section
word
of
in
To
text,
the
or
help
a
detail.
you
then
nd
read
is
the
more
text.
B
Now
1
Look
Give
2
read
at
at
Look
at
ways
tick
4
How
two
carefully
1.
How
can
a
2.
Give
two
pet
and
help
answer
some
the
people
questions.
feel
happier?
ways
a
pet
can
improve
people’s
health.
paragraph
the
has
more
ways.
paragraph
physical
3
text
paragraph
two
Look
the
robot
been
does
cat
3.
is
done
the
Copy
for
robot
the
similar
table
to
and
opposite
different
and
tick
from
a
to
real
show
cat.
the
One
you.
seal
Makes
show
love
and
suppor t
to
people?
Give
a
purring
Real
Robot
cat
cat
✔
sound
ways.
Has
to
Needs
be
to
fed
be
groomed
C
Research
other
robots
designed
to
act
as
human
helpers
or
Responds
friends.
Choose
one
and
make
a
labelled
picture
of
the
when
robot
stroked
showing
its
main
features
and
abilities.
Present
your
picture
to
Wakes
the
class,
explaining
what
the
robot
can
do
and
what
you
the
about
you
up
in
think
morning
it.
5
Unit
1:
Vocabulary
Vocabulary
Word
In
this
section,
you
To
✪
learn
some
✪
learn
about
verbs
✪
learn
about
the
useful
vocabular y
and
the
related
subjects
to
of
the
theme
of
the
unit
verbs
help
e
about
article
how
a
In
b
Friends
c
In
d
Look
can
at
from
and
Answer
these
3
what
6
4.
1
that
that
a
fills
tenses.
robot?’
Answer
means
and
past
‘a
the
us
uses
words
these
close
make
questions.
friend’.
feel
happy.
Choose
gap:
our
word
is
be
friends.
minds
with
W hat
simple
well-being.
that
means
another
‘to
do
phrase
with
our
meaning
‘a
body ’.
home
for
they
the
to
to
correct
your
‘ loneliness’.
loneliness?
have
seem
a
the
a
similar
in
in
in
mother
tongue.
is
one
W hich
words
and
Word
then
of
the
write
below
help
have
a
you.
two
out
To
write
two
words
Explain
these
Book .
also
to
anxiety
word?
between
above
but
two
dictionar y
depression
thing.
your
English,
a
meaning ,
meaning
questions
meanings
W hich
Use
isolation
positive
difference
through
in
questions.
refers
denitions
help
the
sadness
‘ loneliness’
the
help
find
meaning
Although
Go
word
our
and
friend
and
paragraph
paragraph
Paragraph
their
the
soothe
family
2,
next
family
find
help
solitude
3
1,
present
elderly ’?
similar
b
your
need
paragraph
the
a
we
word
Friends
2
‘ Will
paragraph
one
simple
any
a
par tner
words.
the
help
to
makes
words
you,
notes
with
write
that
will
you
learn
of
vocabulary,
to
write
Word
1
Book
will:
useful
Book.
it
a
is
wide
a
range
good
words
in
idea
your
Unit
1:
Grammar
Grammar
Ever y
or
a
single
classes,
word
and
sentence.
revise
each
e
preposition,
we
use
in
group
groups
tells
are:
conjunction,
English
you
noun,
and
belongs
the
to
work
verb,
one
that
In
eight
those
adjective,
determiner.
of
words
adverb,
this
unit,
groups
do
in
pronoun,
we
are
going
to
verbs
Verbs
A
verb
being.
I
like
1
a
‘doing’
Look
at
robots.
Paro
the
is
is
a
verb
Write
word,
these
The
robot
a
word
verb
seal.
is
The
verb
(Remember
out
all
the
robot
b
The
c
Many
d
You
e
People
cat
pets
is
love
a
and
new
their
in
or
the
state
of
and
the
is
the
the
third-person
‘action’
of
form
of
being.)
sentences.
shops
now.
they
friend
and
which
include
homes
robot
pets,
is,
these
the
fur,
care
is
verbs
in
realistic
hospitals
wanted
verbs
available
have
action
like
be.
A
shows
examples:
to
a
that
use
purr
and
meow.
Paro.
and
now
you
have
pets
help
their
one.
owners,
in
return.
Hints
Subject
and
verb
•
Sometimes
the
‘understood’
Every
sentence
has
a
verb
and
also
something
or
someone
action
of
the
verb.
This
something
or
someone
is
known
as
out
of
the
verb.
Look
at
this
For
is
a
robot
verb
is
is.
action
of
is,
as
not
For
The
subject
of
the
verb,
the
person
or
thing
who
to
the
verb
is
robot
helps
expensive.
sentences
have
more
than
one
verb,
and
more
than
one
subject.
robot
it.
people
(The
but
robot
in
the
is
second
clause.)
welcomes
people
to
the
shop
and
the
customers
speak
Sometimes
of
a
that
rst
verb
is
welcomes
and
its
subject
is
the
robot.
The
is
speak
and
its
subject
is
the
longer
together
to
acting
The
at
the
sentences
then
write
down
the
as
robot
in
question
1.
In
each
is
of
as
main
is
part
words
a
subject.
word
that
the
subject
of
each
of
the
For
subject
of
example:
with
all
its
expensive.
electrical
(The
sentence,
subject
and
act
the
verb.
parts
again
nd
subject
customers.
each
Look
the
group
second
is
verb
nd
give
example:
Try
2
sentence
Paro.
it.
The
to
the
does
•
The
the
actually
understood
Some
what
seal.
is
the
or
example:
The
The
who
sentence:
might
Paro
is
have
the
subject
subject
subject
you
doing
work
the
–
verbs
is
The
robot.)
you
found.
7
Unit
1:
Verb
Grammar
tenses:
simple
present
Spelling
To
The
tense
of
a
verb
gives
more
meaning
to
the
verb.
It
lets
you
make
has
the
two
action
main
of
the
verb
is
happening.
The
simple
present
to
show
jobs:
for
that
•
the
action
of
the
verb
takes
place
here
and
for
You
purr.
The
man
likes
the
to
it
show
still
that
the
happens,
action
and
happens
will
go
on
For
all
the
time,
happening,
it
for
used
to
uncle
designs
robots.
The
runs.
verbs
He
make
shop
sells
and
the
after
simple
the
present
third
person
tense,
(see
robot
•
cats.
-ch,
goes.
For
you
add
Spelling
-s
or
hints
I
example,
sing.
The
You
verb
verb.
For
sing.
to
be
is
You/we/they
Write
the
a
in
Human
b
My
c
The
d
She
e
My
for
4
out
verb
My
in
of
the
We
forms
-es
to
the
end
verb
sing.
to
8
It
-o,
-ss,
-x,
They
according
you
add
-es.
For
She
verbs
of
catches.
ending
+
y,
in
you
a
change
the
y
to
ies.
For
example:
ies.
She
hurries.
sing:
sing.
to
the
subject
of
are
in
the
Paris.
sentences,
to
ll
using
the
other
(love)
lady
(want)
she
had
(be)
simple
present
tense
of
gaps.
(need)
brother
the
a
human
robots.
pet
cat.
one.
cer tain
that
his
cats
(be)
good
health.
complete
form
of
one
be
of
see
my
friend
the
pets
sentences
the
verbs
carr y
each
her
in
the
play
morning
bag
below,
on
box
using
to
c ycle
and
her
back
amazing ,
but
this
robot
REMEMBER:
Always
the
subject
make
sure
beings.
ll
the
each
gap.
give
them
when
simple
fresh
she
the
water.
to
school.
c
in
Paris.
these
feed
b
sings.
different
brackets
and
present
I
has
grandad
Copy
a
He/she/it
(wish)
his
present
beings
little
old
simple
plays.
example:
I/he/she/it
3
the
after
box).
It
For
-s
example:
the
verb
add
example:
ending
consonant
To
just
For
example:
happen,
He
My
person:
cats.
-sh
•
third
usually
verb.
She
•
cats
the
now,
example:
The
present
tense
the
•
simple
know
tense
when
hints
the
violin!
verb
and
agree.
Unit
Verb
The
in
tenses:
simple
the
The
To
past,
cats
simple
past
for
tense
the
Grammar
past
tells
you
that
the
action
of
the
verb
took
place
REMEMBER:
Always
the
subject
make
sure
example:
purred.
make
1:
The
simple
man
past
liked
tense,
the
you
verb
and
agree.
cats.
usually
add
-ed
to
the
verb.
For
example:
He
walked.
The
verb
She
laughed.
ending
does
They
not
jumped
change,
whatever
the
subject
of
the
verb.
For
example:
I
walked.
There
rule,
For
I
are
and
many
you
You
verb
be
Write
in
out
The
b
He
c
It
d
The
e
W hen
a
little
in
past
walked.
verbs
progress
that
They
do
through
not
walked
follow
learning
the
English.
these
We
sang.
forms
They
wrote
according
to
the
in
sentences,
to
ll
the
doctor
using
the
when
excited
he
(know)
I
(be)
W hen
past
the
verb.
simple
in
saw
it
I
of
(be)
the
a
about
Japan,
sentences,
tense
past
tense
of
the
gaps.
(be)
these
of
Paris.
boy
out
subject
Paris.
were
about
the
and
(hold)
child,
the
human
in
my
hand.
body.
(see)
using
its
(run) all the way home.
I
verb
robot.
either
the
brackets
a
robot
simple
to
ll
father
in
a
shop.
present
the
(take)
or
gaps.
good
care
me.
b
My
best
c
My
grandma
(give)
d
you
We
(rain) this morning, so I
simple
of
walked.
simple
as
different
(smile)
Write
the
these
taught.
has
brackets
a
6
He
was
You/we/they
verb
He/she/it
irregular
learn
ran.
to
I/he/she/it
5
walked.
example:
saw.
The
You
friend
her
Brothers
they
(listen)
(want)
one
and
always
last
a
mobile
when
phone
I
have
so
a
problem.
we
week .
sisters
(be)
often
in
(suppor t)
one
another
when
trouble.
9
Unit
1:
Listening
LISTENING
out
carefully
for
par ticular
details.
Exploring…
Step
my
What’s
family ’.
Step
✪
1:
2:
Of
Do
which
the
topic?
course,
the
answer
that
is
questions
is
likely
to
ver y
wide.
give
be
any
clues?
correct
✪
A
a,
1
b
or
W hat
a
2
5
20
10
W hy
did
far
hat?
mother
I
b
run
in
does
the
ever y
with
best
did
because
your
boy
is
✪
who
that
✪
where
10
years
kilos
night
on
the
exciting
make
a
person
is
might
rollercoaster?
b
list
it
of
speaking
be.
c
c
fit
was
the
speaking
they
doctor?
15
dancing?
him
go
was
partner,
who
a
for
friends
they
it
like
keeps
Saturday
his
W here
the
c
morning?
b
it
red
become
ago
do
✪
10
boy ’s
o’clock
b
With
her
years
because
a
the
b
a
c
is
big
How
a
4
colour
W hen
a
3
c.
to
so
fast
key
words
Unit
1:
Comprehension
B
hear
Now
work
each
statement
answer
Audio
1
–
2
many
4
no
5
6
7
8
is
wrong
the
did
the
question,
Histor y
teacher
You
choose
set
15
girl
with
the
the
c
find
the
most
the
will
correct
class?
0
difficult?
English
boy
b
does
this
the
boy
hope
to
morning
kind
of
b
the
does
film
does
Bet
films
c
Music
c
sore
c
the
c
romantic
today?
bad
be
cough
back
the
the
like
b
speaker
like
action
at
end
throat
college?
of
the
week
next
day
best?
horror
about
b
the
films
superhero
films
films?
romance
c
the
scener y
1.4
Marie’s
father
a
to
going
W hat
a
did
b
superhero
Audio
questions.
1.3
W hat
a
questions
voice
W hat
a
each
the
c.
homework
later
Audio
answer
1.2
W hen
a
to
For
b
W hat
a
twice.
Histor y
Audio
3
or
own
10
W hich
a
b
your
1.1
How
a
a,
on
is
asks
Marie
cooking
her
to
rain.
the
come
b
doing
inside
time
for
the
house
dinner.
because
it’s
…
c
too
sunny.
c
weeding the garden
now?
dinner
b
reading
her
book
C
Complete
1
Work
in
friends.
what
2
Now
pairs.
They
they
use
activities.
Write
are
did.
write
should
these
one
shor t
talking
In
three
a
pairs,
about
record
questions
of
these
conversation
where
the
about
key
they
words)
went
last
between
weekend
two
and
conversation.
the
words
(100
or
conversation.
phrases:
Each
question
W hat … ? W hen … ?
W here … ? How far … ? How much … ?
3
Swap
got
recordings
the
answers
and
questions
right.
Identify
with
the
another
key
words
pair.
that
Check
were
that
you
used.
11
Unit
1:
Grammar
Grammar
On
pages
present
learn
you
learned
tense
and
the
about
Verb
On
to
7–9
some
page
8
revise
called
you
the
the
You
To
are
make
with
I
the
am
You
are
are
this
verbs,
section
you
the
are
simple
going
to
simple
present
tense.
This
tense.
This
tense
Now
tense
shows
you
is
that
are
going
sometimes
an
action
is
example:
words
now
progressive,
participle
of
the
use
the
verb
verb to
(the
verb
be
in
the
+ ing).
present
For
tense,
example:
reading
The
b
I
c
The
d
We
e
They
reading
reading
out
of
a
is
reading
are
Write
forms
In
of
progressive
progressive
these
present
tense.
subjects
tenses.
continuous.
For
present
the
the
reading
They
1
present
reading
He/she/it
We
revised
now.
the
verb
verbs,
past
present
present
happening
simple
more
tenses:
about
these
the
sentences,
verbs
in
mother
to
to
using
brackets
school
her
today.
children
for
sandwiches
football
to
the
ll
child.
present
the
progressive
gaps.
(sing )
(walk)
joy
as
while
they
we
together.
are
watch
so
happy.
TV
.
(jump)
Spelling
(eat)
•
(play)
When
you
ending
f
My
aunt
g
She
h
The
i
We
j
I
k
My
the
car
while
we
wait.
for
friends
the
family.
together.
(make)
and
For
to
thank
parents
parents
the
us
our
good
go
then
add
friends.
She
the
m
I
n
My
o
‘ W hat
ball
a
news
camping.
long
right
now.
(tell)
+
When
ing
you
word
friend
and
a
taxi.
I
way.
add
sound
double
For
really
12
?’
shining
-ing
in
a
and
you
to
a
short
a
single
usually
have
good
time.
(have)
my
mother
asked.
(eat)
the
consonant.
example:
shut
you
word
the
(hit)
(wait)
a
a
-ing.
➜
ending
vowel
(let)
to
for
to
drop
(write)
consonant,
l
-ing
you
(dance)
•
my
add
e,
example:
shine
emails
in
(park)
e
cakes
hints
+
ing
➜
shutting
Unit
Verb
On
tenses:
page
revise
past
the
past,
form
was
You
2
were
tense,
unnished
the
you
of
was
that
or
the
in
is
you
are
going
sometimes
action
progress
was
at
to
called
happening
that
moment
the
in
in
doorbell
use
the
the
verb
rang.
verb
(the
to
be
verb
+
in
the
ing).
past
For
tense,
with
the
example:
reading.
reading.
reading.
out
in
these
sentences,
brackets
a
I
b
They
c
You
d
We
e
I
(eat)
f
I
(leave)
g
This
h
My
i
We
j
My
k
I
(walk)
to
to
(hope)
time
last
my
cousins
in
that
sister
breakfast
house
my
I
same
you
the
past
met
choir
to
the
would
when
when
I
my
(remember)
how
(work)
just
forms
of
friend.
ever y
week .
cinema
when
I
saw
the
realised
I
school
had
(study)
last
last
(phone)
last
saw
you.
bus.
forgotten
for
my
bag.
exams.
week.
much
late
I
visit.
brother
us
progressive
gaps.
when
(visit)
father
using
the
the
your
the
year,
ll
school
(sing )
(take)
fun
we
had
last
year.
night.
my
friend
when
she
rang
first!
l
This
m
The
morning
wind
n
o
shows
Now
tense
reading.
were
verbs
me
tense.
This
reading.
Write
the
past
tense.
tense
was
when
participle
were
They
simple
example:
this
He/she/it
We
the
This
it
Grammar
progressive
progressive
that
reading
present
I
revised
past
and
For
was
To
you
continuous.
time.
I
9
the
past
1:
we
(learn)
(blow)
you
The
sun
so
strongly
(listen)
(set)
and
it
about
to
robots.
yesterday.
me?
(get)
dark .
13
Unit
1:
Reading
non-fiction
READING
Read
you
the
NON-FICTION
following
do
not
know,
events
and
ideas.
text
keep
as
quickly
on
as
reading
you
so
can.
you
If
there
understand
Nelson Mandela (1918–2013) was the rst black
himself ). He is remembering his childhood and
I
walk
was
no
sheep
how
to
from
the
at
its
direction
with
of
the
As
boys,
We
the
to
and
became
…
sky
footwork.
the
in
It
swim
to
in
South
life-stor y,
A frica.
written by
the importance of friends.
any
From
these
simple
a
the
rural
of
days
I
I
–
and
feinting
love
an
of
wild
milk
streams,
the
after
lear ned
gather
from
my
nature,
I
lear ned
boy
away
date
of
to
cold
blows,
that
sweet
wire.
African
breaking
looking
fields
war m,
clear,
bits
beauties
the
slingshot,
parrying
another,
herd-boy,
in
drink
sharpened
to
a
was
with
roots,
techniques,
striking
we
we
were
made
made
ox-drawn
The
rocks
we
flat
which
stones
lear ned
taking
came
and
my
tur ns
I
bent
mostly
to
We
sleighs
hills
down
lesson
one
climbing
on
head,
up
and
tr ying
to
of
into
day
and
own
straight
and
to
to
stick-
became
in
one
opponent
the
clean
our
from
down
unseat
the
an
donkey
dotted
own
of
veld,
line
back
bolted
me,
of
coaster.
our
smooth
We
We
sat
but
had
my
nearby
did,
clay.
on
…
when
a
with
of
was
large
rocks
and
it
out
Nature
donkey.
into
which
played
birds
with
roller
large
unruly
its
We
and
branches.
were
face
devices.
animals
tree
Qunu
the
the
our
molded
out
above
transfor med
slid
jumped
its
left
ourselves.
playground.
It
main
horizon.
toys
I
of
edible
knowledge
spaces,
I
fields.
cow,
twine
various
and
quick
open
out
a
when
the
and
of
with
essential
adept
five
in
birds
udder
fish
–
than
fruits
the
freedom
calves
knock
and
catch
fight
more
and
honey
to
words
president of
is is an extract from Mandela’s autobiography (his
A
are
been
chance
thor nbush.
not
Glossary
before
feinting
the
thor ns
had
pricked
and
scratched
my
face,
embarrassing
in
in
front
highly
of
my
friends.
developed
Like
sense
the
of
people
dignity,
or
of
the
what
East,
the
Africans
Chinese
have
had
lost
face
among
my
friends.
Even
though
it
was
call
a
a
him
suffer
me,
an
opponents
I
lear ned
that
unnecessarily
without
to
humiliate
cruel
dishonoring
fate.
another
Even
as
a
boy,
I
is
to
defending
yourself
that
a
weapon
make
defeated
my
unruly
hard
to
control
them.
veld
14
blow
“face”.
donkey
person
pretend
ght
from
unseated
a
a
parrying
I
making
me
grasslands
in
Africa
Unit
Applying
To
‘get
the
your
gist’
have
to
Now
answer
or
1:
Comprehension
skills
get
understand
these
the
ever y
main
idea
single
questions
of
a
piece
of
writing ,
you
do
not
word.
about
the
extract
from
Nelson
Mandela’s
autobiography.
A
be
Here
used
are
for
heading
four
headings.
paragraph
does
not
1?
match
For
any
it
W hich
paragraph
of
is
a
Nelson
learned
how
bad
b
Nelson
learned
how
impor tant
c
Nelson
learned
to
make
d
Nelson
learned
to
love
his
heading
to
the
For
b,
c
or
d)
could
paragraph
3?
One
paragraphs.
make
anyone
academic
own
nature
2?
(a ,
feel
small.
education
is.
enter tainment.
and
the
countr yside.
B
Now
will
1
need
read
to
the
go
questions
back
to
the
below.
text
and
To
answer
read
it
each
more
question
you
carefully.
Look at paragraph 1. Find one word that means each of the following:
2
a
good
b
brought
c
someone
Write
his
3
to
three
up
to
in
the
fight
the
phrase
super vised
W hat
countr yside
against.
different
understanding
Find
4
eat
by
in
of
things
paragraph
children
complete
the
table.
toy
a
…
enjoyed
which
developed
2
that
means
the
children
were
not
adults.
the
make
Nelson
nature.
did
To
that
e
use
to
make
children
their
used
own
play things?
Copy
and
…
animal
sleigh
roller
coaster
C
Nelson
experiences
lessons
that
refers
to
helped
he
two
make
learned
ways
him
from
in
the
his
particular
kind
of
that
adult
his
he
childhood
was.
Give
two
childhood.
15
Unit
1:
Writing
WRITING
Writing
about
Think
Here
with
Do
are
a
some
agree
There
earth
than
Thoma
is
quotations
Discuss
with
any
nothin
more
true
s
and
childhood
about…
par tner.
you
friends
to
g
what
of
on
be
about
friends
each
and
quotation
friendship.
Talk
about
these
means.
them?
this
prize
d
frien
dship.
Aquin
as
None
away
A
true
friend
one
tolerates
your
your
so
rich
as
to
throw
friend.
who
Turkish
overlooks
Doug
is
is
a
failures
proverb
and
success!
Larson
The
mirror
friend
cry
it
Charlie
16
is
my
becaus
never
e
best
when
laughs.
Chaplin
I
Unit
Time
to
write:
a
good
1:
Writing
friend
Choose a friend you would like to write about. e friend could be in your
family, a pet, or someone you know well. is might be a friend you had
when you were younger. It could even be an imagined ideal friend.
You
can
use
✪
W ho
✪
W hat
✪
Think
go
✪
is
Write
In
the
and
the
does
a
the
extract
on
Make
some
✪
where
✪
games
✪
your
✪
how
you
into
an
Now
you
get
ideas.
had
that
like?
a
good
made
time
it
thing
together.
W here
did
you
memorable?
about
this
person
that
makes
page
he
the
14,
played
to
childhood
Nelson
with
make
extract
about
his
him
again,
your
memories
Mandela
friends.
the
and
own
kind
look
wrote
He
of
at
also
man
your
childhood
about
wrote
he
his
childhood
about
how
the
became.
answers
memories.
to
section
ink
C.
about:
lived
played
/
your
toys
friends
write
notes
look
impor tant
write:
notes
you
you
words.
helped
through
help
friend?
100
games
you
happened
to
the
Read
when
Time
experiences
friend
most
good
about
to
friend?
what
is
questions
your
about
and
W hat
them
these
to
think
the
experiences
will
affect
you
and
help
you
grow
adult.
your
help
own
you.
autobiography
Write
about
100
about
your
childhood.
Use
your
words.
17
Unit
1:
One
ONE
step
further
STEP
FURTHER
Think
In
this
unit,
you’ve
impor tant
they
think
more
On
a
the
a
bit
piece
other
of
being
an
✪
being
a
✪
having
per fect
size
different
✪
who
✪
whether
family,
and
challenge
how
yourself
to
topic.
columns,
one
Make
headed
notes
in
‘Advantages’
the
columns
of
and
the
of:
three
family
or
four
generations
living
together.
you
noted
down,
talk
about
your
idea
of
the
about:
family
do
there
the
is
work
such
and
consider
students
large
generations
prepare
After wards,
were
the
should
and
Now
partner
ink
the
pair,
of
ideas
the
the
a
a
of
✪
As
of
a
of
two
friends
others.
child
with
✪
to
the
disadvantages
only
family.
about
and
about
draw
members
some
you
‘Disadvantages’.
member
Talk
Using
paper,
and
✪
to
deeply
headed
advantages
thought
are
from
a
together
involved
thing
then
how
living
give
far
dierent
as
a
the
in
the
shor t
running
‘per fect
home
family ’.
presentation
dierent
cultures
a
the
groups
same
or
to
the
agreed.
class.
In
what
way
dierent?
Write
Write
could
use
a
shor t
use
your
ar ticle
some
own
of
on
the
the
ideas
topic
of
you’ve
‘ W hat
makes
discussed
to
a
happy
help
you,
family ’.
or
you
You
could
ideas.
Read
is
is
Blake,
a
shor t
an
I
was
I
told
I
was
I
told
extract
English
angr y
from
poet
with
my
a
poem
writing
in
called
‘A
poison
tree ’
by
William
1793.
friend:
Glossary
my
wrath,
my
wrath
did
end.
foe
18
angr y
it
with
not,
my
my
enemy
foe:
wrath
did
grow.
wrath
anger
Unit
Talk
Talk
✪
about
Is
of
what
there
how
✪
W hy
✪
Should
Listen
is
to
with
any
this
it
a
this
your
One
step
further
partner
poem
truth
in
might
means
what
always
hard
be
par tner ’s
and
Blake
happen
sometimes
you
1:
in
to
tr uthful
ideas
says?
real
tell
and
discuss
life
the
to
and
one
what
questions.
another
might
examples
happen.
tr uth?
your
add
Give
these
friends?
your
own
opinions.
Write
EI T HER:
Imagine
something
You
tell
Write
not
an
you
–
it
them
could
the
account
are
that
a
be
friend
has
something
asked
quite
you
for
small,
your
such
opinion
as
a
new
about
hairstyle.
truth.
for
pleased
your
you
diar y
told
the
about
what
happened
and
whether
or
tr uth.
OR: Prepare some questions for
someone you know who is older
than you, such as a grandparent,
Reect
In
this
and
unit,
check
you:
great-aunt or great-uncle. Find
✪
talked
about
✪
learned
✪
read
✪
learned
family
and
friends
out in what ways family life has
about
skimming
and
scanning
changed over the last 50 years or so.
Use
the
to
write
In
small
results
two
or
of
your
three
a
non-fiction
take
turns
to
another
what
useful
about
words
robots
and
as
friends
phrases
on
the
theme
of
you
found
and
family
tell
✪
one
some
paragraphs.
friends
groups,
text
inter view
practised
selecting
relevant
details,
key
points
and
ideas
in
out.
written
and
✪
learned
to
✪
learned
about
past
listened
✪
read
✪
wrote
✪
talked
✪
wrote
an
the
to
and
personal
about
a
verbs
simple
feel
go
help
answered
from
and
and
their
past
subjects
present,
ar ticle
about
and
you
the
need
a
about
and
and
views
diar y
about
all
and
on
entr y
section
some
answered
friendship
cultures’
confident
to
questions
biography
ar ticles
back
if
a
different
shor t
you
for
recognise
extract
necessar y,
A sk
texts
present
and
progressive
✪
Check
spoken
or
these
and
shor t
audios
questions
childhood
family
life
inter view.
things.
revise
it
If
carefully.
it!
19
Keeping
UNIT
This
2
unit
social
is
media
everyday
In
this
unit,
write
W1
Social
Have
you
groups
Internet
it
or
about
ese
are
heard
of
2.1
the
way
use
you
and
use
knowledge
technology
of
short
key
learn
select
texts
S1
communicate
phrase?
to
of
the
It
in
a
few
often
to
to:
relevant
to
details
convey
from
clearly
a
detail,
key
meaning
range
using
of
speech
points
and
and
ideas
exchange
short
and
information
longer
appropriate
to
texts
situation
refers
to
each
the
ways
other
–
communication
dierent
but
in
through
the
phones.
W hatsApp,
ser vices
but
you
Twitter
people
may
use.
have
and
You
similar
Instagram?
may
not
ser vices
have
in
email
In
pairs,
touch
think
with
means
meet
or
in
minutes
touch
common
up
thinking
your
of
and
about
friends
and
you
family.
communication?
speak
how
For
face-to-face,
or
communicate
W hat
is
example,
do
you
your
do
or
most
you
mostly
text
them?
Time
to
take
talk
it
in
turns
to
talk
and
ask
questions.
Useful
✪
Talk
✪
W hich
W hy
about
is
or
the
the
why
forms
most
of
communication
popular
form?
Is
it
you
the
use
same
most.
for
Do
you
have
words:
instant,
both
of
you?
image,
chat,
or
still
use
a
home
phone
(landline)?
Can
you
use
download,
digital,
text,
email,
landline
that
you
want?
W hy
or
why
not?
you
know
the
it
meaning
whenever
communication,
upload,
not?
Check
20
in
audience.
with
electronic
mobile
these,
Keeping
Time
✪
of
countr y.
Spend
stay
and
identify
communicate
Facebook ,
some
all
this
relates
over
W hat
your
of
society
par ticular
your
media
heard
in
and
will
L1
and
about
touch
life.
you
identify
R1
all
in
of
all
these
words.
Unit
2.2
Mobile
2:
Thinking
to
that
think
talk
Spend
a
few
minutes
looking
at
this
picture.
It
shows
an
you
of
technolog y
that
helps
Look
might
about
the
up
need
any
to
picture.
words
help
you
Make
a
impor tant
note
piece
speaking
technology
REMEMBER:
Time
and
of
them
in
your
Word
Book.
drivers.
What is happening in the picture? What is the equipment on the screen/
dashboard for?
Time
Talk
to
who
uses
2.3
to
your
talk
par tner
this
in
Picturing
Time
Look
W ho
they
at
is
the
in
to
their
taking
car?
use
W ho?
of
technolog y.
W hat
might
be
Do
you
good
or
know
bad
anyone
about
it?
think
on
picture?
the
this
myself
picture
the
about
the
right.
W here
are
they?
W hat
are
they
doing?
W hy
are
picture?
Glossary
app
Time
to
(a
Now
talk
about
the
picture
with
a
par tner.
Use
some
of
these
get
you
piece
that
Have
‘application’
of
is
software),
especially
downloaded
to
a
star ted:
mobile
✪
for
prompts
one
to
short
talk
you
ever
taken
a
‘selfie’
or
do
you
know
friends
who
device
do?
prole
W here?
For
what
you
✪
Where would be your dream place to take a selfie, if you could choose?
✪
Can
you
selfies?
think
W ho
of
a
personal
summary
of
reason?
any
might
reasons
not
like
why
it
selfies
might
or
not
object
to
be
a
good
people
idea
taking
to
take
that
sele
people
can
see
online
a photo you take of yourself
them?
smartphone
a phone that can do
things such as take photos, access
Applying
Prepare
your
and
then
skills
give
a
the Internet, send emails etc.
shor t
two-
to
three-minute
talk
on
‘seles’
or
virtual
‘sat
navs’
and
what
you
think
of
them.
Explain
to
your
group
or
used
something
✪
what
they
are
and
why
they
might
be
electronic
popular
not
✪
what
you
think
of
them
–
are
they
a
good
or
bad
to
describe
class:
in
that
exists
devices
physical
or
in
media
only,
reality
thing?
21
Unit
2:
Reading
non-fiction
READING
In
this
section,
✪
read
a
✪
learn
you
NON-FICTION
will:
non-fiction
to
points
identify
and
text
and
and
select
learn
useful
relevant
vocabular y
details,
key
ideas.
Exploring…
We
all
and
want
social
e
text
then
use
this
sorry
I
is
it
didn’t
turn
see,
used
easy
for
explains
many
about
family,
of
us.
one
media.
Luis
to
his
friend
Amir
and
questions.
time
settings
that
a
on
my
took
me
Let’s
Luis
it
speak
at
could
all
crazily
of
the
They
was
just
soon.
next
say
a
I
All
all
The
of
but
I
–
I
know
and
it
to
too
long
to
to
my
you
were
was,
‘public
helping
clear
up,
have
of
and
Street,
to
making
clever!
my
big
lawn.
I
told
the
the
event’
could
guys
to
disturbing
them
the
‘private
People
themselves
up.
party.
and
a
and
my
parents
social
media
still
like
see!
on
I
hardly
food.
neighbours,
nightmare!
used
at
Facebook
the
adjust
it
else
everyone
that anyone
Some
front
be
Facebook.
everyone
about
forgot
up.
street,
a
I
using
update
event’
turned
the
was
Unfortunately,
would
phone
know
Roselands
parents’
and
mistake.
do
I
by
Saj,
instead
a
party.
party
friends
40
the
thought
Ella,
had
my
I
tell
What
shouldn’t
silly
take
down
place.
day
to
people
house
and
to
the
problem
made
around
the
up
the
to
account,
I
come
about
address
Hundreds
over
let
p.m.
night,
because
forgotten
to
see,
invading
all
going
the
8
didn’t
–
wrong?
‘event’
wandered
all
had
was
of
Saturday
everyone
Facebook
drove
me.
although
it
I
went
an
disaster!
litter
forgiven
all
friends
just
leaving
as
Saturday
started
Others
it
tell
on
now.
you
planned
to
and
party
better
thing
I
everyone
motorbikes
knew
as
media
it
my
feel
good
create
–
only
was
a
out
come
and
you
decided
reminded
the
missed
about
how
page
I
social
college
So,
you
hope
probably
You
22
this
read
and
party!
It
It
from
the
to
friends
Luis
unwell.
It
made
with
Amir
I’m
I
has
touch
going
social
email
my
I
in
Amir
From:
Hi
are
of
answer
To:
keep
media
you
person’s
Read
to
haven’t
this,
Unit
Developing
W hen
gist
you
(the
reading
or
main
phrase
can
read
the
phrases
an
–
to
–
get
unfamiliar
As
sense
repeated
clues
to
you
reading
a
the
Comprehension
skills
idea).
text
are
give
your
2:
or
text
you
learned
it
what
it
par ticular
overall
in
quickly
of
generally
Unit
is
you
to
can
understand
do
questioning
about.
factual
subject
1,
without
need
Sometimes
information
is
this
by
ever y
key
the
skim-
word
words
included.
or
Both
matter.
A
Work
with
a
partner
to
answer
these
questions
about
Luis ’semail.
Glossary
negative
1
W hat
key
noun
appears
in
the
subject
line
of
the
email,
once
in
to
unpleasant
first
2
paragraph
W hat
factual
and
twice
in
information
the
is
second
given
in
when,
Extending
Another
your
of
bad
or
the
text?
For
example:
who,
noun
the
name
place
of
a
or
idea
do
with
person,
where?
method
viewpoint
with
things
paragraph?
thing,
what,
do
the
is
the
positive
to
pleasant
things
good
or
skills
to
look
for
words
or
phrases
that
indicate
the
writer.
B
Answer
1
W hich
W hat
of
2
this
on
gist
a
Amir
this,
of
such
the
is
a
Luis’s
Luis
Social
well
negative
about
dream
how
how
words
Luis
nightmare
the
silly
following
in
the
text?
feeling?
wrong
invading
do
is
appear
right
perfectly
statements
sum
up
email?
he
didn’t
go
to
the
par ty
as
it
was
disaster.
parents
know
made
social
you
or
helping
glad
doesn’t
d
tell
disaster
the
c
questions.
positive
disturbing
Based
b
these
does
triumph
litter
these
a
media
ever
angr y
mistake
media
should
are
with
him
but
he
why.
to
is
when
organise
a
he
his
terrible
tried
to
use
par ty.
idea,
which
no
one
use.
C
How
between
parents?
would
Luis,
For
the
Amir,
views
the
example,
on
boys
who
the
on
party
the
might
dier
bikes
be
and
Luis ’s
‘relieved’?
23
Unit
2:
Grammar
Grammar
In
this
section,
you
will:
✪
review
your
knowledge
of
the
main
✪
review
your
knowledge
of
the
three
Revising
In
this
word
unit,
vocabulary
a
Here
are
is
you
have
new
helped
of
forms
of
sentences.
the
read
to
vocabulary
you,
you
to
related
understanding
work
sentences
out
from
its
to
its
social
media.
function
(the
Where
job
it
that
does
in
meaning.
Luis’s
email:
the
main
word
classes
underlined.
Some
my
one
classes
main
classes
was
sentence)
word
[1]
big
parents’
[1]
[2]
guys
front
determiner
it
[2]
is
specic
adjective
what
the
a
word
or
a
(plural)
[4]
preposition
on
[4]
motorbikes
drove
[5]
crazily
[6]
around
noun
that
modies
a
noun,
usually
telling
us
whether
general
word
‘guys’
[3]
[3]
lawn.
that
were
the
adds
detail
to
the
noun,
in
this
case
telling
us
like
name
of
a
person,
thing,
place
or
idea
a word which tells us about the relationship between two
‘things’, in this case the ‘guys’ and their bikes – they were riding them
1
[5]
verb
[6]
adverb
Identify
sentence
2
Work
tells
us
tells
any
underlined
a
partner
words
I’m
b
Unfor tunately,
sorr y
you
I
thought
c
I
had
d
I
reminded
e
It
I
missed
be
to
silly
following
questions.
or
something
adjectives
was
in
done
the
decide
which
class
each
of
the
to.
par ty
turn
on
out
Saturday
as
I
night.
planned
–
all
because
ever yone
of
the
at
college
address
and
I
about
told
the
them
par ty.
the
time.
short
sentence
from
the
email
and
then
disaster!
Match
noun
24
which
mistake.
the
a
in
clever!
the
a
my
tell
ever yone
a
to
didn’t
would
forgotten
just
it
Read
was
state
nouns
belongs
answer
It
or
manner
remaining
a
3
action
the
above.
with
was
the
us
each
word
in
pronoun
the
sentence
to
determiner
one
of
the
verb
following
classes.
Unit
b
Think
of
an
adjective
c
Think
of
an
adverb
4
Copy
and
sentences
the
word
below.
classes
Sentence
Luis
complete
a–e
are
Luis
could
could
the
have
table
Read
have
the
to
added
added
to
identify
sentences
to
the
the
the
2:
Grammar
sentence.
sentence.
word
carefully,
classes
as
not
in
all
of
used.
adjective
noun
adverb
verb
determiner
a
preposition
Many
b
Facebook
c
d
e
a
Many
their
b
c
closest
is
but
are
there
Ever yone
e
5
probably
many
wants
social
media
for
keeping
in
touch
with
to
the
most
others
popular
social-media
application,
too.
present
themselves
positively
on
the
older
population
use
common
apps
Twitter.
Such
Copy
people
and
adverbs,
sometimes
complete
adjectives
Nearly
all
of
us
our
misuse
this
or
key
sentence
verbs
to
if
we
terms
like
adding
LOL!
appropriate
nouns,
it.
_______________
_______________
lose
use
media.
Increasingly,
like
regularly
friends.
Facebook
social
d
people
on
social
media
and
feel
_______________
_______________
or
our
wi
stops
working.
25
Unit
The
2:
Grammar
main
For
your
lengths,
The
types
writing,
as
three
Simple
actions.
and
a
Luis
main
They
main
Compound
For
It
If
are
you
me
They
say
Here,
I
to
to
are
this
I
use
simple,
often
a
variety
of
sentence
types
and
compound
used
at
to
least
express
one
and
complex
clear
,
subject
direct
(the
sentences.
thoughts
‘doer’
of
the
or
action)
example:
[subject]
turned
contain
next
haven’t
add
two
just
up
[verb].
clauses
of
equally
conjunctions
or
lots
of
a
on
used
silly
these
its
clause
you
[rst
such
weighted
as
and
or
ideas.
so.
or
that
develop
and
add
social
clause]
then
not
like
work
is
[conjuction]
series
this
on
linked
further
detail.
[subordinate
clause
a
sentences
more
media
and
clause].
Complex
own)
would
of
actions
contain
a
dependent
For
you
main
or
example:
[main
clause],
clause].
its
to
own,
the
but
main
the
main
clause
by
the
although
can
their
up
[second
idea,
mistake
conjunction
of
me
main
subordinate
ways
reminder
clear
phrases
have
a
to
sentence.
sense
subordinate
The
to
longer
makes
was
day
forgiven
detail
a
clauses
would.
Rewrite
the
use
subordinating
a
to
email.
coordinating
shouldn’t
it
the
clause
of
still
(which
although
the
are
sentences
subordinate
6
are
For
by
need
his
contain
people
all
wish
want
clause
but
in
types
must
linked
parents
may
ere
will
example:
took
my
you
verb.
of
sentence
does
sentences
Hundreds
They
of
use
basic
sentences,
and
forms
develop
should
following
the
these
help
types
you
of
with
sentence
your
instructions
work.
in
brackets.
love
taking
selfies
and
I
like
receiving
them.
(Turn
into
two
simple
sentences.)
b
The
mobile
(Turn
c
We
into
were
single
phone
a
on
behind
compound
the
complex
whenever, until
26
fell
way
to
stove.
We
couldn’t
reach
it.
sentence.)
my
sentence
etc.)
the
brother ’s.
joined
by
a
The
sat
nav
conjunction
broke.
such
(Turn
as
into
a
after, while,
Unit
7
2:
Grammar
Now read Amir ’s reply to Luis and then answer the questions.
To:
From:
Luis
Amir
your
I
am
to
so
see
party
glad
I
missed
ever yone.
better
felt
so
par ty,
ill.
I
was
even
though
shivering
it
and
would
I
was
have
been
shaking.
great
But
I
feel
now.
a
Identify
b
Write
when
I
your
a
the
different
fur ther
he
is
types
single,
going
to
of
sentences
compound
see
or
Amir
complex
uses.
sentence
stating
Luis.
27
Unit
2:
Listening
LISTENING
from
contextual
clues
when
listening.
Exploring…
W hen
we
listen
talking ,
we
clues
help
to
use
to
people
all
us
sor ts
of
understand
the meaning. For example,
a
group
about
expect
favourite
team,
we
might
vocabular y
spor t
example
fans
talking
their
spor ts
with
are
if
to
be
score,
to
do
used
(for
defend,
opponent,
etc.).
However,
(such
such
as
as
in
the
fan
something
a
dierent
weather),
would
context
a
word
mean
entirely
dierent!
A
In a moment, you are going to hear three people
speak a sentence each. e topic is digital technology.
Before you listen to what they say, note down ve words
or phrases that come into your mind when you think
about digital technology (for example screen).
Developing
Listen
Now,
You
to
already
W hat … ?
W hich … ?
Remember
in
topic
the
key
Look
is
‘digital
word
for
or How … ?
to
Look
for
listen
in
technolog y ’.
the
to
do
with
Look
the
to,
mentions
numbers,
specific
for
meaning
question
something
28
the
to
How many … ?
close
questions.
question.
You
For
should
listen
example,
if
for
the
begins:
✪
the
the
know
✪
are
skills
2.1.
for
related
question
✪
Audio
prepare
answers
your
or
explanations
percentages
of
events,
etc.
outcomes
etc.
information.
context
linked
‘mobile
that.
for
statistics,
words,
with,
phone’,
the
you
too.
topic
ese
in
know
are
words
question.
the
answer
So,
will
that
if
have
Unit
2:
Comprehension
B
Listen to Audio 2.1 again and, after each statement,
answer the questions. For each question, choose the correct
answer – a, b or c.
1
W hich
2
b
the
lower
c
the
back
does
at
5,000
c
at
10,000
does
listening
doing
c
storing
6
to
fitness
tracker
beep?
love?
Bollywood
while
songs
she
is
working
skills
Audio
and
2.2,
a
Petra,
shor t
and
dialogue
then
questions.
did
Petra
her
b
Jamila’s
c
her
uncle’s
repair
uncle’s
was
her
phone?
shop
repair
Jamila
Petra’s
brand
b
Petra’s
uncle
c
Petra
didn’t
much
take
house
a
How
phone
homework
songs
a
W hy
to
her
Jamila
W here
cracked?
beeps
your
the
is
steps
Jamila
b
answer
phone
steps
a
listen
the
Marco’s
b
between
5
of
10,000
Now
mobile
section
at
Applying
Petra’s
places
a
W hat
4
of
three
W hen
3
par t
a
concerned
of
phone
charges
have
discount
a
15
per
cent
b
60
per
cent
c
50
per
cent
shop
a
a
about
has
lot
the
cost?
expensive
of
par ts.
money.
guarantee.
did
Petra
get?
C
Listen
of
one
asked
to
further
Petra.
answer.
Use
Audio
2.2
question
en
one
ask
of
it
the
again
and
Jamila
to
a
think
could
friend
have
to
starters/prompts
(W hat …, W hich …, W hy …
etc.).
29
Unit
2:
Punctuation
Punctuation
In
this
Basic
section,
you
punctuation
marks,
question
to
make
sure
Look
at
these
two
my
–
revise
the
marks
need
For
will
bir thday
I
you
use
etc.
use
–
and
of
practise
full
can
using
stops,
have
a
punctuation
basic
commas,
big
impact
punctuation.
exclamation
on
meaning.
You
accurately.
examples:
got
a
kitten
skateboard
and
some
new
clothes.
After my smartphone broke my brother gave me his old one.
W hat
punctuation
do
you
think
is
missing?
In
what
way
does the lack
of punctuation make these sentences funny or confusing?
Full
stops
question
but
not
The
sat
are
used
marks
(?)
commas
nav
to
or
(,).
broke.
end
sentences.
exclamation
For
We
They
marks
can
(!)
in
be
replaced
certain
by
circumstances,
example:
ended
up
hopelessly
lost.
Correct
✔
not
Hint:
have
The
sat
nav
broke,
we
ended
up
hopelessly
lost.
Incorrect
Although
this
as
marks
come
after
questions,
but
not
statements
questions.
For
with
are
the
best
apps?
Correct
wondered
what
the
sat
nav
best
apps
were?
Incorrect
(for
example
marks
to
are
express
used
to
give
surprise),
to
emphasis
interrupt
to
or
a
to
a
or
order
.
statement
For
‘Take
‘OK,
my
OK!
there
laptop
I’m
was
a
crash
inside!’
going!’
I
could
also
give
are
used
For
them
to
sat
nav
my
of
thunder
brother
and
it
shouted,
poured
‘before
it
with
gets
in
smartphone
a
variety
of
Use
It
them
had
a
to
words
has
large
separate
shiny,
or
items
in
a
list
of
three
of
more
things.
or
with
with
and
we
ended
lost.
Questions
when.
what,
You
for
all
the
features
I
need:
apps,
glossy
why,
often
also
who,
use
for
and
example:
interchangeable
screen.
or
It
had
a
adjectives.
glossy,
shiny
‘You
camera,
a
new
phone,
don’t
you?’
screen.
two
how
question
half-statement
For
example:
screen.
Hint:
Try
not
exclamation
writing.
30
joined
ways.
want
a
a
wet!’
marks
and
into
replied.
separate
voice-control
it
rain!
example:
new
up
conjunction:
broke
hopelessly
half-questions,
My
ended
a
begin
Use
make
sentence
REMEMBER:
Commas
We
example:
up
Suddenly,
broke.
lost.
coordinating
The
command
stops:
✘
compound
Exclamation
separate
full
✔
you
I
to
example:
hopelessly
What
correct
with
The
indirect
two
is
✘
sentences
Question
it
to
over-use
marks
in
your
Unit
1
Write
out
and
punctuate
these
sentences
have
a
My
phone
b
W hy
c
However,
d
It had lots of pictures of the beach the hotel my family
I
kept
buy
it
punctuation,
buzzing
such
had
an
a
and
cheap
some
wouldn’t
none
switch
Punctuation
correctly
(some
did
incorrect
2:
at
all).
off ?
one
amazing
camera
and even the airport.
e
Eventually
Extending
In
texts
of
items
broke
your
such
can
it
as
completely
had
to
get
a
new
one.
skills
repor ts,
make
I
or
things
when
clearer
making
than
in
notes,
a
a
bullet
sentence
list
of
REMEMBER:
items
ver y
For
divided
long
it
might
make
for
‘super
✪
laser-pencil
✪
ejector-seat
✪
invisibility
✪
micro- camera
✪
exploding
e
bullet
words,
as
Write
jungle
the
3
commas.
the
example,
sentence
for
if
the
seem
list
was
a
colon
(:)
It
is
before
good
a
list
to
of
have
bullet
points.
clumsy.
watch.
these,
too,
can
a
bullet
the
to
colon
of
all
to
the
you
list
paragraph
of
the
happened
four
and
are
some
above
of
a
basic
not
overly
would
include
the
items
sentences
items
(see
opening
use
what
did
list
when
make
Remember
a
Bond:
car
useful
like
trek
cloak
James
also
Tr y
explain
spy ’
is
and
Write
Start
list
trek .
list
trek .
The
For
example:
Gadgets
2
by
complicated.
take
if
text
to
for
a
report
forms
whether
single
the
going
on
a
introduce
reminder).
about
of
your
jungle
punctuation
trek
was
to
successful.
this:
not
b egin
well.
As
…
31
Unit
2:
Reading
non-fiction
READING
In
this
section,
✪
understand
✪
identify
you
will:
the
factual
NON-FICTION
difference
between
information
in
a
fact
and
opinion
text.
Exploring…
It
is
able
ver y
to
impor tant
distinguish
Sometimes
dicult
Read
to
the
two
know
these
are
In
phones
is
the
is
life
and
facts
closely
in
and
education
to
be
opinions.
linked
that
it
can
be
which.
from
now
2014,
in
in
so
which
statements
T
echnology
lives.
both
between
so
a
speech:
dominant
research
around
showed
that
the
there
world
were
that
it
around
rules
7
our
billion
operation.
W hich
is
stated
W hich
statement
fact
here?
Hint:
sounds like a fact
but
is
actually
an
A
fact
number
,
your
are
accept
Tokyo
Saj
20
is
as
is
my
per
pieces
true.
the
of
capital
brother ’s
cent
information
For
of
to
be
a
or
statement
that
skills
cannot
Facts
likely
measurement,
percentage
Developing
is
opinion?
that
we
would
usually
‘water
is
a
with
form
(for
of
Japan.
rst
people
example:
disagreed
liquid’).
example:
of
be
name.
in
the
sur vey
did
not
own
a
smar tphone.
Opinions
from
I
the
believe
may
way
be
directly
something
technolog y
is
is
expressed
written.
damaging
or
For
young
inferred
example:
people.
(O ther
people may feel dierently.)
or
Technolog y
is
damaging
young
people.
(is is still an
opinion, but stated as a fact.)
Our
amazing
phones
are
available
online.
meaning of this sentence – that their phones
(e basic
are available
online – is likely to be a fact, but it is their opinion that their
phones are ‘amazing ’.)
Hint:
An
opinion
assertion
challenge
32
that
or
is
an
someone
disagree
could
with.
Unit
2:
Comprehension
A
Talk
decide
about
which
have
the
the
are
following
facts
and
which
a
partner
and
opinions.
I
2
More people are buying smartphones than traditional mobile phones.
3
75
4
Social
cent
of
media
our
is
class
the
phone
with
1
per
worst-looking
statements
do
reason
in
their
why
the
school
homework
teenagers
–
it’s
a
joke!
online.
are
so
unhappy.
B
Now,
read
this
text
and
answer
the
questions
that
follow
it.
Social-media use growing in India!
A
recent
India
Inter net
most
repor t
(IAMAI),
users
popular
Facebook
updates.
benefit
with
good
1
W hich
Twitter
the
a
There
b
Users
c
One
is
d
Working
and
really
180
update
the
their
get
are
facts
have
on
the
big
in
users
access
is
to
gets
or
working
the
to
men
and
countr yside.
especially
cities.
the
in
ar ticle?
urban
Facebook
activities
good
students
to
on
sharing
ever yone
to
The
profile
and
communities,
stated
Internet
profiles
that
access
to
vir tual
of
million
media.
posting
access
isolated
180
social
college
expand
come
popular
women
just
Association
the
your
as
impor tant
also
million
most
to
well
of
use
keeping
as
not
benefit
people
Mobile
cent
regularly
vitally
need
and
per
include
following
are
of
India
current,
women,
more
66
media,
We
can
and
of
it
social
Inter net
that
activities
jobs.
T
echnology
the
urban
However,
from
more
in
and
non-working
as
by
states
and
sharing
social
Hint
India.
Twitter.
•
look
and
updates.
the
media.
or
2
W hich
of
the
following
are
opinions
stated
in
the
For
at
question
the
scan
same
or
•
The IAMAI are ver y happy with the growth in social-media usage.
b
It is important that not just students and successful men have access.
then
check
–
it
statement
It
Places
is
necessar y
e
Technolog y
to
increase
access
to
people
cities
does
have
left
need
not
more
really
access.
benefit
the
isolated
communities
as
what
may
is
a
the
be
text
that
fact,
but
says
the
the
one
–
or
not
one
in
most
them.
scan
your
nd
text.
Hint:
Applying
to
words
women.
wrong
outside
related
stated
gures
exactly
d
‘fact’
article
ar ticle?
a
c
key
the
B1:
For
the
question
text
to
nd
B2,
the
again
most
skills
relevant
read
it
information
carefully.
and
then
Remember
C
Re-read
the
email
on
page
22
and
then
answer
the
that
questions
1
List
2
Find
at
what
below.
least
two
five
but
facts
sentences
relating
or
to
phrases
what
that
happened
indicate
his
to
some
not
things
actually
might
be
likely,
stated
Luis.
opinion
about
happened.
33
Unit
2:
Writing
WRITING
Writing
In
this
to
inform
section,
✪
generate
✪
structure
ideas
Think
W hen
mind
you
is
You
an
✪
information
using
write
to
the
you
inform,
reader
are
topic
must
the
must
giving.
text
sentences.
be
key
aspect
to
understand
But
how
clear
–
is
use
this
keep
clearly
in
the
achieved?
paragraphs
and
sentences.
should
use
relevant
easy -to-understand
Do
to
an
writing
structure
topic
✪
for
your
clarity:
Your
will:
about…
information
✪
you
not
confuse
persuade
–
factual
is
in
form.
writing
this
information
to
about
inform
with
providing
writing
facts.
Exploring…
Paragraphs
that
share
Topic
A
of
the
not
study
social
sometimes
On
the
to.
improved
accounts
topic
[2]
fur ther
Test
your
It
of
✪
W hich
on
at
and
ey
75
than
one)
or
usually
the
some
not
more
idea.
introduce
of
that
number
isolated
hand,
and
a
sentence.
of
per
the
har mful
cent
being
(around
depressed
sizeable
enhanced
made
the
is
star t
anxiety
them
introduces
provide
focus
the
of
topic
their
feel
understanding
is
the
states
smaller
sentences
W hat
that
paragraph.
at
repor ted
[1]
(usually
central
sentences
the
has
or
of
able
45
to
per
when
effects
respondents
keep
cent)
up
to
said
seeing
date
they
what
friends
[2]
sentence
✪
34
A
felt
other
[1]
of
sentences
focus
are
feelings
friends.
up
of
come
media.
repor ted
were
sets
focus
always)
recent
with
are
common
sentences
explain
(but
a
main
details
the
to
about
focus
of
second,
felt
Getting
the
social
‘likes’
themselves.
suppor t
answering
sentence?
actually
well-being.
good
the
by
minority
on
They
paragraph
the
topic
these
sentence
questions:
incomplete
media
paragraph?
their
also
…
Unit
Developing
It
is
useful
ideas
Here
into
are
to
your
of
a
✪
70
per
cent
said
✪
25
per
cent
felt
their
✪
25
per
cent
felt
it
✪
60
per
cent
said
✪
60
per
cent
✪
45
per
cent
admitted
✪
40
per
cent
didn’t
✪
20
per
cent
thought
into
t
two
the
a
or
parents
writing
and
organise
the
points
or
children
to
good
able
to
too
to
how
that
decide
paragraphs.
of
their
media
social
contact
their
social
how
you
Here
are
could
some
was
could
children
to
their
social-media
much.
‘spy ’
touch
with
when
media
private
–
their
they
to
friends.
should
when
children
social-media
were
this
possible
social
their
children’s
divide
in
friends
on
on
accounts
acceptable.
keep
contacting
media
access
too
media
children
time
to
the
social
much
using
know
use
that
spent
be
to
used
children’s
was
they
par tner
sur vey:
inter viewed.
their
liked
three
facts
your
dierent
100
with
for
paragraphs.
results
of
ideas
✪
Work
sets
Writing
skills
generate
clear
the
2:
they
check
be
studying.
were
for
out.
dangers.
accounts.
like
diaries.
information
categories.
W hich
above?
General
use
Parents
of
social
checking
Playing
media
up
games
on
on
by
their
children
children
smar tphones
Challenge
Positive
aspects
of
social-media
use
Look
the
Parental
use
of
social
media
to
contact
at
this
social-media
look
at
the
paragraphs?
A
If
so,
recent
Do
any
of
them
t
parents
about
their
children’s
use
of
✪
Contacting
✪
The
repor t
contact
150
100
responded
friends
also
was
asked
their
to
an
a
repor t
issue
about
for
about
many
whether
social
rebmuN
have
of
Singapore.
125
sur veyed
media.
Children
in
150
your
which?
repor t
✪
to
below.
use
shows
fo
social
sentences
sresu
✪
topic
which
family
students
Now
graph,
media.
parents.
parents
used
social
75
50
25
media
children.
0
r
e
t
issue
of
children’s
privac y
was
also
sur veyed.
w
Diaries
i
The
✪
t
✪
T
are
private
proper ty
and
no
one
should
look
at
them.
Write
Time
to
write:
information
one
readers
Choose
any
opening
one
topic
paragraph,
of
the
paragraphs
sentence
adding
the
at
the
you
have
beginning
relevant
paragraph
to
inform
text
of
suppor ting
selected.
it.
en
Now
write
complete
the
the
use
in
about
social-media
Singapore.
general
topic
Start
with
a
sentence.
information.
35
Unit
2:
One
ONE
step
further
STEP
FURTHER
Think
In
this
unit,
technolog y
can
Jot
is,
you
on
challenge
down
all
social
or
Use
some
and
fears
to
on
a
a
of
bit
these
force
technolog y
the
the
impact
people
more
deeply
questions:
for
good,
developing?
of
or
do
do
you
issues.
social
you
things
and
Now
these
think
How
there
media
you.
about
you
not?
Are
social
around
media
imagine
about
it
that
you?
with
of
about
those
think
thoughts
and
worr y
Talk
and
considered,
media
excite
thought
life
yourself
some
things
have
your
the
a
partner
ideas
regarding
you’ve
social
been
media
thinking
and
about
to
discuss
your
hopes
technolog y.
Read
You
are
going
modern
Best
always
day
Inches
W hen
e
As
at
I
I
turn
to
out
my
the
light.
gold,
me
to
my
the
constant
in
forget
so
dependence
music
You’re
a
to
the
world,
and
voices,
dazzle,
sing ,
mirror,
a
ever- changing
Just
Full
think.
and
the
And
picture,
thing.
you’re
or
get
you
at
on
end,
you
a
of
is
hear t
you
gone
no
and
were
desired.
Mike Gould
object,
out,
sound.
box,
screws
My
an
grey,
plastic
once
new.
has
make
Yet
slow,
you’re
light
face
lost,
once,
somebody
Your
link ,
many
how
sparkle
to
Find
W hose
end.
bridge
old
forget
In
hand,
as
Play
our
when
Grow
night,
precious
Speak
36
and
friends,
You
explores
But
of
My
which
close,
dearest
You’re
An
poem
away,
cling
With
I
a
friend
the
You
read
technolog y.
You’re
In
to
wires,
ever y thing
Unit
Talk
W hat
are
is
the
same
with
the
‘ best
clues?
a
One
step
further
partner
friend’
Do
2:
you
the
poet
depend
on
is
talking
your
about?
‘ best
friend’
W hat
in
the
way?
Write
EI T HER:
form
of
Write
technolog y
describing
came
could
the
along.
tr y
star ting
your
could
writing
like
–
world
It
own
a
poem.
tablet
before
be
about
the
could
computer
and
funny
It
after
or
be
for
about
example,
modern
serious
technolog y
(or
in
another
technolog y
both!).
the
or
You
same
way,
this:
You’re.......................
OR:
last
Write
100
an
years
television,
for
Reflect
In
ar ticle
this
or
and
could
technolog y
write
about
has
the
changed
in
telephone,
the
cars
or
check
you:
✪
thought
✪
practised
✪
prepared
✪
read
✪
listened
✪
answered
about
different
speaking
and
gave
personal
to
identify
revised
a
shor t
spoken
questions
fact
main
in
a
of
to
a
larger
non-fiction
about
testing
work
conversations
talks
and
text
and
and
kinds
clearly
email
positive
between
✪
You
how
example.
unit,
a
so.
about
digital
your
negative
with
other
students
group
newspaper
ar ticle
technolog y
ability
to
vocabular y,
select
and
key
details,
distinguish
opinion
word
classes
and
the
three
main
types
of
sentences
✪
revised
✪
learned
and
✪
and
developed
how
wrote
Check
a
writing
your
of
basic
writing
punctuation
using
topic
sentences
you
for
feel
go
help
or
an
information
ar ticle
confident
back
if
an
text
using
data
and
provided
poem
necessar y,
A sk
structure
use
paragraphs
practised
information
✪
to
your
you
to
the
need
about
about
technolog y.
all
section
these
and
things.
revise
it
If
carefully.
it!
37
Free-time
UNIT
This
3
unit
their
In
this
free
unit,
write
W1
and
As
free
people
work.
It
yourself
older
impor tant
and
the
activities
people
do
in
short
learn
texts
key
relevant
to
details
to:
convey
from
clearly
a
detail,
key
meaning
range
using
of
speech
points
and
and
ideas
exchange
short
and
information
longer
appropriate
to
texts
situation
audience.
time
grow
is
about
select
communicate
S1
My
will
and
identify
L1
all
time.
you
identify
R1
is
activities
relax.
they
to
face
make
W hat
do
the
the
you
growing
best
do
in
use
demands
of
your
your
free
of
free
education
time,
to
and
enjoy
Useful
quality
time?
words:
relaxation,
pastime,
pressure
time,
of
stressful,
hobby,
work,
keeping
active
3.1
Outdoor
activities
Check
that
meaning
Time
Look
at
this
to
of
you
know
these
the
words.
think
picture
and
think
about
the
questions
that
follow
it.
Useful
words:
skatepark,
physical,
Look
up
skateboard,
balance,
tness,
any
trick,
health
words
you
need
to
841714_ph2_16
help
Add
W ho
is
in
the
picture?
W hat
are
they
doing?
W here
do
you
think
you
talk
them
to
W hat
thinking
makes
and
you
think
this?
W hat
do
you
imagine
they
are
they
answer
you
feeling?
give
W hat
outdoor
activities
do
you
like
to
do
with
your
friends?
W hat
–
think
you
par ticularly
you
would
like
about
these
activities?
Is
there
an
outdoor
38
to
tr y?
is
picture.
Book.
no
exercise
about
the
right
is
topic
chance
to
to
help
and
to
practise
do
your
activity
a
like
Word
There
this
the
speaking
you
your
the
they
REMEMBER:
are?
about
partner
.
ideas
clearly
to
Unit
Time
Now
share
picture
Take
add
it
on
in
your
page
of
Look
at
people
the
talk
par tner.
W hen
✪
of
the
W here
✪
W hat
✪
Have
✪
W hat
a
is
it
are
there
and
the
right.
ey
are
of
young
of
to
the
ask
pictures
one
answers,
the
another
make
to
Take
get
your
it
in
you
a
questions.
own
conversation
prompts
picture.
with
going.
star ted:
turns
to
describe
what
is
happening
taking
the
ever
the
any
place?
people
done
be
this
benefits
or
feeling?
activity?
of
negative
thinking
doing
this
activity?
effects?
hobby
an
to
nd
think
a
picture
activity
picture,
Practise
–
activities.
keep
these
you
home,
doing
questions
on
some
to
one
Time
At
par tner.
talk
might
My
a
the
picture.
✪
3.3
you
you
can
talking
of
you
enjoy.
just
about
If
or
you
describe
the
someone
can’t
the
else
nd
activity.
Useful
activity.
tness,
sense
To
get
speaking
hobbies
in
par tner
Tr y
Choose
Are
ask
par t
to
your
and
own.
Remember
some
in
to
about
with
and
about
comment.
Use
38
pictures
taking
Time
Now
ideas
your
Sports
Thinking
talk
turns
ideas
3.2
to
3:
you
star ted,
think
words:
health
muscles,
of
and
co-ordination,
balance,
excitement,
about:
teamwork
✪
when
you
✪
where
✪
special
✪
what
star ted
doing
this
activity
Look up any other words that you
you
take
par t
in
it
need to talk about the pictures,
clothing
or
equipment
you
need
and note them in your Word Book.
you
Time
Give
a
to
class.
listeners
them
to
about
in
a
small
Make
by
the
the
activity.
talk
three-minute
activity
the
like
talk
group
your
of
talk
speaking
face,
about
and
your
hobby
classmates
interesting
clearly
and
developing
or
for
loudly,
your
or
to
your
looking
ideas.
39
Unit
3:
Reading
non-fiction
READING
In
this
section,
✪
read
a
✪
learn
some
✪
learn
what
you
NON-FICTION
will:
non-fiction
Think
useful
is
text
vocabular y
meant
by
on
‘relevant
the
topic
of
spor t
detail’.
about…
If you asked a friend to buy the ingredients for a pizza, and she
brought home a cookbook about how to make pizzas, you’d berather
annoyed. is was
not what you asked for, however useful it might
be. In the same way, learning how to make your answers
relevant
is an important skill. Check you answer the question you have
been asked.
Exploring…
Read
the
sentences
Swimming
in
fact,
river,
it
if
is
a
you
costs
below
and
popular
swim
at
nothing
hobby.
your
at
then
It
local
answer
the
doesn’t
beach,
question.
cost
or
in
much
a
–
nearby
all.
According to the text, why might someone take up swimming?
a
It
keeps
Only
one
you
t.
answer
statements
is
about
Developing
b
It’s
relevant
a
and
swimming ,
your
hobby.
c
correct.
but
they
It’s
e
are
a
cheap
other
not
two
relevant
pastime.
answers
to
the
are
tr ue
question.
skills
Read the text carefully, and then answer the questions that follow.
Swimming
Swimming
swim
But
at
it’s
a
may
one
person
used
to
popular
local
want
been
Michael
a
great
You
ever
40
is
your
to
the
started
take
for
to
take
or
keep
lessons.
pushchair
at
the
the
It
a
at
pool
was
nearby
and
have
more
greatest
cost
river,
fun
medals?
much
it
–
in
costs
with
seriously.
Olympic
three
watch
for
for
your
This
fact,
if
nothing
you
at
all.
friends.
is
the
swimmer
story
there
of
has
Phelps.
about
to
safer
poolside.
or
doesn’t
Michael
swimming
swimming
fit,
the
American
to
It
in
swimming
became
him
fun
hobby.
beach,
way
who
–
–
his
him
Because
he
to
years
older
be
didn’t
in
of
age.
sisters
the
like
His
mother
have
water
getting
than
his
in
his
face
Unit
wet,
he
back.
spent
As
you
backstroke.
He
in
started
five
days
be
year
a
the
for
at
change
how
on
to
in
seven
in
2016,
28
Not
he
win
everyone
mental
would
can
however,
relaxing
want
Aged
an
remains
a
gold
23
of
broke
he
great
good
in
the
stroke,
was
the
and
365
youngest
of
In
total
This
all
the
to
next
world
Rio
de
now
year
records
Janeiro,
stands
makes
him
at
the
time.
and
extraordinary
sportsperson.
Most
sacrifices.
anyone,
physical
had
and
setting
one.
great
and
hard
His
talent
for
of
need
wrist
gold.
necessary
was
his
recognised.
that
one
you
his
record
pastime
a
–
on
at
any
workout?
people
Swimming,
level.
It’s
up
A
to
you.
REMEMBER:
relevant
A
Write
1
Find
2
Look
a
answers
word
at
as
these
paragraph
paragraph
swimming
3
in
to
an
1.
1
Give
Comprehension
2000.
medals.
natural
the
was
Beijing,
them
learned
butterfly
trained
in
Olympian
or
in
sportsperson
the
make
splashabout
but
the
about
was
session
swimmer
Olympic
have
of
to
–
he
talent
he
Olympics
more
with
and
15,
medals
Olympic
approach
not
an
stroke
practice
Michael
gold
medals,
first
splashing
Michael’s
competitive
2007,
four
decorated
a
Sydney
and
and
breaststroke
years!
eight
won
the
11,
practised
events
he
Olympic
most
in
of
missed
successful
In
floating
expect,
five
the
time
age
never
determination.
went
of
training
competitors
T
o
lot
might
At
years
a
a
3:
Only
details
include
in
your
answers.
questions.
that
means
three
‘ liked
reasons
why
by
many
people
people’.
choose
activity.
Look at paragraph 3. What swimming stroke did Michael learn
first?
4
Look
at
great
determination.
B
1
paragraphs
Write
In
the
answers
Beijing
3
and
to
4.
Give
these
Olympics,
two
examples
of
Michael’s
questions.
how
many
world
records
did
Michael
break?
2
Copy
and
complete
Michael’s
rst
facts
about
Michael
noticed
______________________________
in
the
year
2007
became
in
the
year
_______
his
whole
Phelps
won
rst
aged ____________
Michael
the
his
Phelps.
Michael
medals
in
of
took
In
par t
table
Michael
Olympic
3
ability
the
Olympics
swimmer
with
the
aged ____________
most
ever
career,
how
many
Olympic
gold
medals
has
Michael
altogether?
C
Look
to
become
at
an
the
whole
Olympic
text.
Write
three
qualities
that
you
need
champion.
41
Unit
3:
Grammar
Grammar
In
this
section,
you
your
will:
✪
review
✪
learn
when
✪
learn
how
to
use
possessive
pronouns
acting
as
adjectives
✪
learn
how
to
use
possessive
pronouns
acting
as
nouns.
Think
On
the
to
at
keep
This
is
and
a
is
swim
a
at
a
pronoun
over
other
or
pages,
me
you
popular
local
the
swimming’s
The
I
pronouns
read
hobby.
beach,
it
this:
It
doesn’t
costs
cost
nothing
at
much
all.
–
But
in
it’s
fact,
a
if
you
great
way
t.
means
you
use
of
about…
your
Swimming
if
to
previous
Swimming
swim
knowledge
same
popular
your
it
hobby.
local
great
again.
nouns.
as:
was
way
to
used
stop
keep
are
your
doesn’t
swimming
costs
cost
much
nothing
at
–
in
all.
fact,
But
t.
instead
Pronouns
They
Swimming
beach,
of
writing
useful
writing
short
the
word
words
becoming
swimming
that
can
repetitive
stand
and
over
in
for
boring.
Pronouns
Pronouns
whether
object
to
they
of
show
may
the
the
change
are
the
depending
subject
sentence.
two
forms
Here
of
or
is
each
on
the
a
chart
Subject
Object
I
me
you
you
he
him
she
her
REMEMBER:
is
with
other
pronoun.
form
it
it
we
us
they
them
Use
use
in
the
chart
the
sentences
above
to
help
below.
you
Write
choose
out
the
the
correct
whole
of
pronoun
each
to
sentence
correctly.
a
I/me
b
They/Them
is
run
to
school,
always
but
go
she/her
to
the
prefers
g ym
in
to
the
c ycle.
evenings
when
he/him/it
quiet.
c
I/me know that he/him will be a good swimmer if he/him practises.
d
Michael
won
they/them.
42
many
gold
medals,
and
he/him
was
proud
to
wear
of
I
or
and
me
wasn’t
Jack
and
a
1
noun
word
The
If
another
coach
lesson.
I
the
use
as
if
there.
enjoy
gave
word
noun,
or
me
ignore
the
the
the
For
I
correct
other
example:
swimming.
Jack
and
me
Unit
e
She/her
for
f
the
I/me
helped
Possessive
adjectives,
of
we/us
were
training
canoeing
when
I/me
was
on
a
trip.
Possessive
parts
when
Grammar
marathon.
learned
school
we/us
3:
pronouns
pronouns
to
the
show
are
acting
special
possession,
as
adjectives
pronouns
including
for
that
can
be
relations
used
and
like
friends
or
body.
Pronoun
as
Pronoun
as
Possessive
REMEMBER:
subject
object
pronoun
I
me
my
•
The
an
you
you
word
its
he
him
his
she
her
her
it
it
its
we
us
our
there
them
is
words
•
The
and
but
they’re
is
Katia
my
is
your
Michael
On
the
take
This
broke
Michael
to
and
to
wrist.
pool
same
(part
you
to
of
means
as
all
only
to
in
the
her.
there
sound
their
them’.
that
means
(There
place’
‘they
the
means
and
are’.)
the
body)
read:
at
about
watch
his
three
older
years
of
sisters
age.
have
His
mother
swimming
used
lessons.
as:
swimming
Michael
to
the
at
about
pool
to
three
watch
years
of
age.
Michael’s
Michael’s
older
sisters
mother
have
lessons.
possessive
to
just
(relation)
swimming
started
–
(possession)
pages,
the
the
take
swimming
The
his
started
him
means
used
sister
.
previous
Michael
to
football.
‘in
it’
their,
they’re
means
example:
That
have
it
apostrophe
or
words
same,
their
to
no
his
‘belonging
For
not
when
your
‘belonging
they
does
apostrophe
stop
pronouns
having
to
he
write
and
his
Michael
are
over
used
and
to
make
the
writing
clear
over
.
43
Unit
2
3:
Grammar
Write
each
out
these
sentences,
using
the
correct
pronoun
to
ll
gap.
Hint:
a
was
impor tant
for
Michael
page
keep
healthy
when
trained
b
competition.
Cycling
pump
c
makes
hard
Running
is
your
hear t
strong
as
has
when
good
c ycle
for
children,
a
long
to
way.
as
have
to
use
all
muscles.
d
Aisha
found
had
when
e
I
did
asked
wallet
3
Jose
at
Choose
the
the
bic ycle
some
if
more
energ y
correct
tennis
and
wheels.
won
his/her/its
first
national
game.
Michael
he/she/it
had
won
had
they ’re
four
gone
They/Their/They ’re
they/their/
44
it/it’s/its
sentences.
He/She/It
loved
of
these
c
e
one
for
My brother won his/her/its last race of the day.
that
lost
word
The
After
days
park.
b
L adies’
the
lost
a
d
on
exercise.
had
medals
in
Rio,
they ’re/their/there
hoping
last
gold
that
game
of
he/she/it
with
high
they/their/they ’re
the
season.
43
if
back
you
at
need
the
table
on
reminding
for
of
the
Look
to
admitted
hopes.
will
win
the
different
pronouns.
Unit
Possessive
The
the
as
term
thing
a
1
possessive
that
noun.
It
This
is
my
This
is
your
Here
is
not
The
red
The
blue
Fill
is
be
of
tennis
carefully.
gap
may
Use
is
are
give
is
–
it
is
as
applies
(a
his
to
For
thing
thing
you
to
acts
example:
belonging
belonging
(thing
refer
pronoun
to
to
belonging
me)
you)
to
him)
her)
(things
belonging
(things
correct
to
belonging
possessive
acting
as
adjectives
words
in
brackets
the
when
possessive
(a
or
to
as
us)
to
them)
pronoun.
nouns
help
–
e
missing
think
REMEMBER:
you.
never
a
Louis said that the bicycle was
use
Possessive
pronouns
apostrophes.
(the one belonging
to him) and not
(the one belonging to her).
b
(belonging
(the
c
Grammar
nouns
emphasis.
yours.
theirs.
the
of
mine.
ours.
are
also
kind
belonging
with
be
It
It
racquet
(thing
sweatshirts
each
to
water
.
sweatshirts
pronouns
This
used
sandwich.
hers.
acting
pronoun
owned.
can
bottle
the
and
pronouns
3:
one
to
me)
painting
belonging
to
you)
is
is
ver y
dull
but
colour ful.
We bought a new trampoline for the children when
(the one belonging to them) broke because
they had misused
d
(belonging to them) old one.
Don’t use
(belonging to me) cricket bat – it’s
(the one belonging to me).
(the one belonging to you) is over there.
e
The
to
teacher
us)
own
told
yoga
us
to
mats
bring
as
he
(the
(belonging
was
ones
always
having
belonging
to
to
lend
us
him).
45
Unit
3:
Listening
LISTENING
In
this
section,
to
a
you
will:
✪
listen
recording
✪
revise
✪
identify
some
✪
practise
answering
some
Think
Before
an
you
the
looking
that
likely
the
around
that
will
it)
details
in
an
questions
is
you
might
that
the
with
people
extended
in
and
activities
text
different
make
mean
are
to
to
be
listen
can
make
to
and
an
of
formats.
be
your
time
If
a
informed
to
is
its
to
prepare.
consider
about.
that
word
carefully
time
to
talked
checking
used.
ver y
use
taking
going
questions
likely
have
so
talk
connected
recording ,
this
ideas
through
you
key
shor t
about…
hear
vocabular y
a
vocabular y
examination,
and
of
It
you
the
also
In
topic
means
understand
unfamiliar,
context
you
(the
the
know
words
guess.
Exploring…
e
recording
is
of
an
employer
giving
a
talk
to
a
group
of
Useful
school
words:
interview,
students.
With
a
par tner,
what
the
✪
the
✪
whether
talk
advice
is
the
likely
to
be
employer
language,
about
might
impressions,
this
is
likely
topic
or
is
likely
to
be
about
a
par ticular
job.
(Discuss
why
these
them
unlikely.)
a
You
are
not
tr ying
to
guess
what
activity
is
to
help
your
brain
the
questions
and
answers
might
be
focus
on
what
you
know
about
to
make
Developing
Before
the
to
listen
out
the
Make
for?
sure
testing
this,
shor t
you
Remember
46
on
to
Are
any thing!
skills
the
page
for
recording ,
47.
Are
there
you
there
any
will
any
clues
to
have
key
the
a
few
words
sor t
of
minutes
that
you
answers
to
will
you
the
that
you
are
going
introduction
understand
talk
you
may
have
to
all
not
to
look
the
the
use
understood
at
question
A1
carefully
read
need
will
and
then
talk.
possible
those
what
answers
exact
you
words.
heard.
for
question
e
words
with
in
a
understand
mean
–
partner
your
Word
don’t
know.
Use
the
tond?
practise
hear
ready
your
listen
questions
need
To
you
you
you
A1.
question
is
what
discuss
and
Book
make
of
any
–
to
topic,
character
sure
note
you
this
body
give
Make
the
condent,
discuss:
rst
✪
qualication,
nervous,
help
or
to
check.
a
dictionary
Unit
3:
Comprehension
A
Read
1
question
According
probably
a
your
the
ask
your
home
e
your
future
listen
After
you
W hat
W hy
✪
Did
then
which
the
things
instructions
will
the
below.
inter viewer
about?
education
b
your
family
background
d
your
leisure
activities
plans
introduction
answered,
phrases
follow
two
town
the
have
‘ leisure
✪
to
and
talk ,
you
recent
c
Now
✪
to
1
did
the
and
think
then
about
speaker
use
answer
the
question
following
that
meant
1.
questions:
‘education’
and
activities’?
were
you
the
other
remember
options
to
give
incorrect?
two
answers?
B
Now
answer
space
1
them.
in
2
You
down
is
the
Give
The
one
of
inter view
5
may
the
speaker
a
it’s
b
you
c
the
If
you
the
the
phrase
right
of
the
questions
recording
the
be
twice,
before
with
a
you
short
speaker
uses
that
means
‘someone
b
you
say
able
thing
be
able
will
how
that
prove
to
it
you
to
to
is
the
when
better
should
most
you
talk
not
always
impor tant
to
about
refer
tell
the
to
thing
your
in
tr uth
an
in
the
hobbies?
inter view.
an
do.
r un
know
for
you
a
are
a
marathon.
you
are
computer
can
computer
you
tell
is
…
applying
show
speaker,
pastimes
employer
are
the
sug gests
might
you
you
to
because
a
c
rest
hear
shor t
according
inter viewer
4
will
the
determined’?
W hat,
3
through
between.
Write
who
read
do
other
tr ustwor thy.
course,
the
things,
too.
programming
really
good
at
is
all
different
speaker
you
sug gests
…
do.
spor ts,
too.
C
Answer
1
According
improved
2
W hich
for
these
to
by
speaker,
playing
pastime
someone
police
the
questions.
does
who
a
what
team
the
wants
skill
speaker
to
can
be
spor t?
sug gest
become
a
officer?
47
Unit
3:
Grammar
Grammar
In
this
section,
✪
revise
✪
learn
how
pages
✪
✪
to
as
my
friend
act
as
Copy
use
pronouns
relative
you
adjectives
mine.
this
as
adjectives
and
nouns
pronouns.
learned
to
how
show
your
nouns
is
acting
pronouns
43–45
act
This
1
will:
possessive
Possessive
On
you
when
That
table
you
one
and
possession,
birthday
refer
is
possessive
to
for
pronouns
can:
example:
present
the
thing
that
is
owned,
for
example:
yours
complete
the
gaps.
Pronoun
Pronoun
Possessive
Possessive
as
as
pronoun
pronoun
subject
I
object
(adjective)
me
(noun)
REMEMBER:
avoid
mine
your
you
your
him
his
she
her
it
it
we
us
they
them
Relative
hers
its
our
ours
pronouns
On page 26 you revised how to make compound sentences using
coordinating conjunctions (joining words) such as and and so. You also
revised the use of subordinating conjunctions such as although, when and
because to join subordinate clauses to one another or to the main clause.
Another
way
Relative
of
join
clauses
pronouns,
for
is
by
using
example
who,
a
relative
which
and
pronoun.
that,
are
a
special
kind
pronoun.
Relative
you
to
Look
pronouns
join
concise
48
to
at
clauses
and
the
help
two
are
used
together
give
to
the
smoothly.
variety
sentences
start
at
to
your
the
top
description
They
can
sentences.
of
page
49:
of
make
nouns.
your
They
writing
help
more
Use
repetition
writing
pronouns
and
more
to
to
make
interesting.
Unit
The
swimmer
They
The
In
can
be
this
It
like
who
sentence,
separate
many
joined
swimmer
,
swimmer.
to
won
is
the
many
won
subordinate
a
The
swimmer
came
to
our
school.
The
The
two
The
employer
gave
a
talk
that
employer
gave
a
talk
which
be
gold
came
medals
Notice
to
our
describes
how
the
school.
the
noun
commas
are
used
clause.
employer
can
medals,
clause.
The
sentences
talk.
gold
many
subordinate
gave
medals.
Grammar
this:
won
who
a
gold
3:
talk
joined
was
with
was
interesting.
a
relative
pronoun:
interesting.
or
The
In
this
sentence
subordinate
the
You
The
use
doctor
,
doctor
I
an
a
Are
a
I
a
describes
comma
when
the
it
is
talk.
at
It
the
is
a
end
of
people.
next
You
door
,
use
that
saved
my
away.
(that
or
life.
which
(who
to
refer
refers
to
to
things.
the
that
had
run
refers
to
the
horse
purse
which
correct
or
the
she
had
dropped.
(which
refers
to
thing)
word
to
ll
each
gap
which.
kind
tennis,
ver y
of
person
likes
like
Mr
to
a
A ziz ,
work
make
to
keeps
teacher,
said
with
me
Snowboarding
want
spor t
fit.
careers
always
e
a
the
you
play
My
I
to
lived
horse
the
–
that
called
d
need
challenge?
me
c
not
this.
refer
who
up
Choose
who,
to
does
person)
the
purse
–
b
a
like
It
animal)
picked
the
2
–
caught
–
I
who
interesting.
that/which was interesting
clause.
sentence
was
is
is
I
should
small
join
a
drama
group.
children
laugh.
a
spor t
I
really
tr y.
49
Unit
3:
Reading
fiction
READING
In
this
section,
an
you
extract
FICTION
will:
✪
read
✪
learn
✪
practise identifying and selecting relevant detail, key points and ideas.
some
from
useful
a
fiction
vocabular y
text
about
children
at
play
Word
A
Work
box
with
another
your
with
the
and
this
to
on
then
match
the
write
the
right.
the
words
Check
words
on
your
and
the
left
answers
their
of
your
meanings
extract
and
then
answer
the
questions
that
follow
opponent
confusion
coveted
helper
chaos
desired
ying kites. Children
glass, to make them shar p. ey tr y to cut the strings
the other kites,
of
all
using the string on their kite. e winner is the owner of
the
competition
it.
in powdered
kite
early
winning
the last kite ying.
runner
kite-fighting
started
enemy
assistant
in
sometimes hold competitions where the strings are covered
The
tournament
with
skills
In A fghanistan, as in many countries, children enjoy
The
Meaning
the
Book .
Developing
Read
partner
meanings
pair,
Word
a
in
tournament
the
kite
Glossary
morning
flew
in
the
was
on
sky
an
the
–
I
old
day
winter
of
the
remember
tradition
contest
one
in
and
year
the
Afghanistan.
didn’t
end
hordes
It
until
large
daylight.
kids.
streets
The
squinting
Every
up
fighter
to
People
filled
the
had
with
sky
,
an
gathered
kite
trying
assistant
on sidewalks
fighters,
to
–
gain
in
jerking
position
my
case,
and
and
to
roofs
tugging
cut
Hassan
the
–
to
on
cheer
their
fed
the
held
line.
spool
reel
rules
Good
when
kite
field,
each
who
But
fierce;
ran
for
he
on
No
rules.
Fly
your
came
of
kite
bulls.
kite
no
And
in,
fun
kite.
began
those
One
the
year,
in
his
could
most
when
from
snapped
still
one
yard,
a
Cut
who
it
I’d
a
the
opponents.
or
kite
a
streets,
about
neighbourhood
it
from
prize
was
weight
And
the
cut.
an
when
kid
and
a
That
down
The
once,
the
climbed
kite
in
a
chase
shoved
he
was
wind-blown
spiralling
rooftop.
the
read
his
was
chased
came
swar med
hands.
kite
when
tree,
under
take
last
a
Spain
coveted
the
kids
until
on
runners
people
branch
runners,
real
someone’s
the
kite,
The
neighbourhoods
those
A
with
a
in
the
kite.
fell
kite
like
tour nament.
50
runners
hordes
from
a
all.
through
dropping
hands
For
simple:
wasn’t
kite
other
of
the spool
partly
attempt
clearly
that
the
pretty
tree
were
drifting
roll
looking
with
line.
luck.
Except
or
string
eyes
The
pavements
their
lines,
opponent’s
who
on
squinting
and
of
tournament
sidewalks
outlasted
groups
people
fell
a
ones
pine
thir ty
runner
got
past
feet.
had
his
him.
was
cut,
the
last
there’d
fallen
be
kite
of
absolute
a
winter
chaos.
closed
to
see
in
more
Unit
3:
Comprehension
B
Answer
1
In
2
first
an
The
tournament
b
c
In
had
stopped
had
star ted
the
found
it
W hat
5
W hich
b
c
on
that
give
had
as
the
it
hard
to
the
would
see
be
for
tells
many
means
you
that
kite
f lying
years.
that
the
kite-f lying
…
dark.
to
to
in
kite
word
in
done
best
life
one
kites
jobs
the
to
Introduction
Introduction
that
rose.
give
the
two
Introduction
done
daylight’
was
sun
word
sunset.
paragraph,
were
one
been
‘outlasted
before
after
first
4
a
activity
went
questions.
paragraph,
was
a
3
the
these
the
by
bright
the
heading
that
kite
for
tells
you
children
sky.
f lyer ’s
this
the
helper?
extract?
Afghanistan
r unning
how
to
f ly
a
kite
C
Answer
1
W hat
2
In
a
b
c
3
They
They
had
to
were
had
writer
after
were
run
all
to
a
how
determined
how
high
how
the
T he
wr iter
kite
was
the
kites
children
one
high
boy
the
line
of
a
bull-runners
kite?
in
Spain?
animal.
another.
fell
children
would
a
cut
the
trees.
who
were
descr ibes
wild
had
like
f ly
from
were
when
prepared
kite
as
to
a
to
tree.
hold
the
This
on
to
strings
push
‘spiralling ’
one
is
an
their
were
T his
of
…
kites.
cut.
another
down.
example
off
trees.
means
the
…
a
drifting
b
falling
ver y
ver y
spinning
W hy
a
pushing
of
the
children
after
climb
tells
someone
the
b
c
5
They
way
questions.
a
c
4
happened
what
The
these
was
slowly
quickly
around
there
as
‘chaos’
down.
to
it
the
ground.
fell.
when
the
last
kite
was
cut
free?
51
Unit
3:
Writing
WRITING
Writing
In
this
✪
to
section,
gather
do
explain
you
together
will:
ideas
for
a
piece
of
writing
that
explains
how
to
something
✪
consider
✪
make
and
how
use
of
to
develop
paragraphs
subordinate
structures
of
clauses
in
using
your
details
writing
and
to
examples
var y
the
lengths
sentences.
Exploring…
In
the
us
what
the
rst
writer
We
paragraph
happened
explains
went
paper.
and
cross
course,
and
to
We
had
up
leave
to
Choose
an
classroom
game
you
enjoyed
he
and
and
hours
have
our
hundred
glue.
friend
day
thin
own
feet
We’d
just
read,
tournaments.
bought
the
make
five
and
you
his
every
cutting
to
text
kite-ying
made
tissue
string
of
then
their
bamboo,
shaving
string
hang
your
activity
when
glue,
…
We’d
line
played
doing
at
with
you
were
a
school,
a
liked
to
child,
or
sibling
an
or
do
for
outside
example
activity
parent.
you
the
a
Hosseini
in
the
in
some
string,
for
And
go
through
the
skills
that
you
kites
bamboo
paper
…
Khaled
Earlier
dry.
Developing
52
to
glass
the
bazaar
spars,
ground
it
how
spent
we
feed
the
of
during
a
in
centre
of
the
mixture
between
detail.
and
the
then,
out
tells
book,
yard
of
the
trees,
Unit
Take
it
in
turns
✪
what
✪
how
✪
where
✪
some
Now
Use
you
you
Make
a
and
bullet
have
favourite
Time
W hen
and
you
three
now
sentence
par tner:
others
did
when
you
remember
points
of
‘My
2,
your
took
most
par t
about
it.
separately.
list
Unit
the
were
things
You
In
tell
written
you
you
or
four
a
each
are
of
points
under
paragraph
short
to
the
satised
headings.
each
plan
heading.
for
a
shor t
ar ticle
on
activity ’
write:
learned
as
basic
childhood
to
for
above
use
topic
four
with
article
sentences.
paragraphs
your
topic
in
Now,
your
write
a
topic
paragraph
sentences,
you
can
plan.
write
your
REMEMBER:
have
shor t
ar ticle.
Use
your
notes
to
get
your
ideas,
but
don’t
be
used
change
or
improve
them.
Include
some
facts
and
to
explain
the
activity
clearly.
You
could
details
give
in
help
the
reader
you’re
writing
places
to
(also
sh
known
about
from.
as
he
shing ,
You
gives
Look
facts
what
give
might
jargon)
boots with spikes.
where
understand
an
use
again
at
with
how
details,
and
were
doing.
example
some
connected
and
you
some
of
special
the
how
or
made
he
you
uses
for
his
a
chose
-
if
the
conjunctions
it
for
the
ordinar y
a
smooth
they
and
you
all
have
make
helpful
written
sense
for
the
your
and
that
the
examples
them
and
through
factual
and
your
to
activities
with
and
one
share
your
ar ticles
about
details
are
clear
a
childhood
a
leaet
leaet
to
✪
explain
explain
about
a
hobby
or
pastime
that
you
enjoy
should
be
it
details
100–150
about
✪
what
✪
how
to
✪
why
you
the
what
costs
could
the
about
it.
the
but
have
produce
school
an
magazine.
include:
need
you
words.
could
about
you
start
to
it
if
there
would
be
any
Include:
would
do
✪
are
why
and
how
overcome
you
want
to
you
them
do
it.
star t
Remember
read
pastime
do,
equipment/clothing
how
Make
to
or
to
and
a
difficulties
✪
writing?
now.
✪
is
your
and
another.
write:
to
variety
games
learn
Write
like
for
you
to
to
hobby
Research
✪
Time
‘feel’
give
tried.
article
then
help
check
reader.
writing
to
would
You
Check
use
relative
word,
you
read
and
Challenge
note
technical
reader.
paragraphs,
of
made
football
never
W hen
you
best
Choose
explaining
have
words
example
kite
–
examples
example,
technical
activity,
Khaled
where
For
you
each
pronouns
to
that
kinds
afraid
of
paragraph
Check
different
sentences
to
Writing
prepared
you
work
the
to
3:
recommend
to
You
keep
your
should
hobby
you
ar ticle
assume
are
sure
you
only
include
it.
relevant
that
your
for
the
reader
person
knows
who
nothing
is
going
at
all
relevant
information
that
writing
and
your
is
and
factual
clear
explaining.
53
Unit
3:
One
ONE
step
further
STEP
FURTHER
Think
In
this
unit,
activities
helpful
these
throughout
is
the
and
are
most
might
why
so,
people
and
at
in
maintain
a
said
stressful
be
about
do
the
their
spor ts,
spare
physical
hobbies
time.
and
and
You’ve
mental
other
considered
health,
now
how
and
life.
with
sometimes
thought
others
to
your
Talk
It
you’ve
you
partner
that
time
how
your
the
of
far
examination
your
you
stage
of
life.
With
agree.
life
years
a
feel
school
partner,
Together,
might
at
consider
make
under
and
a
list
of
college
why
the
are
this
reasons
pressure.
Read
Read
this
Many
leaet,
written
students
really
feel
exhausted
beginning.
Food
As
and
Healthy
means
drink
–
–
Don’t
the
they
students
haven’t
sick ,
that
saying
is.
goes:
who
got
It
is
have
time
to
much
just
take
star ted
care
better
to
of
college.
their
take
physical
action
early
and
on,
as
is
a
must
many
not
fruit
sweet,
meals
when
you
–
–
limit
prevention is better than cure.
and
zzy
food.
vegetables
drinks
you’ ll
get
junk
only
full
ll
of
up
as
And
you
possible,
know
and
what
water
that
to
caeine.
on
unhealthy
chocolate
bars
and
over-hungr y.
Exercise
Find ways to build exercise into your day. If you can, use a bicycle or walk to
college – don’t always use a car, bus or train. And this will save you money, too.
Make
exercise
something
they ’ ll
help
fun.
Take
new.
Find
a
you
make
a
friend
game
new
and
that
go
you
to
a
enjoy
new
–
spor ts
team
club
games
–
are
learn
per fect,
as
friends!
Sleep
Take
too
Be
a
nap
long ,
aware
them
54
and
and
not
that
less
sleeping
now
able
too
lack
to
pattern.
then
of
–
close
sleep
this
to
can
you
a
boost
of
energ y.
But
not
for
bedtime.
doesn’t
concentrate
give
and
just
do
make
well
at
people
their
gr umpy
studies.
–
it
Have
makes
a
regular
mental
to
drink
food
skip
crisps
or
for
health
develop
good
–
until
habits
they
from
get
the
Unit
3:
One
step
further
Stress
Make and then keep to a routine – plan your day and make sure you have time for relaxation as well as work.
Be
honest
evening.
Ask
for
help
academic
can
be
your
better
if
you
sta
feel
don’t
with
cure’
these
✪
Do
✪
How
✪
W hich
✪
Can
a
par tner,
than
Consider
Share
yourself
–
sometimes
you
are
realise
being
that
you
does
pieces
you
your
EI T HER:
star t
First
of
add
ideas
decide
–
and
at
also
with
this
of
the
that
all
the
advice
advice
extra
with
your
OR:
advice
you
own
had
your
leaet.
relate
do
you
other
that
to
you
think
of
is
Write
of
call
or
years’,
set
letter
to
you
can’t
do
as
much
as
you’d
like
in
one
day
or
the
the
work
same
that
is
deadline.
being
With
set.
a
Speak
bit
of
up
–
sometimes
planning ,
the
burden
age
and
advice
students
in
to
your
In
be
at
word
advice
of
the
for.
you
you.
before
advice
students
‘How
make
understand
the
saying
‘Prevention
is
‘prioritise’.
offered?
your
be
add
friends
useful
to
you?
Are
any
too
difficult
to
follow?
list?
class.
this
and
unit,
check
you:
✪
talked
about
your
✪
talked
about
spor ts,
en
✪
learned some useful words and phrases about free-time activities
✪
read
to
✪
learned
wish
you
a
non-fiction
spoken
write
about
selecting
Note
leaet
your
to
your
for
age.
help
through
up
now?
for
the
free
time
and
how
you
use
it
✪
You
your
the
own
exam
title.
learned
relevant
to
✪
listened
✪
read
✪
learned
✪
wrote
✪
did
✪
wrote
Check
an
and
about
an
impor tance
details,
and
a
the
talk
and
key
given
how
plan
to
explain
letter
you
feel
go
help
or
a
other
activities
Olympic
of
that
you
do
swimmer
relevance
points
by
and
and
and
and
ideas
you
an
who,
employer
about
about
free-time
wrote
the
need
pronouns
pronouns
set
leaf let
to
the
novel
confident
back
if
a
about
research
use
relative
from
to
a
recognise
to
some
for
text
extract
necessar y,
A sk
the
hobbies
practised
in
written
and
texts
pronouns
an
you
the
experience
given
daughter
or
together
year.
writing
past
ideas
it:
the
being
could
letter.
could
all
Check
understand
advice
pieces
students
the
are
include
parents
son
a
school
on
you
someone
down
has
by
Reect
Write
their
your
help
admit
partner
look
any
younger
students
use
to
questions:
agree
far
to
have
swamped
ever yone
Write
given
you
lifted.
Talk
With
with
Prioritise.
a
about
and
which
to
some
children
writing
and
to
possessive
that
students
f lying
kites
explain
magazine
information
all
section
me,
activities
school
giving
I
these
and
ar ticle
and
advice.
things.
revise
it
If
carefully.
it!
55
Where
UNIT
This
4
unit
all
about
neighbourhood
In
this
unit
show
R2
key
learn
make
and
details
the
appropriate
your
home,
town,
region.
to:
of
and
vocabulary,
text
texts,
and
of
ideas
and
extended
purpose
length
to
present
ideas
message
spoken
grammatical
live
coherent
overall
longer
and
and
clear
points,
and
S2
will
and
understanding
identify
L2
home
you
produce
W2
My
is
I
and
key
involving
accurate
points
some
use
of
live
in.
in
more
a
a
variety
complex
variety
of
of
short
language
vocabulary
structures.
neighbourhood
Glossary
is
unit
Look
at
is
the
about
the
photos
place
on
you
these
call
two
‘home’
pages.
and
ey
the
all
area
show
you
places
we
local
nearby
would
neighbours
call
‘home’,
but
look
how
dierent
they
are!
next
to,
or
nickname
title
for
a
ere
are
physical
means
lots
how
your
56
ways
structure
something
wherethey
How
of
you
long
nd
feel
you
with
else.
family
about
or
to
neighbours
its
walls
For
or
your
your
describe
and
many
home
the
roof,
not
safety
will
have
building
(but
friends,
family
and
the
also
lived
residents
but
the
all),
and
be
it
you
word
home
means
inuenced
your
live
the
–
the
often
place
security.
there,
of
where
your
by
what
it
relationship
village
or
town.
is
like,
with
a
to,
the
particular
who
your
familiar
,
person
residents
a
people
close
or
live
home
informal
place
people
building
who
or
live
area
in
Unit
4:
Thinking and speaking
When we talk about where we live, we also use the word
neighbourhood. is means the street you live in (if you
live in one), or the immediate area around your home – the
local
So,
roads, shops, parks, elds etc.
how
4.1
would
My
describe
your
home
and
neighbourhood?
home
Time
ink
you
to
about
✪
How
✪
W hat
✪
Have
some
long
is
think
of
have
it
the
you
like?
following
lived
W ho
in
lives
questions:
your
there
current
with
home?
you?
Useful
people
moved
in
or
out
while
you
have
been
rooms,
✪
Did
you
live
somewhere
else
before
your
current
words:
family,
relatives,
there?
upstairs,
downstairs,
home?
street
Check
Time
to
that
meaning
Spend
turns
4.2
a
few
to
minutes
talk
My
you
and
thinking
ask
about
questions
with
these
a
things
friend
or
and
then
take
it
of
all
neighbourhood
Time
to
think
Does
it
about
have
a
the
immediate
name?
area
(sometimes
around
areas
where
have
you
official
live.
have
names,
and
they
are
given
local
‘nicknames’
as
homes
be
live
✪
many
too
people
many
and
W here
to
how
long
would
do
you
count,
you
you
say
or
know
just
have
your
a
by
name
handful,
been
in
be
the
point
neighbourhood
your
area?
depending
on
(There
where
than
others)
others
at
which,
you
✪
✪
to
leave,
begins
you
think
and
–
‘I
ends?
have
If
you
it
begins
W ho
live
knows
reason
the
Give
a
in
for
not
do
not
want
things
if
to.
Use
the
word
my
to
describe
the
now ’.)
you
other
opening
ideas
the
and
reveal
do
(Think
left
talk
your
and
there.)
neighbourhood
as
to
to
comfortable
may
the
Time
be
(some
you
area
share
to
say
enough
more
neighbourhood
Now,
you
lucky
or
REMEMBER:
about
Remember
what
well)
they
How
may
bigger
press
sometimes
in
think
people
✪
the
words.
group.
sensitive
✪
these
in
REMEMBER:
Now,
know
talk
with
same
a
friend
area
as
or
your
live
in,
and
some
vocabulary
from
of
this
section.
group.
friends,
do
you
agree
on
where
ends?
the
that
most
(for
people
example
in
their
because
neighbourhood?
their
family
has
Is
there
lived
a
there
longest)?
shor t
talk
–
no
and
neighbourhood.
you
lived
in,
that
is
more
If
you
ne
than
ve
would
minutes
prefer
to
–
talk
describing
about
a
your
home
previous
place
too.
57
Unit
4:
Reading
non-fiction
READING
In
this
section,
settings
and
around
types
you
of
show
understanding
of
vocabular y
to
do
with
about…
the
world,
village,
think
will
buildings.
Think
All
you
NON-FICTION
people
town
these
or
places
live
city.
are?
in
Look
How
ver y
at
dierent
the
would
photos
you
sor ts
on
of
this
describe
buildings
page.
and
W here
do
them?
Exploring…
e
third
image
Indonesian
explaining
on
this
village.
what
page
Read
the
kampungs
is
of
a
‘kampung ’
extract
are
below,
a
traditional
which
is
from
a
website
like.
http://www.kidcyber
.com.au/indonesia-housing/
While
in
many
villages,
Traditional
woods
reeds,
people
known
kampungs
the
there
have
Families
work
animals.
They
corn,
in
sold
the
at
cooking
e
writer
that,
they
the
uses
The
electricity
and
to
rice,
clear
vocabular y
is
are
and
are
half
the
styles
of
as
from
with
in
Indonesians
land
built
thatched
harvest
as
live
farmers.
bamboo
palm
most
tools
ducks,
and
people
near
their
bananas,
keep
the
description
to
on
and
leaves
or
kampungs.
Most
television.
such
where
than
work
houses
They
share
more
and
housing
plant
fruit
kampung
ver y
of
and
cassava.
market
the
cities,
roofs
mixture
kampung
If
use
a
together
local
oil.
is
big
kampung
forests.
grow
potatoes
People
in
kampungs,
Indonesian
from
but
live
as
crops
and
chickens,
equipment.
can
sea
to
buy
the
tell
Any
clothes,
people
us
and
raise
vegetables
about
pigs
and
extra
as
goats.
food
utensils
can
their
such
is
and
fish.
kampungs.
To
do
describe:

the construction of the houses in kampungs (what they are made from)

what
58
the
people
who
live
in
them
grow
or
keep
as
farmers.
A
kampung
Unit
4:
Comprehension
A
Re-read
the
two
bullets
‘bamboo’
or
the
something
is
vocabular y
when
tell
(for
list
bottom
as
any
of
nouns
page
something
that
58.
they
For
use
tell
us
about
example,
to
build
is
houses
grow?
your
can
words
and
the
they
impor tant
general
at
mentioned
Developing
It
text
skills
you
you.
are
is
example
writing
means
‘corn’
to
focus
looking
rather
on
for
than
what
the
par ticular
specic
rather
than
‘ vegetable’).
B
Write
1
W hich
answers
of
the
to
these
following
questions.
would
be
accurate
statements
about
kampungs?
a
They
b
The
are
built
villagers
from
sell
materials
ducks
and
which
goats
come
to
buy
from
the
bamboo
big
to
cities.
build
the
houses.
c
The
d
Many
e
2
houses
The
houses
villagers
Create
a
below,
from

are
made
have
grow
vocabular y
verbs
the
that
from
materials
electricity
and
blackberries
bank
of
from
nearby
forests.
televisions.
and
words
taken
cabbages.
used
for
each
of
the
categories
text:
describe
the
villagers’
work
as
farmers,
for
example
grow

nouns
Applying
Here
is
style
of
that
tell
your
another
house
what
they
buy
at
the
market.
skills
shor t
in
us
extract
from
the
same
website,
but
about
another
Indonesia.
http://www.kidcyber
.com.au/indonesia-housing/
The
Toraja
with
are
is
long
built
where
decorate
people
bamboo
inland
the
the
of
South
roofs
facing
gods
live.
houses
Sulawesi
that
the
to
build
a
mountains,
Above
as
rise
the
symbols
beautiful
point
at
which
doorways,
of
each
the
Toraja
horns
strength
and
carved
end.
of
houses
These
people
water
houses
believe
buffalo
power
.
C
Based
impression
need
to
on
of
check
the
details
what
the
the
given
Toraja
description
in
this
people’s
extract,
houses
draw
look
your
like.
own
You
will
carefully!
59
Unit
4:
Grammar
Grammar
W hen
we
several
✪
write
ways
using
to
describe,
do
this.
it
Two
prepositions
people
✪
to
to
is
impor tant
key
ways
indicate
to
add
detail.
ere
are
are:
the
relationships
between
objects,
etc.
adding
simple
adverbial
clauses
at
the
front
of
sentences
(fronted
adverbials).
Prepositions
Prepositions
They
the
are
relationship
sentence.
•
the
the
My
house
way
detail,
1
go
by
Work
We
of
to
a
live
to
Write
say
if
but
them
they
2
Here
tell
are
or
as
or
by,
under
,
pronouns.
pronoun
and
to
or
They
other
with.
show
words
in
a
for
example:
The
gardener
came
at
11
a.m.
work.
people,
river
.
It
for
is
example:
between
two
tall
buildings.
kitchen.
which
My
something
my
–
nd
in
2002.
as
play
is
and
is
loud
then
reader
We
both
nothing
chat
and
Riku’s
bedroom
me
the
to
friends
about
is
done,
or
to
add
further
list
were
music
about
the
lucky
very
all
can
a
a
music
and
television.
prepositions
the
to
get
an
worked
noisy
time.
I
in
time
some
other
since,
Position
over,
Way/manner
from,
common
before,
flat!
The
across,
of,
by
city.
people
complained
next
(T),
to
them
position
to
(P)
or
prepositions:
until,
on,
through,
the
apartment
the
do.
note
in
city.
parents
under
make
all
home
my
we
about
(W ).
Time
60
or
station
there
out
way/manner
in
Osaka
railway
above
it,
noun
Monday.
the
partner
paragraph
the
about
the
over
such
nouns
example:
began
things
of
happens,
school.
Unfortunately,
who
on
he
near
is
the
for
thing
manner
bus
moved
near
a
words
front
example:
with
following
in
between
house
is
or
for
short
used
storm,
bedroom
the
I
the
the
position
Our
often
describe,
when
left
After
•
They
time
They
•
are
generally
ago
towards,
into,
onto
Unit
Write
one
For
I
at
of
least
the
one
sentence
prepositions
in
for
the
each
table
of
at
these
the
categories
bottom
of
Grammar
using
page
60.
example:
have
been
Fronted
ver y
happy
phrases
phrases
that
when
where
or
sentence
•
add
since
the
move.
adverbials
Adverbial
tell
they
often
us
contain
more
prepositions.
about
something
a
verb
happens.
or
When
a
They
are
sentence,
placed
at
usually
such
the
as
front
REMEMBER:
how,
of
•
the
on
can:
variety
to
The
adverbial
its
own
clause
the
way
sentences
begin
•
You
•
provide
For
important
or
additional
–
that
must
comma
does
it
not
needs
work
the
main
follows.
always
after
the
use
a
adverbial.
information.
example:
After
we
Because
Behind
3
4:
Copy
moved
it
was
the
and
in,
so
life
improved.
(adverbial
of
time)
quiet, we all slept wonderfully! (adverbial of reason)
house,
we
complete
grew
vegetables
these
and
sentences,
fruit.
which
(adverbial
have
of
place)
fronted
adverbials.
a
Because
of
the
rain,
we
b
the
porch
drinking
c
After
d
On
e
Suddenly,
4
of
the
the
have
but
entr y
of
sat
on
star ted
the
to
year,
.
sentences
I
moved
the
prepositions
of
Start
to
a
day
at
e
like
box
house
or
at
using
some
below.
around
house
house
the
least
new
All
of
a
sudden
morning
Write
in
a
the
the
new
isn’t.
rst
and
In
town.
area
in
Looking
looked
your
about
adverbials
happy
side
adverbial.
I
.
fronted
other
nice,
last
three
W herever
You
down,
I
Incredibly
5
went
a
holiday
Write
sun
tea.
a
on
is
diar y
house.
one
Use
fronted
this:
We moved in today ...
61
Unit
4:
Listening
LISTENING
In
this
in
a
section,
you
will
identify
the
overall
message
and
key
points
text.
Exploring…
W hen
ever y
or
you
listen
detail
of
viewpoint.
to
someone
what
For
saw
and
describe
end
you
might
they
example,
the
speaking ,
say,
actor
a
but
you
friend
they
it
is
often
usually
might
liked,
or
tell
the
dicult
recall
you
the
about
exciting
to
remember
general
a
lm
message
they
moments.
At
Glossary
the
facilities
remember
In
your
overall
not
that
exam,
remember
they
you
enjoyed
will
need
all
the
things
they
liked,
but
you
would
it.
to
do
both:
pick
out
the
details,
and
the
viewpoint.
A
You
Follow
1
the
Think
✪
can
about
by
a
your
would
river,
W hat
in
would
facilities?
✪
W hat
W hat
it
a
it
A
be?
big
would
it
( W hat
like?
For
with
a
partner.
example:
location
(How
room?
would
f loor,
be
working
–
by
the
sea,
in
the
hills,
city?)
look
of
by
house.
cinema
types
skill
below.
dream
furnishings
car pets,
✪
this
instructions
W here
✪
practise
it
A
many
W hat
special
librar y?)
have?
(For
wallpaper,
made
rooms?
from?
example
paint
(For
furniture,
colour?)
example
wood,
bricks,
concrete?)
ink
2
about
Now,
your
3
talk
you
asking
The
for
‘ W hy
✪
‘ W hat
would
to
two
want
these
minutes
features
and
designs.
about
your
‘dream
house’
much
your
par tner
to
finished,
two
see
how
questions
should
be
ones
about
that
what
require
you
have
more
than
remembers
told
just
them.
a
yes/no
example:
…?’
…?’
ask
questions
that
have
more
than
one
response:
example:
‘ W hat
room
Were
special
and
a
they
dream
62
have
them
✪
possible,
for
one
questions
answer,
If
for
you
friend.
W hen
by
why
rooms
marble
was
I
have?’
(where
the
answer
was
‘a
cinema
bathroom’).
listening?
house
would
Or
like?
did
they
only
get
a
general
idea
of
what
your
life
better
features
that
make
Unit
Developing
You
are
now
travelled
his
Listen
In
a
for
to
4.1
once.
if
you
–
see
you
✪
balcony
what
Applying
–
be
will
see
are
listen
your
questions
a
is
It
dierent
three
you
is
a
dialogue.
place.
He
is
on
A
boy
the
has
phone
to
in.
questions.
locate
the
In
each
correct
case,
listen
information.
out
For
was:
the
for
looking
for
recording.
staying
given
from
is
a
ver y
he
looking
Farel
to
help
question
Farel
✪
will
that
the
what
the
to
Audio
✪
Read
home
place
can
–
listen
the
words
example,
W hat
his
to
Comprehension
skills
about
moment,
key
the
going
from
father
your
4:
this
balcony?
a
‘thing ’
or
the
an
key
words
would
be:
event
at
word
about
the
house.
skills
below.
en
listen
to
Audio
4.1
again
and
answer
questions.
B
Answer
1
W hy
2
W hat
he
3
is
the
these
area
details
mentions
W hy
is
Farel
questions.
so
cold?
about
about
the
Give
house
two
reasons.
does
Farel
talk
about?
Give
two
things
it.
looking
for ward
to
going
to
Vienna?
Give
two
reasons.
C
inking
the
big gest
about
the
dierence
text
Farel
as
a
whole,
notices
what
about
life
would
in
the
you
say
is
mountains?
63
Unit
4:
Vocabulary
Vocabulary
It
is
impor tant
texts,
root
but
and
one
words
a
key
or
one
to
be
way
the
is
precise
of
doing
stems
of
through
and
this
add
is
words.
the
use
detail,
to
develop
is
of
for
can
your
be
prexes
example
descriptive
vocabular y
done
and
in
in
a
range
around
of
ways,
suxes.
Prexes
A
prex
word.
in
a
group
four
of
most
letters
Meaning
in-,
not
im-,
that
common
Prex
ir-,
1
is
The
are
placed
groups
of
before
prexes
E xamples
injustice,
il-
irregular,
in
(stem
unnecessar y,
re-
again
review,
dis-
not,
Look
at
these
these
words,
words.
write
their
your
in
bold)
unclear
disloyal
knowledge
meanings
a
reappear
disappear,
Using
word
of
are:
illegal
not
of
stem
impractical,
un-
opposite
the
English
of
the
stem
words
Hint:
down.
If
you
synonym
similar
impolite
unfashionable
reset
rediscover
disallow
and
prexes
I
think
your
to
it
complete
the
is
home
can
you
can
e
some
Write
you
64
would
time
spend
.....arrange
Many
3
impor tant
to
the
say
freshen
down
think
at
what
the
to
.....new
time.
lots
of
It
the
money,
or
home
the
up
top
of
–
but
do
I
the
walls.
.....agree:
if
it!
page
the
means,
indicates.
of
you
.....paint
Can
prex
the
be
but
prexes.
word
look
may
.....necessar y,
your
short
to
adding
words.
furniture
it’s
paragraph
other
paragraph,
underlined
from
.....possible
this
you
65
contains
locate
and
them?
also
what
word
meaning)
saying
word
Copy
think
of
that
–
a
has
rather
a
than
distrust
just
2
(a
can
appropriate
–
‘not’
then
and
use
it.
then
the
Unit
If
we
could
update
all
decrease
the
environment.
our
Some
other
anti-
we
you
need
do
will
meaning
(against)
auto-
(self )
down-
extra-
inter-
(reduce
(more
or
lower)
than)
(between)
(in
the
middle
trac
in
engines,
children
prexes
and
the
diesel
Also,
pre-school
Prex
mid-
old
of )
our
it
more
not
nd
neighbourhood,
would
make
subways
face
fumes
useful
or
a
they
Vocabulary
and
much
healthier
under passes
when
4:
go
so
the
that
park .
are:
E xample
Prex
antiseptic
mis-
autobiography
non-
downgrade
semi-
extraordinar y
super-
inter view
tele-
midnight
trans-
&
meaning
(wrong ,
E xample
incorrect)
(not)
non-prot
(half )
semi- circle
(above,
(at
a
misspelled
beyond)
distance)
superstar
television
(across)
translate
Sufxes
A
sufx
The
is
most
Some
group
of
common
other
letters
sufx
common
that
turns
sufxes
are
placed
singular
after
nouns
the
into
Meaning
E xamples
-ing ,
present
looking
-ion,
-tion,
-ation,
par ticiple,
and
past
of
verb
a
act,
of
a
(s
word.
and
es).
are:
Sux
-ed
stem
plurals
tense
forms
racing
(race)
looked,
process
(look),
raced
description,
suspension
ition
-ly
added
to
an
adjective
sadly,
angrily
Spelling
to
make
an
Adding
-ment
action,
process
agreement,
government
added
to
There
-ful,
are
-ic,
many
-ity/ty,
to
make
others,
-ive,
an
a
kindness,
shop
example:
-itive,
-less,
-able,
-ous,
-ible,
-ious
Add
suxes
to
the
root
words
on
the
-al/-ial,
-en,
-er
,
lie
-est,
➜
You
may
be
able
to
think
of
right
several
to
make
word.
spelling
of
(Be
careful
the
root
–
you
word
may
of
the
root
example:
➜
shopped
lying
new
words
sometimes
need
to
➜
hungrily
new
for
tire
ction
respect
each
adapt
root
for
etc.
large
words.
sometimes
spelling
slightly,
hungry
4
sufx
the
happiness
noun
for
-ative,
adjective
a
changes
word
-ness
hints
adverb
change
hope
help
compete
the
slightly.)
65
Unit
4:
Reading
non-fiction
READING
NON-FICTION
Glossary
In
this
section,
you
will:
deforestation
✪
show
✪
explore
understanding
the
pur pose
of
of
vocabular y
a
text
and
in
its
a
more
key
complex
trees
text
or
chopping
down
forests
ideas.
endangered
in
danger
of
dying
out
Think
about…
landlocked
W hat
as
is
it
living
like
in
a
to
live
on
a
tropical
landlocked
island?
countr y?
W hat
Do
you
might
think
be
the
it
is
the
having
same
advantages
no
surrounded
by
land,
coastline
and
sedate
calm
or
quiet
disadvantages?
Exploring…
You
are
what
going
the
more
to
read
pur pose
than
Have
one
of
has
of
17,508
don’t
the
let
that
globe,
thriving
of
A
visit
most
is
and
to
on
If
beasts
through
and
birds
perfect.
and
is
considered
diving.
90
that
of
some
blown
text
one
think
may
about
have
rst).
visiting
largest
of
most
in
wildlife.
even
by
the
With
group
a
we
–
but
on
bustling,
as
can
–
scenery
languages
Dutch
what
or
world
beautiful
different
and
away
archipelago,
country
the
many
–
it,
should!
spellbinding
and
read
the
main
populated
English
you
For
the
chance
example,
only
and
per
our
who
cent
third
500
the
left;
could
of
all
largest
deforestation
It
do
more
It
is
one
and
also
your
word
not
to
see
some
Sumatran
the
our
spoken
well
as
offer.
although
other
the
–
world’s
though
dragon
–
it
a
wonder ful
orang-utans
island,
of
tiger
Komodo
forget
the
and
of
over
If
as
the
the
last
we
come
you,
pulse
to
in
the
they
,
world
too,
can
are
activities.
In
of
in
that
the
paradises
waters
Bali
fits
see
for
the
then
case,
Gods’
on
you
perhaps
the
due
earth.
which
fascinating
Indonesians
and
racing,
visit.
‘Island
20,000
that’s
interest,
it,
your
place
crystal-clear
has
for
set
sedate
known
culture-vultures.
Whatever
66
a
beaches,
our
the
you
life
is
take
of
be
give
lizard;
Bali
for
for
world’s
is
As
mind
you
Jakarta,
perhaps
Nearly
prefer
or
There
you’ll
will
with
would
long
out
most
Indonesian,
Borneo,
endangered
Beach
the
variety
creatures.
great
orang-utans?
found
is
fourth
capital,
Indonesia
amazing
frightening
look
in
thought
and
huge
(Bear
not,
off.
Indonesia.
wildlife
endangered
be
a
dialects,
the
If
the
you
Bahasa
local
Spot
put
modern
including
lots
also
is.
but
ever
islands,
It’s
about
text
pur pose,
you
islands.
text
the
Indonesia?
It
a
It
temples
to
has
can
its
of
beauty,
exquisite
go
and
you
island
surfing
palaces,
bill.
have
the
yourself!
answer.
But
don’t
set
your
pulse
you
excited
racing
make
Unit
Developing
In
order
look
be
at
to
work
1
out
language
positive
A
your
or
Look at
the
clues,
these
the
pur pose
such
–
or
as
of
the
the
use
text,
of
somewhere
it
can
be
adjectives.
in
a
good
ese
idea
can
to
often
between.
questions.
adjectives
in
the
box
on
the
right.
Decide
where
you
pleasant
would
place
them
along
the
line
attractive
ugly
below:
pretty
ver y
Comprehension
skills
negative
Answer
4:
positive
ver y
plain
beautiful
negative
hideous
2
Now
a
3
look
full
Look
of
at
on
5
paragraphs
describing
what
purpose
of
to
inform
b
to
persuade
to
How
other
you
than
Extending
e
text
phrases
uses
that
meanings
an
your
of
used
on
to
to
is
that
means:
magical.
3.
of
read,
adjective
Find
a
fur ther
five
positive
Indonesia.
what
the
would
you
correct
think
answer,
the
a,
b
main
or
c.
Indonesia
do
more
visit
the
to
save
the
wildlife
Indonesia
pur pose?
Tr y
to
give
at
least
one
reason
adjectives.
skills
number
are
than
this
use
and
Choose
about
readers
the
a
is?
readers
tell
2
aspects
have
text
readers
persuade
can
you
the
a
c
Find
b
through
Based
1.
life
adjectives
4
paragraph
of
in
rst
idioms
English
to
make
which
its
may
point.
have
ese
slightly
are
typical
dierent
appearance.
B
Work
with
a
partner
to
answer
these
questions.
1
What do you think the idiomatic phrase ‘you’ll be blown away ’ means?
2
W hat
phrase
in
3
W hat
do
think
you
paragraph
paragraph
the
3
means
phrase
‘suits
per fectly ’?
‘culture-vultures’
means
in
Hint:
3?
Think
greedily
Applying
your
about
devouring
vultures
their
food.
skills
C
Now,
down
W hen
re-read
what
you
the
have
the
main
whole
point
nished,
text.
or
For
focus
complete
of
the
each
it
paragraph,
write
is.
following
sentences:
The overall purpose of the text is to …
However, it also …
67
Unit
4:
Writing
WRITING
Writing
In
this
length
to
section,
to
you
be
you
come
to
those
may
produce
points,
describe
pictures
have
provided.
will
key
clear
details
and
and
coherent
text
of
extended
ideas.
about…
want
Capturing
But
you
present
Think
W hen
describe
help
en,
in
in
your
a
place,
words
your
task
pictures
is
exam
will
be
the
–
to
come
secret
for
to
into
good
example,
use
it
to
your
description.
the
make
mind.
picture
your
might
description
alive.
Exploring…
W hat
✪
is
Be
good
description?
specic:
Indonesia?
houses
✪
and
how
You
can
You
can
smell.
them
they
even
I
caught
the
also
cool,
go
as
things
ar ticle
detail
‘palm
to
about
about
‘plants’,
fur ther
use
will
the
not
[touch]
by
palm
the
remember
the
‘reeds’.
you
are:
kampungs
materials
leaves’,
unless
adding
leaves’,
senses:
be
when
enticing
soft
key
then
from
in
which
Tr y
not
add
what
to
the
use
they
are,
look.
mind
the
such
‘long , wavy
You
in
was
the
constructed:
words
example:
✪
remember
ere
were
general
e
able
sand
of
‘thick , tough
sight,
to
use
describing
aroma
appropriate
of
places.
[smell]
the
sound,
all
of
a
all
touch
the
time,
and
but
keep
example:
barbecue
golden
for
reeds’.
taste,
them
For
adjectives,
[sight]
as
I
strolled
beach
along
…
A
Write
1
Copy
fill
a
and
the
complete
Enjoy
sentences,
using
appropriate
of
the
moved
the
any
a
lion
b
a
jeweller y
sensor y
words
or
phrases
sleeping
onions
steadily
icebergs.
following:
a
the
trees.
ship
list
along
the
The
each
68
these
questions.
walk
between
Quickly
c
these
a
between
2
to
gaps.
path
b
answers
box
cooking
on
a
market
stall.
for
adjectives
to
Unit
Developing
A
slightly
use
or
A
more
imager y
–
simile
or
e
is
as.
old
when
For
lion
way
of
pictures
and
in
e
which
sea
is
a
describing
often
things
created
by
is
to
similes
also
is
the
a
say
greedy
your
to
work
you
will
a
one
tatty
one
thing
to
another
using
did
that
is
sack
is
under
stronger
another.
gobbling
up
tree.
than
For
the
the
a
simile,
example:
sand.
skills
make
sure
not
on
help
old
thing
monster
sentences,
these
like
comparison
you
need
detailed
compare
example:
Extending
You
you
looked
metaphor
of
skills
dicult
word
Writing
metaphors
like
A
your
4:
a
list
pages
you
you
add
of
develop
shor t,
60–61
detail
on
to
your
descriptions
unconnected
prepositions
what
you
ideas.
and
and
write
Look
full,
again
adverbials.
at
Both
write.
B
Answer
1
Copy
and
The
thin
b
The
wind
c
questions.
complete
a
the
2
these
man
is
these
towered
simile
over
and
us
metaphor
like
descriptions.
a
.
a/an
swooping
through
valleys.
The
moon
Identify
the
shone
brightly
prepositions
like
and
a
.
fronted
adverbials
in
the
following
paragraph.
Under
day,
the
icy
sharks
scattered
knew
of
in
the
Applying
Look
at
this
water,
the
patrolled
the
it,
sand,
ship’s
your
image
shipwrecked
diving
but
no
boat
through
one
saw
the
lay
on
the
seabed.
port-holes.
them.
Above
Gold
the
Every
coins
surface,
lay
no
one
existence.
skills
of
an
Indonesian
temple.
C
Write
can
see.
a
paragraph
Follow
✪
Start
with
✪
Then
add
✪
Add
a
the
a
final
describes
Use
a
these
sentence
second
if
sentences
describing
sentence
sentence,
and,
three
describing
what
you
steps:
something
senses
of
the
which
perhaps
whole
focuses
starting
scene.
on
with
one
an
detail.
adverbial
that
else.
you
can,
at
least
one
simile
or
metaphor.
69
Unit
4:
One
ONE
step
further
STEP
FURTHER
Think
In
this
what
unit,
it
other
is
you
like,
people.
about
these
have
as
thought
well
Now
as
you
issues.
ideas
can
Jot
about
about
the
challenge
down
some
place
your
area
yourself
thoughts
you
or
to
live:
think
on
your
region,
these
a
home
and
bit
and
those
more
of
deeply
questions:
✪
Do you think it is good to remain in the same place for most of your life?
✪
Are
✪
Where would you choose to live if you could be anywhere in the world?
there
Talk
advantages
with
a
of
not
having
a
fixed
place
to
live
or
call
home?
partner
With a partner, talk about some of the ideas you’ve been thinking about.
Read
You
are
going
growing
up
Ever yone
have
We
my
live
a
the
the
hob,
my
if
I
it
–
ready
am
her
make
to
quite
a
oldest
child
our
in,
on
we
to
crowd.
top
twin
of
is
food
seem
both
to
to
get
to
girls),
is
a
boy
of
from
so
describes
park
at
eir
black
our
kettle
to
or
be
the
own
younger
aunt
live
is
and
–
in
seem
family
six
the
to
of
us
next
miss
to
I
It
is
a
who
uncle
live
always
away
too,
the
on
so
radio,
cousins
pretend
where
bedroom
I’d
–
to
like
but
‘our ’
brothers.
(six
for
of
(four
supper,
the
–
I
and
ere
despite
or
table
them
boys
street.
–
is
young
around
out
and
people
open
aliens.
aunt’s
sitting
is
stage
my
it.
and
door
listen
my
of
whistling
my
even
my
family
end
aunt
door
isn’t
to
big
usually
My
and
to
–
front
front
open
getting
go
the
anywhere
friends.
a
sure.
it
family
always
a
pretending
I’m
who
not
homework
ever yone
my
a
crash
either
my
families!
or
come
house.
do
me,
one
W hen
I
which
to
with
Equally,
tr uth
ere ’s
and
in
am
usually
honest,
the
grandparents
in
road
tr ying
with
us.
I
road
sometimes
see,
it
Yet,
neighbours
there
being
share
lucky
tumbledown
will
You
the
enough
our
room
dive
am
by.
my
day
and
I
tea-making.
I’m
I
close
uses
are
pop
come
mention
quite
if
as
it
me
tree-lined
large,
door
ever y
parents),
70
in
space.
family
told
piece
place.
for
will
but
bedroom,
Almost
a
you
descriptive
living
one
up
in
if
boys)
own
always
no
bedroom
(two
like
us
and
even
so
a
par ticular
pleasant,
walk
opposite
open
a
read
relatives
in
or
in
has
cul-de-sac
drive
to
is
we
forgot
my
never
being
the
Unit
And
if
you
are
at
shouts
loudest
a
moment
quiet
headphones
me
it’s
e
rude
truth
older
I’ ll
point,
for
now.
I
is,
and
I
dierent
that
at
you
for
just
of
our
condence,
family;
one!
to
there’s
Recently
music
at
a
peace
and
noisy
at
the
a
week’s
It’s
then
no
I’ve
forget
point
taken
table,
to
though
quiet.
time.
of
But
the
that
holiday
not
cousins
my
and
this
some
homes.
countr y.
no
it.
further
W hoever
waiting
for
wearing
my
step
my
father
tells
that
will
I
I’m
sure
know
family
time
will
away,
suddenly
on
but
a
appear
at
is
I
get
way
own
far
while
some
out,
long
my
it
I’m
that
move
seems
camping
far
when
too,
in
o
a
enough
am
tent.
partner
writer
like
sympathy
life
of
up
own
outside
any
bit
fondness
booked
the
the
the
a
grow
their
with
have
grateful
for
with
will
sure
doesn’t
lacking
in
isn’t
listening
yearn
peace
or
One
anti-social.
have
be
quiet
heard
there
back
have
Talk
Do
I
par t
can
sitting
W hat
and
ever yone
married
–
and
look
all
gets
4:
he
about
for
his
him,
or
home-life
do
you
at
the
think
he
moment?
should
be
has?
Write
EI T HER:
it
(what
OR:
about
happened,
Write
explain
more
Write
an
why
than
a
who
ar ticle
home
a
in
can
building
busy
was
family
there
which
mean
that
event
and
you
felt
about
etc.).
you
much
Reect
and
check
people
In
live
how
this
unit,
you:
in.
✪
thought
about
✪
practised
✪
prepared
✪
read
✪
listened to a spoken text about a boy visiting a ver y cold countr y
✪
answered
asking
and
website
identify
revised
✪
learned
and
gave
and
questions
correct
to
talks
uses
and
of
and
questions
to
a
larger
about
locations
in
conversations
group
Indonesia
ability
vocabular y,
to
and
select
key
details,
distinguish
information
adverbials,
a
home
your
incorrect
write
of
ar ticles
testing
prepositions,
how
kinds
answering
shor t
print
par ticular
between
✪
different
prefixes
descriptive
text
and
using
suffixes
similes
and
metaphors
✪
wrote
Check
about
you
necessar y,
A sk
for
feel
go
help
a
family
back
if
event
confident
you
to
the
need
or
what
about
all
section
home
these
and
means.
things.
revise
it
If
carefully.
it!
71
Social
UNIT
This
5
we
unit
live,
help
In
this
R3
collate,
at
ourselves
these
two
as
will
clear
accurate
the
longer
and
and
and
issues
and
fortunate
learn
details
the
health,
less
organise
identify
and
about
understanding
points,
make
L2
Look
you
produce
key
Helping
such
unit,
show
W3
all
others
R2
W2
is
issues
of
overall
than
vocabulary,
present
coherent
spoken
also
affect
how
we
how
can
ourselves.
to:
and
use
that
of
ideas
relevant
text
of
and
purpose
detail
extended
length
to
present
ideas
vocabulary
message
texts,
and
and
key
involving
grammatical
points
some
in
more
a
structures
variety
complex
of
short
language.
others
photos.
Keeping ourselves t and healthy is important. Some people like to exercise
or play sports. Some are very careful about what they eat and drink. But
not everyone can avoid illness or hardship. We all want to help others, and
lots of people do so through charity work and volunteering
Glossary
charity
5.1
Keeping
people
healthy
work
who
are
volunteering
Time
Look
at
the
✪
W hat
✪
W here
is
to
think
photo
the
on
free
the
woman
left
above
doing?
and
think
about
these
time
she
doing
the
Have
you
ever
been
on
72
was
it
like?
If
up
your
others
W hy?
words:
a
r unning
machine
or
similar
jogging,
equipment?
energy,
W hat
need
giving
help
helps
gym,
sport,
activity?
active,
✪
in
that
questions.
Useful
is
to
work
not,
would
you
like
to
tr y
one
out?
pace
machine,
sweat,
Unit
Time
Spend
page
or
few
minutes
72
and
then
Fun
Time
right
here.
to
at
people
ink
about
you
might
Have
to?
5.3
take
it
second
are
the
in
about
turns
you
picture
running
too
following
think
there
to
the
talk
questions
and
ask
at
the
bottom
questions
with
a
of
friend
they
are
–
on
page
and
72
they
and
look
the
like
pictures
they ’re
on
the
enjoying
it!
questions:
r unning
just
to
keep
fit?
W hat
other
reasons
be?
ever
done
something
like
this?
If
not,
would
you
like
W hy?
Time
Share
thinking
think
the
ese
✪
speaking
runs
look
Do
and
group.
Now,
✪
Thinking
talk
a
small
5.2
to
5:
your
to
talk
ideas
with
your
Volunteering
Time
to
par tner
and
or
group.
charity
work
think
Glossary
ink
about
the
following
questions:
sponsors
✪
Have
you
ever
taken
par t
in
a
‘fun
r un’
to
raise
money
for
charity?
money
such
If
so,
✪
How
✪
Have
who
did
a
you
in
one,
W hat
you
raise
money?
to
other
–
you
it
for?
W here
Did
activities
exercise
or
you
for
some
did
do
it
it
for
ve
donate
your
goal,
kilometres
happen?
by
charity?
other
run
who
achieve
getting
If
event
so,
or
sponsors?
what?
Did
they
experience?
How
talk
about
would
it
as
people
you
after wards?
talk
event
talk
done
feel
shor t
charity
was
physical
Time
Give
what
you
involve
did
or
if
no
more
have
an
than
been
event
one
involved
you
or
two
in.
would
If
like
minutes
you
to
–
haven’t
do.
( W ho
describing
been
any
involved
would
it
be
for?
involve?)
73
Unit
5:
Reading
non-fiction
READING
In
this
its
section,
main
its
you
of
learn
how
to
identify
the
pur pose
of
a
text
and
about…
read
pur pose
range
will
points.
Think
W hen
you
NON-FICTION
–
a
text,
what
ways,
✪
selecting
✪
examining
for
the
example,
e
information
can
main
at
points
the
your
of
understanding
the
writer
was.
if
You
you
can
consider
do
this
in
a
through:
par ticular
look
help
intention
example
the
For
it
the
made
words
leaet
on
and
the
phrases
the
writer
has
used.
right.
Make
what
the
cause
given
is.
But
in
the
the
leaet
words
includes
and
the
phrases
sale,
that
when
tell
us
it
the
is,
and
pur pose
charity
are:
great
fun
money
‘Make sure
you
come
along
…’,
‘It’ll
be
great fun
…’
and
sure
cake
1
Based
W hich
on
of
this,
the
answer
following
do
the
you
following
think
is
the
for
question.
pur pose
of
the
text?
to persuade people how tasty the cakes are and how clever the cook is
b
to
inform
c
to
persuade
d
none
of
the
that
people
to
wheelchair
come
to
ramps
the
sale
are
and
going
help
to
be
raise
built
money
above
Exploring…
Often
about
celebrities
Soccer
charity,
of
the
Unicef.
text
help
Aid,
As
might
to
which
you
promote
comes
do
so,
a
par ticular
from
the
consider
cause.
website
what
the
of
Read
the
this
text
children’s
pur pose
(or
pur poses)
be.
https://www.unicef.org.uk/press-releases/soccer-aid-raises-record-amount-unicefs-work-…
Unicef
UK
can
exclusively
today
ITV,
life-saving
work
Soccer
2016
and
Aid
was
legends
to
play
the
74
on
for
come
an
place
live
together
enthralling
world’s
leading
raised
children.
took
broadcast
announce
has
on
for
at
a
packed
The
the
out
match
tenth
of
children’s
Soccer
Aid
2016,
record-breaking
broadcast
£6.6
million
for
its
…
ITV.
game
that
a
Old
saw
Trafford
celebrities
anniversary
football
whilst
organisation.
of
the
raising
…
a
come
on
you
will
worthy
along
to
our
Saturday. It’ll
help
cause
–
us
to
be
raise
build
‘a worthy cause’.
a
people
sale
and
wheelchair
A
you
on
5th
and
June
star-studded
vital
2016
football
funds
for
event
Unicef,
ramps
around
the
school.
Unit
Robbie
“We
Williams,
said
we
Unicef
wanted
to
UK
Ambassador
smash
our
and
co-founder
fundraising
record
of
for
Soccer
Unicef
Aid
and
5:
Comprehension
said:
we
did
Glossary
it!
Thank
you
so
much
to
everyone
who
came
to
the
match
or
donated
on
enthralling
the
night;
you
ten
years
since
can
help
could
keep
only
helped
make
Soccer
even
dream
Aid
more
of
it
the
biggest
began
we’ve
children
when
Soccer
safe.
Aid
and
best
raised
That’s
began
£24
Soccer
million
incredible
all
Aid
those
so
for
and
years
far
.
In
Unicef
so
they
something
we
ITV
a
UK-based
Sheen, Unicef UK Ambassador and Rest of the World
“What a match! I admit I was disappointed England
snatched
back from Rest of the World this year
, but Soccer Aid
than football. Thanks to the generosity of the
channel
the
the
UK
trophy
much more
Old
to
Trafford
raised
more
money
raised
through
Soccer
Aid
2016
will
and
Zimbabwe,
the
world
them
nutrition
with
from
1
Write
Look
at
sug gest
2
3
your
ver y
about
Williams
W hat
positive
W hat
picture
The
final
Can
you
one
fact
one
adjective
the
Copy
children’s lives.”
help
the
women
well
vaccines
these
and
Unicef
to
United
as
and
and
children
providing
clean
Fund
in
children
water
,
Nations
improve
and
all
over
protecting
abuse.
questions.
sentence.
work
they
about
your
and
purpose
from
as
English
Unicef
can
create
tells
does
the
adjective
‘ life-saving ’
does?
you
of
the
W hat
identify
the
in
football
reader
more
the
second
paragraph?
match?
about
Unicef ’s
work.
identify:
b
C
to
paragraph
a
Applying
food,
adjectives
do
million
an
skills
first
the
1.2
Ethiopia,
exploitation
answers
the
over
and
life-saving
violence,
Developing
B
for
Myanmar
Manchester
star
Children’s
health
actor
than
Unicef
The
Welsh
government
pop
ever and really will help Unicef make a difference
a
United’s football stadium
Robbie
matching donations pound for pound, this year’s event
Sheen
captain added:
is about so
public and
television
ago.”
Michael
Michael
fascinating
the
of
children
that
helped
describes
by
how
Unicef
important
the
work
is?
skills
complete
the
the
article.
following
Add
at
paragraph
least
one
to
explain
language
example
text.
The purpose of the article is to inform readers about a
charity football match, but also to persuade them that
Unicef is ____________________________________________.
This can be seen from the use of phrases such as
_________________________________________________
and
_________________________________________________.
75
Unit
5:
Grammar
Grammar
In
this
section,
✪
revise
✪
learn
Word
In
word
I
1
the
Unit
1
you
and
Can
I
you
than
met
recall
Jiao
a
that
by
–
the
these
indicate
gate
in
to
the
and
different
types
an
the
of
action
other
them
The
to
the
bright
subject
make
verb,
[subject]
many
comes
but,
subject
the
are
But
man
they
run
in
can
often
object
in
sentences.
word
word
or
a
classes
has
a
or
groups
different
in
function.
state:
word
all
(in
classes
some
were?
cases
Here
used
is
a
more
park
and
we
then
set
off
for
our
run,
sun.
in
sense,
it
equally
explains
sentences
only
needs
one
importantly,
who
or
it
what
of
these
must
does
also
the
word
have
action.
something
the
is
stated
like
this,
the
subject
sentence.
names,
blue
also
as
would
felt
of
[verb].
pronouns
or
noun
phrases.
For
example:
jogged.
the
[verb
W hich
where
front
[pronoun]
The
jogged
cases
at
Subjects
76
subject
example:
Jiao
2
of
contains
the
the
subject.
To
about
what
the
slowly
sentence
classes
He
speech’)
healthy.
Identifying
In
the
of
once):
jogging
For
of
each
verbs
feel
sentence
a
use
learned
how
example,
For
(‘par ts
classes
swim.
I
will:
classes
about
English
For
you
be
top
verbs.
subject]
be
[noun
the
is
For
phrase]
example:
exhilarating!
subject
in
the
following
examples?
a
Talia
b
To
c
She made her mind up then and there to start swimming regularly.
do
incredibly
jogged.
more
unhealthy.
exercise
would
be
ideal.
Unit
Understanding
Another
acts
as
This
in
is
the
In
important
the
the
often
about
take
She
the
sentences
thing
this
or
is
the
person
the
subject,
the
of
of
word
who
or
phrase
that
‘receives’
the
action
be
if
it
the
For
[object].
water
because
‘drinking’,
you
is
order
that
one).
slice
is
action
reason,
say,
just
water
would
this
to
the
object
the
turned
often
of
not
said
many
object
it
is
this
be
a
thing
it.
around
that
–
English
sentences
can
the
doing
is
noun
‘The
is
an
subject,
phrase
example:
apple.
verb
paragraph.
the
beaten
each
and
There
object
are
some
in
these
other
sentences
words
used
in
too,
so
bottle
Another
above
clause.
of
me
Exhausted,
include
However
,
passed
of
as
the
In
it
bottle
SVO
of
I
fell
onto
the
soft,
lush
grass.
direct
lots
of
objects
–
sentences
there
is
include
only
one
several
not
this
of
(plus
water
.
thing
this
is
writing
the
the
bottle
is
me ?
object,
way
the
water
about
shows
line.
me.
example:
passed
indirect
4
the
For
what
This
the
remember
not
examples
in
objects.
Priya
is
juicy
crossed
object
But
object
care.
had
Priya
But
the
For
That
words,
same
funny
Priya.’
object.
loved
The
‘receiving’
how
drank
Identify
All
–
language.
Priya
as
the
(several
the
example:
above,
Think
the
For
sentence
verb,
3
described
[verb]
water
of
many
drank
drunk
She
of
[subject]
being
SVO
part
role
Grammar
object.
sentence.
Priya
the
5:
being
case,
the
we
main
sentence
water
to
indirect
passed
call
this
thing
so
is
the
second
direct
object
‘receiving’
the
object.
the
action.
is:
me.
object)
sequence
more
clearly.
Can you identify the direct and indirect objects here? Write the
sentences out, underlining the direct objects and circling the
indirect objects.
a
‘ You
b
I
c
‘e
gave
Time
5
gave
her
me
a
school
to
no
sad
will
warning!’
look.
give
you
the
athletics
prize.’
write
Write a paragraph about a race – for example a school
sports day race or just a race between friends. Include at
least one short sentence that uses the SVO sequence and
a longer one that includes an indirect object too.
77
Unit
5:
Listening
LISTENING
In
this
and
section,
longer
you
texts
will
identify
related
to
the
charity
key
and
points
and
voluntar y
pur pose
of
shor t
work.
Exploring…
You
have
types
already
and
lengths.
information,
abstract
had
but
points
some
e
you
or
practice
easier
will
deal
ones
also
with
in
of
listening
these
encounter
less
to
deal
with
listening
obvious
texts
of
dierent
mostly
texts
Glossary
factual
that
have
abstract
more
feelings
of
subjects.
to
ink
about
ink
about:
✪
✪
✪
charity
the
actual
the
pur pose
the
people
the
work
the
challenges
you
do
it?
was,
who
talk
work
to
them
told
for
W hy?
your
the
one
when
do
of
what
it
took
or
par tner.
heard
happened,
about
who
or
was
taken
par t
involved,
Tell
✪
W hat
me
How
my
two
did
I
seen,
or
objects
touched
to
that
etc.)
what
place
benefited
they
from
felt?
charity
and
event
–
could
listen
minutes
W hen
you
questions
facts
say
about
have
about
the
charity
nished,
what
you
ask
have
about
about
the
the
charity
people
event
who
I
took
described.
par t
or
who
REMEMBER:
key
would
own
money
Listen
now
for
to
a
a
to
factual
going
to
charity.
moment,
more
event?
your
Audio
In
describe
confident
Developing
are
you
charity
ner vous,
78
things
opposite
relates
in.
benefited?
You
which
thoughts,
them.
✪
✪
be
–
to
(the
not?
talk
two
a
have
who
think
running
to
following
you
you
–
par t
W hy
to
that
work
took
how
Time
Now,
work
charity
–
can
think
ideas
‘concrete’
physical
Time
relating
or
5.1
you
about
did
I
r unning
sound
skills
One
to
of
two
the
audio
speakers
recordings
appears
that
in
concern
both
raising
recordings.
once.
will
ideas.
feelings
example,
uninterested?
listen
information
abstract
or
my
For
be
given
from
ve
the
questions.
telephone
Some
call,
and
of
these
some
will
will
relate
relate
to
words
Listen
in
the
out
for
the
questions.
Unit
Applying
Listen
A
1
to
Audio
Answer
W hat
a,
2
b
is
or
It
b
ere
c
All
Give
is
is
a
on
a
the
hard
problem
Wong
then
answer
the
questions
play
park?
are
surface
with
Choose
the
correct
and
one
of
one
the
of
the
swings
to
give
money
to
star t
to
the
park
does
Henri
talk
does
Henri
Choose
mean
the
when
correct
he
says
the
ere are no green spaces for children to play.
c
e jungle is invading the city.
d
e trees are made of concrete.
He
Now
e
help
to
help
is
building
She
to
Audio
given
the
paint
5.2.
city
is
a
‘concrete
en
copy
and
complete
the
gaps
below.
swing
by
who
had
some
left
over
.
with
too
his
of
big
the
for
new
him
brother
the
boating
alone
has
so
lake
all
promised
he
will
be
able
to
do
is
to
take
with
the
the
lake.
Saira
help
works
their
Her
paint
given
However,
Name:
Give
Arif
job
Job:
to
painting
Name:
about?
Felipe
was
Job:
listen
information
to
after
with?
answer.
It’s an exciting place to live and work.
Job:
broken.
examples.
b
Name:
is
swings.
a
the
answer,
broken.
reluctant
improvements
W hat
C
below.
examples.
jungle’?
in
and
questions.
with
swings
Ms
two
three
B
again,
these
built
the
is
W hat
skills
5.1
wrong
Comprehension
c.
a
W hy
3
your
5:
with
in
new
a
top-selling
parents
the
will
slide
who
have
promised
to
give
her
slide.
use
their
to
deliver
it.
79
Unit
5:
Vocabulary
Vocabulary
In
this
and
section,
how
they
Think
L anguages
even
you
can
will
be
build
used
in
your
vocabular y
by
learning
about
idioms
writing.
about…
are
not
millennia.
xed,
Par t
of
but
evolve
over
many
what
makes
studying
decades,
language
centuries
so
and
interesting
REMEMBER:
is
the
par ticular
ways
people
use
it.
You
can
probably
think
of
phrases
strange
who
to
or
are
you
funny
not
they
phrases
familiar
seem
that
with
people
your
per fectly
often
language
use
may
in
not
your
language.
understand
People
them,
but
Idioms
key
element
language
in
Unit
Often,
or
Saj:
Jo:
On
idioms
at
No,
I
the
to
terms
use
are
short
you
on
still
feel
mend
is
your
as
if
the
do
with
so
it
As
health
and
Sometimes
be
is
too
will
speaking
have
come
and
writing
across
a
these
briey
in
work
the
difcult
to
to
that
be
they
taken
use
comparisons
literally.
For
example,
that
with
but
to
is
out
to
means
xing
it
are
an
an
with
the
better’.
object,
doesn’t
pleasant
(It
but
doesn’t
when
have
you
are
ill
to
are
of
the
many
important
idiom
In
the
how
be
have
anything
caught
in
bad
literally
to
weather
,
meaning.)
some
there
helps.
guess
(It
idiomatic
that
what
‘feeling
broken
‘broken’!)
isn’t
its
such
do
a
‘unwell’.
living
mind
it
weather
.
slightly
context
something
means
not
yet?
means
clue
because
you
is
healthy
bearing
do
do
wet,
a
This
are
the
idiom
weather
give
mend
to
body
getting
does
perhaps
this
You
dialogue:
an
it
How
understanding,
which
under
literally
worth
of
idioms.
gurative.
the
anything
is
of
situations
this
Are
Under
80
in
the
4.
refer
look
is
focuses
idioms
part
of
for
this
related
our
unit,
to
it
is
health
–
lives.
means?
example
the
person
meanings
of
the
above,
is
I
still
feeling,
idioms.
so
feel
it
tells
would
us
not
in
are
English
typical
that
slightly
different
than
on
appearance.
are
normal!
used
have
rst
commonly
ideas
A
Idioms
several
in
a
vivid
used
way.
to
may
meanings
They
express
Unit
1
Can
you
work
following
agree
After
had
my
the
no
see
a
a
as
illness,
so
he
end
are
reading
at
of
some
about
all.
It
–
I
It
gave
more
me
a
still
out
–
had
as
lost
days
sor ts,
picked
felt
with
although
of
month’s
I
I
several
but
I’d
them
a
in
the
friend
and
case.
down.
me
idioms
up
as
a
of
lot
I
of
get
didn’t
weight,
back
feel
thought
some
course
fit
to
I
so
a
sor t
of
on
quite
I’d
and
as
better
tropical
medicine.
For tunately,
fiddle.
or
you
might
healthy
living.
nd
useful
when
writing
or
REMEMBER:
clues
2
Tr y
to
work
out
the
meaning
of
the
final
two
idioms
to
help
meaning.
before
Idiom
bad
1,
out
work
For
out
example,
in
look
of
at
the
sorts.
It
wording
says
Meaning
although
shape
in
a
poor
physical
unwell
condition
this,
back
contextual
you
table.
question
in
Use
in
the
the
Vocabulary
skills
idioms
health
run
out
course,
your
Discuss
work
was
underlined
each
took
to
tur ned
the
in
really
back
before
Developing
Here
was
went
doctor.
the
I
the
mean?
denition
trip,
I
what
account
energy
feet.
unwell
at
on
out
5:
into
shape
I
as
do
didn’t
feel
before
…
you
think
.
out
quite
as
Based
of
on
sorts
If you need to get ‘back into shape’, it means
means
you need to do more exercise (for example
extremely
something
less
unwell?
Or
worrying?
to lose weight, build muscles up etc.)
ready
up
to
and
drop
exhausted
about
–
but
such
as
being
back
to
your
can
worn
be
out
normal
used
by
self
a
in
situations
family
having
par ty!
been
unwell
feel
on
take
3
a
top
turn
Write
of
the
for
the
world
the
worse
opening
you
describe
You
could
how
start
paragraph
you
like
feel
of
after
a
a
letter
really
to
a
long
friend
in
shopping
which
trip.
this:
Hi ________________
I’m writing to explain why I haven’t been in touch. You
see, I haven’t been well! It all started when …
81
Unit
5:
Reading
non-fiction
READING
In
this
section,
✪
show
✪
organise
it
do
busy
lives
vocabular y
from
that
and
text
ideas
for
a
in
a
more
par ticular
complex
text
pur pose.
about…
think
pictures
and
of
information
you
creates
outside
will:
understanding
Think
W hat
you
NON-FICTION
in
living
and
of
when
your
an
mind
active
deciding
you
hear
of
life?
what
to
the
fresh
But
words
food,
how
spend
‘healthy
or
perhaps
realistic
money
living ’?
on
is
spending
that?
can
be
Perhaps
a
time
Ever yone
real
lives
challenge!
Exploring…
Now
read
spending
this
a
Hints
One
that
we
we
conditions
checking
you
grape
meals’.
know
well
to
idea.
as
you
plan
you
can
What
use
are
small
shown
are
the
not
the
take
part
of
way
.
film,
suggest
a
If
a
healthy
is
you
food
may
simple
can
life
without
a
you
it
is
we
well
could
simply
can
you.
For
develop
example,
brand
of
white
doughnuts?
of
that
or
if
prevent
consumption
that
food
microwave
often
full
a
advance
easy
cities
your
best
stairs!
or
for
By
you
well-known
already
seem
planning
walk
buy,
bad
four
and
potentially
disease.
planning
in
example,
salt,
of
have
seems
for
each
or
has
been
like
a
preservatives
menu
on
‘ready
the
day
make
as
week.
or
If
night,
larger
meals.
in
the
the
by
a
For
and
you
or
life!
lives
are
eat
make
of
use
the
oven
them
several
are
for
an
to
of
as
busy
meals’
going
one
lift,
going
into
This
so
is
eat.
and
what
good
sugar
such
we
sugar
hear t
of
serving
health
avoid
that
walking
to
live
shape,
and
are
much
fresh
what
much
content
‘ready
for
is
decay
have
are
re-use
changes
that
about
you
but
can
healthy
better
foods
pop
can
a
too
single
as
exercise?
countryside,
in
affecting
up
to
about
one
quickly
what
quantities
which
people
You
you
health
far
sugar
However,
salt.
of
dental
or
that
aspect
how
for
keep
contains
Many
prepared
good
as
salt
about
juice
Another
aspect
consume
such
awareness
tips
would
the
about
money.
and
down
did
of
impor tant
known
cut
ar ticle
lot
to
or
if
life
more
forms
Or
of
and
live
in
lovely
areas.
active.
your
your
a
so
bus
friends
taking
However
,
Research
exercise,
shorten
meet
cycle
you
built-up
next
ride
for
a
healthy
there
has
time
by
you
walking
pizza
or
Glossary
consumption
of
the
things
above
costs
a
lot
of
time
or
money.
But
they
slow
break-down
do
preservatives
take
commitment.
However,
once
you
make
these
small
82
will
see
the
benefits.
chemicals
that
changes,
prevent
you
or
picnic.
decay
None
eating
drinking
food
from
going
bad
Unit
Developing
W hen
we
we
need
are
to
your
tr ying
5:
Comprehension
skills
to
decide
distinguish
what
between
the
main
key
and
ideas
are
in
suppor ting
a
paragraph,
information.
A
Answer
correct
1
answer,
W hich
first
2
of
the
a
we
b
dental
c
white
best
c
healthy
d
cutting
and
B
1
down
phrases
done
for
for
or
statements
Answer
at
Now,
sugar
2,
choose
the
best
sums
up
the
sums
and
salt
disease
contains
a
each.
up
as
much
the
sugar
content
of
as
four
the
doughnuts
second
paragraph?
for.
select
For
would
first
identify
and
salt
four th
Make
or
sure
paragraphs.
you
other
or
reuse
example,
healthier
practical
and
focus
on
Write
the
your
main
own
idea
and
not
links.
skills
these
the
sugar
evidence
you
it
above
contain
much
heart
third
your
need
tips
on
the
suppor ting
Look
2
and
living
information
have
1
planning
Extending
‘key
questions
salt
re-read
you
and
these
of
subheadings
of
For
c.
too
juice
meal
Now,
far
decay
b
what
or
grape
sugar
e
b
following
consume
a
the
a,
questions.
paragraph?
W hich
3
these
life’.
not
texts
Just
writing
ver y
you
had
out
the
much
to
depends
produce
main
ideas
a
on
leaet
as
you
work.
questions.
paragraph
advice
and
from
imagine
note
on
again.
what
down
W hat
the
the
sentence
reader
practical
or
should
tips
in
sentences
do?
the
remaining
paragraphs.
Time
to
write:
leaet
C
Create
the
tips
You
nd
could
on
your
from
the
own
illustrate
the
leaet
article
your
plus
called
any
leaet
‘ Tips
of
your
with
for
healthy
own
you
drawings
or
living ’.
can
think
pictures
Use
of.
you
internet.
83
Unit
5:
Writing
WRITING
Writing
In
this
to
persuade
section,
you
will:
✪
learn
about
✪
write
persuasive
Think
positive
and
negative
vocabular y
texts.
about…
Can you think of any texts you have seen or heard in the last 24 hours
that tried to persuade you to do or buy something? Where was the text
(for example on a computer or television screen, in a magazine or on a
billboard)? What ‘thing’ or idea was being promoted?
Exploring…
Writers
text
use
about
lots
of
healthy
ways
to
living
persuade
on
page
readers
82,
to
evidence
act.
is
Sometimes,
used
to
as
persuade
in
the
the
Glossary
reader.
On
other
occasions,
the
writer
selects
par ticular
vocabular y
to
foul
make
points
that
have
an
emotional
impact.
For
(powerful
disgusting
menace
Worried
Join
of
our
the
your
foul
‘Foul’
nal
is
one
sentence.
Developing
your
campaign
menace
local
to
rid
the
pollution.
to
put
suffocating
dirty
(strong
noun)
threat
health?
city
Write
a
or
rid
to
stop
smoke
or
(powerful
make
verb)
throw
disappear
to
and
diesel.
adjective
W hat
your
of
children’s
councillor
factories,
deadly
A
about
adjective)
example:
two
the
other
writer
uses
power ful
to
make
adjectives
a
point
are
in
the
used?
skills
As you can see, the power or emotional strength of certain words is designed
to make the reader feel strongly – and in some cases act in a particular way.
Choosing particularly positive or negative words can help achieve this.
B
Look
at
right.
W hich
which
are
‘neutral’
the
of
words
these
negative?
(neither
words
negative
the
in
or
each
in
the
words
Are
any
positive
column
neutral.
table
are
of
or
on
the
positive
the
Verbs
Nouns
smelly
smother
stink
scented
choke
smell
aromatic
suocate
aroma
pungent
cover
scent
per fumed
cloak
per fume
words
negative)?
into
Adjectives
and
either
Sort
positive,
lie
84
(on
top
of )
odour
out
Unit
Applying
C
1
your
Answer
Copy
new
from
of
and
the
the
questions.
complete
that
table
Writing
skills
these
factor y
5:
this
has
on
extract
been
page
84
from
built
(but
near
a
letter
your
check
complaining
house.
that
you
You
use
can
the
about
use
a
words
correct
form
verb).
I am writing to complain about the ___________ new
factory that has been built at the end of our road. The
smoke from the chimneys ___________ us as we walk to
school and the disgusting ___________ remains in our
nostrils all day.
2
Now
to
read
fill
this
each
of
second
the
Eating
healthily
than
___________
fat
a
yoghur t?
and
Or
succulent
mixing
fruit
does
a
not
need
apple
or
to
pear
___________
papaya?
and
persuasive
text.
T hink
of
positive
adjectives
gaps.
boring!
chopped
smoothie
Create
vegetables
be
your
up
with
own
What
could
with
a
be
dollop
___________
___________
better
of
low-
mango
recipes
by
together.
REMEMBER:
Time
to
write:
persuasive
Try
text
to
include
idioms
Choose
a
health
or
social
issue
that
is
impor tant
to
you.
about
any
suitable
health
or
social
Explain:
issues.
✪
what
✪
why
the
you
issue
feel
is
strongly
about
You
learned
in
previous
a
use
Tr y
to
write
about
100
words,
and
use
positive
or
to
persuade
the
reader
and
explain
them
in
unit,
connectives
but
try
combination
to
here.
negative
For
vocabular y
about
it.
why
you
feel
example:
Not
only
is
it
strongly.
important
but
also
that
people
…,
….
85
Unit
5:
One
ONE
step
further
STEP
FURTHER
Think
In
this
unit,
ou
environmental
more
generall.
deepl
or
about
we
greater
eat,
Now
these
to
Talk
some
about
social
ou
decide
whether
an
live
with
of
the
we
a
of
ou
good
for
healthil,
ever one
health
ourself
example,
is
and
personall
challenge
For
live
social
how
our
and
around
or
to
so
on?
–
a
a
bit
should
health?
–
aecting
think
much
us
issues
Isn’t
Or
do
dut
world
more
authorities
it
up
we
to
the
to
have
us
a
encourage
lives?
partner
ideas
aspects
can
what
for
better
about
aecting
issues.
responsibilit
ever one
Use
thought
concerns
governments
what
have
ou’ve
societ
been
ou
thinking
would
about.
change
in
With
a
relation
par tner,
to
talk
health
or
issues.
Read
You
are
now
explaining
going
some
to
read
changes
a
letter
the
from
school
a
headteacher
plans
to
to
all
parents
make.
Dear Parents and Guardians,
I have now been Headteacher of Green Bay High for a year and
and well-being of our children. I have to say that what I
this has
have seen
children choose the healthy options and often choose sugar y
many prefer to go to their classrooms and play on computers
g iven
worries
drink s and
me a chance to obser ve the health
me greatly. At lunchtime, ver y
foods with
rather than enjoy
the
high levels of
few
fat. A fter lunch,
outdoor space to play
sports.
In the afternoon, many strug gle to concentrate.
I do not blame you, the parents. I know how dicult it is to encourage a healthy lifestyle when you are busy with
work or other matters. So, I have decided to take the bull by the horns and make my own changes in school.
Firstly, I am introducing a ‘ breakfast club’ so that anyone who did not have something to eat before they
home will have the chance to eat breakfast
at school. is
will oer fresh
fruit, simple
cereals without
left
much sugar,
and a hot drink (tea) or water.
I have also revolutionised the lunch menu. ere will no longer be ‘fast-food ’ style choices
pizza, but healthy meals including vegetarian and/or
vegan ones.
nuts or equally nutritious options. However, on Fridays –
food style meals will be allowed. A treat is a good
Dessert will generally
there will be a relaxation
thing ever y now
and
of
such as
burgers, fries
or
be low-fat yoghurt, fruit,
the ‘rules’
and
some fast-
again!
Finally, I am introducing a compulsor y 15-minute walk! After lunch, all children must walk at least twice around the
playing eld. ere will be rewards for those who do more exercise than this, or sign up for sports clubs.
I hope you will support me in these eorts. I am sure ever yone will benet.
86
Unit
Talk
W hat
do
work?
school
or
with
ou
How
(if
think
do
ou
should
a
have
One
step
further
partner
of
these
5:
the
headteacher
proposals
lunch)?
for
Are
plans?
lunch
there
Do
ou
compare
other
think
with
things
the
the
those
at
will
our
headteacher
could
do?
Write
EI T HER:
were
a
health
wh
new
feel
use
ou
think
an
health
ma
to
the
the
the
letter
and
school
OR
won’t
as
sug gest
if
is
ou
additional
disagree
work.
this
was
in
unit,
and
sa
should
be
activit
good
or
margin
how
and
bad
to
ou
how
took
it
idea!).
give
ou
up
made
You
a
ou
could
some
ideas.
check
you:
thought
✪
prepared
✪
read
a
a
the
and
✪
for
explaining
spor t
it
picture
Reect
about
and
our
gave
own
and
shor t
promotional
others’
talks
poster
to
and
a
an
health
and
larger
group
ar ticle
about
well-being
a
charit
event
Unicef
✪
listened
✪
answered
to
pur pose
identif
spoken
of
a
text,
par ticular
revised
word
✪
revised
idioms
✪
learned
how
negative
wrote
a
texts
questions
✪
✪
to
agree
plans
ar ticle
or
(whether
In
response
words.
Write
the
a
You
changes
100–150
OR:
Write
parent.
testing
select
uses
classes,
to
about
and
related
write
to
a
our
ke
of
raising
abilit
details
to
from
vocabular 
the
mone
subject
in
a
identif
pla
more
object
park
the
paragraphs,
a
and
for
and
complex
in
text
sentences
health
persuasive
text
using
positive
or
vocabular 
letter
or
an
ar ticle
exploring
ideas
around
health
activities.
Check
you
necessar y,
A sk
for
feel
go
help
confident
back
if
you
to
the
need
about
all
section
these
and
things.
revise
it
If
carefully.
it!
87
Global
UNIT
This
6
unit
is
everyone
In
this
unit,
show
R2
key
and
Natural
disasters
clear
the
learn
and
of
and
overall
appropriate
and
many
issues
facing
to:
vocabulary,
coherent
text
of
ideas
and
extended
purpose
length
to
present
ideas
message
spoken
grammatical
the
world.
details
longer
make
S2
the
will
points,
and
about
understanding
identify
L2
in
you
produce
W2
all
issues
texts,
and
and
key
involving
accurate
points
some
use
of
a
in
more
a
variety
complex
variety
of
of
short
language
vocabulary
structures.
other
global
issues
Useful
words:
earthquake,
In
this
section,
you
will
consider
natural
disasters
and
other
and
how
they
aect
Natural
to
disasters
think
✪
Make
a
✪
W hat
personal
✪
Make
notes
or
note
heard
Time
✪
Talk
✪
W hich
to
the
the
are
88
to
by
you
you
‘natural
had
have
of
disasters’.
any?
experienced
about
your
knowledge
of
world
map
there
are
to
affected
help
more
you
by
share
natural
natural
your
knowledge.
disasters
now?
think
times
High
the
the
1990s,
previous
(From:
examples
par tner
of
Use
strong
500–800
meant
have
disasters.
Time
stor ms,
is
talk
par ts
Why
During
about
your
disasters?
6.2
what
experience
about.
with
natural
about
a
year
four
Noon:
natural
winds,
20
disasters
–
floods,
torrential
rains,
and
more
decades
Global
sure
meaning
add
Time
storm,
drought,
avalanche
people.
Make
6.1
ood,
disaster
,
global
volcano,
issues,
natural
cost
and
than
droughts,
mudslides
$600
–
billion,
ear thquakes,
hit
the
more
world
than
in
combined.
Problems,
20
Years
T
o
Solve
Them,
by
Jean-Francois
Rischard)
you
of
them
know
these
to
your
the
words
Word
and
Book.
Unit
ink
about
account
for
what
the
has
changed
increase
in
over
natural
the
last
100
disasters.
years
Make
or
notes
so
of
that
your
6:
Thinking
and
speaking
might
ideas,
Glossary
ready
to
talk
about
them.
climate
change
weather
Time
to
the
book
quoted
on
page
88,
Jean-Francois
Rischard
goes
on
to
views
on
why
there
are
more
natural
disasters
cushion
accounts
for
the
rise?
can
ecosystems
natural
are
examples.
the
severity
Global
are
cushioning
of
now
role
Dams
–
…
warming
is
so
frayed
that
deforestation
often
droughts
and
making
disturb
floods
things
they
and
the
no
longer
wetland
flow
of
play
rivers
and
use
with
some
a
of
par tner
the
and
words
in
protect
decide
the
exactly
where
and
worse.
what
the
or
More
global
means.
Tr y
to
air
,
factory
ome
to
other
issues
fossil
✪
pover ty
✪
health
think
global
for
gases
live
sent
into
car
fumes,
smoke
that
are:
fuels
frayed
is
sources
world
of
oil,
energy,
that
living
things
ago
or
piece
breaking
or
from
long
worn
a
natural
coal
formed
died
(when
✪
place
plants
example
example
were
issues
and
Glossar y.
for
Time
down
interact
environment
6.3
chopping
natural
animals
emissions
writer
you)
forests
ecosystem
increase
…
much
soft
their
destruction
the
Work
something
deforestation
trees
Many
protecting
is
today:
that
What
in
time
give
(a
his
over
talk
cushioning
In
change
conditions
broken
of
up
string
it
is
up
or
said
to
cloth
be
education
‘frayed’)
✪
food
shor tages
✪
access
to
clean
drinking
global
water
Earth’s
✪
war
✪
homelessness.
Can
you
think
of
other
global
issues?
Add
to
the
list
if
you
warming
rise
in
the
temperature
can.
Challenge
✪
Decide
on
the
three
most
impor tant
issues
for
your
✪
Decide
on
the
three
most
impor tant
issues
facing
countr y
the
world
today.
Choose
is
✪
W hat
can
be
done
about
these
issues,
if
an
really
In
✪
a
small
How
to
talk
group,
far
do
people
discuss
you
agree
your
on
ideas
the
and
most
your
reasons
impor tant
for
Do
you
agree
on
any thing
the
individual
Prepare
issues?
person
or
countr y
to
how
this
your
and
a
class
you
think
issue
area,
the
world.
three-minute
to
affects
your
explain
why
talk
to
you
can
think
do
in
country
them.
the
✪
that
any thing?
Research
Time
issue
important.
this
is
such
an
important
help?
matter
.
✪
Tell
the
class
about
your
discussion.
Suggest
could
ways
people
help.
89
Unit
6:
Thinking
and
speaking
LISTENING
In
this
section,
you
will:
Useful
water
✪
listen
to
a
recorded
inter view
about
water
words:
supply,
learn
some
✪
identify
useful
some
vocabular y
key
points
in
on
this
shor t
topic
and
drains,
longer
spoken
texts.
Make
listening
have
already
already
have
is
talked
some
about
about
water
shor tages
dierent
knowledge
on
global
the
around
issues
topic.
e
the
in
world.
this
unit,
vocabular y
any
You
so
familiar
previously
to
you.
thought
Think
With
a
likely
answer
come
these
✪
W hy
is
✪
W hat
are
✪
W hat
can
✪
W hat
are
are
exper t
water
As
you
main
on
listen
about,
in
in
a
the
impor tant
the
main
cause
the
lack
of
effects
your
to
uses
hear
water
for
the
of
topic
is
should
one
you
talk
about
it
in
the
turns
ideas
to
that
ask
are
and
the
world?
water?
of
water?
rst
par t
he
time,
of
an
makes
consider
inter view
three
what
with
main
she
Luc y
points
says
Howdon,
about
about
water.
these
three
points:
2
why
water
is
Point
3
why
much
of
need
up
when
has
same
may
did
for
want
you
something
1
hear
know
fresh
paper
you
that
points
to
else?
of
when
nished
stop
to
think
in
Ear th
about
water
at
all
impor tant
the
pieces
number
she
the
three
so
never
2
numbered
hear
her
talk
1,
2
is
hard
and
about
to
get
at.
3.
point
1,
and
lower
point.
and
Audio
when
water
3.
6.1
Luc y
twice
was
to
going
be
to
able
star t
to
do
this.
talking
about
crops,
know
these
words
With
turns
to
a
to
the
words.
your
partner
,
make
also
have
condent.
Take
the
lack
rst
Point
90
group,
in
supplies.
people
How
the
skills
many
You
feel
that
water?
of
why
Do
can
recording.
1
Hold
you
small
Point
You
recognise
questions:
going
an
or
up
Developing
You
you
of
Add
Word
take
it
in
you
about…
par tner,
to
W hen
you
of
Book.
for
be
sure
new
pollution,
scarcity
meaning
text
water
irrigation
ooding,
Exploring…
e
dam,
shor tages
evaporation,
✪
drought,
reservoir
,
it
each
word.
up
a
sentence
Unit
Applying
A
1
Listen
W hy
2
your
do
W hat
to
three
6.1
people
again,
find
examples
it
does
and
hard
Luc y
then
to
answer
imagine
give
of
life
how
the
questions.
without
humans
tap
use
water?
REMEMBER:
questions
water,
start
apar t
from
drinking
W hat
percentage
of
the
world’s
water
is
fresh
water?
Choose
a
about
c
4
answer,
less
W hy
is
70
than
it
a,
per
1
b
hard
or
to
case,
for
b
less
than
3
per
it
the
at
the
fresh
water
on
the
Hold
up
are
the
pollution
Hold
up
human
B
the
skills
and
W hat
2
Name
3
How
4
W hat
(Audio
asked
1
2
are
Use
can
number
the
the
when
Luc y
2
when
she
now
causes
rain
what
Lucy
she
of
to
water
can
lack
of
hear
own
water
a
be
of
some
the
explains
says
your
give
to
of
that
cause
Luc y
going
Here,
talks
of
the
inter view.
about
the
eect
about
that
answer
general
of
topic.
Listen
will
to
carefully
–
the
tell
be
a
to
the
question
you
that
change
being
there
of
is
topic.
of
how
much
listen
to
Audio
6.2
sources
of
drinking
people
the
of
mentions?
pollution.
water?
wasting
part
lack
Luc y
of
the
water
following
water?
inter view
has
many
questions
–
knowledge.
cause:
hunger
c
lack
d
failure
education
billion
en
shor tage
nal
b
many
par t
talks
carefully.
disease
How
second
1
below
workplaces
does
from
of
In
listen
questions.
main
much
lack
to
water.
five
example
guess
How
with
three
too
number
6.2,
a
of
3
can
Audio
questions
the
you
supplies.
answer
the
hear
with
waste
the
6.3).
results.
don’t
paper
are
You
to
water
beings
1
C
paper
on
Read
again
going
help
planet?
going
you
will
change
interviewer
Now
you
recording.
cent
get
your
a
cent
Hint:
Extending
to
the
c.
cent
per
listening
read
before
the
out
correct
Always
through
it?
this
3
Comprehension
skills
Audio
some
6:
people
in
the
of
world
the
are
hotel
badly
industr y?
affected
by
a
lack
water?
W hat
was
correct
the
pur pose
answer,
a,
b
or
of
this
par t
of
the
talk?
Choose
the
c.
a
to
tell
people
about
the
eects
of
water
shortage
b
to
tell
people
about
the
causes
of
water
shortage
c
to
tell
people
about
the
types
of
water
shortage
91
Unit
6:
Grammar
Grammar
In
this
section,
✪
review
✪
revise
or
✪
a
your
how
the
water
water.
to
and
verb
use
of
must
subject
agree
and
with
verb
its
subject,
whether
it
is
a
noun
par ts
for
the
The
are
and
plural
verb
forms.
paragraph:
of
the
family.
children
the
singular
verb
following
many
Here
knowledge
the
when
Subject
In
will:
pronoun
learn
Read
you
verbs
world,
They
get
and
children
have
tired
the
to
and
subjects
wake
walk
some
of
the
for
up
at
dawn
several
miss
verbs
miles
school
in
the
and
as
to
a
collect
get
result.
paragraph
above.
REMEMBER:
verb
Subject
Verb
children
wake
is
action
children
(understood)
collect
They
have
The
get
children
some
At
other
(as
92
in
walk)
(tired)
miss
Sometimes,
because
(to
it
instead
is
times,
the
of
repeating
understood
to
second
avoid
(as
in
the
the
repetition,
sentence
–
subject,
rst
the
They).
it
is
just
missed
out
sentence).
word
is
replaced
by
a
pronoun
the
of
The
subject
person
the
verb.
who
of
the
does
the
Unit
1
Draw
verbs
a
table
and
know
subjects
a
I
b
Many
people
water
f lows
c
We
d
Trees
that
have
out
destroy
you
agree.
whether
2
Select
the
the
the
on
page
following
water
good
92
and
write
of
all
the
sentences.
conser vation
supply
down
Grammar
water;
for
they
many
turn
years.
on
the
tap
and
demand.
ver y
careless
from
and
waste
evaporating
too
far
too
quickly,
much
so
it
is
water.
a
shame
when
forests.
agreement
write,
Think
a
on
water
one
studied
have
Subject-verb
When
the
in
Luc y
become
stop
people
like
6:
you
about
verb
is
have
to
whether
in
correct
the
remember
the
past
word
to
to
subject
or
the
ll
make
is
present
each
the
singular
gap
subject
or
and
plural.
verb
Think
tense.
from
the
words
in
brackets.
a
I
b
W hen
c
Many
years
never
__________
d
__________
In
her
(am/is/are)
cooking ,
talk
climate
we
ago,
__________
when
we
to
have
clean
(use/uses)
__________
a
the
scientist
__________
water
lot
of
(were/was)
(think/thinks/thought)
yesterday,
change
lucky
about
__________
(cause/causes)
a
to
drink .
water.
children,
we
water.
(say/says/said)
scarcity
of
that
water.
93
Unit
6:
Grammar
Singular
or
plural?
Sometimes
you
singular
plural.
Do
not
the
In
or
be
confused
to
if
think
there
these
sentences,
cow
costs
The
cow
with
the
the
–
a
lot
the
second
middle
the
of
long
money
horns
sentence,
it
does
Trees
b
One
hundred
trees
grow
c
One
hundred
trees
that
grow
the
need
The
a
and
if
verb.
the
a
between
the
the
subject
subject
is
and
Neither
is
Luc y
green
and
the
verb
is
feed.
costs
a
ignore
lot
the
the
to
of
money
phrase
subject
ignore
with
and
in
to
feed.
the
verb
long
horns
in
agreement.
sentences
b
and
c
below?
For
goat
there.
help
up
work
save
of
two
water
or
together
grow
more
and
there.
nouns/pronouns
form
a
plural
subject
and
example:
eat
surround
a
lot
of
food.
us.
nouns/pronouns
oak
tree
human
are
joined
by
or
or
nor,
use
a
singular
or
nor
the
an
r
tree
animal
has
lives
to
be
cut
without
down.
water
.
correct.
following
brackets
and
water
to
have
made
they
verb.
the
two
a
the
highlighted
example:
the
the
you
is
and,
water
Neither
from
by
and
For
Either
In
in
whether
there.
plural
cow
do
subject
connected
is
change
a
When
words
you
not
W hich
4
words
subject
3
But
are
about
yellow.
The
Air
carefully
verb.
highlighted
In
have
the
sentences,
to
ll
the
inter viewer
choose
gap
the
correct
word
correctly.
__________
(was/were)
talking
about
scarcity.
b
Lucy, like many scientists, __________ (blame/blames) global warming.
c
Neither
the
situation
94
is
inter viewer
hopeless.
nor
Luc y
__________
(feel/feels)
that
the
Unit
When
to
the
more
subject
than
collective
nouns
The
herd
The
forest
My
gives
family
However
,
of
the
My
of
if
are
a
trees
the
to
collective
–
family
is
family
have
then
herd,
good
grows
save
noun
takes
family,
supply
well
–
of
a
the
crew
singular
noun
singular
and
team.
verb.
For
that
refers
Examples
of
example:
milk.
near
wants
individuals,
very
it
Grammar
the
river
.
water
.
sentence
as
a
a
thing
us
tries
group
is
one
6:
happy
you
then
group
to
think
you’ll
of
of
need
people.
the
to
different
use
a
(singular
plural
members
verb.
verb)
but
My
The
their
team
always
The
team
wear
You
have
birthdays
wins
its
away
in
different
matches.
months.
(singular
(plural
verb)
verb)
but
5
Choose
following
to
class
b
The
boat
c
We
hard
correct
has
(plural
which
word
to
or
decided/have
crew
take
verb)
use!
words
to
complete
each
of
the
a
has
decided
managed/have
photo
when
the
to
raise
managed
school
of
money
to
find
whales
together.
a
school
of
whales.
sur face/Sur faces
breathe.
d
The
forest
e
The
crowd
6
shirts
sentences.
The
to
think
the
a
will
red
Choose
a
of
corals
waved
is/are
being
its/their
suitable
verb
f lags
to
fill
destroyed.
and
banners.
each
gap
in
the
following
sentences.
a
The
save
b
football
team
__________
on
ar tificial
grass
to
water.
Clean
water
and
enough
food
__________
necessar y
for
sur vival.
c
The
d
W hen
to
range
at
save
of
mountains
home,
the
__________
prime
minister
enormous.
and
his
wife
__________
water.
e
The
number
of
f
The
shoal
fish
of
people
on
Ear th
__________
__________
around
the
doubled.
coral.
95
Unit
6:
Reading
non-ction
READING
NON-FICTION
Glossary
In
this
section,
you
will:
debris
✪
read
a
magazine
✪
learn
✪
practise
understanding
✪
practise
recognising
some
ar ticle
useful
vocabular y
about
ideas
in
a
sea
pollution
bits
of
that
been
has
pur pose
waste,
the
something
larger
broken
text
garbage
the
of
remains
of
a
US
word
for
text.
‘rubbish’,
as
in
‘garbage
can’
(dustbin/wastebin)
Think
Synonyms
the
right,
W hen
about…
are
words
which
people
with
includes
write
ver y
similar
synonyms
about
facts,
for
they
meanings.
Read
the
Glossar y
on
‘rubbish’.
need
to
use
litter
pieces
paper
,
bottles
in
precise
words.
If
a
public
writing
words,
or
about
use
new
things,
comparisons
to
they
may
help
us
even
have
imagine
to
what
make
they
up
are
rubbish,
or
cans,
open
often
left
lying
space
they
trash
are
or
of
new
describing.
US
word
something
in
the
on
you
‘Trash’
your
for
‘rubbish’;
throw
can
you
away,
may
as
have
computer
Exploring…
waste
something
disposed
Plastic
In
1997,
after
he
competing
human
was
in
a
was
yacht
astonishing
but
sailing
race.
In
back
the
discover y.
Charles
middle
He
Moore
from
was
saw
Hawaii
of
the
miles
to
Pacific
from
plastic
Califor nia
any
waste
Ocean,
land
floating
and
all
him.
met,
seemed
no
an
Moore
habitation,
around
‘I
Charles
made
no
soup
as
far
as
the
unbelievable,
matter
what
time
eye
but
of
I
day
could
never
I
see,
with
found
looked,
a
the
sight
of
clear
spot.
For
plastic
debris
was
plastic.
a
It
week,
floating
1
ever ywhere,’
nets,
This
plastic
vast
it
does
spinning
eventually
The
idea
plastic
patch’
of
Patch’.
not
–
The
floating
debris
Most
the
area
breaks
of
a
‘garbage
mostly
made
pictures
do
collected
kilometre
of
the
not
make
up
to
of
the
(Moore,
96
C
1997
in
Mindfully,
and
is
bits
2009)
a
few
as
drawn
tinier
on.
be
a
fragments
of
the
of
look
of
like
this
of
items.
Pacific
huge,
That
means
the
plastic
pieces.
in
island
fact,
plastic,
seen
the
‘Great
into
Instead,
solid
But,
‘garbage
water
1
just
known
that
pieces
the
Patch.
bottles,
disappear.
walk
tiny
750,000
Garbage
now
always
show
name
suggests
could
up
found
non-biodegradable.
or
tinier
patch’
can’t
is
is
down
into
to
waste
ocean
you
These
microplastics
have
of
wear
down
something
is
of
He
Moore.
toothbrushes,
naturally
‘microplastics’.
satellite
Charles
bags,
area
Garbage
slowly
said
by
a
naked
as
cloudy
microplastic
of
‘garbage
called
the
patch’
made
the
in
a
eye.
solid
soup.
a
Even
area.
Scientists
single
square
longer
Make
or
sure
words
and
to
rid
or
of
know
the
slight
between
your
is
once
it
is
wanted
you
differences
them
got
used
that
Word
these
them.
Book.
Add
Unit
The
seafloor
trash
the
heap
bottom
threat
to
bits
After
–
it
of
sea
jellyfish,
in
under
sea.
that
Here,
creatures.
favourite
about
the
Sea
patch
70%
larger
tur tles
food.
may
of
sea
be
an
marine
pieces
often
Other
also
of
underwater
debris
debris
mistake
will
sinks
pose
plastic
creatures
Comprehension
a
bags
get
to
great
for
tangled
up
plastic.
retur ning
ar ticles
garbage
thought
the
their
of
is
the
6:
to
problem
tell
from
Applying
from
the
the
expedition,
world
about
his
Charles
findings
Moore
and
began
how
we
writing
can
stop
this
occurring.
your
skills
REMEMBER:
When
you
come
A
Read
the
text
again
and
then
answer
the
following
across
word
Look
at
new
understand,
questions.
1
a
paragraphs
1
and
up
word
try
into
to
that
you
break
chunks
don’t
the
that
you
do
2.
understand.
W hat
Give
2
was
two
W hat
are
it
about
the
plastic
waste
that
astonished
Charles?
For
example,
the
word
can
looking
For
each
of
these
questions,
choose
the
correct
work
at
b
or
W hat
its
–
‘can
does
‘can’t
be
seen
by
the
naked
eye’
harmless
be
You
need
to
b
You
need
to
c
You
need
a
use
a
microscope
to
see
wear
goggles
to
see
into
satellite
camera
to
–
harmless
‘can
to
the
text,
how
does
a
Turtles
drown
b
Turtles
get
tangled
c
Turtles
eat
the
1
2
pur pose
a
to
persuade
b
to
tell
c
to
advertise
a
in
the
by
this
to
see
the
means
them.
plastic
waste
harm
–
‘can
not
be
tur tles?
up
by
natural
means’.
soup.
old
plastic.
mistake.
text
pick
the
broken
by
is
up
…
plastic
extent
written
by
of
sea
debris.
pollution.
Charles
Moore.
questions.
comparison
Patch
looks
does
of
book
these
plastic
plastic
about
W hat
How
the
people
people
Answer
is
3
main
in
be
pieces
them.
broken
C
up
them.
Non-biodegradable
According
The
broken
pieces’
mean?
natural
3
by
answer,
up
2
meaning
prexes
Bio-degradable
a
uses
c.
into
1
out
the
Degradable
a,
article
non-biodegradable.
‘microplastics’?
You
B
the
things.
in
the
text
helps
explain
what
the
Pacific
Garbage
like?
this
comparison
help
you
understand
what
the
patch
like?
How
much
of
the
plastic
waste
ends
up
on
the
seabed?
97
Unit
6:
Grammar
Grammar
In
this
section,
✪
revise
✪
learn
Tense
and
tense
all
Plastic
was
oating
to
a
make
piece
in
the
currents.
sailing
felt
clauses
together.
sure
of
that
you
writing.
keep
For
to
the
correct
example:
Pacic
70
per
Ocean.
cent
of
It
the
moves
waste
around
falls
slowly
down
to
decides
huge
to
out
is
In
They
of
15
who
together.
The
newspapers
the
Pacic.
of
2008,
want
to
He
all
saw
a
huge
area
of
plastic
it.
the
He
the
also
sets
awareness
plastic
bottles.
fasten
2600
present
the
Pacific
plastic.
organisation
bottles,
the
the
from
tense.
present
Write
into
past
change.
across
raise
goes
over
to
in
verbs
floating
old
clean
raft
written
the
verbs
about
15,000
children,
is
all
sailing
area
write
Califor nia.
project.
below
are
Moore
a
across
horried.
changing
ere
across
98
have
through
sea
paragraph
raft
join
oor
.
and
Charles
a
is
the
again,
tenses.
to
tense
waste,
in
of
ocean
e
you
way
waste
Charles
out
consistenc y
ways
tense
because
it
write,
the
Present
1
tense
different
consistency
you
Past
will:
practise
some
When
the
you
miles.
world.
on
It
He
up
Ocean
feels
a
sea
They
the
is
when
the
are
Junk
filmed
helped
tops
and
comes
that
he
organisation
pollution.
bottle
he
shocked
research
creates
of
so
Raft
They
by
and
make
school
tie
appears
them
in
Unit
2
ese
with
a
a
In
ve
partner
1997,
decide
b
He
sentences
to
decide
Charles
what
then
to
sails
have
felt
do
to
errors
what
sad
about
in
tense
changes
about
the
you
consistency.
should
pollution
but,
at
6:
Grammar
Work
make.
first,
cannot
it.
America
and
ended
up
star ting
his
own
organisation.
c
Charles
about
now
ships
d
He
wanted
e
He
will
Who,
In
to
3
you
allows
you
writing
There
Use
who
verb).
whose
3
it
is
complained
he
makes
a
good
star t.
star t.
complex
pronouns
to
forms
the
is
the
it
is
whom
when
your
of
sentences
(who,
using
which,
sentence
the
subject
man
the
subordinating
that).
structures
pronoun
of
who
the
verb
sailed
object
everyone
you
want
whose
English,
expect
you
to
these
Using
and
these
makes
your
who
–
(does
whom
the
and
action
whose
of
the
of
the
across
verb
the
Pacic.
(receives
the
action
of
the
to
praised,
show
helped
build
a
raft.
possession.
organisation
set
up
the
Junk
Raft
Project,
is
a
whom
know
is
how
becoming
to
sentences,
use
less
the
using
common,
word
but
some
people
whom
who, whom or whose
to
ll
gaps.
a
__________
b
I
c
The
d
__________
e
ea
think
the
ship
by
Charles
‘plastic
are
the
people
owners,
tur tles,
bags
f
making
variety
other
Moore,
Rewrite
the
will
he
sailor
.
modern
still
he
and
where
sea.
concise.
when
Use
In
world
the
example:
children,
keen
now
magazines
in
example:
The
Charles
the
relative
add
Moore
For
for
r ubbish
whose
and
two
whom
verb).
or
when
For
Charles
Use
to
more
are
stop
revised
conjunctions
ar ticles
change
never
whom
Unit
writes
throwing
do
people
responsible
__________
__________
you
are
for
the
responsible
r ubbish
is
in
pollution?
should
the
sea,
pay
are
to
fines.
blame.
blame?
__________
favourite
food
is
jellyfish,
often
eat
plastic
mistake.
Moore,
__________
found
the
f loating
r ubbish,
called
it
soup’.
99
Unit
6:
Reading
non-fiction
READING
In
this
section,
✪
read
✪
learn
a
✪
practise
Read
against
useful
text
giving
arguments
vocabular y
recognising
the
about
pur pose
of
for
animal
what
and
against
a
view
conser vation
you
read.
about…
the
tr ying
Should
and
will:
non-fiction
some
Think
view.
you
NON-FICTION
following
to
save
we
ar ticle,
rare
which
looks
at
the
reasons
for
and
animals.
save
endangered
animals
Glossary
plants?
becoming
We
all
know
that
many
animals
and
plants
are
in
danger
extinct
altogether
,
becoming
the
40
wild.
per
Amur
extinct.
The
cent
There
population
in
the
leopard,
is
last
also
30
in
are
of
only
around
giraffes
years.
grave
A
in
the
less
880
wild
mountain
has
gone
well-known
danger
of
gorillas
down
animal,
extinction.
Only
dying
remain
The
list
of
in
the
wild.
A
endangered
noctur nal
animals
creature,
grows
it
lives
longer
by
and
the
conservation
nature
the
and
why
would
That
spend
cost
money
drinking
money
$76
billion
could
water
for
be
on
a
conservation?
year
spent
several
to
on
preserve
hunts
funding
a
One
study
hospital,
wildlife
to
land
may
be
animals
hard
like
to
that
lives
kinds
providing
which
difficult,
Another
goes
and
valid
on
poisonous
even
are
why
are
a
anyone
threat
in
the
snakes
ver y
argument
safe
food
one
chain
Think
about
to
would
people
want
and
to
save
and
is
or
spiders.
They
livestock.
make
that
absence
play.
But
Finally,
rich
it
who
person
India
So,
why
they
role
in
in
But
extinction
of
humans.
and
in
be
to
be
fear
that
of
to
pollinating
vegetables
a
the
and
tr y
is
a
natural
Dinosaurs
sabre-toothed
to
humans
of
the
want
to
reason,
lives
from
another
pollen
plants
Or
process
argument
supported
with
a
reason
Make
sure
you
these
words
evidence
no
may
save
tigers
when
–
had
few.
them
After
in
a
animals?
Well,
one
They
honeybees,
par t
all,
look
up
reason
a
a
in
is
that
valuable
would
be
any
a
partner
words
you
to
they’re
village
play
there
phrases.
with
they
a
because
families
honeybees.
Without
seeds.
privileged
and
longer
tigers
have
understand
that
tigers?
conserve
Consider
plants.
and
view
good
us.
between
spreading
fertilising
don’t
know.
Word
Book.
now?
might
their
we
vital
although
them
Europe
is
should
can
fruits,
100
are
misses
seems
beautiful.
ago,
links
ugly.
mammoths
long
of
people’s
and
disappeared
danger
the
species
Discuss
exist.
in
villages.
understand
wolves,
of
money
it
animals.
valid
some
with
out
pollinating
It
do
endangered
showed
or
of
alone.
day.
threatened
protection
around
dying
But
out
in
around
economic
70
disappearing
of
no
Add
them
to
your
Unit
Another
people
pay
reason
love
huge
USA,
Park
the
sums
economic
study
A
1
will
found
in
be
the
to
Africa
all
of
huge
save
an
to
the
when
animals.
ear n
see
grey
for
a
Not
living
elephants
wolf
into
tourists.
only
from
or
do
them.
giraffes.
Yellowstone
So
it
made
many
T
ourists
In
the
National
good
them.
is
in
effect
the
baboons
these
draw
nature
have
that,
of
a
of
many
a
on
state
the
number
increased,
of
balance.
food
of
chain.
lions
If
In
we
decreased,
causing
great
lose
Africa,
one
one
the
problems
for
area.
of
these
statements
ere
are
70
Amur
b
ere
are
30
mountain
c
ere
are
40
giraes
Amur
a
spends
b
is
most
c
is
not
W hat
is
leopard
its
is
time
active
is
tr ue
leopards
left
gorillas
left
in
according
the
left
the
nocturnal.
in
in
to
paragraph
the
wild.
wild.
This
means
that
it
…
alone.
at
night.
well-known.
the
main
point
of
paragraph
3?
to show why people want to save spiders and wolves
b
to
c
to give examples of dangerous or unpleasant creatures
suggest
Answer
Give
two
1?
wild.
a
B
1
visit
now
a
The
3
beauty
but
Comprehension
For each of these questions, choose the correct answer, a, b or c.
W hich
2
to
know
it
population
people
to
sense
we
species,
the
–
reintroduction
proved
Finally,
is
them
6:
that
these
some
animals
are
ver y
useful
questions.
things the writer would prefer to use money
for, instead of saving animals.
2
W hich
from
3
animal
no
W hat
fault
reason
animals,
C
1
W hich
2
Paragraph
3
of
sentence
6
honeybees
fruit,
c
bees
for
the
can
three
saving
an
say
became
extinct
writer
are
sug gest
for
not
saving
some
beautiful?
questions.
a
turning
word
cost
vegetables
play
writer
marks
uses
b
the
they
these
a
W hat
if
the
humans?
does
even
Answer
does
a
and
reasons
lot
does
endangered
‘ valuable’.
of
seeds
impor tant
point
the
Here,
it
ar ticle?
means
that
…
money.
are
par t
the
in
expensive.
in
plant-growing.
writer
give
animals?
101
Unit
6:
Writing
WRITING
Writing
In
this
to
argue
section,
✪
collect
✪
plan
✪
consider
you
ideas
your
a
point
of
view
will:
for
a
piece
of
writing
that
argues
a
point
of
view
paragraphs
how
to
develop
ideas
using
details
and
examples.
Points
AGAINST
(conser ving
Think
animals)
about…
1
expensive
2
animals
3
extinct
4
only
to
save
animals
In the previous reading activity, you noticed that there was a turning point
unpleasant
in the article – the sentence: So, why should we tr y to conserve animals?
e
rst
par t
conser ving
reasons
You
the
ar ticle
animals.
for
could
of
After
conser ving
sum
up
the
gave
the
arguments
turning
(or
point,
logical
the
reasons)
second
par t
animals
rich
people
reason
needed
the
care
animals.
ar ticle
in
tables
like
the
ones
on
the
Points
right.
Exploring…
evidence,
missed
gave
F OR
(conser ving
Each
not
against
an
example
argument
could
to
not
suppor t
convince
it
–
evidence.
Without
the
anyone.
Copy and complete the table below with the example or detail that was
animals)
1
animals
vital
2
animals
beautiful
3
good
4
keeps
for
to
us
economy
balance
of
nature
used to support each point.
Points
AGAINST
(conser ving
E xample
animals)
expensive
costs
2
animals
wolves
3
extinct
4
only
unpleasant
animals
people
Developing
Choose
one
of
✪
All
✪
No
✪
Ever yone
in
cars
coal
poor
in
countr y
✪
Ever yone
✪
ugar
kill
livestock
missed
connected
banned
be
rich
animals)
1
animals
vital
2
animals
beautiful
3
good
4
keeps
for
to
us
economy
balance
of
nature
skills
topics
be
used
to
from
with
global
issues:
towns.
produce
countries
a
should
should
and
draw
billion
E xample
should
electricity.
give
half
their
wages
to
people
countries.
Our
against.
these
should
$76
care
your
should
✪
Now
not
F OR
(conser ving
1
rich
Points
Find
become
sugar y
table
at
as
stop
foods
above.
least
one
paying
for
its
army.
vegetarian.
should
Give
be
taxed
three
example,
50
reasons
fact
or
per
for
detail
cent.
and
to
three
suppor t
reasons
each
reason.
Hint:
of
You
research
internet
102
may
to
in
have
a
help
to
book
you.
do
or
a
on
bit
the
Unit
Think
e
We
ar ticle
all
You
will
pages
that
100–101
many
star ted
animals
and
with
this
plants
sentence:
are
in
danger
of
extinct.
have
against
–
facts
show
it
noticed
was
that
the
introducing
rst
the
paragraph
topic.
In
this
was
not
case,
it
arguing
was
for
giving
or
some
REMEMBER:
to
that
there
is
a
problem
concerning
endangered
you
idea
are
to
writing
star t
about
with
an
a
topic
with
points
for
and
against,
it
is
a
good
introduction
always
one
you
you
a
chose
little
a
on
par tner
the
research,
introduction
–
a
Developing
In
Unit
3,
you
to
the
and,
✪
But
who
page.
perhaps
your
add
misses
get
go
some
some
with
into
an
introduction
notes
and,
statistics
three
or
four
or
if
to
the
necessar y,
facts.
you
to
use
Write
It
your
a
you
are
it
should
with
can
at
give
argument
statistic
from
least
extra
if
a
source.
topic
do
your
sentences.
skills
at
the
interest
with
could
Make
to
paragraph
looked
structures
ar ticle
last
what
point,
support
reliable
with
a
example.
weight
Exploring…
Discuss
When
animals.
arguing
If
Writing
about…
on
know
becoming
6:
a
impor tance
to
your
par tner,
them
now?
of
writing.
discuss
using
Look
why
the
a
at
variety
these
writer
of
sentence
questions
asked
each
from
one.
[T he writer expects you to answer
‘no one’.]
✪
But
is
fear
✪
o,
that
of
a
their
why
good
lives
should
reason,
from
we
tr y
when
tigers?
to
families
in
a
village
in
India
are
in
[The writer expects you to answer ‘no’.]
conser ve
animals?
[T he writer goes on to
answer the question.]
Writers
expect
you
often
an
are
answer,
expected
rhetorical
Time
Now
make
use
use
but
to
of
to
questions
make
think
the
an
in
their
eect.
answer
is
It
writing
can
be
obvious.
a
–
not
because
question
is
is
they
where
known
as
a
question
to
the
write:
ideas
and
magazine
examples
in
article
your
table
to
write
a
magazine
REMEMBER:
ar ticle
of
your
own.
Aim
at
around
100–150
have
used
different
sentences.
Extending
Choose
some
your
another
details
skills
topic
and
and
write
question
a
magazine
Check
that
you
words.
ar ticle
of
your
own.
Include
interest
Have
to
to
add
your
kinds
you
of
included
variety
and
a
give
writing?
statistics.
103
Unit
6:
One
ONE
step
further
STEP
FURTHER
Think
In
this
going
unit,
to
you’ve
consider
Talk
in
thought
one
a
of
about
the
a
wide
greatest
variety
challenges
of
global
facing
the
issues
world
–
both
in
the
natural
future
and
–
man-made.
food
Now
you
are
shor tages.
group
In a small group of three/four, explain to one another what the situation is like in your own country as regards
food availability. Consider:
✪
To what extent does ever yone have enough food? Too little? Too much?
✪
Does
✪
W hy
ever yone
do
some
eat
healthily?
par ts
of
the
W hy
world
or
why
suffer
not?
from
food
shor tages?
Read
Here
is
an
inter view
Journalist:
Aleefa:
How
W hen
understand
I
serious
people
the
Journalist:
between
live
problem
know
is
a
journalist
the
in
countries
facing
you’ve
problem
the
done
of
a
food
world
where
world
some
and
as
the
a
exper t.
food
problem
whole.
research
shor tages,
into
It
is
the
is
Aleefa?
often
ver y
too
much
serious
subject.
Can
food,
it
is
hard
for
them
to
indeed.
you
give
some
statistics?
Aleefa: e United Nations estimates that today around 795 million people in the world do not have enough
food to eat. A shocking statistic is that about 3.1 million children die of malnutrition every year – to give you an
idea of the scale of the problem, that’s around 350 every hour.
Journalist:
sure
that
Aleefa:
at
really
ever yone
It’s
a
ver y
gets
is
a
shocking
enough
complex
to
issue.
statistic.
eat.
But,
W hat’s
yes,
if
But
I’ve
going
the
read
that
the
world
has
enough
resources
to
make
wrong?
world
made
it
a
priority,
I
believe
we
could
solve
the
year.
More
people
problem.
Journalist:
I
Aleefa:
indeed.
less
Yes,
food
and
suppose
water
the
e
to
go
rise
in
world’s
population
population
around.
At
the
is
is
same
par tly
to
blame.
increasing
time,
by
climate
around
change
79
is
million
having
a
an
means
eect.
Journalist: Climate change means hotter weather, right? More droughts.
Aleefa:
Yes,
global
warming
helps
cause
droughts.
But
it
also
leads
to
more
extreme
weather
conditions,
so there can be freak storms and ooding that destroy crops. Already we are nding that fewer staple crops –
such
as
maize
or
rice
–
are
being
produced.
For
example,
over
the
past
year,
in
Malawi,
crops and killed more than 100 people. Around 340,000 people lost their homes.
fall
in
the
staple
Journalist:
maize
Pover ty
crop
must
in
be
that
a
It
all
oods
led
up
to
destroyed
a 28
per
cent
year.
cause,
too.
Aleefa: Strangely, no. As countries become richer, people expect to eat more and more meat. Well, it takes ve
kilos of grain to produce one kilo of meat. So the richer the country, the more grain that country uses to produce
104
Unit
6:
One
step
further
less food. Land that could be used to produce soya or other protein-rich crops is being used to produce foodstu
for cattle! Rainforests are being cleared in parts of South America to grow cattle food – so there’s another
terrible eect of this growing demand for meat.
Journalist:
It
really
is
a
ver y
complex
issue.
Maybe
in
the
future
we ’ ll
all
become
vegetarian.
Aleefa: In my opinion, in the future there’ll be no choice – everyone will have to become vegetarian or vegan,
and be much healthier as a result!
Talk
1
2
a
partner
Work out the meanings of the following, and then use a dictionary to check:
a
freak
d
complex
Look
the
storm
again
subject
How
3
with
can
Now,
issue
at
in
speaker ’s
the
they
you
still
b
make
e
it
priority
vegetarian
inter view.
are
a
or
protein-rich
food
vegan
Discuss
discussing.
c
W ho
how
the
feels
two
speakers
strongly
about
feel
the
about
subject?
tell?
pairs,
feelings
read
as
the
you
conversation
aloud
and
tr y
to
express
the
read.
Reect
and
check
Write
In
EI T HER:
Imagine
journalist
in
above.
the
Write
an
you
are
this
unit,
✪
talked
problem
ar ticle
some
done
where
of
for
✪
learned
food
you
improve
explain
shor tage
sug gestions
to
man-made
disasters
for
the
some
more
complex
words
and
phrases
about
the
and
what
issues
✪
listened
to
an
✪
learned
to
written
and
learned
about
inter view
about
water
shor tages
give
can
situation
recognise
the
overall
message
and
key
points
of
be
spoken
texts
in
complex
Write
the
more
you
and
subject-verb
agreement,
including
more
future.
OR:
in
natural
a
✪
the
about
conversation
global
magazine
you:
the
of
the
will
(hopeful)
view
shor t
future,
have
stor y
a
of
inspired
ideas
read.
the
in
an
about
by
the
Decide
show
or
stor y
one
life
or
inter view
rst
if
your
optimistic
pessimistic
✪
(negative)
read
examples,
non-fiction
for
example
ar ticles
about
collective
plastic
nouns
waste
and
animal
conser vation
✪
learned to use prefixes and suffixes to understand new vocabulary
✪
revised
✪
used
✪
learned
future.
tenses
relative
how
examples
✪
learned
to
and
about
including
and
tense
pronouns
argue
a
consistenc y
to
join
point
clauses
of
view,
including
how
to
use
statistics
var ying
rhetorical
sentence
types
and
str uctures,
questions
✪
wrote a magazine article arguing for and/or against a point of view
✪
wrote
Check
an
you
necessar y,
A sk
for
ar ticle
feel
go
help
or
shor t
confident
back
if
a
you
to
the
need
stor y
about
about
all
section
food
these
and
shor tages.
things.
revise
it
If
carefully.
it!
105
Travel
UNIT
This
7
unit
is
distances
look
at
In
unit,
this
collate,
W3
make
you
accurate
produce
Here
of
and
and
–
everyday
travel
benets
tourism
for
work
and
journeys
or
leisure.
negative
It
effects
the
will
of
longer
also
tourism.
present
of
relevant
vocabulary
collate
and
information
language
sequences
expressing
of
detail
grammatical
from
and
speech,
opinions
a
variety
abstract
of
short
and
longer
spoken
texts,
material
answering
with
structures
and,
spontaneity
as
and
appropriate,
asking
uency.
holidays
Transport
are
the
some
words
words
in
the
caravan
to
do
with
transpor t.
Match
each
picture
to
one
box.
coach
underground/subway
cruise
train
ship
(tube)
limousine
motorhome
bic ycle
steam
train
Hint:
canoe
inter- city
tram
ferr y
106
and
to:
complex
extended
questions,
7.1
and
some
the
use
travel
may
learn
organise
involving
and
of
will
understand
S3
about
people
some
R3
L3
Travel
all
and
train
tandem
houseboat
cable
car
four-by -four
hot
air
double-decker
(oroad
balloon
vehicle)
pedestrian
bus
Make
sure
of
not
pictures.
have
your
Word
the
you
meaning
know
words
Book.
Add
that
the
do
them
to
Unit
Time
Make
How
to
notes
far
you
✪
the
travel
✪
the
local
✪
longer
With
the
you
do
your
questions
and
speaking
do
for
have
mode
done
of
over
the
transport
last
did
year
you
or
use?
so.
Consider:
day
in
your
example
leisure
for
time
family
visits.
talk
par tner,
to
you
W hat
ever y
you
journeys,
to
travel
travel?
travel
Time
Thinking
think
about
did
7:
keep
talk
the
about
the
travel
conversation
you
going.
have
For
done
recently.
Ask
example:
REMEMBER: To keep a
✪
W hat
is
your
✪
How
do
✪
W hy
did
✪
W here
journey
to
school
conversation going, you should ask
like?
questions that need more than a
you
get
to
school
ever y
day?
yes/no answer
. Use: How …? When
you
travel
by
car?
…? Why …? Where …? questions.
7.2
do
Going
you
on
like
a
to
walk?
holiday
Useful
Time
to
words:
self-catering, get
think
away from it all, go sightseeing,
Make
some
notes
about
holidays
you
have
been
on,
holidays
you
would
activity holiday, package holiday,
like
to
tr y
and
what
you
enjoy
doing
when
you
are
holiday.
holiday of a lifetime, off the
beaten track, places of interest,
Time
to
talk
holiday resort
With a partner, take it in turns to ask and explain what the phrases in the
‘Useful words’ box mean. Ask one another about the holidays you have
been on or would like to go on.
7.3
My
Before
Find
a
you
a
come
picture
internet
to
dream
or
of
draw
holiday
to
class,
the
a
prepare
holiday
rough
to
from
sketch
a
talk
about
travel
that
will
your
brochure,
help
you
‘ideal’
print
talk
holiday.
one
about
o
your
the
ideas
par tner.
Time
to
think
Challenge
Spend
a
few
minutes
making
notes
about
your
chosen
picture.
W hat
Choose
makes
it
your
idea
of
a
per fect
a
Time
With
for
a
to
talk
par tner,
them.
dierent
another
Be
or
ideas.
to
a
small
ask
Consider
person’s
group,
one
why
discuss
another
one
your
questions
person’s
ideas
to
dream
and
your
explore
holiday
reasons
might
minute
to
your
be
the
holiday
tell
your
holiday
from
and
talk
internet.
then
about
class.
To
give
the
make
a
two-
holiday
the
talk
more
challenging,
imagine
are
salesperson
and
a
give
you
a
nightmare!
talk
After wards,
fantastic
brochure/the
Prepare
in
ready
a
holiday?
the
group
class
how
talked
far
you
were
able
to
agree
on
the
dream
buy
to
persuade
this
the
class
to
holiday.
about.
107
Unit 7: Listening
LISTENING
In
this
section,
you
✪
listen
to
and
✪
listen
to
a
learn
understand
longer
information
✪
will:
some
spoken
from
a
shor t
text
recorded
and
collate
conversation
(gather
together)
it
useful
vocabular y
on
this
topic.
Exploring…
e listening text is a conversation between a teenage boy and his mother.
Spend
a
Audio
A
you
choose
W here
2
the
the
mother?
a
inside
b
at
c
on
the
a
a
the
will
need
He
has
not
c
He
will
need
is
the
to
the
beach
to
see
an
c
to
visit
you
of
are
and
then
listen
to
prepare
before
to
yourself,
background
✪
facts
✪
health
✪
instructions
✪
any thing
and
his
or
For
questions
c.
phone
conversation
with
cave
asked
her
abroad
to
the
to
son
this
to
come
before
send
some
phone
and
home
collect
without
money
his
out
at
this
time?
him.
family.
to
him.
afternoon?
mother
give
her
son?
skills
hear
who
a
star ts
b
questions.
caves
your
taking
a
going
does
tourists
he
a,
these
galler y
some
going
answer
parents
her
art
advice
to
his
boy
b
✪
108
questions
mountainside
been
a
Read
the
cafe
mother
He
group
through
answer,
when
entrance
b
W hat
say
son
busy
Developing
To
correct
a
Now
reading
listening,
peaceful
has
W here
4
is
are
his
W hy
3
minutes
7.1
As
1–3,
1
few
are
talk
a
recording
about
with
group
on
a
a
to
of
visit
par tner
visit.
a
tour
the
guide
Great
about
speaking
Wall
what
a
of
to
China.
tour
guide
might
Consider:
information
safety
information
else.
through
section
B
on
page
109
and
then
listen
to
a
Audio
7.2
Unit 7: Comprehension
B
Listen
complete
Lowest
to
the
the
tour
gaps
below.
temperature:
Highest
time
of
year
Best
time
of
day
Pur pose
Star ted:
-20
temperature:
Best
of
the
2000
guide’s
to
to
years
will
degrees
around
visit:
visit:
wall:
You
talk
and
hear
write
the
the
words
recording
that
twice.
C
____________
degrees
C
____________
____________,
to
avoid
crowds
____________
ago;
completed
around
the
year:
____________
President
Deng
Xiaoping
began
to
restore
the
wall
in
the
year:
____________
Became
Great
a
World
Wall
Warning
length:
for
Reminder:
Listen
four
e
of
the
a
explain
b
make
c
persuade
d
inform
e
show
f
give
g
argue
in
h
of
the
the
about
the
the
not
of
the
and
wear
year:
____________
height:
____________
____________
or
____________
recording
tour
the
visitors
the
km
in
____________
statements
pur pose
Great
to
Do
because
Bring:
Site
21,196
tourists:
____________
C
Heritage
below
guide’s
wildlife
feel
visitors
visitors
one
are
talk
found
pleased
to
how
buy
the
last
time.
W hich
correct?
is
to:
near
about
the
their
Great
Wall
visit
souvenirs
workers
built
the
Wall
that
facts
the
Great
about
that
the
the
Wall
age
Great
is
of
and
Wall
is
world
size
the
of
impor tance
the
best
Great
tourist
Wall
site
China
give
visitors
safety
information
and
advice
109
Unit
7:
Grammar
Grammar
In
this
section,
✪
review
the
✪
review
how
you
will:
difference
verbs
in
between
the
active
passive
and
form
passive
can
be
in
forms
the
of
past
or
verbs
present
tense
✪
recognise
of
Active
In
and
the
the
The
wall
the
can
add
formality
to
the
tone
was
action
the
here
would
of
the
a
word
the
subject
you
you
by
The
the
used
saying
‘The
Chinese
the
Chinese
people
built
the
wall’,
people.’
passive
been
verb)
use
the
form
object
becomes
the
people
The
the
the
verb
of
of
the
the
subject
ending
in
active
be
-ed
normal
–
to
The
verb
‘to
sentence
of
the
build’.
(which
sentence
The
received
(the
do-er
was
subject
the
be
wall
by
2,000
the
people
passive
the
years
object
ago.
2,000
years
ago.
form:
of
the
verb
becomes
wall
followed
–
the
started
normally
verb
to
started
was
the
would
of
the
wall
from
that
the
show
the
wall
The
verb
the
Note:
by
have
version:
normally
•
built
version:
change
•
of
verb).
Passive
•
instead
said:
that
Active
110
verbs
passive
speaker
word
To
passive
recording,
guide
‘The
of
how
writing.
by
the
past
participle
of
the
verb
–
started
by
using
a
phrase
starting
with
by
–
people.
normal
was
subject
started
may
2,000
be
years
missed
ago.
out
completely,
For
example:
Unit
1
Look
verb
at
these
active
or
sentences
The
b
Another
c
The
students
d
The
caves
e
Several
f
The
g
Unfor tunately,
2
e
a
teenager
rst
The
phoned
phone
call
had
a
these
one
was
mother
made
by
have
his
in
lost
underlined
verbs.
Is
the
sentences
needed
a
from
the
to
the
their
teacher.
the
19th
way
abroad.
caves.
centur y.
in
the
caves.
holiday.
lug gage
been
by
coach
discovered
fantastic
has
people
his
travelled
were
explorers
Change
the
Grammar
passive?
a
boy
with
7:
was
from
done
huge
lost
for
on
the
the
way
active
home.
into
the
passive.
you.
wall.
A huge wall was needed by the people.
b
The
c
Visitors
builders
d
Hikers
e
The
f
Some
g
Visitors
wore
tourists
of
used
bought
the
enormous
lots
of
stones.
souvenirs.
down
the
stones
made
the
path
tourists
top
of
the
wall.
slipper y.
spotted
photographed
on
foxes
wild
in
boars.
the
area.
111
Unit
7:
Grammar
Active
The
and
passive
Active
Here
them
form
are
will
word
a
The
wall
b
The
last
c
The
wall
d
The
stones
e
Ever y
f
It
112
the
some
a
was
the
in
be
–
past
in
the
present
past
the
more
have
or
The
tense:
A
A
fox
present
chases
mouse
fox
mouse
a
mouse.
the
by
the
fox
mouse.
chased
passive
word
tense.
chased
the
was
about
the
is
chased
underlined
change
present
the
The
sentences
the
to
past
tense:
tense:
past
and
tense:
present
changing
You
or
in
can
the
in
form
out,
verbs.
in
form
Passive
3
verb
form
Passive
Active
passive
Great
verbs
order
by
the
Wall.
into
and
fox.
Write
active
maybe
two.
is
recognised
par t
was
day,
of
the
as
wall
designed
were
the
used
wall
completed
is
by
a
World
was
by
by
built
the
local
climbed
the
Heritage
by
the
Chinese
people
by
to
for
Ming
keep
in
by
1644.
UNESCO.
Dynasty.
out
building
tourists.
emperor
Site
enemies.
houses.
add
REMEMBER:
the
verbs
Check
you
use.
the
tense
of
Unit
When
to
Using
The
the
lively.
reason
There
to
are
the
passive
active
and
•
use
voice
As
do
a
two
makes
usually
general
so,
for
other
better
rule,
only
example
times
writing
to
when
for
making
use
the
sound
you
sound
more
your
passive
more
might
The
castles
Great
visitors
•
to
Wall
were
stress
were
the
has
is
built
near
been
not
the
visited
wall.
formal.
writing
when
clear
,
you
direct
have
a
formal.
want
to
when the do-er of the verb is unknown or not
Many
Grammar
passive
form
is
7:
(Who
thousands
use
the
passive
important,
built
of
them
times.
form:
for example:
is
unknown.)
(Who
the
important.)
person
or
thing
receiving
the
action
of
the
verb,
for
example:
Ten tourists were hurt yesterday. (The main point is that ten were hurt.)
e following information might appear in a hotel room. If the hotel wants
to sound more formal and polite, these sentences might be in the passive.
Ac
a
bre
kfa
st
e:
ssiv
Pa
be
Note:
by
4
e
you
information
before
10
p.m.’
be
does
not
because
fore
Bre
d
ere
ord
ak
be
need
‘ by
er
ord
st
mu
u
Yo
e:
tiv
10
t
fas
fore
to
you’
.
p.m
st
mu
say:
is
.
p.m
10
‘Breakfast
must
be
ordered
understood.
Copy and complete these sentences, putting the verb given in
brackets into the passive form. e rst one has been done for you.
a
Extra
pillows
can
____________
from
Reception.
(collect)
Extra pillows can be collected from Reception.
b
Shower
c
Snacks
can
d
A
must
e
Dir ty
table
gel
has
____________
____________
towels
by
____________
should
in
the
phone.
in
bathroom.
(order)
advance.
____________
(place)
in
(book)
the
laundr y
bag.
(leave)
113
Unit
7:
Reading
non-ction
READING
In
this
section,
✪
read
a
✪
learn
✪
select
has
ver y
an
some
and
remote.
example.
all
be
about
a
vocabular y
about
nature
relevant
popular
tourist
destination
conser vation
details.
about…
easier
e
It
But
aware
text
present
become
scener y.
will:
non-fiction
Think
It
you
NON-FICTION
is
at
and
easier
Galapagos
a
great
the
visit
Islands,
thing
same
to
for
time,
places
just
people
there
are
o
to
previously
the
see
coast
of
amazing
negative
eects
thought
Ecuador,
animals
that
we
of
as
are
and
should
of.
Exploring…
Glossary
Read
the
text
below
and
then
answer
the
questions
that
follow.
in
danger
danger
Why
are
the
Galapagos
Islands
of
These
There
106
of
remote
are
are
the
now
giant
tourists
A
1
islands
around
The
can
and
tourists?
were
and
in
really
these
complete
Number
animal
b
c
e
the
close
this
the
mouse
of
that
year
types
may
when
of
die
the
Name
two
become
3
W hy
extinct,
are
visitors
approach
114
kinds
the
of
have
no
about
the
text
Galapagos
types
of
animal
out
soon
islands
were
Galapagos
the
animals
to
animal
the
closely?
that
text.
Galapagos
so
fear
above.
Islands
able
to
have
Of
in
1835.
these,
species
disappeared
them.
table.
according
to
Some
have
discovered
2
Darwin
islands.
extinction.
Galapagos
to
about
dierent
of
Charles
on
there
Number
there
of
on
by
animal
Galapagos
questions
Facts
a
of
danger
the
animals
get
discovered
species
considered
Answer
Copy
450
tor toise
completely.
so
with
extinction
in
out
so
species
popular
of
dying
of
humans
type
or
kind
of
animal
Unit
Developing
Here
is
par t
naturalist
of
your
a
who
ar ticle
presented
by
many
Sir
David
nature
Attenborough,
series
on
a
British
REMEMBER:
be
television.
useful
the
I
first
and
visited
in
fact
everyone
the
last
for
realisation
Galapagos
returned
six
that
when
there
on
Islands
my
they
are
in
80th
first
1978,
arrive
albatross
filming
bir thday.
and
and
I
Life
think
step
pelicans
off
on
Earth,
These
what knocks
the
just…
boat
is
sitting
mean
the
on
there.
…
really
understood
what
Darwin
must
have
seen
in
1835.
There
are
the
tor toises
in
different
you
of
first
them
marine
the
to
see
the
on
iguanas
at
they
the
par ts
of
the
Galapagos
are
world,
with
is
rocks.
If
lizard
especially
the
…;
…
you’re
watching
this
are
dramatic
black
been
bottom
rocks
the
swimming.
having
the
in
them
sitting
coast
there
unique
but
what
It
a
there
is
–
a
are
most
are
another
fish,
lizard!
claws,
–
these
you
sea
huge
20
feet
grazing
come
lions
down,
idioms
they
meaning.
raining
cats
that
appear
–
to
can
make
interesting.
phrases
they
it
to
not
mean
have
For
and
do
example:
dogs.’
this
just
means
In
it’s
and
very
hard!
When
herds
to
see
round
and
green
…
writing,
are
visibly
iguanas.
fascinating
swimmer,
trigger
long
marine
use
surface
raining
obviously
When
more
what
English,
giant
to
writing
‘It’s
I
Comprehension
skills
magazine
has
7:
so
on
the
on
and
holding
on
seaweed.
Glossary
knock
means
you
for
‘takes
six
you
(literally
means
out’,
in
like
a
an
by
‘to
idiom
knock
boxing
that
surprise’
you
match)
B
For
a,
b
or
each
of
these
questions,
choose
the
correct
answer,
marine
c.
the
1
According
to
the
ar ticle,
which
of
the
following
can
be
found
only
a
2
in
3
or
to
do
with
one
of
a
kind
Galapagos?
giant
W hich
a
in
on
unique
the
living
sea
of
large
these
b
phrases
marine
tells
you
iguana
that
c
marine
trigger
iguanas
sh
crowd
together
numbers?
huge
W hich
tortoise
herds
b
statement
a
ey
chew
b
ey
can’t
c
ey
nibble
Extending
on
go
about
bits
of
obviously
the
marine
rock
that
under water,
on
your
marine
but
plants,
unique
iguana
they
eat
c
is
hold
cows
feet
down
tr ue?
in
seaweed
like
20
their
in
claws.
shallow
eating
pools.
grass.
skills
C
Answer
1
According
tourists
2
Look
there
at
at
to
and
this
the
W hy
these
the
text,
which
two
sights
are
most
likely
to
amaze
why?
extract
bottom
does
questions.
is
David
this
the
lizard
ar ticle:
–
a
Attenborough
a
It
is
exciting
b
It
is
a
c
It
is
frightening
shock
from
to
to
see
see
to
what
what
see
he
use
the
like
an
a
ugly
–
20
word
expected
looks
such
lizard!
to
feet
‘ lizard’
nd
land
down
on
the
animal
creature
on
twice
sea
here?
oor.
on
the
sea
oor.
the
sea
oor.
115
Unit
7:
Grammar
Grammar
In
this
section,
✪
revise
✪
learn
✪
revise
link
use
in
this
The
Here
and
in
to
join
pelicans
ten
to
you
make
complex
to
show
which
and
learned
future,
sentences
ways
to
use
compound
sentences
and
can
to
vary
main
cer tainty
sentences
(two
clause
of
varied.
conjunctions
sentences
(a
level
be
(joining
or
with
more
one
words)
main
or
more
clauses).
example,
are
book,
clauses
subordinate
when
verbs
ways
conjunctions
clauses)
For
modal
different
Earlier
to
will:
conjunctions
to
Revise
you
this
the
is
a
two
come
complex
sentence
that
uses
the
conjunction
clauses:
along
commonly
when
used
people
are
selling
subordinating
sh.
conjunctions:
REMEMBER:
after
although
because
before
if
since
until
when
where
You
can
also
put
the
while
subordinate
main
clause
before
the
clause:
Work with a partner to check you understand what these conjunctions mean.
When
people
are
selling
sh,
the
Look up any words you are unsure of and write them in your Word Book.
1
With
the
box
your
partner,
make
up
a
sentence
for
each
conjunction
in
pelicans
come
This
add
to
above.
can
your
notice
2
W hich
Use
a
than
conjunction
dierent
one
Main
could
conjunction
possible
you
for
use
to
each
link
pair.
these
ere
pairs
may
of
be
clauses?
along.
even
sentence
the
after
clause.
more
answer.
clause
Subordinate
clause
a
tourists love the Galapagos Islands
the animals are so tame
b
people like to travel to the Galapagos
they have seen Attenborough’s T V programmes
c
d
e
3
take care not to step on a marine iguana
people go swimming
the Galapagos are a popular tourist destination
you walk across the rocks
the marine iguanas graze on the seabed
it costs a lot of money to get there
Now write the sentences from question 2 out in full, but this time
write the subordinate clause rst, followed by the main clause.
You don’t have to use the same conjunction. Remember to use the
comma correctly. You can change some words if you need to.
116
variety
writing!
comma
subordinate
more
But
the
Unit
Modal
Look
People
these
if
no
save
they
might
chance
People
sentences:
could
to,
People
a
must
the
want
save
they
question
will
the
the
they
tortoise
giant
save
save
–
giant
from
extinction.
(could
=
have
the
to)
tortoise
them
giant
have
a
–
but
tortoise
strong
from
it’s
extinction.
not
from
(might
=
there
is
certain)
extinction.
obligation
to
save
(must
=
there
is
them)
Oak
People
tense
will
–
save
yes,
the
they
giant
are
tortoise
denitely
from
going
to
extinction.
save
them
(will
–
=
Tree
small
because
They
will
verbs
they
can
are
change
express
called
the
modal
meaning
meanings
such
verbs.
of
as
the
how
They
verb
are
hurray!)
that
denite
very
is
Welcome
after
that
them.
The
something
tea
1906
happen.
popular
still
Choose
an
appropriate
modal
verb
to
use
in
these
sentences.
are
a
sentences
may
have
more
than
one
possible
W hen
you
iguana,
swim
but
in
that’s
the
not
Galapagos
you
W hen
I
am
older
I
____________
see
a
marine
with
a
visit
the
If
people
had
been
more
careful,
they
with
Tourists
nothing
____________
have
saved
David
5
____________
take
care
when
they
visit,
or
there’ ll
be
way
Attenborough
at
area
walls
which
atmosphere.
itself
chairs
carved
is
lled
and
tables.
tablecloths
offer
to
be
After
left.
islands,
Look
the
The
green,
is
Crisp
complete
the
scene.
a
wide
range
of
Mouse.
understands
that
people
____________
the
no
matter
tourist
sentences
what
leaet
are
he
says.
on
varied.
the
you
you
With
a
partner,
so
have
will
choosing
cakes.
right.
teas,
something
there
to
is
tempt
selected
have
the
sure
you.
your
hard
task
visit
of
the
place.
It
the
tea,
e
fashionable
dark
elegant
different
d
in
became
Galapagos.
We
Galapagos
opened
peaceful
dining
luxurious
c
was
gentlemen.
special
beautiful
definite.
____________
the
Room.
answer.
white
b
to
Tea
immediately
painted
The
a
it
and
creates
Some
Tree
room
and
ladies
4
Room
important
comes
it
Tea
future
Oak
These
Grammar
verbs
at
ability
7:
notice
Why
one
not
of
visit
special
occasion?
a
time!
great
our
us
You
delicious
for
will
that
have
Find:
Finally, visit our souvenir shop
next to the
a
a
simple
sentence
c
a
complex
b
a
compound
d
a
rhetorical
sentence
tea room.
sentence
question
Here, small
e
an
exclamation
g
a
passive
i
a
modal
f
a
statement
h
a
command
j
a
modal
bought at
verb
reasonable
verb
to
show
possibility
verb
to
show
future
prices.
117
Unit
7:
Reading
non-ction
READING
In
this
section,
✪
read
a
✪
learn
✪
select
✪
collate,
the
some
unspoilt
tourism
about
tourism
connected
information
organise
relevant
from
detail
with
a
tourism
longer
and
non-fiction
present
it
for
a
text
reader.
about…
like
to
tourists
they
has
text
vocabular y
relevant
people
more
will:
non-fiction
Think
Many
you
NON-FICTION
visit
visit
become.
been
areas
these
Over
that
quiet,
the
developed
to
are
unspoilt
last
tr y
quiet
30
and
and
unspoilt.
places,
years
or
protect
the
so,
the
a
Of
less
new
course,
quiet
kind
places:
and
of
ecotourism.
Exploring…
First,
read
the
Glossary
words
understand
what
and
the
answer
and
they
phrases
mean.
questions
in
en
that
the
read
Glossar y.
the
Make
ar ticle
sure
about
conservation
you
ecotourism
nature
and
follow.
that
aims
natural
–
how
does
it
a
not
guides
causing
as
organise
little
visits
damage
to
as
places
of
possible.
help
what
preserve
funds
for
places,
same
trips
the
to
events
them
for
to
these
the
conservation
time,
chance
makes
beauty
T
ourists
aim
ear n
see
a
is
such
as
to
living
wildlife.
future
projects
environment
the
places
and
help
with
are
–
the
may
traditional
help
the
aim
helped
that
The
these
they
becoming
of
lear n
perhaps,
At
have
or
to
raises
at
make
sure
the
endangered
animals
and
are
mixed
attractive.
money
coming
visitor
and
the
in.
In
this
way,
more
Ecotourism
local
is
inhabitant
tourists
designed
will
to
visit
be
of
good
cultural
has
that,
some
Galapagos
ecotourism.
means
that
closely.
and
All
never
have
twice
visitors
–
Some
as
the
have
they
are
all
people
many
on
go
taken
boats,
and
to
have
the
think
this
tourists
who
lives
at
something
the
same
time,
disadvantages
encouraged
benet
and
so
benefit
keep
to
of
of
help
to
both
people
the
preserve
the
keep
safe
alike.
developed
arrive
tourists
tourists
meet
there.
Islands
where
the
ones
118
The
world
surroundings
NOTE:
The
person
blessing
groups
remain
natural
the
organising
the
of
there
the
present
inhabitants
survive
risk
extinct
inhabitant
mutual
to
the
to
special
there.
They
oppor tunities
dances.
and
live
people.
hotels,
be
tourism
to
Ecotourism
protect
animals
local
running
There
special,
generations.
to
the
so
of
harm
work?
environment
understand
type
to
environment
endangered
T
our
of
wildlife
ecotourism
Ecotourism
protection
and
their
and
when
different
own
they
get
so
twice
that
well,
the
on
go
places
impression
works
kind
sleep
can
at
boats.
be
that
income.
are
they
This
watched
different
they
his
article,
Attenborough
of
the
In
times
the
only
should
golden
eggs
–
story
about
golden
that
will
if
talks
goose
this
refers
a
eggs.
you
lose
your
lays
to
goose
The
kill
about
that
a
child’s
that
idea
the
lays
here
goose,
source
the
the
of
is
you
money.
Unit
David
Attenborough
That
will
destroy
always
the
blessing
to
the
there
islands
would
lesson
who
of
live
It
looks
as
a,
For
b
1
2
or
left
of
but
if
it’s
lays
the
people
around
…
temptation,
there
the
on
evil,
is
is
the
fact
did
now.
are
ecotourism
your
each
the
that
local
places
tourism,
though
Developing
A
the
nothing
such
So
be
Galapagos
and
be
to
goose
conservation
in
doomed.
seem
the
Comprehension
writes:
golden
for
7:
the
is,
not
It
a
if
get
far
was
any
all
is
that
a
not
income
be
unless
of
the
evil
you
mixed
tourism
from
gone.
It
is
it,
the
people
conservation,
necessary
way
so
T
ourism
there
that
side
best
push
would
world
the
to
eggs.
you’re
…
forward.
skills
these
questions,
choose
the
correct
answer,
c.
W hat
is
the
main
a
to
tell
b
to
explain
c
to
persuade
you
the
point
how
the
W hat
is
to
introduce
benets
main
b
to
explain
c
to
show
to
how
to
so
the
of
give
point
you
why
the
ecotourism
you
a
of
of
first
can
paragraph
save
the
for
second
tourists
Galapagos
for
ar ticle?
animals
tourists
conser vation
and
locals
projects
paragraph?
Attenborough’s
many
the
endangered
ecotourism
money
in
work
love
succeed
to
in
as
a
visit
using
naturalist
the
Galapagos
tourism
B
Answer
1
According
in
2
the
Give
a
3
the
4
In
to
the
tourist
three
living
W hy
these
is
it
ar ticle,
how
does
ecotourism
help
the
wild
animals
destinations?
ways
from
questions.
in
which
the
ar ticle
sug gests
local
people
can
earn
ecotourism.
quite
easy
to
control
the
movements
of
the
tourists
on
Galapagos?
David
Attenborough’s
Galapagos
Islands
and
opinion,
their
what
animals,
if
would
there
happen
were
no
to
the
tourism?
C
Answer
1
Find
hope
2
one
for
W hat
there’
these
word
the
does
questions.
that
David
Attenborough
uses
that
means
‘ without
future’.
‘they
all
have
the
impression
that
they
are
the
only
ones
mean?
119
Unit
7:
Writing
WRITING
Writing
In
this
✪
about
section,
revise
the
tourist
travel
you
use
and
tourism
will:
of
modals
to
express
r ules,
regulations
and
advice
in
a
context
✪
gather
✪
develop
together
the
ideas
writing
for
a
piece
process
of
of
writing
gathering ,
giving
advice
organising
and
revising.
Exploring…
Read
help
this
visitor
preser ve
Notice
how
permission
an
the
leaet,
modal
and
which
endangered
verbs
degrees
of
Welcome
1.
You
must
always
2.
You
must
travel
gull
symbol.
You
must
3.
bears
4.
You
to
in
can
feed
stay
the
stay
on
in
in
in
the
to
help
tourists
imaginar y)
the
leaet
bird
–
express
understand
the
‘golden
how
to
gull’.
obligation,
possibility.
to
only
aims
(and
Golden
your
the
group
ocial
marked
led
by
boats
trails
for
Gull
an
ocial
with
your
Island
the
guide.
golden
safety
–
there
may
be
forest.
take
photographs
of
the
animals,
but
you
must
never
tr y
them.
5.
You may camp in the eld next to the beach, if you have permission.
6.
You
7.
might
even
see
the
know
time
Developing
Work
with
a
you
on
your
giant
golden
gull!
to
three
2
Give
one
thing
that
it
3
Give
one
thing
that
the
Give
one
will
that
happen,
thing
have
island!
answer
Give
probably
will
a
fantastic
Welcome!
skills
partner
things
the
1
120
rare
You should see some wonderful birds on your visit – most people do.
We
4
extremely
that
are
is
these
absolutely
possible
writer
although
the
writer
to
ver y
forbidden.
do.
much
they
is
questions.
hopes
cannot
sure
is
will
promise
going
to
happen,
it.
happen.
and
Unit
You
are
now
Time
ink
cave,
the
a
✪
W here
✪
Were
✪
Was
✪
Were
✪
Was
there
heard
about.
the
visit,
the
wildlife
Make
these
in
a
go
any
small
and
safety
things
that
Your
safe
or
have
park ,
verbs
advice
a
visited
nature
your
what
leaet
for
a
visitor.
as
a
tourist,
reser ve
or
a
for
example
a
zoo.
ask
one
answers.
was
it
another
For
questions
about
example:
like?
instr uctions?
you
were
you
that
not
could
you
had
allowed
do,
to
so
to
do?
long
as
you
followed
a
rule?
do?
skills
you
job
work
is
and
the
to
not
whatever
for
group,
in
that
any thing
stay
notes
or
your
imagine
own
talk
any thing
there
your
you
wildlife
you
there
there
Applying
a
that
modal
did
write
Writing
think
to
Use
to
place
par tner,
visit.
Now
a
museum,
Time
With
to
about
a
going
7:
sor t
one
write
do
was
of
for
a
any
of
the
leaet
places
for
damage
to
you
visitors,
the
talked
to
place,
about
help
the
them
or
enjoy
buildings,
there.
thing
you
might
put
into
your
leaet.
Use
headings:
✪
Rules/guidance
for
safety
✪
Rules/guidance
for
enjoying
✪
Rules/guidance for making sure the place or wildlife does not get harmed.
Time
to
write:
leaet
the
to
place
advise
Use your notes to help you write your leaet. Try to write between 100 and
200 words. e leaet on the last page about Golden Gull Island can give
REMEMBER:
you ideas – but use your own, if you can. You don’t have to use numbers –
Bullet
points
can
help
you
you might decide to write it as a paragraph or two. Or you could use bullet
organise
your
ideas
if
there
points – one bullet point for each separate idea. Make up your own title.
W hen
both
the
you
use
a
have
few
nished
modals
writing ,
to
help
look
you
at
one
express
another ’s
your
leaets.
ideas?
Did
you
Did
you
var y
sentences?
are
some
you
want
and
you
have
complete
given
your
one
another
a
few
helpful
ideas,
work
to
Modals
can
shades
of
concise
W hen
short
ideas
or
a
list
include.
help
you
meaning
express
in
a
neat,
way.
separately
leaet.
121
Unit
7:
One
ONE
step
further
STEP
FURTHER
Think
In
this
unit,
tourism.
detail
how
read
be
pairs,
of
of
with
for
from
can
a
on
dierent
consider
the
aspects
this
people
further
living
in
of
travel
and
see
popular
and
in
a
bit
tourist
more
areas.
partner
about
how
the
Galapagos
while
preser ving
three
most
the
when
Share
about
to
aect
extinction.
times
animals?
going
tourists,
decide
saved
think
thought
now
previously
attractive
In
are
tourism
Talk
You
you’ve
You
the
your
W hy
needs
ideas
you
the
are
make
and
animals
decide
people
with
Islands
animals
impor tant
did
of
the
on
in
you
these
conict
the
area
environment.
think
three?
with
should
Can
the
you
needs
class.
Read
e
in
mountain
the
world.
To
national
park
improve
the
Local
as
guides
or
cooks.
food
set
but
and
this
the
has
one
e
had
an
set
tourists
–
so
the
a
a
gorillas
most
gorilla,
on
unique
for
benet,
such
of
tourists
used
as
e
endangered
Uganda
the
system
for
are
too,
the
impact
up
enjoy
Prots
projects,
of
mountain
Uganda
culture.
other
is
accommodation
projects
up
Uganda
save
provide
conser vation
Uganda
–
help
of
situation,
people
Ugandan
gorilla
created
people
living
‘community
and
animals
get
there.
To
tourism’.
employment
experience,
education,
a
sampling
health
or
too.
Batwa
Trail:
http://www.ugandawildlife.org/explore-our-parks/parks-by-name-a-z/
mgahinga-gorilla-national-park/activities/item/85-cultural-encounters-in-mgnp
The
For
Batwa
generations,
Batwa:
for
forest
they
the
are
and
Trail,
home
on
park
to
heritage.
was
their
dense
forests
fierce
were
warriors
established
low-impact,
re-enter
which
while
and
home
who
to
the
depended
indigenous
on
the
forest
medicine.
abandoned
permitted
Batwa
cultural
food
national
and
ancient
122
Mgahinga’s
hunter-gatherers
shelter
,
When
the
Trail
their
visitors
enjoying
Batwa
cherished
will
nature
the
nomadic
discover
walks
and
were
evicted
lifestyle.
forest
the
is
as
magic
learning
The
tour
of
the
about
from
only
the
time
guides
on
Batwa’s
the
Unit
The
to
Batwa
make
women
and
demonstrate
bamboo
of
the
leaves
Part
of
cover
the
1
Tr y
tour
with
work
b
cherished
Imagine
invited
a
you
b
the
arrival
sense
of
goes
directly
to
guides
books,
and
improve
meaning
of
the
notes
in
research
OR:
e
‘fading
Trail
Batwa
You
a
member
the
Cave,
echoes
this
fading
musicians
and
once
eerily
a
plants
refuge
around
the
and
for
demonstrate
the
Batwa,
depths
of
the
how
where
dark
the
cave,
culture.
the
rest
goes
to
the
Batwa
community
fund
to
livelihoods.
following ,
and
then
use
a
dictionar y
to
check .
of
the
national
Batwa
tribe.
With
a
partner,
decide
how
you
feel
about:
park
tourists
the
an
headings
ar ticle
‘Positive
feelings’
and
for
a
In
this
‘Negative
and
unit,
feelings’.
check
you:
recommending
when
may
website
on
do
man
thoughts
or
and
you
talks
of
Imagine
changes
of
medicinal
✪
talked
about
journeys
✪
learned
✪
listened
✪
understood
✪
reviewed
active
different
uses
and
being
a
tourist
or
visitor
holiday
some
some
useful
vocabular y
about
travel
and
tourism
extra
to
some
recordings
of
a
conversation
and
a
tour
guide
rst.
culture’
people.
and
Reect
magazine
Uganda.
richness
their
Garama
which
out
tourism.
under
Write
Batwa
sacred
song
point
further
lifestyle
Write
the
the
the
honey,
step
partner
the
of
of
community
travel
the
sorrowful
moving
and
are
creation
EI T HER:
to
gather
One
culture
the
Make
are
perform
nomadic
a
c
techniques,
a
a
out
low -impact,
fading
with
fee
fees
a
c
2
to
Guests
community
guests
school
Talk
cups.
hunting
7:
the
you
about
woman.
have
gathered
and
information
passive
verbs,
from
and
a
spoken
learned
about
text
their
Batwa
are
feelings
and
the
an
old
Write
about
seen.
Do
✪
read
✪
revised
ar ticles
✪
learned
about
endangered
animals
on
the
Galapagos
your
conjunctions
and
ways
to
var y
sentence
structures
the
about
modal
verbs
to
show
future,
and
level
of
you
cer tainty
feel
optimistic
about
this
as
letter
–
the
you
a
to
or
pessimistic
future?
diar y
your
decide.
or
You
an
could
✪
learned
how
to
✪
wrote
leaf let
give
clear
advice
in
writing
write
a
and
a
travel
ar ticle
or
diar y/letter.
imagined
grandchildren
Check
you
necessar y,
A sk
for
feel
go
help
confident
back
if
you
to
the
need
about
all
section
these
and
things.
revise
it
If
carefully.
it!
123
My
UNIT
In
8
this
unit,
learn,
the
dislike
In
this
unit,
make
W3
texts,
S3
the
their
will
learn
organise
accurate
and
use
and
involving
asking
around
you
produce
will
subjects
understand
L3
you
about
collate,
R3
Schools
studies
questions,
study,
where
and
young
what
they
people
like
present
vocabulary
and
information
complex
sequences
and
relevant
detail
grammatical
from
language
of
speech,
expressing
a
variety
and
more
of
with
short
abstract
answering
opinions
structures
and,
and
longer
appropriate,
spontaneity
and
Look
at
the
where
dierent
people
kinds
of
words:
learn
school
or
elementary
college
in
the
box
on
the
Time
a
school
8.2
to
My
one
in
you
the
✪
what
✪
how
✪
the
tests
✪
the
stage
124
ages
the
countr y.
school,
you
dierent
If
you
and
explain
been
to
you
ink
these
any
of
dierent
them?
talk
been
about
about
go
in
to
an
your
the
system
about:
each
stages
schools
enjoyed
children
always
uncer tain
could
examinations
you
schools
have
feel
star t
different
different
or
Have
system,
children
the
the
group,
country
experienced.
✪
small
the
or
kind,
or
schools
change
as
children
most
stage,
are
and
school
called
you
take
of
get
at
why.
older
each
stage
kinds
school,
school,
school,
secondary
school,
middle
school,
private
school,
state
college,
a
think
countr y ’s
have
in
about
home
international
home
or
another.
to
notes
your
talk
home
Time
Make
to
par tner
infant
primary
right.
boarding
With
uency.
world
kindergarten,
Places
spoken
material
as
Useful
8.1
and
studies.
collate
extended
they
about
to:
of
some
think
of
school,
day
schooling
school,
sixth-form
school,
home
Unit
Time
Prepare
in
your
Give
a
in
8.3
in
and
your
the
in
a
the
to
group
par t)
of
of
✪
a
teacher
✪
a
grandparent.
are
not
Take
going
ask
small
ve
Find
of
you
out
to
give
‘self ’
–
how
is
the
a
as
you
much
the
own
the
school
system
have
as
you
dierent
heard
can
the
about
school
the
systems
what
a
✪
an
point
you
your
your
details
the
of
topic
view
–
of
‘homework’.
you
to
thoughts.
new
‘self ’
suppor t
Here
agree
your
are
going
But
to
you
imagine
you
✪
have
you
✪
organise
it
are
some
with
any
ideas
of
about
these?
views.
Homework
to
role
employer
because:
learn
the
parent
in
makes
on
people:
✪
on
take
think.
would
and
should
following
prepare
far
person
discussion
your
good
practise
of
would
to
examples
Each
learned
it
about
when
between
age
have
minutes
Homework
✪
group
questions
group.
ve.
your
to
new
homework
✪
of
going
your
ink
to
dierences
one
student
what
a
think
a
are
to
part
✪
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give
ready
your
Time
Work
to
world.
Play
(play
Be
speakers
the
talk
countr y.
talk.
similarities
is
should
bad
do
because:
your
schoolwork
school
causes
too
much
REMEMBER:
stress
group
your
time
✪
there’s
no
time
for
you
have
to
take
or
responsibility
it
stops
you
wasting
as
important
time
✪
it
spoils
✪
it’s
relationships
unfair
to
some
at
home
children,
Use
it
improves
your
example
grades.
encourage
nod
or
those
who
might
quiet
space
at
have
your
smile.
talk
but
give
discussion
as
a
group.
Each
person
talks
minute,
then
they
ask
one
another
questions.
for
can
about
Remember
these
your
own
ideas
–
imagine
what
your
character
would
the
group
discussion
agree
that
going
there
for
should
between
be
more
ve
and
ten
homework?
think
minutes.
Or
–
to
idea,
us
an
add
and
did
to
Show
to
another
you
help
–
by
have
asking
not
to
Can
help
to
catch
for
them
them
expand
example:
example
the
of
‘Can
that?’
discussion,
‘I
see
what
you
If
you
want
to
on
you
You
for
…’.
mean,
disagree,
say.
do
Keep
as
are
I
not
one
carefully
example:
one
listen
language
home.
their
Now
a
it
not
out,
to
have
for
questions
have
Time
to
body
and
listened
✪
you
discussion,
activities
on
speak.
✪
When
class
other
is
✪
Thinking and speaking
talk
shor t
home
the
other
to
8:
your
it
‘I’m
respectfully,
afraid
I
can’t
for
example:
agree
with
you.’
less?
125
Unit
8:
Listening
LISTENING
In
this
✪
section,
listen
to
about
you
one
will:
shor t
and
one
slightly
longer
text
and
answer
questions
Useful
words:
Verbs about
learning: to learn …,
them
to take a course in …,
✪
listen
out
for
information
and
details,
and
practise
recording
these
to
in
various
study
course
✪
learn
some
useful
vocabular y
on
the
topic
of
‘my
Exploring…
text
you
give
School
are
going
students,
Sameera
following
the
to
and
listen
Jan.
to
ey
is
a
are
conversation
at
an
between
international
in
learning
studies’.
to
e
…,
to
…,
…,
up
UK
curriculum.
ey
have
to
choose
three
study
at
A
Level
for
the
last
two
years
of
helps
if
you
spend
time
reading
through
the
hearing
prepares
the
you
recording.
for
the
sor t
is
of
helps
you
‘tune
information
you
to
or
Economics,
Computer
you
are
You
listening
will
hear
to
the
Audio
8.1,
recording
Geometry,
the
answer
in
topic
listen
a
gap
in
sure
out
for.
of
phrases.
Use
or
W hich
2
To
3
W hat
might
4
W hat
university
will
5
subject
did
did
Jan
Jan
Jan
decide
write
study
a
at
course
not
to
study
at
A
Level?
letter?
university?
does
Sameera,
at
the
moment,
think
she
follow?
Copy
and
students
need
to
complete
have
be
in
the
chosen
any
table
for
to
their
par ticular
Subject
show
A
which
Levels.
subjects
The
the
subjects
do
not
order.
1
Subject
2
Subject
3
Jan
Sameera
Developing
Now
Jan
you
and
their
First,
of
your
going
Sameera.
to
skills
hear
ey
go
the
on
rest
to
of
the
discuss
discussion
the
reasons
between
for
choosing
subjects.
look
page
126
are
at
127.
the
know
a
these
and
phrases
With
few
a
useful
words
to
describe
school
subjects
at
the
to
the
top
or
up
a
words
and
dictionary
add
any
your
partner
,
make
word
whom
you
meaning
new
Word
take
it
in
sentence
between.
1
course
and
these
with
vocational
advance
to
minutes ’
Technology,
school.
should
twice,
Social
Science,
four
A
As
Geography,
Science,
needed
questions.
…,
school
questions
in’
drop
Geology,
Make
of
a
stop
two
Philosophy,
It
to
subjects:
Archaeology,
to
to
…
Literature,
subjects
follow
ways
phrase.
if
words
Book.
turns
for
each
Unit
To
prepare
par ticular
yourself,
talk
with
a
par tner
about
the
benets
of
studying
Useful
W hy
study
English
✪
W hy
study
Mathematics?
✪
W hy
study
Geography?
get
good
grades’
is
Literature?
not
words:
Negative
useless,
words:
uninteresting,
a
satisfactor y
answer!
Positive
keep
the
conversation
going
by
asking
about
the
subjects
that
both
time?
some
studying
Give
of
at
reasons
the
the
why
vocabular y
moment.
someone
in
the
Do
any
might
subjects
disagree
seem
with
a
waste
you.
Tr y
of
to
the
questions
rst
and
use
box.
the
sor t
of
answers
you
will
Make
give.
en
listen
carefully
to
sure
Audio
8.2
and
answer
the
you
of
challenging
know
these
unfamiliar
the
words.
ones
to
Add
your
need
Word
to
creative,
your
meaning
consider
useful,
stimulating,
you
any
Read
difcult
words:
relevant,
are
pointless,
irrelevant,
fascinating,
Now
Comprehension
subjects.
✪
‘ To
8:
Book.
questions.
B
Answer
1
Choose
Jan
they
b
he
c
2
the
chose
a
he
Copy
these
knew
the
help
him
and
each
in
the
to
complete
because
would
them
table
to
answer
subjects
they
found
answer
correct
his
will
questions.
his
most
then
question
him
career.
a
great
ar tist.
thought-provoking.
put
–
sentence.
…
future
make
the
one
Jan,
tick
(✓)
Sameera
in
or
Jan
W ho
thinks
studying
W ho
W ho
a
is
no
pur pose
row
to
of
show
the
them.
Sameera
neither
in
Ar t?
says
world
there
each
neither
Histor y
safer
says
can
make
the
place?
Science
has
no
useful
pur pose?
W ho
explains
the
value
of
studying
Science?
3
Jan
explains
examples
4
why
that
According
to
he
Jan,
he
thinks
tells
how
people
Sameera
can
should
study
Ar t.
Give
two
about.
studying
Histor y
improve
the
world?
C
According
learning
to
the
audio,
what
are
four
benets
of
people
Science?
127
Unit
8:
Grammar
Grammar
In
this
✪
section,
revise
help
✪
prefixes
build
practise
Prexes
In
Unit
of
letters
4
meaning
help
you
Some
and
your
suffixes
un-,
dis-,
you
learned
that
or
can
par t
be
of
give
im-,
about
added
new
learn
suffixes
il-
how
understanding
meaning.
word
them
can
and
For
be
with
spelling.
ir-
and
root
about
help
opposite
also
help
prexes
the
Knowing
the
can
to
and
some
to
words,
words
prexes
opposite
and
speech.
understand
but
and
vocabular y
prefixes
prexes
the
will:
using
adjectives,
give
you
to
suxes
change
prexes
you
spell
meaning.
added
to
and
small
groups
word’s
suxes
will
correctly.
Often,
verbs,
–
the
these
nouns
words
and
are
adverbs
to
Spelling
As
+
happy
unhappy
general
add
im-
with
(adjective)
im
•
add
il
+
allow
disallow
+
possibility
+
+
impossibility
responsibly
words
p.
mature
il-
l.
to
that
start
For
example:
➜
immature
words
For
legal
that
start
example:
➜
illegal
add
ir-
to
words
that
start
(noun)
with
ir
to
or
(verb)
•
im
m
+
with
dis
rule:
example:
•
un
a
hints
irresponsibly
(adverb)
ir
+
r.
For
example:
rational
➜
irrational
However:
•
1
Use
prefixes
meaning.
to
Look
give
at
the
the
following
‘ Spelling
words
hints ’
the
box
to
opposite
help
rules
practical
b
are
some
c
natural
d
necessar y
e
legible
f
relevant
g
satised
h
regular
i
moral
j
literate
k
polite
l
interesting
Use
a
them
your
dictionar y
understand
128
in
to
what
Word
check
all
the
Book
you
in
are
words
for
unlawful,
words
to
the
example:
take
unreal
an
in-
appear
prex.
Write
exceptions
above,
unpack,
you.
•
a
there
groups,
correct.
mean.
under
At
the
the
correct
same
time,
prex.
check
you
For
example:
in
+
formal
➜
in
+
complete
informal
➜
incomplete
Unit
Sufxes
The
-ly,
sufx
-ly
is
thoughtful
-tion
used
to
sufxes
The
most
-tion
and
common
-sion
make
But
you
For
example:
add
-sion
comprehend
-sion
one
collection
evade
adjectives
into
adverbs.
For
example:
is
are
(notice
to
root
used
tion,
for
there
words
to
make
verbs
into
nouns.
example:
is
that
only
end
one
in
t)
d
de
s
or
se.
comprehension
evasion
REMEMBER:
have
the
2
3
-ly
Add
to
these
adjectives
into
b
happy
c
soft
d
hopeful
e
crazy
f
noisy
Write
down
spelling
question
-tion
Add
the
a
you
had
to
to
change
dictionary
to
these
check
verbs
your
b
irritate
c
pollute
d
protect
e
confuse
f
explode
g
extend
h
erode
the
a
correct
root
Jan
word
wanted
university.
b
Sameera
noun
in
to
Jan
to
d
was
his
use
to
these
sentences,
using
his
at
(educate)
it
hard
of
was
Ar t.
to
reach
a
(decide)
sur prised
Sameera
in
continue
found
love
by
Sameera’s
(react)
looking
of
for ward
her
to
studies.
the
REMEMBER:
(complete)
e
e
Sameera
enjoys
all
arithmetic,
of
f
high
even
numbers.
when
Remove
the
de
or
the
necessary.
the
(divide)
Jan knew he would have to spend long hours on
his
g
of
word.
brackets.
.
c
you
spelling
into
imitate
the
root
the
spellings.
a
Put
Sometimes
change
2.
-sion
or
Use
rules
to
adverbs.
clever
nouns.
5
make
a
answer
4
Grammar
thoughtfully
The
collect
and
8:
They
.(revise)
both
study.
needed
a
lot
of
to
(persuade)
129
Unit
8:
Vocabulary
Vocabulary
You
can
expand
more
common
bio
means
–
-graphy
micro-
-logy
1
‘life’
means
2
the
a
a
autobiography
c
biochemistr y
d
automatic
e
microscopic
some
Work
✪
Tell
each
✪
Use
a
130
a
the
sufxes.
Greek
word,
meanings
For
as
of
some
example:
do
all
the
following:
the
the
story
of
words
suffixes
someone’s
below.
and
root
Use
life.
your
words
to
help.
dictionar y.
b
✪
is
of
prefixes,
autograph
Word
from
biography
meanings
of
with
are
comes
learn
and
‘writing’
a
Below
you
‘self’
knowledge
Check
it
if
prexes
‘small’
example,
E xplain
vocabulary
words,
‘study’
means
for
–
means
means
auto-
So,
–
your
root
with
a
subjects
par tner
another
dictionar y
Book.
a
Biolog y
b
Zoolog y
c
Archaeolog y
d
Psycholog y
e
Microbiolog y
f
Geolog y
a
to
you
to
might
decide
sentence
check
if
study
what
using
the
the
necessar y,
at
university.
words
mean.
word.
and
add
to
your
Unit
3
Copy
the
a
and
root
words
Sameera’s
she
b
He
loved
loved
d
Jan
Jan
of
f
4
The
W hat
that
5
learned
to
in
become
rock
study
Use
this
a
word
section
based
to
fill
an
on
one
each
Vocabulary
of
gap.
because
histor y.
many
facts
about
the
Ear th
as
he
formations.
instead
tiny
life
of
Medicine,
as
she
forms.
some
details
about
his
life
such
as
his
bir th.
became
human
have
sentences.
studied
gave
date
e
to
these
decided
ancient
the
Sameera
you
sister
learned
studied
c
complete
8:
a
as
he
was
fascinated
with
the
mind.
word
suffix
‘zoo’
is
shor t
for
‘
gardens’.
in
question
3
turned
a
noun
into
‘someone
in
question
3
turned
a
noun
into
an
who
studies
thing ’?
W hat
suffix
adjective?
131
Unit
8:
Reading
non-fiction
READING
In
this
✪
section,
read
a
you
NON-FICTION
will:
non-fiction
text
about
why
it
is
impor tant
for
young
people
Glossary
to
do
spor ts
and
games
at
school
bonds
✪
identify
relevant
✪
organise
close
curriculum
and
relationships
information
present
the
information
in
different
ways.
what
about…
things
that
normal
Parents
and
teachers
will
encourage
you
to
study
hard.
ey
expect
responsibility
is
to
learn
you
for
how
to
your
to
do
homework
own
manage
learning.
your
time
and,
An
as
you
get
impor tant
older,
par t
of
at
you
school
activities
do
outside
hours
(notice
the
will
prefix
probably
learn
school
extra-curricular
Think
you
to
and
suffix)
take
this
process
fine
motor
abilities
eectively.
for
skills
using
example
thread
a
physical
small
using
movements,
fingers
to
needle
Exploring…
good
We
all
need
to
balance
mental
lear ning
with
physical
team
works
Read
why
the
ar ticle
spor ts
page
are
below,
good
which
for
you.
is
from
en
a
school
read
website
through
the
player
someone
who
activity.
and
well
with
other
people
explores
questions
good
on
work-life
balance
right
amount
of
work
right
amount
of
leisure
just
and
the
just
the
133.
so
you
gross
have
a
motor
healthy
skills
activity,
mind
physical
abilities using the whole body, for
Why
students
should
have
to
do
sports
at
school
example learning to kick a football
A
lot
of
teenagers,
should
be
simple
–
forced
and
to
through
sometimes
take
sport,
part
in
young
their
sports
people
parents,
at
our
too,
school.
develop
in
ask
why
The
mind
teenagers
answer
and
in
is
body.
quite
mental
to
physical
help
just
to
at
foster
the
school,
physical
but
and
throughout
mental
their
skills
lives.
Let
that
me
everyone
explain
needs
this
in
do
with
the
mind
Sports
–
to
do
with
the
body
not
more
detail.
social
skills abilities that help you
to get on well with other people
Firstly,
we
regularly.
they
too
can
late
all
know
continue
–
how
Teenagers
to
start
important
who
play
through
this
a
it
is
sport
adulthood
to
are
into
eat
properly
starting
old
age.
a
and
habit
It’s
never
develop. In class, students are working hard
at
developing
skills. There are many opportunities while they draw,
or learn musical instruments. But they have to
sit
Sports allow young men and women to develop
early
that
–
or
still most
what
motor
of
the
time.
are known as ‘gross
balance,
strength, which will help them lead healthy lives.
sports help
their fine
carry out experiments,
skills’ – the whole-body skills. Through structured
such as swimming or football, students develop
132
exercise
too
habit.
Now for my second reason. Think of the physical skills that
motor
exercise
of
physical activities,
agility and
Unit
The
third
skills.
solve
in
a
Many
with
here
Colleges
on
or
is
a
and
–
on
and
of
taking
days
other
basketball
practical
need
you
people.
team?
reason,
universities
like
in
a
to
be
How
In
in
to
sport
a
is
how
good
better
addition,
form.
position
denitely
of
not
One
case
see
Extra-curricular
a
part
to
develops
team
learn
you’ll
it
player
these
learn
to
social
and
skills
Comprehension
to
than
develop
close
teammates.
application
took
Last
these
with
your
balance.
your
you
jobs
football
Next,
advantage
problems
bonds
life
big
8:
–
haven’t
are
example
you
already
candidates
activities
good
leadership,
least
I
that
such
as
should
always
of
these
team
do
convinced
have
a
is
a
good
good
thing
sport,
you.
work-
to
put
especially
if
captain.
sport
because
it’s
fun!
A
Now
1
read
‘Spor ts
needs.’
2
W hich
help
word
4
foster
of
in
to
1)
the
have
According
habit
to
article
(paragraph
teenagers
3
the
no
the
first
in
about
2,
a
why
answer
and
what
paragraph
choice
par t
and
physical
Explain
paragraph
taking
again,
mental
this
tells
it
questions.
skills
that
ever yone
means.
you
whether
is
the
good
or
that
not
for
in
this
they
school
do
school
spor ts.
students
to
create
a
spor t?
Give two examples of activities the writer says develop fine motor skills.
B
Answer
1
Choose
The
these
the
word
are
b
take
c
are
correct
3)
sug gest
planned
place
In
paragraph
3
According
can
to
be
ver y
inside
difficult
2
who
answer
‘structured’
(paragraph
a
questions.
3,
and
find
in
the
that
complete
phrase
the
the
following
‘str uctured
activities
sentence.
physical
activities’
…
carefully.
a
building.
challenging.
one
paragraph
good
to
‘team
word
4,
that
why
do
players’?
means
‘the
employers
Give
two
ability
these
to
days
move
want
quickly ’.
workers
reasons.
C
Answer
1
Choose
The
a
2
the
word
‘ bonds’
ar ticle
five
questions.
correct
physical
This
List
these
answer
in
ties.
b
explains
different
to
complete
paragraph
4
emotional
why
it
reasons
is
means
links.
good
the
the
for
ar ticle
following
sentence.
…
c
economic
students
to
connections.
take
par t
in
spor ts.
gives.
133
Unit
8:
Grammar
Grammar
✪
ntences
✪
within
ragraphs
✪
in
different
using
ng
as
.
of
If
the
the
not
of
ere
engine,
Without
links
writing
words
to
var y
are
and
way.
the
one
the
e
links
the
be
links,
,
weak ,
Sometimes
ma
each
these
are
clunking
tr y
sting.
paragraph
connective
train.
it.
kward,
will
a
piece
them.
a
owing
nt
a
li
the
e
train
n
best
to
ma
ake
ks
a
ar
e
obvious.
s
s 132–133, which
er.
s
e
for
writer
each
stead,
the
lists
cou
d
paragraph,
writer
us
stron
ng
have
us
u
se
ed
d
an
nd
d
connectives.
f
the
article
ntences
or
again.
phra
Find
n
es
s
hat
an
nd
d
lin
i
k
phs.
A
lot
of
teenagers,
should
be
simple
–
help
at
to
forced
through
foster
school,
Firstly,
but
we
regularly,
sport
are
all
in
the
sometimes
take
sport,
part
physical
know
order
into
old
how
to
a
and
their
habit
of
It’s
a
their
sports
people
lives.
is
healthy
exercise
never
too
our
skills
Let
it
parents,
at
me
to
in
that
eat
early
The
or
why
and
this
in
and
too
more
–
–
quite
Sports
not
detail.
exercise
who
continue
late
is
body.
needs
in
Teenagers
can
teenagers
answer
everyone
properly
they
–
ask
mind
explain
lifestyle.
that
too,
school.
develop
mental
important
achieve
age.
in
young
throughout
starting
adulthood
and
to
to
play
a
through
start
this
habit.
Now
for
develop.
134
my
…
second
reason.
Think
of
the
physical
skills
that
sports
help
just
Unit
2
Now
go
through
phrases
that
Connective
Connective
3
they
You
use
Below
is
box.
one
a
To
the
Do
of
before
as
make
a
mixture
of
with
to
get
vegetables
get
oil
is
hot,
keep
a
drop
stirring
the
4
frying
down
Here
is
There
and
the
are
your
so
cook
phrases
or
words
and
it
healthy
a
a
‘signposts’
paragraph,
healthy
words
could
phrase
a
ve
fit
rst
too.
lunch.
and
more
the
clove
them
or
put
oil
as
phrases
in
more
than
in
than
once.
step
then
minutes
lunch
pan
to
of
vegetables
mixture
the
known
inside
ingredients
chop
tablespoon
the
,
sit
the
,
Put
to
after
including
your
ideas
nally
sensible,
warm.
or
word
stage
you
list
writing.
connective
this
all
sometimes
and
healthy
get
is
the
any
nex t
and
paragraphs.
the
how
words
use
onion.
It
through
about
doing
the
article
lunch
wok
the
the
doesn’t
garlic
into
your
into
into
up
together:
of
and
small
and
put
plates
one
pieces.
it
on
into
the
the
to
pan.
the
pan.
burn.
will
stove.
oven
be
is
With
a
bit
of
to
luck,
ready.
,
eat.
first
four
paragraph
sentences
of
the
here.
text
With
a
from
the
partner,
last
talk
section.
about
Hint:
not
how
each
sentence
is
linked
to
the
lot
of
teenagers,
be
simple
–
help
just
to
at
more
forced
through
foster
the
school,
and
to
sometimes
take
sport,
part
young
physical
but
in
and
throughout
their
sports
people
our
skills
lives.
in
that
Let
too,
school.
develop
mental
their
parents,
at
the
connectives
‘signpost’
words
are
–
the
next.
find
should
Here,
simply
links
A
Grammar
phrases
sentences
the
not
the
phrases are
you
link
gaps
is
a
and
to
Some
soon
and
guide
of
remaining
paragraph
place.
nex t
as
help
rest
the
words
them
Complete
the
link
words
because
can
the
8:
ask
The
mind
why
everyone
me
explain
in
more
subtle.
Can
you
them?
teenagers
answer
and
are
is
body.
needs
this
–
quite
Sports
not
in
detail.
W hen
you
practise
come
using
to
the
writing
connectives
in
section
your
on
own
pages
138–139,
you
will
writing.
135
Unit
8:
Reading
non-fiction
READING
In
this
✪
section,
read
at
a
you
NON-FICTION
will:
newspaper
repor t
about
the
number
of
hours
children
spend
cited
school
✪
learn
✪
identify
Glossary
some
useful
and
vocabular y
present
about
relevant
education
referred
as
Class/Grade/Year
evidence
a
year
group
details.
competitive
the
when
worldwide
jobs
Think
to
or
taking
part
competition
college
in
(for
places)
about…
Countries around the world organise their education in dierent ways.
ere is no right or wrong way – ever yone is tr ying to nd the best way
contentious
which
is
issue
likely
to
a
subject
cause
an
argument
that suits their countr y, their education system and the funds available.
correlation
with
link
to
Exploring…
disadvantage
Read
the
children
newspaper
in
India
ar ticle
spend
in
below,
school.
which
en
is
about
read
the
the
amount
questions
on
of
time
page
reduces
the
rote
kids
spend
too
much
school?
… Arriving
the
globe.
authorities
education
a
at
…
ideal
to
make
than
School
in
hours
Mexico
Bir
school
hours
such
Arundhati
‘It
is
time
more
well
designed
…
Why
extra
136
to
of
not
in
their
on
any
gadgets
and
rote
that
hours?’ she
High
will
our
of
the
existing
as
stated
that
stayed
the
as
globe
777
hours
School
the
help
in
issue
the
for
US
around
United
longer.
for
States
US
students
school
…
only
them
with
hours
per
with
education
in
were
at
shorter
secondary
a
year
to
students
those
in
year.
points
better
time
learn.
of
out
learning
Today
system
that
longer
education.
‘We
or
think
children
needs
to
¿nd
which
Parents’ Teachers’ Association
working
the
hours
makes
activity-based
suggests.
little
correlation
extending
learning
introduce
open
by
that
learn
ways
to
says.
president
than
2009
students
1,167
hours
classrooms
important
utilised
not
Podar
school
schools
across
as
gruelling
RN
in
a contentious
been cited
students.
spending
learning,’ she
Chavan,
had
have
their
their
signi¿cantly
a
remained
hours
keeping
Duncan
have
regarding
children
…
vary
up
may
on
for
Chinese
Finland
principal
be
informally
guide
then
like
Avnita
keeping
case
and
spending
shouldn’t
a
has
school
disadvantage’ as
Indian
countries
hours
longer
secretary Arne
‘competitive
hours
school
India’s
days
of
are
extended
learning
planned
school.
or
Our
hours
demanding
learning
time
utilised
at
…
properly
academic
seem
recreational
like
a
says:
and
is
burden.
activities
in
of
that
success
137.
gruelling
Indian
something
chance
the
used
or
learning
tough
by
heart
Unit
8:
Comprehension
A
Read
1
Find
of
2
the
and
the
article
copy
the
again
phrase
and
in
answer
paragraph
the
1
questions.
that
means
‘in
all
countries
world’.
Choose
the
correct
2,
answer
the
word
to
complete
tells
following
In
paragraph
a
that
the
writer
thinks
the
Mexican
system
is
b
that
the
writer
thinks
the
Mexican
system
sounds
c
that
the
writer
has
opinion
no
‘gr uelling ’
the
on
the
you
sentence.
…
a
good
Mexican
one.
harsh.
system.
B
Answer
1
Look
a
at
these
the
Thinking
children
b
Thinking
According
than
they
of
about
to
children
2
table
questions.
children
attend
about
to
to
statistics
for
for
Arundhati
need
be
for
in
the
children
attend
(numbers).
in
the
classes
least
classes
most
Chavan,
many
2–3,
which
number
of
6–7,
which
number
why
Indian
do
countr y
of
the
children
expects
its
expects
its
hours?
countr y
hours?
extra
and
hours
their
seem
worse
parents?
C
Answer
1
Give
one
children
2
3
word
may
Ar undhati
might
be
‘India’s
4
spent.
to
sentence
to
are
two
by
the
to
idea
sug gestions
sug gest
of
more
for
how
that
Indian
hours
the
at
extra
school.
hours
they?
hours
a
means
b
spend
less
c
spend
the
time
time
same
children
needs
sor t
W hat
down
Chavan
case
that
have
for
the
been
cited
by
keeping
their
schools
US
government
the
United
open
wants
States
for
longer.’
American
…
more
W hat
Ar undhati
makes
school
spend
system
by
weighed
make
a
‘ Today
used
feel
longer
children
questions.
Chavan
authorities
This
these
of
at
in
school
time
learn
to
school,
find
at
like
than
school
informally
ways
learning
do
children
Indian
as
on
their
guide
…
you
think
this
in
India.
children
they
to
do
do
do.
now.
gadgets
such
and
our
education
learning.’
refers
to?
137
Unit
8:
Writing
WRITING
Writing
In
this
about
section,
✪
learn
✪
revise
✪
practise
Unit
7
formal.
and
you
make
sure
informal
writing
idioms
connectives/signposts.
learned
this
also
and
about…
you
In
of
using
studies
will:
formal
use
Think
In
you
about
the
my
unit,
read
you
a
use
about
you
heard
more
the
using
two
formal
correct
the
passive
students
repor t.
level
of
to
make
chatting
W hen
you
writing
quite
write,
more
casually
you
need
to
formality.
A
With
of
your
formality,
1
a
I
would
partner,
from
like
to
ver y
be
put
these
formal
to
considered
groups
ver y
for
a
of
sentences
in
order
of
those
casual.
position
in
your
establishment.
2
b
I
want
a
c
I
would
a
Give
b
It
job
in
your
like
to
apply
me
one
would
be
delicious
3
4
of
–
a
it’d
job
be
in
yummy
great!
your
shop.
cakes.
appreciated
if
you
would
give
me
one
cakes.
Please,
a
Please
b
I’m
c
Sorr y,
a
You’re
b
You
are
c
It
excellent
is
for
those
most
c
can
I
have
accept
ver y
shop
my
sorr y,
can’t
but
on
I’m
to
the
extremely
to
of
those
apologies,
come
really
one
lovely
but
afraid
I
I
cakes?
cannot
can’t
attend
come
to
school.
school.
school.
ball.
aler t.
see
how
perceptive
you
are.
B
Work
1
Decide
with
if
your
these
features
✪
using
idioms
✪
using
longer
✪
using
impersonal
with
Look
these
138
at
‘It
the
are
to
answer
formal
words
constructions
2
partner
star ting
questions.
informal:
✪
using
‘slang ’
✪
using
the
✪
using
polite
✪
using
shor t
…’
passive
phrases
forms
(abbreviations).
sentences
features
or
these
were
in
section
used.
A
one
more
time
and
see
where
Unit
Time
You
are
to
going
Each
account
Here
are
✪
You
the
to
write
should
on
a
two
be
trip
and
accounts
about
informal
of
the
100–150
same
event.
words.
to
a
museum
organised
by
a
company.
✪
The
transpor t
✪
The
exhibition
✪
The
restaurant
✪
You
were
Now
formal
Writing
facts:
went
local
write:
8:
write
they
tired
two
arranged
was
poor.
boring.
was
and
was
poor.
got
accounts
home
of
the
late.
event:
Hint:
could
✪
Write one version that you send as an email to a close friend.
✪
Write one version as a letter complaining to the company.
calm
Here
use
are
in
some
your
before
the
idioms
you
writing:
storm the quiet,
peaceful period before a moment
You
can
add
ex tra
details.
For
example,
what
was
wrong
with
the
of great activity or mayhem
transpor t?
W hat
did
you
see
at
the
museum?
W hat
was
wrong
with
cost
the
restaurant?
W hat
did
you
eat?
W hy
were
you
late
an
arm
and
a
leg
was
very
home?
expensive
W hen
you
have
connectives
also
linking
to
the
nished
link
your
your
writing ,
ideas
paragraphs
–
not
check
just
that
inside
you
each
have
used
a
paragraph,
few
felt
under
feel
very
a
nal,
improved
version
of
your
are
some
never
connectives
that
might
rains
be
one
of
To
show
ideas
show
the
or
addition
events
and,
besides,
addition,
on
progress
next,
through
time
eventually
To
position
above,
show
not
lots
of
see
eye
also,
top
of
afterwards,
ahead
below,
of
me,
on
in
bad
but
it
other
thing
pours!
things
happens,
go
wrong
too.
useful:
to
someone
To
did
writing.
When
Here
weather
well
themselves.
It
Make
the
but
not
only
…
but
also,
the
the
after
other
a
side,
long
agree
with
something
in
everything
nally,
eye
over
time,
the
last
in
series
a
straw
of
the
last
problem
problems
directly
background,
behind
us
REMEMBER:
idioms
if
informal
in
a
not
sound
check
spelling
If
use
and
and
too
a
writing
you
situation,
REMEMBER:
to
to
are
piece.
formal
to
Try
you
few
an
are
writing
take
care
casual.
Always
remember
correct
your
punctuation.
139
Unit
8:
ONE
One
step
further
STEP
FURTHER
Think
In
this
unit,
section,
and
you’ve
you
are
considered
going
to
look
dierent
in
more
aspects
depth
at
of
your
how
studies
some
–
people
where,
what
overcome
and
great
why
you
study.
diculties
in
In
this
order
to
study
learn.
Talk
Some
with
people
condition
may
that
a
partner
nd
means
In
pairs,
✪
how
schools
✪
how
school
education
they
learn
dicult
at
a
to
slower
access
–
perhaps
they
have
a
physical
issue;
or
they
may
have
a
pace.
consider:
can
make
buildings
life
can
easier
be
for
made
children
accessible
with
for
mobility,
all,
for
hearing
example
or
other
including
issues
ramps
for
wheelchairs.
If you face this sort of diculty, include your experiences. Or talk to friends and relatives about their experiences.
If you do not have any experience of this,
tr y to imagine how it might aect you if you did face diculties. What
would help you enjoy school life in the same way as ever yone else?
Read
Helen Keller was born in 1880, in Alabama, USA .
At 19 months,
she had
an unknown illness that left
her
deaf and blind.
Keller
was
However,
of
using
the
extremely
she
began
signs
as
communication
e
birthday
to
she
conversation.
intelligent
By
realize
did.
the
became
of
her
and
that
Feeling
age
so
of
tried
her
their
six ,
urgent
to
understand
family
members
moving
Keller
that
later
these
lips,
wrote
soul
March 3, 1887. Later Keller would call this day her
“soul’s birthday.” … few young women would have
persevered through the tempestuous rst weeks of
the relationship. Keller hit, pinched and kicked her
teacher and knocked out one of her teeth. Sullivan
nally gained control by moving with the girl into
a small cottage on the Kellers’ property. rough
patience and rm consistency, she nally won the
child’s heart and trust, a necessary step before
Keller’s education could proceed.
Sullivan … ngerspelled the names of familiar
objects into her student’s hand. She also innovated
surroundings
spoke
ew
in
outbursts
Anne Sullivan came … to be Helen’s teacher on
140
she
her
her
to
into
one
a
through
another
rage
when
autobiography,
occurred
daily,
with
she
“the
touch,
their
was
need
sometimes
smell
mouths
unable
of
to
some
hourly.”
and
taste.
instead
join
in
means
of
Unit
8:
One
step
by incorporating Keller ’s favorite activities and her love of the natural world into the
lessons. Keller
this “nger play,” but she didn’t understand until the famous moment when Sullivan
spelled
further
enjoyed
“w-a-t-e-r ”
while pumping water over her hand. Keller later wrote:
“Suddenly
somehow
I
the
something
it
free!
ever y
…
felt
object
myster y
that
was
wrote
that
I
which
of
built
the
Talk
I
language
had
days
a
over
that
…
a
as
was
my
name,
of
to
did
that
with
to
Helen’s
forgotten
I
knew
word
gave
–
a
then
to
a
new
but
her
explore
constantly,
love
of
language,
…
them
joy
a
in
the
order
impatience
meant
gave
As
it
we
the
light,
and
wonderful
hope,
returned
to
joy,
the
cool
set
house
my
hands
coached
and
and
her
grace
as
in
a
learn
the
the
name
of
give-and-take
writer
and
public
ever y
of
speaker
partner
rage
and
soul,
thought;
foundation.
Explain
when
returning
“w-a-t-e-r ”
my
with
2
into
of
thought.
and
Explain these phrases to one another, using a dictionar y to help.
ew
that
awakened
birth
1
a
thrill
life.”
nothing
ngerspelled
believe
me.
living
name
quiver
“I
to
at
each
followed,
something
revealed
hand.
and
seemed
Sullivan
people
this
with
of
touched
Many
upon
consciousness
owing
touched;
conversation.
were
misty
Ever ything
object
Keller
a
b
patience
why
she
Helen
would
fear
and
may
have
relief
rm
have
felt
consistenc y
felt
these
them
in
the
fr ustration
c
innovated
emotions,
text,
1
and
to
put
6:
suspicion
Write
Reflect
EI T HER:
Write
a
diar y
In
from
the
teacher,
point
Anne
of
view
and
check
entr y
of
this
unit,
you:
Helen’s
✪
talked
about
✪
learned
✪
listened
✪
practised
✪
learned
✪
read
your
school
experiences
Sullivan.
some
useful
vocabular y
about
education
OR: Research a person who has
to
recordings
about
choosing
the
right
subjects
achieved a great deal despite a
understanding
and
gathering
information
from
texts
physical issue. Write an article
about
prefixes
and
suffixes
for a school magazine about that
webpages
about
school
spor ts,
a
newspaper
repor t
on
person. Examples: Stevie Wonder,
education
in
India
and
an
extract
from
an
autobiography
Claude Monet, Stephen Hawking,
about
Helen
Keller
Christopher Reeve, Frida Kahlo,
✪
revised
✪
learned
connectives
how
✪
wrote
diar y
linking
sentences
and
paragraphs
Evelyn Glennie.
to
write
formal
and
informal
pieces
OR: Read Helen Keller ’s
a
entr y,
ar ticle
or
book
repor t.
autobiography and then write a
Check
you
feel
confident
about
all
these
things.
If
book report, saying why you would
necessar y,
go
back
to
the
section
and
revise
it
carefully.
or would not recommend it.
A sk
for
help
if
you
need
it!
141
Life
UNIT
This
9
unit
through
variety
In
this
R3
unit,
make
to
the
life
day
what
you
school
about
the
collate,
W3
is
of
around
at
at
you
school
school,
leave.
life
is
It
from
the
explores
like
for
rst
the
young
day
wide
people
world.
will
learn
organise
accurate
understand
and
use
and
to:
present
of
relevant
vocabulary
collate
and
information
detail
grammatical
from
a
variety
structures
of
short
and
L3
longer
spoken
abstract
texts,
involving
some
complex
language
and
more
material
produce extended sequences of speech, answering and, as appropriate,
S3
asking questions, and expressing opinions with spontaneity and uency.
Starting
C hildren
rst
may
time.
–
family
9.1
Learn
you’re
want
to
rst
carers
talking
be
a
be
mix ture
safe
and
around
storm
my
I
them.
in
by
has
a
life
idioms
at
to
matching
been
done
school
add
Each
142
in
butteries
with
idioms
the
in
may
two.
their
Suddenly
each
for
with
interest.
idiom
Up
all
friends,
First
that
with
in
a
to
my
(in
below
you
might
to
its
your
meaning.
mouth
my
tummy)
I
felt
ner vous
I
felt
really
feeling
scared
ver y
calm
talk
par tner,
shor t
sentence
their
changes!
practise
take
sentences
should
it
in
to
turns
show
contain
the
to
you
practise
using
understand
word
because
or
these
them.
when
for
ner vous
until
home
it
school
be
you.
teacup
was
Time
Now,
star ting
others
Meaning
hear t
had
of
secure
Idiom
a
about
excited;
idioms
about
some
one
emotions
will
think
understanding
e
felt
some
to
use
will
have
and
Time
dierent
children
many
they
own
If
have
Some
fr ightened
moment
school
the
or
Unit
9:
Thinking
and
speaking
Memory 2 I remember going for my
9.2
First-day
memories
school dinner. Our rst lunch was chicken, peas
and gravy. I remember balancing some peas on my
Time
to
talk
fork, and watching them wobble because I was so
Work
with
a
par tner.
Take
one
of
these
memories
ner vous. en somebody nudged me and the peas
each.
Read
it
silently
to
make
sure
you
understand
it
went ying across the table and landed on the
and
then
read
it
aloud
to
your
par tner.
Now
discuss
girl sitting opposite. Whoosh and splat! Peas and
how
you
think
each
of
the
children
felt
when
these
gravy were all over her nice clean school uniform –
things
any
of
happened
your
to
them.
Do
these
memories
trig ger
I couldn’t believe it!
own?
Memory 1 Before I started school,
Mum told me that my teacher’s name was
Mr Bateman. I was scared I’d call him
Mr Batman! I kept practising it as we walked
to school. Mr Bateman. Mr Bateman. Mr
Bateman. e more I said it, the more
ner vous I was. Oh, it was awful!!
9.3
My
rst
Time
Spend
can’t
You
a
to
few
memory
minutes
use
some
How
were
✪
W hat
✪
W hat
were
other
children?
was
you
back
home?
back
another
these
was
name
impressions
feel
about
to
your
your
memor y
prompts
W here
teacher ’s
your
did
of
you?
your
How
thinking
choose
✪
✪
old
school
think
remember,
could
of
to
your
and
of
help
day
use
and
did
at
school
school
early
your
what
they
classroom,
day
at
your
or
school
what
the
first
rst
from
own
did
look
the
it
if
you
ideas.
look
like?
like?
teacher
when
–
schooldays.
you
and
the
got
REMEMBER:
Make
a
few
notes
to
help
you
organise
your
ideas.
When you give a talk
describing something that has
happened, try to use your tone,
Time
to
your voice and your body language
talk
to make the story interesting.
Now
give
a
shor t
talk
to
your
par tner
about
your
early
school
memor y.
It might be sad, funny or just
Tr y
to
talk
for
a
couple
of
minutes.
interesting – but make it lively
W hen
you
keep
the
en
it’s
have
nished,
conversation
your
going ,
par tner
maybe
can
ask
asking
you
for
questions
more
to
help
you
and keep talking as smoothly as
you can. Don’t worry about saying
details.
‘errrr’ or ‘ummm’ – everyone does
your
partner ’s
turn
and
you
ask
the
questions
after wards.
Don’t
that, even professional speakers!
ask
yes/no
questions
–
they
don’t
lead
anywhere,
except
to
silence!
143
Unit
9:
Reading
non-ction
READING
In
this
section,
✪
read
✪
identify,
a
rst
organise
day
children.
children
will:
non-fiction
Think
e
you
NON-FICTION
about
children’s
present
relevant
first
day
of
school
information.
about…
of
W hat
be
text
and
school
will
can
the
be
a
school
worr ying
be
like?
time
Will
for
the
many
other
friendly?
Useful
Dierent
countries
have
make
transition
dierent
ways
to
help
It
the
from
home
life
to
school
words
a
little
is
traditional/customary
a
There
Exploring…
birthday
is
candles
many
years
or
in
customs
one
are
countr y.
actions
that
Sometimes
have
been
people
carried
forget
how
out
the
but
they
still
do
it
a
Read
this
children
First
In
ar ticle
settle
This
gifts,
ago,
Other
is
‘Admissions
year,
the
sides
red
is
the
in
all
it
is
to
a
in
The
with
bag’.
countries
help
young
to
(the
rainy
an
school
black
for
and
is
the
it
with
soon,
of
first
is
a
day
of
schultuete.
made
sweets,
around
at
small
one
of
small
200
least
as
it
is
a
in
boys.
colours.
known)
as
among
bag,
gifts
to
example.
season)
bags,
the
fact,
star ted
end
umbrella
These
on
if
years
the
it!
India
special
In
traditions
children
stuffed
tradition
school.
shapes
their
tradition
unlikely
the
Austria,
give
shape,
include
and
sizes,
some
world
and
‘school
do
follow
into
randoseru.
girls,
ways
(praveshanotshavan
often
a
a
monsoon
usually
called
for
come
144
the
parents
gift
also
step
Day’
of
as
cone
anything
countries
Republic
suchlike.
popular
impor tant
–
grandparents
large
and
so
have
beginning
Czech
and
a
traditional
school
translated
it’s
pencils
but
children
that
be
and
the
school.
of
the
parents
can
paper,
into
the
My
family
has
tradition
anyway.
skills
about
day
Ger many,
school,
your
tradition
on
birthday
Developing
well
the
past,
These
celebrate
As
is
often
as
the
gifts.
backpack
the
to
with
were
days,
the
In
cake.
of
putting
cake.
for
tradition
the
star ted,
phrases:
easier.
have
Traditions
and
children
the
school
Japan,
sturdy
coloured
bags
cake.
always
of
followed
eating
Unit
Other
countries
first
day
of
The
children
ceremonies
for
the
single
In
the
at
the
day
in
The
receive
a
instead
a
small
known
smar t
school.
but
with
is
as
clothes,
and
children
balloon
of
a
gift
for
the
teacher.
‘Knowledge
there
often
in
are
bring
retur n.
bouquet,
the
and
a
The
Skills
Day’.
speeches
flower
take
and
bouquet
Kazakhstan
children
Comprehension
has
a
a
flower.
USA,
it
ter m
was
with
tradition
began
children
from
The
persists
for
the
Russia
up
and
tradition,
school
fees.
in
dress
teacher,
similar
mark
school
9:
their
in
apple
the
poorer
image
to
traditional
an
this
most
of
day.
1800s,
homes
a
for
for
shiny
Many
red
children
teacher.
when
who
US
outstanding
young
the
It
apples
States
as
a
to
star t
thought
were
otherwise
apple
is
available
could
not
healthy,
have
a
the
that
to
afford
tasty
Golden
new
the
school
treat
Apple
Award
teacher.
A
For
1
According
giving
2
schultuete
will
children
give
children
enjoy
c
It
is
a
large
phrase
‘a
a
contain
b
are
made
c
are
large
only
cone
from
in
be
their
children
2
Give
day
three
of
W hat
C
the
gift
these
the
Look
at
W hat
is
school
at
a
with
children
sweet
ice
with
2
…’
can
cream
many
sug gests
tradition
c.
of
sug gests
that
the
cones
…
eat.
wafers.
things.
that
monsoon
in
India
always
parents
want
this
day
to
c
sturdy
give
their
happen
in
children
Russian
an
umbrella?
schools
on
this
first
year.
children
receive
in
Russian
schools?
questions.
2
and
point
giving
3.
traditions
might
or
remember?
that
paragraph
first-day
W hy
main
the
the
b
questions.
paragraph
regards
Look
the
these
the
that
a,
parents.
stuffed
top
parents
things
Answer
as
to
b
do
their
paragraph
celebrate
some
unlikely
answer,
out?
the
thin,
up
do
it
correct
it.
things
word
W hy
to
is
the
cone.
lled
Answer
why
die
it
W hich
one
choose
ar ticle,
e
1
3
the
e
B
2
to
b
a
3
a
question,
a
The
3
1
each
of
3.
dierence
between
these
two
paragraphs
gifts?
W hat
of
teacher
paragraph
of
is
Russia
be
the
and
given
a
main
difference
between
the
K azakhstan?
golden- coloured
apple
in
America?
145
Unit
9:
Punctuation
Punctuation
In
this
section,
learn:
when
✪
how
to
use
inver ted
✪
how
to
use
brackets,
Unit
2,
question
there
1
In
you
and
other
with
the
italics
revised
marks
were
Work
use
will
✪
In
to
you
a
a
to
show
b
to
make
dashes
the
use
of
punctuation
to
in
is
another
commas
basic
for
parenthesis.
punctuation
marks.
In
the
–
text
commas,
you
have
full
just
stops,
read
marks.
answer
schultuete
it’s
and
exclamation
partner
ar ticle,
commas
in
these
italics.
three
questions:
W hy?
language
REMEMBER:
you
read
it
ver y
when
c
to
emphasise
you
The
it.
3
phrase
‘Admissions
Day ’
has
inverted
commas
a
to
show
they
are
a
b
to
show
they
are
the
c
to
show
someone
‘the
words
in
beginning
the
of
translation
title
said
ar ticle
the
of
them
have
monsoon
a
book
in
a
conversation
brackets
(the
around
rainy
them,
season)’.
W hy?
a
to
show
the
words
in
brackets
are
b
to
show
the
words
in
brackets
are
in
brackets
an
c
to
explanation
show
are
an
the
words
afterthought
comment
146
around
W hy?
Some
are
only
writing
use
on
italics
a
it
computer
2
You
loudly
or
a
translation
for
example:
when
you
or
word
are
processor
,
writing
by
not
hand.
Unit
Inverted
Inverted
‘
Punctuation
commas
commas
’
can
“
Inverted
9:
be
single
or
double.
They
always
come
in
pairs.
”
commas
can
also
be
called
speech
marks
or
quotation
marks
They
•
can
the
He
•
•
title
love
a
used
words
said,
the
I
be
a
lm,
song
quotation,
you
then
spoken
in
a
conversation,
for
example:
‘Hello ’
of
the
commas
show:
actually
write
as
shrink
a
‘We
for
Shakespeare
When
to
will
or
a
rock
song,
for
example:
you’
example:
wrote,
out
a
marking
it
book
‘To
be
or
not
conversation,
out
the
to
you
actual
be’
should
words.
think
Think
of
of
a
the
inverted
cartoon
bubble,
down.
How
are
you?
He
asked,
‘How
are
you?’
REMEMBER:
If
you
always
think
you’ll
always
put
in
the
right
of
the
places.
the
bubble,
comma
punctuation
Here
the
and
the
the
question
speech
inside
The
put
the
other
a
marks,
speech
thing
comma
to
just
mark
just
go
as
You
need
before
the
to
put
a
words
spoken.
capital
He
H
just
asked,
‘How
are
you?’
inside
they
went
bubble.
remember
before
the
is
to
words
spoken.
4
Write
out
these
sentences,
putting
in
any
necessary
punctuation.
a
We
went
about
b
I
a
went
My
d
I
e
e
to
cinema
a
school
quotation
brother
ran
the
to
watch
Harr y
Potter,
my
favourite
lm
school.
on
famous
c
to
said
school
teacher
trip
To
Have
a
singing
asked
to
be
see
or
good
Oh,
How
are
Hamlet
not
to
day
what
you
be
at
a
and
all
was
the
waiting
for
the
time.
school.
beautiful
morning!
today
147
Unit
If
9:
Punctuation
the
speech
comma.
I
said
to
For
the
is
not
the
end
of
the
sentence,
the
full
stop
becomes
a
Challenge
example:
teacher
,
‘Thank
you,’
as
I
left
the
Make
room.
up
some
sentences
Question
stay
as
marks
they
are.
and
For
exclamation
marks
inside
example:
the
speech
marks
the
I
asked,
‘Are
you
OK?’
as
I
came
makes
meaning.
in.
partner
.
5
Write
any
a
b
out
these
missing
father
got
home.
My
brother
me
c
Hello
d
e
putting
in
punctuation.
My
saw
sentences,
said,
I
hear
asked
collapsed
said
the
teacher
Are
in
boy
asked
you
you
the
fun
tired
when
when
he
he
chair.
sitting
the
had
girl
next
Can
to
I
me.
see
your
picture?
e
6
She
exclaimed
love
E xplain
the
pairs
sentences.
a
i
of
My
My
b
i
‘I
I
ii
‘I
I
said,
his
dad
read
his
all
all
‘Pedro
these
came
home
and
‘Pedro
came
home,’
and
book.
my
my
enjoyed
ate
between
book.’
said,
enjoyed
ate
painting
difference
dad
read
ii
148
I
at
school,’
I
said,
‘and
school,’
I
said,
and
lunch.’
my
my
day
day
lunch.
at
pairs
your
placement
marks
the
of
of
a
of
own
the
where
speech
difference
Try
them
out
to
on
a
Unit
Brackets
You
put
include
for
the
around
sentence.
If
an
extra
you
take
piece
away
of
information
the
words
in
you
want
brackets
REMEMBER:
Using
brackets
can
using
too
to
(or
stop
the
sentence
will
still
make
complete
can
use
brackets.
a
For
pair
of
dashes
or
a
pair
of
and
makes
many
the
sense.
meaning
You
you
‘in
commas,
parenthesis’),
Punctuation
parenthesis
brackets
in
9:
commas
instead
of
a
pair
clearer
.
of
example:
Giving an apple to the teacher (a popular US tradition)
began in the
1800s.
Giving an apple to the teacher – a popular US tradition – began in the 1800s.
Giving an apple to the teacher
, a popular US tradition, rst began in the 1800s.
7
Use
a
brackets
Parents
their
for
give
In
America,
c
In
Russia,
d
I
e
Japanese
f
had
e
a
gifts
you
rst
take
children
drink
black
ver y
small
in
sweets,
these
pencils
sentences.
and
notebooks
to
children.
b
and
parenthesis
a
cup
children
for
day
boys
of
an
take
of
apple
a
milk
a
with
traditionally
to
big
owers
shiny
huge
my
one
to
your
bunch
to
their
teacher.
teacher.
lunch.
take
a
new
backpack
red
for
girls
school.
school
in
Russia
‘Knowledge
and
Skills
Day ’
is
special.
149
Unit
9:
Listening
LISTENING
Glossary
access
In
this
section,
you
get
✪
listen
to
a
non-fiction
text
about
how
an
African
countr y
to
learn
education
some
for
its
practise
more
complex
understanding
vocabular y
and
(verb)
about
selecting
relevant
eating
has
been
libraries
of
Lesotho
is
a
small
countr y
in
the
middle
of
South
Africa.
working
into
to
Money
improve
is
life
hard
for
to
its
come
people
by,
by
but
the
the
introducing
more
you
lack
of
difculties
money
of
government
schools.
not
the
education
words
and
phrases
in
the
Glossar y
on
the
learning
time
ministry
right.
of
education
department
in
education
practical/impractical
hard
all
school
government
Exploring…
read
the
hardship
by
full-time
another
charge
First
at
information.
all
–
sleeping
about…
Kingdom
countr y
in,
to
caused
e
live
education
nancial
Think
to
children
go
✪
ability
is
and
✪
education
school
board
improving
to
will:
to
do
because
of
the
Work
circumstances
with
a
par tner
to
check
you
understand
them.
oral
of
A
Carr y
out
these
tradition
storytelling,
Write
five
system.
sentences
Tr y
to
use
about
some
of
your
the
home
words
countr y
and
and
phrases
its
in
down
education
the
to
Now
put
the
education
its
system
weaknesses.
Developing
Before
on
en
a
few
150
you
page
Listen
sentences
to
to
the
minutes’
the
help
carefully
answer
Use
your
star t
151
in
aside.
your
listening
in
one
of
a
par tner
countr y,
the
words
or
small
including
you
have
group
its
about
strengths
been
radio
task ,
read
through
the
talk
between.
given
will
by
hear
a
teacher
the
practising.
questions
from
recording
Lesotho.
twice,
the
and
yourself.
You
stories
next
Glossar y.
skills
questions.
gap
own
some
prepare
the
Tell
passes
the
part-time
2
tradition
activities.
generation
1
the
where
with
education learning
only some of the time
(not full-time)
Unit
B
1
Answer
W hat
want
2
does
to
There
3
are
that
is
to
it
job
the
for
are
do
so
the
government
young
of
are
the
people?
transpor t
available
W hat
it
its
modes
about
makes
W hat
5
says
Comprehension
questions.
Lesotho
three
Lesotho.
W hat
4
the
achieve
speaker
of
these
9:
to
the
the
people
they?
countr yside
hard
to
travel
women
itself
around?
mostly
do,
according
speaker?
What are the usual school hours? Choose the correct answer.
6
a
8.15
3
p.m.
b
8
a.m.
to
3.15
p.m.
c
8
a.m.
to
6
Give
a.m.
the
W hat
8
W hy
to
three
is
p.m.
three
according
7
to
it
spor ts
the
jobs
most
popular
with
young
people
in
Lesotho,
speaker.
is
the
impor tant
teacher
for
these
in
charge
children
of
to
the
be
librar y
able
to
trained
read
and
to
do?
write
English?
C
You
your
are
home
going
to
countr y
instructions
write
and
its
a
script
for
education
a
radio
system.
programme
Follow
about
This
with
the
map
shows
Lesotho
the
African
continent
highlighted.
below.
Challenge
Time
to
write:
radio
script
Work
Before
you
star t
writing
your
script,
make
notes
on
the
following:
to
listen
out
✪
what
I
like
✪
what
I
think
about
education
could
be
in
my
improved
with
as
may
you
the
to
find
it
help
internet
helpful
you
or
to
gather
from
work
your
other
a
ideas.
people
Find
how.
Read
you
it
are
aloud
ready,
to
write
practise
your
any
par tner
You
you
from
could
also
the
same
research
countr y
or
Take
another
turns
reading
scripts.
this
from
things
well
interesting
–
you
thought
maybe
some
information
or
opinions.
know.
script.
new
one
radio
three
Suggest
W hen
partner
.
countr y
and
with
to
your
worked
You
a
could
difficult
phrases
and
to
become
be
three
ways
the
script
improved.
as
Consider:
f luent
Then
as
possible.
make
a
Aim
recording
to
of
make
your
your
talk.
voice
interesting
to
listen
to.
•
the
speed
•
the
clarity
•
the
details
•
the
variety
Make
a
nal,
it
was
of
spoken
tone.
polished
version.
151
Unit
9:
Spelling
Spelling
In
this
section,
✪
how
✪
what
to
use
you
will
learn:
apostrophes
for
missing
letters
correctly
Hint:
a
homophone
is:
✪
how
to
spell
some
A
more
common
‘School
(a
In
the
been
text
you
written
for
missing
listened
down,
to,
you
would
starts
letters
heard
have
some
looked
full
phrases
like
which,
if
they
is
phrase
any
short
that
isn’t
easy
there
aren’t
is
➔
not
The
For
are
speaking,
isn’t
letters
are
that
example,
in
not
have
been
isn’t,
the
run
words
together
.
For
will
in
are
to
more
show
missed
letter
examples
a
ey ’re
b
is’ll
c
It’s
which
changing
change
o
out
has
from
not
letters
are
shown
been
the
have
children’s
the
whole
left
by
out
an
(omitted)
from
script.
been
is
word
’
Challenge
Write
them
out
out
go
in
for
full:
a
run.
in
better
start
revising.
He
shouldn’t’ve
He
won’t
done
it.
lives.
countr y
visit.
unusual
you
try
to
help?
For each of the following, put the apostrophe in the
a
didnt
We
b
shouldnt
c
doesnt
d
shes
e
weve
Write out these sentences, using shortened forms of
the underlined words. Use an apostrophe to show
the missing letters.
a
It
is
hard
roads
ey
c
Luckily,
d
are
e
At
are
using
my
home
ey
schools
have
going
might
eat
horses
school
ever y
break,
with
reach
which
do
not
have
nearby.
b
go
to
to
soccer
close
to
stay
are
by
so
not
I
ver y
am
fast.
able
to
late
because
they
practice.
children
some
them.
which
night.
decided
the
is
food
who
they
in
writing,
the
not
couldn’t’ve
was
152
write
omitted.
right place.
3
formal
apostrophe.
Won’t
2
In
usually
aren’t
You’d
full
clock
use
example:
Let’s
Here
the
full.
Write
1
of
don’t
many
they
➔
for
we
had
out
people
o’clock’.
this:
you
When
example
8
more).
REMEMBER:
this
at
homophones.
O’clock
Apostrophes
difcult
is
are
not
have
playing
brought
coming.
seen
what
Unit
4
9:
Spelling
Write this out using apostrophes when needed. There are ten
apostrophes missing.
The
schools
in
Lesotho
arent
ver y
accessible.
Often
the
boys
REMEMBER:
and
apostrophe
girls
have
to
walk
many
miles
to
get
there.
Theyd
like
to
go
the
evenings
but
this
isnt
always
possible,
Im
sorr y
to
say.
you
home
works
they
cant
change
themselves,
things
for
and
makes
could.
The
speaker
in
Lesotho
theyre
months
hard
changes
–
to
the
at
best
said
help
a
all
time.
of
hes
often
it.
Its
a
Theyd
hoping
its
away
from
shame,
do
that,
the
but
things
in
know
the
they’re
apostrophe
is
in
for
a
missing
letter
.
family
ever yone
differently
time,
an
and
The
standing
fathers
use
it’s
home
when
in
Only
for
hell
see
if
big
people.
Homophones
Homophones
are
words
that
sound
the
same
but
are
spelled
Glossary
differently.
For
example:
aloud
their,
they’re
and
there
its
and
not
allowed
5
With
test
6
a
partner,
one
Choose
these
learn
another
the
on
correct
the
the
homophones
words,
word
from
in
spellings
the
the
and
brackets
Glossar y.
Then
meanings.
to
fill
each
gap
in
sentences.
a
I
bought
b
I
nearly
a
fell
asleep
in
class
of
shoes.
because
I
was
_____________.
After
school,
an
a
bored
not
going
_____________
the
skatepark
with
ground-up
a
In
each
sentence,
fruit
He
b
From
use
a
pair
(or
more)
of
homophones
to
the
sky
rule
by
a
king
or
queen
fill
_____________
the
top
of
the
that
ball
cli
_____________
you
can
the
open
_____________
window.
correct,
He
went
_____________
_____________
schools
write
put
or
down,
for
not
but
he
is
_____________
young
when
he
ocean
see
use
left
class
are
studying
under
that
_____________
tree
over
working
hard
for
on
paper
your
eyes
past
tense
of
throw
remember.
(preposition)
from
_____________.
one
_____________
words
was
through
e
or
example
sea
threw
ve,
letters
the
_____________.
d
from
gaps.
a
c
wheat
blossom
water
right
the
wood
(to/too)
reign
7
of
interested
my
rain
friends.
plank
two
pear
I’m
clothing
animal
board
pair
(bored/board)
c
without
bear
ower
(pear/pair)
permitted
bare
our
_____________
silently
it’s
_____________
side
or
end
to
the
other
exams.
to
(preposition)
too
two
towards
also/overly
2
153
Unit
9:
Reading
non-fiction
READING
In
this
section,
✪
read
a
✪
consider
✪
collect
you
NON-FICTION
will:
transcript
some
and
of
of
a
speech
the
present
made
abstract
relevant
at
ideas
details
the
in
United
the
from
Nations
speech
the
text.
Exploring…
e
United
that
On
of
discusses
12
the
July
UN
young
were
One
of
public
to
since
countr y,
the
closing
brothers
child’s
well
bright
peace
It
the
about
world
Youth
she
her
had
she
We
of
world
was
been
of
sisters,
Takeover
rst
was
section
issues.
education.
known
was
future.
and
organisation
Hundreds
as
and
an
ever
around
speak
most
speech
is
Dear
of
the
rst
place.
from
is
impor tant
the
Yousafzai.
home
is
took
invited
(UN)
many
2013,
people
Malala
her
Nations
travelling
her
we
will
education
for
rights
we
injured
during
on
a
an
attack
school
in
Pakistan,
bus.
speech:
want
schools
continue
our
ever yone.
and
education
jour ney
No
one
to
can
our
stop
for
ever y
destination
us.
We
Glossary
will
cause
speak
for
our
and
will
bring
change
through
our
voice.
an
believe
must
believe
in
the
power
and
the
strength
of
our
words.
Our
change
the
in
and
to
we
we
want
are
to
all
together,
united
for
the
cause
of
education.
weapon
and
achieve
of
work
to
our
goal,
then
let
us
empower
ourselves
knowledge
and
let
us
shield
ourselves
with
make
strong
And
lack
of
knowledge
with
or
the
to
world.
ignorance
if
people
achieve
empower
Because
that
want
words
hard
can
idea
We
education
unity
together ness.
illiteracy
the
state
of
being
uneducated
Dear
are
brothers
suffering
forget
that
and
from
sisters,
pover ty,
millions
of
we
must
injustice
children
are
not
forget
and
out
of
that
millions
ignorance.
schools.
We
We
of
must
must
people
not
not
unity
wage
that
So
our
let
sisters
us
terrorism
wage
and
and
a
let
brothers
global
us
are
waiting
struggle
pick
up
our
for
against
books
a
bright
illiteracy,
and
pens.
peaceful
pover ty
They
are
One
the
child,
Education
154
one
teacher,
one
pen
and
one
book
can
is
the
only
solution.
Education
First.
together
,
as
one
a
struggle
ght
a
battle
Make
sure
these
words
you
understand
and
our
weapons.
world.
acting
future.
chang e
and
ideas.
You
most
may
power ful
all
forget
need
to
use
a
dictionary.
Unit
A
a,
For
b
1
or
each
of
she
wants
her
c
she
wants
boys
her
says:
shows
hopeful
afraid
c
indierent
the
first
aiming
To
is
the
that
they
c
that
lack
Answer
is
W hat
a
these
ready
2,
be
for
be
can
treated
change
the
to
…
listen.
work
the
because
together.
same.
world.’
future.
find
one
word
that
means
‘the
place
we
of
c
the
third
future
paragraph?
…
make
is
face
many
donations
the
biggest
to
problems.
children’s
problem
charities.
today.
how
says
she
she
is
ready
chooses
to
words
battle
and
for
the
phrases
rights
that
of
make
it
clear
ght.
think
is
the
child
which
best
c
one
weapon?
Is
a,
b
or
c
correct?
writing
word
means
that
the
problems
facing
children
ever ywhere?
No
b
Education
c
Shields
Work
come
they
sisters’
…
children
one
4,
a
C
a
these
one
the
Malala
b
found
of
to
can
is
have
feel
and
questions.
Malala
shield
W hich
girls
point
food
Explain
does
to
destination
must
of
paragraph
can
4
about
world’s
paragraph
children.
In
answer,
future.
ever yone
b
she
correct
future.
main
the
a
the
paragraph,
that
In
the
at’.
a
B
choose
brothers
relatives
words
b
remind
and
Malala
the
journey
W hat
3
for
of
and
‘dear
listeners
‘Our
that
b
a
2
family
a
are
questions,
listeners
all
In
1
her
b
Malala
4
calls
a
is
3
these
Comprehension
c.
Malala
2
of
9:
can
sentences
stop
is
are
with
the
up
the
point
of
Malala’s
speech?
change.
only
powerful
a
sums
way
for ward.
weapons.
partner
to
answer
these
questions.
1
According
speech,
‘enemies’
or
Name
four
‘enemies’
Name
four
things
In
problems
paragraph
ourselves
W hat
3
Malala’s
a
b
2
to
with
does
this
Malala
says
do
think
you
2,
facing
that
Malala
the
or
the
are
a
world’s
number
of
youth.
problems.
can
says:
weapon
there
defeat
‘ let
of
us
them.
empower
knowledge’.
mean?
one
teacher
she
means
can
by
change
the
world.
W hat
this?
155
Unit
9:
Writing
WRITING
Useful
at
Formal
words
school:
this
section,
you
insightful,
qualities,
will:
seeks
condent,
✪
learn
how
to
write
a
formal
review
and
✪
practise
learn
organising
to
check
and
your
planning
your
leadership
challenges,
determined,
helpful,
repor t
competent,
✪
progress
writing
effective,
In
about
committed,
ideas
work .
accomplished,
successfully,
adequate,
inconsistent,
reluctant,
nds
difculty
improvement,
Exploring…
When you write a review or a report, you need to have a plan. Remember,
with,
needs
conscientious,
enthusiastic,
reliable,
independent
learning,
social
skills
you are not telling things in the order they happened. You usually need:
✪
to
write
an
introduction
to
things
the
✪
to
identify
the
good
✪
to
identify
the
unfavourable
✪
to
offer
opinion
✪
to
use
Adverbs:
subject
about
the
topic
casual
a
formal
or
style
judgement
(unless
the
based
review
on
is
the
for
a
facts
reader
a
who
expects
a
mean
use
less
by
check
what
taking
them
in
a
familiar
Word
your
partner
,
understand
style).
Developing
frequently,
never
things
With
an
regularly,
occasionally,
it
that
these
in
turns
sentence.
words
to
you
words
to
Add
your
Book.
skills
Most schools produce written reports on their students, to inform students
and their parents or carers about the students’ strengths and weaknesses.
e reports also oer suggestions about how the students can improve.
ese have to be written in a positive way, to be encouraging. At the same
time, they have to be truthful in order to help the young people.
Time
Here
are
Imagine
of
add
two
you
them.
can
to
invented
are
Aim
any
write:
their
for
end-of-year
students
teacher.
around
details
that
and
Write
100–200
you
reports
some
an
brief
facts
end-of- year
words
for
each
about
repor t
repor t.
them.
for
each
Facts
–
good
lot
class,
at
painting,
in
enjoys
is
captain
basketball
team,
of
Maths,
very
good
homework
done,
does
class,
loves
not
at
Physics
sometimes
like
writing
speaking
stories.
Layla
156
and
not
in
and
school
loves
Tai
–
History
want.
Music,
Facts
talks
You
Biology
Yang
a
Unit
Applying
your
Time
Your
to
teachers
for
write:
may
college
my
have
report
to
write
a
lengthy
repor t
on
you
when
you
or
apply
for
a
job.
You
are
going
to
write
this
repor t
–
you
don’t
have
to
be
totally
tr uthful!
You
can
write
the
would
like
to
English,
not
Star t
making
by
using
e
the
how
( Your
accurate
notes
under
teacher
it
will
judge
it
on
the
quality
review
to
weigh
or
up
report
the
of
on
each
side,
then
make
your
is.)
the
headings
below.
en
write
the
repor t
subheadings.
repor t
Name
on
have.
you
repor t
facts
you
A
on
expects
yourself
Writing
skills
REMEMBER:
apply
9:
of
will
contain
the
following
sections:
student:
Job/course
applied
for:
Strengths:
Weaknesses:
Recommendation
(on
Challenge
suitability):
When
you
reviews,
Extending
your
skills
and
work
read
to
write:
school
that
your
infant
school
(or
another
school
of
your
from
your
early
Find
years)
has
asked
former
pupils
to
write
for
their
school
partner
In
your
work:
three
golden
words
words
which
you
–
think
a
are
review
a
through.
own
three
choosing
with
your
review
•
Imagine
written
them
partner’s
Time
have
a
little
unfamiliar
but
website.
well-chosen.
Make
notes
under
these
headings:
•
✪
The
school
(for
example
what
it
looked
like,
the
facilities,
Then
nd
three
signposts
the
–
connectives
golden
three
that
help
to
surroundings)
make
✪
The
best
aspects
of
the
school
(for
example
what
you
liked
the
happiest
memories
–
choose
one
or
ow,
by
best,
linking
your
review
ideas
within
a
two)
paragraph.
✪
The
worst
aspects
of
the
school
(for
example
what
you
liked
•
least,
what
you
found
hard
–
choose
one
or
Lastly,
links
✪
My
opinion
as
I
look
back
as
a
young
adult
(weigh
up
the
good
Your
bad
review
website.
Write
Aim
points
Also,
your
for
needs
of
to
reach
be
in
a
it
four
200–250
writing
as
must
it
be
will
be
put
balanced
paragraphs,
using
on
and
an
ocial
school
ow
of
linking
your
to
writing.
leave
time
notes
to
help
you.
If
you
one
words.
for
golden
ways
has
checking
the
punctuation
well,
in
been
can’t
and
spelling
and
nd
another
they
with
which
made
some
between
paragraph
fair.
your
to
where
Remember
three
three
conclusion).
formal
course,
review
around
and
–
and
the
the
nd
two)
by
can
kind
one
another
.
all
these,
help
suggesting
be
added.
in
Then
your
produce
a
nal
draft
of
review.
157
Unit
9:
One
ONE
step
further
STEP
FURTHER
Think
In
this
unit,
dierent
the
of
Talk
help
do
your
the
about
young
of
own
children
schools
dierences,
your
and
the
life
adapt
to
has
a
school,
school
educational
world
and
life.
systems
shared
a
how
You’ve
around
sense
of
the
also
the
great
think
partner
is
the
best
system
of
education?
Use
these
ideas
to
discussion:
✪
At
what
age
should
children
star t
education
✪
At
what
age
should
children
star t
taking
✪
W hat
✪
How
the
at
education.
with
you
help
variety
Despite
impor tance
W hat
thought
countries
considered
world.
you’ve
are
the
would
most
you
impor tant
decide
which
things
in
tests
children
education
school?
and
examinations?
learn
system
is
at
the
school?
best
in
world?
Read
Read this ar ticle, which is about the best education systems in the world.
In
2015,
the
operation
the
to
and
world’s
children
which
ey
OECD
Development)
schools.
in
76
countries
found
countries’
strength.
(Organisation
that
ey
had
the
there
academic
Perhaps
a
tests
around
best
is
is
strong
not
in
link
and
a
report
various
the
systems
performance
this
Economic
produced
gave
countries
for
world,
of
Co-
on
subjects
to
see
education.
between
the
economic
surprising.
Japan came second in the 2015 rankings. Again,
the countr y expects hard work from its children.
In addition, Japan makes more use of technolog y
in education than any other countr y in the world.
Another strong feature of their educational system is
the part played by extra-curricular activities such as
chess and sports. e government is convinced of the
link between school success and outside activities –
nearly all Japanese children are expected to take part
Perhaps
what
is
more
surprising
is
the
widely
in these activities.
dierent
most
spot
is
taken
countr y
education
billion
literacy
–
158
South
–
its
invests
their
is
an
write.
Korea.
great
e
work
budget
impressive
leaves
seems
days
deal
result
is
used
number
It
to
seven
yearly
ever yone
and
a
being
e
children
school
dollars.
rate
nearly
read
by
attend
education
countries.
expects
children
11
of
successful
countr y
e
styles
a
of
this
hard:
week.
is
99.4
the
one
money
that
school
in
their
per
able
cent
to
in
Unit
Finland
2015
list,
spend
to
is
in
far
many
the
topmost
sixth
less
place.
time
in
countries.
examinations
non-Asian
e
the
ey
until
they
countr y
Finnish
not
reach
take
the
the
they
students
classroom,
do
in
some
compared
any
age
the
public
of
of
formal
tests,
the
teachers
and
to
decide
what
to
valuable
next
Talk
1
Find
2
a
the
with
word
‘the
richer
b
‘the
ability
is
it
to
Are
any
there
are
not
education
–
on
e
can
school
schools
take
visits
place
and
further
believe
outside
eld
trips,
for
carr y
is
hard
teach
for
people
to
work
out
which
is
the
best
out
of
education
when
you
can
see
how
dierent
each
published
can
all
gain
excellent
results.
as
partner
phrase
in
countries
to
read
dicult
approach
improve
results
a
or
a
W hy
3
–
countries.
step
17–19.
styles
person
many
classroom
form
assessments
in
One
example.
It
Instead
are
9:
to
education
got
and
in
ar ticle
better
that
means:
results
in
the
test’
write’.
decide
education,
ideas
the
which
according
this
ar ticle
around
the
countr y
to
this
that
has
the
best
ar ticle?
you
think
could
world?
Write
Reect
EI T HER:
your
school
about
make
your
the
Write
a
the
school.
ideas
proposal
board
change
to
a
or
you
headteacher
would
education
You
could
included
in
like
to
system
in
use
the
and
one
In
this
unit,
✪
talked
✪
learned
✪
read
you,
though
you
have
some
it
in
more
and
If
you
look
can,
at
the
go
about
vocabular y
of
on
school
different
countries’
the
topic
traditions
concerning
school
learned
about
inver ted
commas,
brackets
and
dashes,
and
detail.
on
the
OECD
to
punctuate
✪
listened
to
✪
practised
a
direct
spoken
speech
text
about
education
in
Lesotho
internet
website
selecting
and
collating
relevant
information
in
for
written
yourself:
useful
memories
to
how
OR:
early
to
✪
develop
your
of
ar ticle
will
you:
about
star ting
help
check
to
and
spoken
texts
http://www.oecd.org/
✪
gave
a
talk
✪
revised
on
education
in
your
home
countr y
education/
Choose
an
area
of
about
that
interests
repor t
on
the
you
do
the
level
same
repor t,
results
girls
in
sug gest
of
the
and
OECD
example,
using
apostrophes
for
missing
letters
and
learned
education
write
ndings.
and
boys
Science?
reasons
tests.
✪
learned
✪
read
✪
wrote
how
to
give
clear
advice
in
writing
For
a
speech
given
at
a
United
Nations
Youth
conference
achieve
In
for
homophones
a
about
education
or
education
systems.
your
the
Check
you
necessar y,
A sk
for
feel
go
help
confident
back
if
you
to
the
need
about
all
section
these
and
things.
revise
it
If
carefully.
it!
159
Education
UNIT
This
10
unit
people
is
after
education
or
it
at
further
at
evening
this
R4
unit,
draw
for
L4
a
Education
will
learn
inferences,
the
variety
extended
of
classes,
you
of
years.
at
some
education
age
self-study
16
or
education
recognise
18,
(FE)
in
at
open
This
kind
in
the
or
may
of
be
college,
workplace.
education
college
to
can
continue
university,
apprenticeships
or
even
home.
to:
make
deductions
language
with
and
recognise
increasing
uency
implicit
and
meaning
creativity
purposes
purpose,
implied
meaning,
attitudes
and
feelings
in
texts
demonstrate
S4
to
opportunities
of
school,
the
manipulate
W4
the
age
refer
after
through
the
at
might
Later
,
In
about
post-16
appropriate
pronunciation
and
intonation.
post-16
Glossary
10.1
Our
choices
16–18
A
Dierent
and
countries
phrases
in
the
have
dierent
Glossar y
(your
education
school
systems.
may
use
Look
dierent
at
the
ones).
words
Make
Levels
and
you
understand
these
–
you
will
come
across
them
a
lot
over
few
Time
a
in
the
secondary
list
to
of
think
people
AP
you
know
who
are
older
than
16,
and
the
dierent
UK
of
(short
learning
they
have
done
or
are
doing
now.
Make
some
the
same
kind
of
education
you
want
for
the
next
two
years.
Are
or
dierent?
W hat
are
Use
your
some
reasons
of
the
for
words
these
a
and
phrases
Time
to
from
the
last
US
year
what
you
both
hope
to
do
over
the
years.
You
conversation
✪
where
✪
what
✪
reasons
160
need
going
you
you
will
for
ask
smoothly.
hope
hope
to
to
to
your
be
do
choices.
one
You
another
could
students
two
of
following
similar
questions
nd
out:
to
a
to
qualication
after
a
three-year
next
course
two
or
schools
curriculum;
awarded
out
or
by
Level’
degree
nd
taken
the
talk
par tner,
Advanced
course
choices?
‘A
a
following
they
the
Glossar y.
With
years
notes
secondary
the
schools
for
Placement)
in
about
by
two
curriculum
examination
kinds
taken
nal
years.
the
Make
courses
the
of
next
for
Levels)
examinations
students
sure
(short
Advanced
keep
the
at
university
Unit
10.2
10:
Thinking
and
speaking
Expectations
Glossary
Time
to
think
and
talk
GCSE/IGCSE
In
what
ways
do
you
think
education
will
be
dierent
been
up
to
in
the
(short
[International]
two
years
of
secondar y
to
use
school
school?
these
from
Talk
star ting
how
it
about
has
your
ideas
in
now,
small
since
groups.
the
subjects
you
✪
relationships
✪
homework
You
might
Certicate
of
Education)
–
Secondary
like
points:
taken
by
the
British
with
subjects
✪
rules
and
✪
clothing.
the
ages
of
16
are
taught
(verb)
to
pass
standard
or
college
UK
Can
you
to
think
your
the
after
up
to
the
school
end
of
course
equivalent
school
age
of
by
looking
at
the
photos
successfully
below.
star t
you
or
end?
leave
ink
formal
of
examples
education?
you
have
at
diploma
gained
(for
18)
the
by
completing
high
all
school
seen.
How?
IB
(short
for
International
Baccalaureate)
and
to
US
secondary
qualication
conversation
learning
learn
Time
the
learning
courses
does
at
the
the
university
school
the
high
W hen
18
discipline
Lifelong
for
reach
a
students
Prepare
or
required
of
Time
and
teachers
high
10.3
usually
learn
examinations
the
following
curriculum,
graduate
how
qualications
students
between
✪
General
star ting
the
✪
for
last
set
of
–
a
course
examinations
taken
talk
by
students
in
the
nal
two
With a partner, talk about the dierent opportunities people have for
years
of
secondary
schools
all
learning throughout their lives. Be prepared to ask one another questions
around
the
world
and answer as fully as you can, to keep the conversation going.
qualication
pass
required
examination
for
a
job
or
course
qualify
(for
doctor)
education
example
example
(verb)
you
to
to
get
need
become
as
a
the
(for
a
doctor)
161
Unit
10:
Reading
non-fiction
READING
In
this
section,
par t
you
✪
read
of
✪
learn
✪
understand
some
a
NON-FICTION
will:
blog
useful
and
vocabular y
practise
inference.
Exploring…
Read
in
this
blog ,
Germany
writes
leave
to
about
their
which
spend
‘culture
home
was
a
written
year
at
shock’,
countr y
an
by
Judith
something
to
Enders
Australian
study
High
ever yone
who
left
School.
her
Here,
experiences
home
she
if
they
elsewhere.
https://www.internations.org/magazine/culture-shock-a-personal-story-16175
Culture
When
one
first
year
with
the
I
shock
phase
also
of
I
After
…
a
to
two
host
Many
culture.
experience
I
started
I
age
was
of
the
However
,
or
happy
soon
and
in
enough
my
go
to
of
feel
friends
High
culture
shock
the
that
this
to
over
School
the
shock
feeling
and
didn’t
before
…
last
more
head:
more!
‘honeymoon
Differences
my
with
much
culture
family
populated
so
so-called
other
odd.
is
for
moon
homesickness
culture
be
increasingly
to
term
months
to
started
missing
16
completely
frustration
things
thoughts
the
confuse
weeks
super
months,
Annoying
people
first
are
at
family
confusion,
those
you
apparent.
more.
Australia
foreign
going
about
more
a
where
was
in
with
feeling
to
includes
phase’
as
live
everything
adjusting
It
arrived
and
However
,
forever
.
Glossary
adjusting
became
fit
and
in
changing
understands
me,
my
English
is
not
good
enough.
…
to
find
proper
bread
(‘proper’
in
my
opinion
Why
is
it
referring
at
Germany)?
home!
And
I
so
wish
on.
public
transportation
would
work
the
to
same
the
next
few
way
…
I
developed
my
own
little
cannot
something
honeymoon
though,
of
you
as
…
months,
feeling
because
bread
taken
Over
a
so
do
from
you
better
annoyance
impossible
that
“Nobody
frustration
really
so
by
a
a
romantic
newly
holiday
married
routine,
couple
learned
to
adapt
unknowingly
expect
in
most
appreciate
and
made
the
ways
dramatically
–
also
and
not
of
only
many
had
my
and
my
I
own
had
in
I
had
attitudes.
vocabulary
exclusively
friends.
phase’.
adapted
thinking
dreamt
new
‘adjustment
situations,
new
thought
…
entered
had
behaviour
My
and
what
and
English
expanded
English!
slowly
learned
to
inevitable
learned
had
improved
significantly
but
I
over
the
meaning
…
started
Every
day
I
to
felt
make
more
sense
and
and
more
I
understood
comfortable
moon
‘really
Australian
with
my
culture
new
better
many
new
traits
while
also
keeping
idiom
home.
a
period
earlier
ones
from
my
of
time,
I
my
head
filled
home
head
country.
This
162
I
would
process
often
which
refer
to
occurred
myself
over
my
as
‘having
last
few
a
second
months
nationality’.
abroad
is
a
‘stage’
populated
adopted
an
happy’
…
phase
Things
unavoidable
to
called
traits
characteristics
my
Unit
the
‘mastery
day
remarked
sound
just
I
to
want
…
acceptance
1
Answer
W hat
a,
b
is
or
us!’
out
One
is
explain
to
say
c
to
show
W hat
B
was
‘You
are
when
my
dear
Australian
friend
now,
one
Jude!
You
the
rst
effects
for
step
sure
of
culture
though:
towards
shock
culture
adjusting
are
different
shock
better
is
to
a
for
inevitable
foreign
and
culture.
questions.
point
of
paragraph
2?
Choose
the
correct
answer,
c.
to
3
that
main
b
How
moment
conversation:
thing’s
the
a
2
a
happiest
what
that
long
that
after
made
Answer
early
culture
culture
shock
Australian
arriving
Judith
these
feel
is
shock
nothing
bread
did
is
Judith
fr ustrated
feels
like
serious
not
ver y
star t
early
to
good
feel
on?
uneasy?
Name
two
things.
questions.
Hint:
1
In
paragraph
3,
how
can
you
tell
that
Judith’s
English
has
a
high
3
what
ways
affected
3
In
4
Judith
by
Early
Later
3,
Judith
this
herself
shock?
how
identifies
complete
of
did
culture
paragraph
Name
can
you
different
table,
Give
using
change
three
tell
that
stages
ideas
stage
of
so
that
the
phase
______________
phase
Felt
phase
Had
about
Give
you
her
two
you
B1
will
less
the
more
shock.
to
at
Copy
fill
in
home?
to
infer
lines).
text
and
yourself
(read
You
work
what
between
have
the
to
out
consider
for
answer
is.
and
the
gaps.
frustrated
______________
Do
C,
______________
Appreciated
advice
feels
blog
phase
C
questions
section
Feeling
honeymoon
W hat
became
the
Judith
culture
from
she
ways.
______________
5
answer
and
level?
have
In
To
reached
and
2
Comprehension
…
these
the
My
during
like
point
everyone
A
phase’.
10:
does
think
Judith
give
for
Judith
was
positive
experience
reasons
same
for
of
living
your
in
getting
new
ways
attitudes
over
or
as
culture
negative
of
an
doing
things
Australian
shock?
generally
Australia?
answer.
163
Unit
10:
Grammar
Grammar
In
this
section,
you
✪
to
identify
✪
to
understand
how
✪
to
understand
what
noun
Prepositional
A
phrase
is
a
connected
so
The
in
the
a
words
‘head’.
If
over
after
the
a
the
of
noun
words
stay
is
a
phrase.
phrases
under
the
a
are
neatly
and
concisely
are.
grammatically
within
single
Unit
4
you
like
bridge
before
detail
phrases
that
act
add
antonyms
a
word
preposition,
In
can
can
and
together
expand
‘head’
months,
phrases
synonyms
they
phrase
water
,
few
noun
and
that
a
learn:
phrases
group
prepositional
prepositional
will
then
sentence.
that
the
learned
adverbs.
lunchtime
called
phrase
how
For
(adverbial
is
is
these
example:
phrases
(adverbial
of
place)
phrases
of
time)
If
the
‘head
phrase.
my
The
for
lessons
noun
I
1
is
a
noun,
then
the
phrase
is
a
noun
example:
in
French
phrase
and
can
be
German
the
students
subject
of
the
aged
16
or
more
sentence,
example:
Students
or
word’
For
the
aged
object
enjoy
Find
my
of
16
the
lessons
and
copy
or
can
sentence,
in
The
16-year-old
b
Judith
learned
c
Judith
loved
for
French
the
a
Australian
more
noun
girl
go
college.
example:
and
German
phrases.
was
brave.
independence
her
to
year-long
and
stay
in
self- confidence.
an
Hint:
school.
Sometimes
phrase
d
Judith’s
Australian
host
family
were
ver y
might
Learning
a
foreign
language
is
a
wonder ful
phrase
experience.
at
164
noun
a
kind.
prepositional
e
the
include
question
1c.
–
look
Unit
Writing
noun
can
build
a
noun
into
a
noun
phrase
neatly
like
phrases
this:
add
Take
a
noun
is
detail
be
saying
determiner
or
a
number
or
both
the
two
a
Add
a
adjective
prepositional
phrase
the
two
clever
the
two
clever
with
Add
a
descriptive
-ing
word
or
phrase
the
black
two
with
sentence
of
way
to
sentences.
more
interesting
and
can
save
words
concise
something.
way
of
Sometimes,
adds
variety
students
writing
to
and
more
your
sentence
makes
your
interesting.
students
hair
clever
black
over
it
neat,
structures,
an
great
your
students
it
Add
a
noun
students
and
a
Using
to
Sometimes
Add
Grammar
phrases
REMEMBER:
You
10:
students
hair
sitting
there
informative.
Add
two
or
three
these:
✪
determiner
✪
adjective
✪
-ing
word
a
I
have
b
I
would
c
I
shall
d
__________
was
frightening.
e
__________
was
ver y
or
lost
✪
number
✪
prepositional
phrase
Challenge
phrase.
__________.
(bag)
Can
like
miss
__________.
__________.
(mobile
phone)
add
to
question
(teacher)
(book)
exhausting.
you
extras
with
four
the
2
to
or
all
sentences
pack
ve
in
them
information?
(journey)
165
Unit
3
10:
Grammar
Look
at
number
each
and
these
in
vocabulary
sentences.
brackets
refers
Find
to
and
the
copy
number
the
of
noun
noun
phrases.
phrases
e
in
sentence.
a
I
learned
b
I
appreciated
c
Slowly,
I
e
My
new
and
made
ways
started
of
to
many
new
thinking
make
friends.
and
sense
(1)
attitudes.
and
I
(1)
understood
Australian
(1)
adopted
my
adapt
things
culture.
d
to
home
many
new
countr y.
happiest
Australian
traits
also
keeping
earlier
ones
from
(2)
moment
now,
while
was
Jude!
…’
when
my
dear
friend
said:
‘ You
are
(2)
Vocabulary
REMEMBER:
Synonyms
and
same
antonyms
called
1
Write
out
the
sentences
below,
changing
each
in
to
the
another
word
with
a
similar
meaning.
similar
widened
only
pleased
Use
the
and
jog
obvious
are
happy
to
be
in
the
Dierences
other
English
exclusively
3
166
Give
had
in
became
culture.
apparent.
improved.
en
things
My
for
each
I
vocabular y
of
a
sad
b
shout
c
nice
d
horrible
e
scared
Give
L ater,
star ted
adapted
had
English.
synonyms
antonyms
for
Two
words
with
adjusted
to
meanings
each
a
love
b
dark
c
empty
d
sharp
e
tall
of
these
words.
these
words.
my
behaviour.
expanded.
I
For
dreamt
are
are
called
example,
feel
cold
2
synonyms.
progressed
antonyms.
My
are
example,
words
opposite
odd.
For
the
box.
strange
was
with
meanings
synonyms.
REMEMBER:
I
words
underlined
run
word
or
Two
antonyms.
hot
and
Unit
4
Copy
an
and
complete
this
table
–
the
rst
row
has
been
done
10:
Vocabulary
as
example.
Challenge
Word
Synonym
Make
Antonym
the
friend
comrade
some
words
ashcards
in
the
with
table.
You
can
enemy
use
inexpensive
them
including
for
different
this
games,
‘memory’
game:
noisy
careful
Turn
all
then
take
the
quick
the
it
cards
in
synonyms.
turns
to
nd
face
turns
to
Then
the
up,
nd
take
it
in
antonyms
colourful
5
Now
add
five
rows
to
the
table
above
and
use
your
own
You
can
few
cards
make
can
add
as
your
as
many
or
you
want.
You
own
words/
words.
synonyms/antonyms
You
can
use
a
dictionar y
or
thesaur us
(a
book
that
gives
synonyms
phrases)
to
(but
check
or
they
similar
as
are
correct
with
your
help.
teacher
rst).
167
Unit
10:
Listening
LISTENING
In
this
section,
how
you
✪
revise
✪
learn
✪
understand
some
listening
W hen
you
prepare
listen
is
1,
By
also
such
as
what
have
your
To
this
by
closely
text
recognising
then
L ater
notes
to
in
in
answer
your
implicit
ideas
questions,
educational
lectures
to
prepare
can
will
in
–
this
is
you
life,
good
should
you
will
practice
have
for
to
that.
star t
have
read
by
checking
good
the
reminding
range
questions
out
of
yourself
its
store
vocabular y
through,
of
of
to
noting
the
topic.
words
draw
any
on
that
on.
key
words
where
your
have
to
have
this
is
good
answer
this,
by
Other
skills
answer
to
skill,
is
‘zzy
incorrect,
never
A
for
think
listen
questions
hard,
to
not
Audio
where
just
10.1
the
listen
and
answer
for
then
the
is
not
so
answer.
answer
heard
Now
them.
‘ black
listening
drinks
wrong:
is
a
question:
think
e
take
brain
and
you
practise
meant
listen
you
learned
–
to
vocabular y
is
learned
now,
also
obvious
listening
about…
you
when
will
for
mentally.
and
Developing
You
to
yourself
means
topic.
You
useful
carefully
Unit
prepare
texts.
Think
In
to
will:
are
coee
or
closely
to
named
–
but
drinks’
are
‘o
because
it’s
so
of
it
until
answer
black
the
tea’.
actual
you
knew
limits’,
new,
You
words
and
the
knew
spoken.
these
were
‘Aqualight’
listeners
have
now.
these
questions
about
Audio
10.1.
REMEMBER:
1
W hat
a,
a
b
is
or
to
the
main
pur pose
of
this
talk?
Choose
the
correct
answer,
you
will
implied
c.
help
students
stay
t
and
to
healthy
help
be
c
2
to
to
How
inform
persuade
can
three
168
students
you
of
students
tell
that
the
to
the
dangers
buy
of
is
spot
examination
to
recognise
Key
this
words
sort
of
include:
caeine
Aqualight
speech
the
meaning.
you
question
b
In
asked
drink
aimed
at
college
students?
Give
•
What
•
Why
•
How
is
the
does
purpose
…?
ways.
can
you
tell
…?
…?
Unit
3
How
can
you
generally
4
W hat
a
an
b
a
c
a
from
your
is
listen
a
this?
to
school
answer
the
to
to
the
questions
group
of
people
who
the
correct
answer,
a,
b
or
c.
radio
a
par tner
not
or
in
actually
meaning
to
a
expert
Audio
talk
to
radio
on
were
the
appealing
A
small
spoken
behind
10.2.
a
you
had
to
think
them.
former
16-year-old
–
group.
student,
Naz ,
has
students.
Glossary
exception
below.
does
After
a
pause
of
two
minutes
you
will
hear
the
recording
a
second
not
Answer
1
W hich
2
W hat
3
W hen
subject
career
W hen
5
for
6
to
subjects
questions.
did
Naz
Naz
career
or
you
of
taking
up?
what
word
does
she
use
as
for
is
about
the
your
best
post-18
subject
place
to
get
choices
fur ther
post-16?
(to
specic
denite
the
former
the
latter
advice
work
1
W hat
to
keep
It’s
a
b
c
2
does
to
W hat
mean
to
your
the
do)
the
rst
the
last
for
a
it’s
like
short
working
time
to
see
in
a
what
about
Practise
with
a
using
partner
Word
these
and
words
add
them
to
Book.
when
she
says,
‘It’s
good
open’?
your
mind
rst
many
making
main
a
plan.
times.
choice.
pur pose
of
the
last
par t
of
talk?
a
to
warn
b
to
describe
c
they
questions.
options
before
is
follow
what
…
rmly
change
wait
her
to
How
students
explain
hard
3
your
good
keep
Naz
see
experience
job
your
these
someone
someone
education?
certain subjects. What are these reasons that she considers poor?
Answer
rule
a
Naz gives four reasons that she considers poor reasons for choosing
C
that
general
quickly?
choices,
careful
where
needed
on
a
‘career ’?
be
Naz ,
decide
thinking
about
‘ job’
should
According
the
is
talking
synonym
4
these
something
follow
time.
shadow
B
Comprehension
research?
the
with
answers
words
carefully
to
on
is
Choose
medical
answers
ese
the
returned
Now
text
documentar y
lecture
aler t!
Now
of
speaker
scientific
advertisement
health
beyond
the
respect
kind
Compare
Be
tell
10:
as
can
person?
shows
what
that
you
you
Give
against
making
university
university
is
a
mistake
really
courses
like
are
not
as
think
tell
that
one
Naz
example
is
an
of
understanding
what
she
says
that
this.
169
Unit
10:
Grammar
Grammar
In
this
section,
you
differences
will
learn:
✪
the
✪
how
to
use
repor ting
✪
how
to
use
the
Direct
In
and
Unit
marks
Naz
9
‘I
am
Sometimes
Naz
said
apostrophe
learned
show
said,
direct
the
you
that
how
she
to
repor ted
speech
show
possession.
punctuate
direct
spoken,
speech,
for
using
speech
example:
experience.’
want
was
to
actually
work
might
and
speech
words
doing
speech
questions
reported
you
to
between
to
doing
just
work
report
what
was
said,
for
example:
experience.
REMEMBER:
When
you
use
reported
be
speech:
missed
Naz
✪
you
don’t
use
speech
marks/inverted
said
The
out.
she
word
For
was
that
can
example:
doing
work
commas
experience.
✪
you
have
✪
you
may
(for
1
to
change
have
example:
Change
these
a
e
girl
b
e
boy
c
Naz
to
the
pronoun
change
am
the
doing
was
sentences
said,
‘I
love
(for
example:
I
she)
verb
into
doing).
reported
speech.
Histor y.’
REMEMBER:
said,
said
to
‘I’m
the
afraid
I
students,
don’t
‘It
is
know
good
what
to
I
keep
want
your
to
be.’
options
questions,
reporting
questions,
modal
speech.
The
verbs
verbs
change
that
when
change
you
are
move
can,
from
must
direct
and
to
The
could
boy
must
asked,
The
boy
asked
The
modal
‘Can
if
he
I
had
have
could
to
a
may
mix
have
of
a
may
The
boy
Arts
and
of
arts
science
and
courses?’
that
do
not
change
yes/no
if.
asked,
and
science
The
boy
mix
of
For
example:
‘Can
Science
I
have
a
mix
courses?’
are
would,
could,
asked
Arts
if
and
he
could
Science
have
a
courses.
courses.
Notice
verbs
use
might
arts
mix
report
reported
of
can
you
carefully.
open.’
When
Some
When
think
should,
there
is
no
question
mark
might
now.
and
ought
to.
When reporting questions with
question words (for example,
2
Put
the
following
sentences
into
reported
speech.
when, where, why ), use the
a
Naz
said,
‘I
could
b
Naz
said
to
c
Naz
told
the
have
become
a
lawyer.’
question word again, for example:
the
boy,
‘ You
can
change
your
mind.’
The
students,
‘ You
should
choose
boy
asked,
‘How
should
I
carefully.’
decide?’
d
e
boy
e
e
girl
asked,
asked,
‘ W hat
career
‘ W here
shall
should
I
go
I
do?’
to
university?’
The
boy
decide.
170
f
Naz
g
e
asked
girl
the
asked
boy,
Naz,
‘Do
‘Do
you
you
want
want
to
to
study
be
a
Medicine?’
journalist?’
asked
how
he
should
Unit
10:
Punctuation
Punctuation
Apostrophes
In
Unit
letters
The
9
you
had
to
show
learned
been
to
use
missed
apostrophe
possession
apostrophes
out,
stands
for
for
example
the
to
show
isn’t
missing
is
letter
that
short
one
for
or
is
more
REMEMBER:
not.
or
of
o
’
The
apostrophe
(possesses)
something
decision
the
choice
the
teacher
Here,
the
boys’s
1
2
3
4
5
can
of
the
using
these
class
b
the
teacher
c
the
advice
d
the
opinion
e
three
f
the
of
the
of
of
of
why
bit
the
elephant’s
the
cat’s
d
the
students’
e
the
teachers’
in
’s
owner
immediately
it.
owns
the
owner
of
example:
decision
choice
boys’
boys.
teacher
It
does
not
have
’s
because
by
using
’s
or
s ’.
children
of
the
boy
are
incorrect.
Write
them
out
correctly.
trunks
noses
brain
head
difference
a
the
parent’s
b
the
book’s
between
view
authors
apostrophe
a
the
books
cover
b
the
tables
tops
c
our
d
my
fathers
fathers
said
the
tail
the
said,
ends
is
mother
these
c
show
that
it
awkward.
subjects
b
after
someone
to
word
that
parents
the
my
lions’
Naz
word
A
Abdullah
of
the
the
the
show
teacher
his
a
‘Naz ,’
comes
a
for
boy’s
the
or
apostrophe
of,
the
phrases
chosen
ideas
E xplain
word
boys
sound
the
the
the
something
an
Naz’s
the
a
E xplain
that
use
boy
apostrophe
E xplain
show
You
Naz
of
would
Shorten
Put
also
something.
of
to
follows
without
the
s’
in
(one
advice
the
‘e
boys,
boys
parents’
the
books’
correct
book,
one
tables,
(many
(one
difference
the
the
(many
advice
pairs
of
phrases.
view
authors
place.
cover)
many
tops)
fathers)
father)
between
‘should
should
these
make
make
these
the
the
pairs
of
sentences.
decision.’
decision.’
171
Unit
10:
Reading
non-fiction
READING
In
this
section,
✪
read
✪
learn
a
case
✪
practise
you
NON-FICTION
will:
study
some
about
useful
drawing
a
young
man
who
is
studying
Business
vocabular y
inferences
and
recognising
implicit
meaning.
Exploring…
If
you
or
have
relative,
career
e
in
text
to
a
AP
It
Case
is
is
a
Explain
case
or
a
than
an
early
actor,
I’d
age,
I
always
why
of
IB.
it.
or
Do
why
book
a
young
He
left
world,
you
perhaps
think
you
from
would
a
friend
enjoy
a
not.
called
Guide to Not Going to
man
school
Birmingham,
to
Study:
business
about
study
in
the
careers
the
College
rather
of
another
from
courses
Business
From
one
below
business,
an
tell
experience
business?
University.
Levels,
any
UK .
who
after
He
decided
taking
hopes
to
not
to
GCSEs
go
take
and
straight
A
went
into
university.
Adrian
knew
I
Jarrett
wanted
wanted
to
to
focus
run
on
a
my
own
creative
business.
career
Being
where
Glossary
I
case
could
ear n
a
living,
as
well
as
gain
total
job
satisfaction
liaising
study
someone’s
people.
an
actual
of
experience
…
entrepreneur
After
example
with
applying
for
the
course,
I
was
invited
to
the
college
for
someone
induction
and
I
fell
in
love
with
the
wonder ful
facilities
on
(from
French)
an
offer.
who
is
inventive
in
The
business
relaxed
a
great
For
atmosphere
reputation
me,
the
‘outside
a
best
the
business,
also
entrepreneur.
fundamental
business
its
par t
box’.
it
was
for
It
It
of
the
not
The
to
you
with
from
it
you
College
had
a
of
nur tured
are
you
settle
an
occasion
shown
to
one
which
is
more
independent,
inuences
an
who
about
your
individual
to
have
I
in
my
made
have
overcome
pushing
myself
this
to
by
setting
myself
small
was
a
from
specific
life
people
difference
in
helping
me
challenge,
achievable
responsible
for
goals
me
excel.
liaising
Aside
a
me
helping
and
help
school
partly
but
when
to
in
instrumental
environment,
around
up
knowledge
on
you
think
setting
focusing
in
you
mindset
in-depth
being
the
induction
makes
about
the
whilst
and
suppor t.
that
adopt
principles
jump
is
teaches
you
provides
welcoming
student
course
only
allows
business
goals.
extremely
strong
business-related
units,
we
also
get
cooperating/
involved
interacting
with
over
fun
activities
£3,500
for
Bir mingham
during
national
Half
the
course;
charities.
Marathon.
T
o
collectively,
raise
Crossing
the
funds,
finish
our
I
group
took
line
raised
par t
was
one
in
the
of
mindset
nurtured
proudest
was
moments
such
a
to
date.
rewarding
I
still
wear
my
wristband
ever y
day
–
have
172
been
elder
lucky
brother
to
have
and
mind
cared
for
experience.
in
my
of
it
think
I
state
my
several
teachers
to
strong
name
a
influences
few,
but
in
my
since
life,
studying
a
‘outside
different,
the
box’
creative
think
way
Unit
here
…
have
to
I
can
add
different
be
been
It’s
The
succeed
peers
career
successful.
experiences.
me
my
so
goals,
great
tutors
far,
to
we
to
all
be
have
their
these
influences
want
able
also
the
to
been
knowledge,
too.
same
lear n
Whilst
from
from
instrumental
guidance
the
each
and
we
10:
Comprehension
all
course
–
other’s
in
helping
suppor t
has
fantastic.
A
Answer
1
A
2
career
W hat
are
W hat
is
To
3
the
before
b
while
c
after
what
he
he
he
setting
does
the
appealed
last
point
actually
was
had
to
Adrian
the
started
into
about
for
two
reasons.
says
small
phrase
the
college
studies.
his
studies.
there
he
for
a
…
while.
overcame
achievable
‘small
2?
his
studying
Adrian
these
paragraph
liked
settling
been
3,
of
Adrian
myself
Answer
In
main
paragraph
W hat
B
business
explain
‘ by
questions.
they?
a
In
1
in
these
his
problems
goals’.
achievable
goals’
mean?
questions.
paragraph
Adrian
says
‘I
can
add
my
peers
to
these
inf luences’.
W hat
2
Look
does
at
Adrian
3
a
an
b
a
cares
C
In
the
List
he
last
paragraph.
ambitious
the
team
whole
about
this
course
why
the
mean?
a
phrase
or
a
sentence
that
shows
person.
player.
text,
text,
(the
Adrian
academic
the
reasons
can
why
he
was
✪
why
he
enjoyed
Do
not
side)
each
satisfied
the
gives
social
for
✪
give
how
you
tell
that
Adrian
is
a
person
who
others?
enjoyed
four
Copy
is
good
From
this
the
same
reasons
of
aspects
of
the
with
social
reason
why
college
of
he
life,
college
was
and
satised
the
with
reasons
life.
following:
the
academic
side
side.
more
than
once.
173
Unit
10:
Writing
WRITING
Writing
In
this
to
describe
section,
how
you
to
will:
✪
learn
✪
practise
using
✪
practise
building
✪
learn
useful
use
synonyms
synonyms
up
to
noun
vocabular y
to
show
add
different
variety
and
shades
interest
of
to
meaning
your
writing
phrases
on
the
theme
of
buildings
and
schools.
Exploring…
Earlier
words
that
in
can
you
house
this
unit
have
will
might
comfor table
you
learned
exactly
learn
both
to
same
recognise
refer
feelings
the
about
to
the
meaning
the
place
attached
synonyms.
to
longer
where
it,
the
–
Of
there
you
you
other
course,
are
study
live
–
no
shades
of
English.
but
(house)
is
one
two
meaning
Home
(home)
more
and
has
factual.
A
Work
with
a
partner
to
answer
these
questions.
big/gigantic
1
Look
at
the
synonyms
in
the
boxes
on
the
right.
angr y/furious
With
a
par tner
W hich
word
discuss
seems
when
you
would
use
one,
and
when
the
other.
‘stronger ’?
good/fantastic
2
Explain
the
differences
between
the
words,
whispered, shouted,
muttered, screamed, bellowed.
slim/scrawny
3
Read
this
sentence
aloud
to
one
another:
cold/freezing
‘T
ake
How
this!’
many
underlined
he
said,
as
dierent
words?
he
walked
synonyms
Write
out
towards
can
your
you
me.
nd
sentences
to
replace
and
then
the
read
two
them
aloud
Hint:
how
to
one
You
you
will
read
Read
the
paragraph
below
to
your
par tner.
Then
work
together
change
replace
use
all
lovely
those
for
dream
nice
each
words
with
different
synonyms
–
(you
on
the
sentence,
the
new
words
to
you
A
to
another.
depending
4
need
can’t
have
used.
just
one!).
night
out
Challenge
We
had
a
nice
meal
in
a
ver y
nice
restaurant.
The
tables
were
nice,
Turn
and
all
the
knives
and
forks
were
nice.
Then
the
waiter
came
this
paragraph
nightmare
serve
us.
He
looked
nice
and
was
so
nice
to
us.
He
brought
to
us
ver y
quickly,
which
was
nice.
We
had
nice
salad
cheese,
then
we
had
a
nice
main
course
with
nice
desser t
we
had
a
nice
cake
covered
in
nice
cream.
every
We
left
tip
for
him
after
that
nice
174
could
read
out
your
new
versions
to
the
class
–
Do
twice.
experience.
help
You
A
out.
nice
not
with
an
repeat
any
nicely,
of
You
can
use
a
a
dictionary
nice
night
vegetables.
word
For
a
with
antonym.
nice
of
the
Replace
meal
into
to
course!
you.
or
a
thesaurus
to
Unit
Developing
your
page
165,
you
Writing
skills
Useful
On
10:
learned
to
use
noun
phrases
to
build
up
a
words
to
describe
description.
buildings:
Now
do
the
same
with
one
of
the
pictures
below.
Each
picture
shows
a
Parts
school
in
a
dierent
par t
of
the
world.
Star t
with
‘a
of
a
building:
roof,
arch,
school’.
courtyard,
interior
,
playground,
exterior
,
entrance
Construction materials: concrete,
timber
, steel, brick, stone
Adjectives
storey,
to
give
the-art,
spacious,
ancient,
simple,
to
show
breathtaking,
Make
sure
these
words
school?
B
1
With
Choose
like.
a
one
You
Say
of
the
could
countr y!
2
partner,
Your
which
Time
it
pictures
include
par tner
schools
to
take
you
write:
the
has
in
turns
above.
to
Describe
surroundings
to
would
guess
or
school
play
–
which
would
‘ W hich
what
but
school
not
like
the
don’t
to
a
150–200- word
You
could
description
use
this
as
a
school
of
your
school
are
attend
the
the
and
the
to
the
Use
help
a
few
you
noun
add
brochure/
Take
Check
in
care
an
economical
you
same
not
have
word.
to
not
overdo
it.
repeated
Use
synonyms
appearance/style
to
✪
words
plan:
surroundings
outside
more
Book.
why.
the
✪
other
describe
describing.
way.
✪
you
looks
REMEMBER:
for
ve
what
What
the
brochure
paragraph
help
Add
information
prospectus.
know
mean.
Word
phrases
Write
tranquil
school?’.
read
you
opinion:
grand,
you
would
your
spacious,
impressive,
old-fashioned,
to
futuristic,
elaborate
awe-inspiring,
a
single-
state-of-
dilapidated,
Adjectives
words
facts:
traditional,
avoid
repetition,
for
example
interior
building/structure/construction.
✪
general
You
could
impressions
use
a
or
feelings
photograph
or
about
drawing
it.
to
add
interest
to
your
writing.
175
Unit
10:
ONE
One
step
STEP
further
FURTHER
Think
In
this
unit,
invited
to
you’ve
think
thought
even
about
fur ther
dierent
ahead
–
to
types
of
university
education
or
college
after
the
age
of
16.
In
this
section
you
are
life.
Read
Many
international
postgraduate
statistics,
life
in
to
students
studies.
help
QS
have
World
students
the
whole
University
make
an
world
to
R ankings
informed
choose
is
an
decision.
from
when
organisation
Here
is
an
it
comes
that
extract
to
their
produces
from
their
undergraduate
lists
ever y
website
year,
about
or
using
student
India.
https://www.topuniversities.com/where-to-study/asia/india/guide
Fast
Facts
•
Second
•
Seventh
•
Capital:
New
•
Largest
city
•
National
•
Around
•
Major
•
Around
•
The
•
Currency:
•
Popular
•
India
•
Climate
wet
•
largest
of
the
rupee
the
largest
the
most
sizes,
India’s
subjects,
Indian
space
and
China)
at
1.3
billion
=
100
of
Institute
field
and
from
largest
but
individual
states
have
additional
official
languages.
Sikhism
and
Buddhism.
education
in
the
hockey,
is
world
football
planning
northern
to
(after
its
the
(soccer),
first
southern
system
in
in
was
the
of
ranked
(IISc)
the
the
US
and
China)
basketball
manned
India,
but
space
is
and
tennis.
mission
generally
for
split
2021.
into
three
seasons:
hot,
world
24th
of
in
the
and
a
fast-growing
expansion
(after
and
state-run,
for
Institute
world.
China),
rapid
colleges
some
well-known
Indian
in
(after
undergone
origins,
(IISc)
Science
placing
has
thousands
and
the
vegetarians
systems
are
especially
by
of
population
system
Science
of
as
Christianity,
system
agency,
There
is
English,
paise)
population
education
and
higher
and
English.
Islam,
cricket,
specializations
well
in
education
spearheaded
as
(after
cool.
second
higher
2016,
Indian
world
Hindi
speak
education
significantly
education
Institute
sciences,
include:
can
Hinduism,
rupee
complex.
higher
Rankings
(1
largest
world’s
of
the
…
Standard
invested
higher
own
the
higher
in
world
Mumbai
population
include:
GDP
varies
has
the
languages:
largest
of
The
of
its
in
population:
sports
has
the
types,
by
religions
3%
population
Delhi
(monsoon)
India’s
country
official
10%
India
national
largest
third
India
With
176
about
the
China
and
the
the
universities
others
world
quality
Science
over
of
(IISc)
in
…
past
US)
economy,
few
–
India
and
to
it’s
decades.
to
an
choose
unsurprising
India
now
outsider,
from,
of
has
that
one
perhaps
many
one
different
private.
in
its
the
QS
Higher
education
in
Education
System
engineering
and
Strength
technology
Bangalore.
Bangalore
Bangalore
global
top
…
100
performs
for
best
chemical
(among
the
engineering,
top
50
worldwide)
electrical
for
engineering
materials
and
chemistry.
...
Unit
10:
One
step
further
Mumbai
Mumbai
the
…
world,
site
of
a
is
India’s
home
large
The
of
city
ancient
food.
is
capital,
of
18
million
home
in
people.
Mumbai
to
and
the
is
one
of
Located
India’s
Bollywood
the
on
fun
Mumbai
of
buzzing
cities.
and
is
the
and
extremes
restaurants
theater
,
also
Talk
cultural
There
is
are
as
home
largest
universities
Discuss
and
to
scene,
great
activities
–
lm
…
industry
glittering
well
as
some
sights
of
some
of
India’s
in
the
a
weather
,
most
world
suit
best
using
a
at
the
the
and
highest
and
street
of
W hat
are
of
the
nightlife.
this
probably
live
one
of
music,
India’s
traditional
universities,
students.
including
The
the
language
University
of
of
Mumbai,
instruction
at
Indian
check
unit,
you:
talked
about
different
kinds
of
education
for
students
aged
16
expansion
above
and
✪
read
a
blog
written
by
a
student
✪
learned
some
✪
learned
about
noun
✪
learned
about
synonyms
✪
listened
who
studied
abroad
capital
useful
vocabular y
about
education
scene
phrases
and
and
their
use
antonyms
advantages/
of
studying
to
the
a
recording
of
a
talk
given
to
school
students
about
in
subjects
information
✪
given?
it
food,
…
550,000
and
choosing
using
make
great
instruction
disadvantages
India,
including
these
nancial
cultural
language
entertainment,
interest,
dictionar y:
enter tainment
buzzing
and
partner
rapid
commercial,
any
around
and
2
and
well-respected
with
✪
d
coast
nancial
English.
meaning
undergone
c
in
skyscrapers
beaches
to
India’s
In
b
west
cities
simple-yet-mouth-watering
and
universities
usually
with
the
phrases,
a
the
commercial,
Reflect
1
largest
India.
contrasts
fancy
city
…
festivals
one
full
populous
harbor
,
millionaires
markets,
Mumbai’s
most
over
natural
entertainment
number
to
most
Consider
why
you
not,
like
learned
to
understand
implicit
meaning
in
spoken
and
written
texts
might,
or
studying
might
in
✪
learned
✪
learned to punctuate speech and use apostrophes for possession
Write
✪
read
✪
wrote
an
EI T HER:
e
about
direct
and
repor ted
speech
India.
website
a
case
a
study
creative
about
piece
a
student
including
who
studied
descriptions,
a
business
and
an
course
ar ticle
or
inter view.
https://
www.topuniversities.com/qs-
world-university-rankings
information
like
to
Write
study,
an
not
your
go
to
dierent
money
for
from
Conduct
to
if
ar ticle
information
OR:
about
an
for
a
to
object.
study.
If
magazine
you
on
Using
do
the
not
city
this
website
have
you
access
would
or
to
others,
the
most
choose
internet,
like
to
study
one
city
research
in.
where
in
Explain
a
you
would
librar y.
why,
using
research.
inter view
or
places
no
school
your
college
inter view
a
was
has
with
someone
university.
school
Find
you
out
know
why
who
they
has
studied
thought
their
at
university,
decision
was
a
or
with
good
someone
one
or
not.
who
did
Write
up
magazine.
177
Jobs,
career
choices
UNIT
and
1
1
This
we
In
unit
do
this
and
unit,
draw
R4
is
for
you
a
for
to
What
four
or
at
I’ve
to
reasons
why
–
the
we
do
work
it.
to:
make
deductions
language
with
and
recognise
increasing
uency
implicit
and
meaning
creativity
purposes
purpose,
implied
meaning,
attitudes
and
feelings
in
appropriate
career
pronunciation
and
intonation.
choices
done
think
ve
example
help
these
jobs,
careers
ambitions
Time
List
about
and
texts
demonstrate
S4
11.1
of
jobs
different
learn
the
variety
extended
and
will
about
inferences,
recognise
L4
Speaking
the
manipulate
W4
all
ambitions
activities
hobbies
home.
In
and
each
you
have
pastimes,
case,
done
out
spor ts
write
down
of
and
the
the
classroom,
games
skills
or
you
things
need
you
to
do
do
things.
Time
to
talk
REMEMBER:
With
a
par tner,
talk
about
your
list
of
activities.
Ask
one
To
conversation
✪
what
you
enjoyed
✪
what
skills
you
or
have
to
disliked
or
think
you
don’t
encourage
questions
have
and
✪
which
activity
was
most
impor tant
to
you
and
use
which
you
want
to
do
to
strengths
Time
Read
the
about
178
to
careers.
and
weaknesses
think
extract
at
the
one
nd
body
to
use
ready
another
,
out
more
language.
correct
pronunciation
conversation
My
the
be
ask
detail
You
top
of
page
179,
which
is
will
intonation
again.
and
11.2
going,
why
need
✪
keep
another:
from
a
book
to
for
ow
the
easily.
Unit
It
is
very
know
But
not
hard
about
there
are
know
based
to
the
many
about
on
know
jobs
we
is
deal
of
career
parents
jobs
Here
they
kind
our
other
them.
whether
what
that
a
never
list
with
and
of
would
suit
friends
do
consider
different
people,
us
or
best.
tell
kinds
things,
of
data
or
do
hand-eye
skills,
that
ideas.
include
work
skills
managing
negotiating
teaching,
with
involved
and
people,
enter taining
in
working
organising
or
with
people,
suppor ting
and
understanding
people
other
work
together
speed
help
and
to
innovative
people,
might
work
skills
include
involved
manual
in
skills
making
in
using
or
the
ability
to
understand
constructing
tools
how
or
original
and
things
working
work
hand-eye
Data:
work
deciding
Ideas:
work
designing
down
yourself
a
5means
a
graph,
best
to
in
handling
working
to
with
present
associated
adapting
things
that
accuracy
having
new
things
work
or
being
your
able
hands
to
skilfully
with
discussing
and
having
agreement
figures
and
with
things,
infor mation
on
a
or
infor mation.
innovative
experimenting
include
computer
communicate
being
might
and
might
include
investigating.
think
the
headings
mark
1–5
for
‘People ’,
each
area,
‘ings’,
where
1
‘Data’
and
means
‘Ideas’.
‘not
ver y
Now
good’
give
and
‘excellent’.
Time
With
involved
skills
or
Time
Write
a
how
way
sight
coordination
skills
interpreting
do
the
and
ideas
skills
with
reaching
good
to
and
creative,
negotiating
machiner y,
hands
people.
manual
Things:
speaking
might
persuading
giving
coordination
someone’s
require
People:
and
Glossary
about.
we
work
Thinking
We
us
because
11:
to
talk
par tner,
which
are
your
11.3
Which
Time
to
discuss
which
weaknesses.
of
these
Give
areas
reasons
for
are
your
your
strengths
and
answers.
career?
think
Challenge
Most
jobs
will
be
a
mixture
of
skills.
For
example,
if
you
are
interested
Prepare
in
working
with
people
and
data,
you
could
consider
jobs
in
to
or
management.
If
you
enjoy
working
with
ideas
and
things,
a
medicine
or
scientic
research
might
suit
you.
One
thing
is
the
cer tain
career
to
know
yourself
informed
decision.
Prepare
shor t
a
and
your
own
strengths
will
help
you
make
an
of
about
2–3
minutes
about
your
and
reasons
for
choosing
need
to
possible
do
dream
admire
but
job
-
have
doing.
some
You
will
background
Consider:
qualications
you
need
it.
it
would
fantastic
to
presentation
career
why
Time
a
your
considered
the
choice
you
research.
talk
give
on
–
not
getting
class
career
a
in
and
business
be
such
a
job
talk
In a small group or a pair, give your short talk. Use the talks as a starter for
the
salary
not
important.
and
why
it
is
or
is
a longer discussion on the advantages and disadvantages of certain careers.
179
Unit
11:
Reading
non-ction
READING
In
this
section,
✪
read
✪
answer
a
✪
practise
shor t
of
star ted
person
shop.
father,
business
Honda
a
understanding
recognising
successful
themselves,
Honda,
from
(1906–1991),
Company,
child,
who
and
most
Soichiro
Motor
As
testing
of
implicit
a
text
meaning.
about…
world’s
their
was
Honda
biography
inference
the
Soichiro
will:
questions
Think
Some
you
NON-FICTION
was
he
got
spent
also
a
and
did
worked
not
go
their
to
university,
way
up.
One
but
such
Japan.
the
his
people
founder
star t
hours
at
and
his
fixing
president
father’s
bikes
and
of
bicycle
the
repair
lear ning
from
his
blacksmith
Glossary
…
Honda’s
glimpse
of
a
Model T
one
day
became
a
life-changing
apprentice
event:
‘I
could
not
understand
how
it
could
move
under
its
by
power.
And
when
it
had
driven
past
me,
without
even
(verb)
learn
a
trade
own
thinking
doing
the
job,
with
close
why,
guidance
I
found
1922,
myself
that
chasing
love
of
it
down
automobiles
the
road
inspired
as
far
him
to
as
I
could
leave
run.’
home
at
In
age
15
blacksmith
to
apprentice
at
Ar t
Shokai,
an
automobile
repair
shop
in
makes
The
shop’s
exper tise
‘At
Art
owner
unusual
Shokai
machines,’
Honda
saw
said
Motor
theoretical
…
in
in
Honda
one
[Honda]
knowledge
an
so
he
his
was
1973
an
worker
processing
elementar y
much
Kawashima,
upon
–
hard
only
learned
Kihachiro
Company
with
a
by
school
doing
real
who succeeded
retirement.
expert
at
all
‘He
welding
…
Those
of
us
who
had
only
sorts
studied
education.
work
with
Honda
didn’t
of
the
an
academic
In
1928,
of
Art
Honda
Shokai
in
standpoint
completed
just
his
Hamamatsu.
couldn’t
at
just
practical
real
the
have
Model
rst
trucks
and
a
repair
lift
for
began
cars
to
the
subject
on
T
his
and
investors
Undeterred,
Seiki
Heavy
Shokai,
he
began
…
in
1936,
made
In
other
1949,
Type-D’
the
storefront
180
of
back
where
piston
and
opened
building
racing
rings
of
expanding
star ted
at
a
cars
into
separate
putting
night.
par ts
for
Honda
Los
Motor
bicycle
…
In
Company,
…
1959,
Angles
It
was
in
His
a
a
branch
everything
using
an
Ltd.,
old
company,
full
day
and
at
the
Ford
rings
–
car
the
from
parts
a
motor
engine
succeeded
…
released
Honda
Honda
the
hit
But
T
okai
became
a
Aircraft,
first
with
Motor
Dream,
‘Dream
the
Company
by
came
after
joining
pieces
airplane
Ar t
Nakajima
immediate
American
introduced
T
from
manufacturing.
business
T
oyota
an
Model
tasks
him.
after
skill
paper
companies.
public.
in
to
supplier
motorized
Japanese
dream
Honda
Industr y,
2,000-employee
among
to
refused
metal
USA
together
engines,
from
mass-produced
welding
dump
who
compete.’
apprenticeship
Honda
things
expertise
of
from
person
technical
piston
like
a
T
okyo.
1964,
using
heat
of
metal
Unit
they
were
selling
Japanese
Trade
auto
and
Industr y
Never theless
Honda
1972
Civic
to
…
its
in
it
ban
first
the
U.S.
month
despite
on
1973,
won
a
–
hatchback.
1974
opened
100,000
industr y
new
the
…
car
of
Motor
was
Year
jumped
Ministr y
companies.
Civic
the
Honda
Japanese
Honda
The
Car
globally.
a
the
Inter national
introduced
immediate
Japan
into
Comprehension
…
Company
an
of
11:
award.
In
hit,
the
and
1979,
from
Honda
plant.
A
For
1
W hat
2
question,
amazed
Honda
a
that
it
was
b
that
it
could
c
that
he
This
3
each
event
a
the
b
it
c
he
In
is
other
T
car
3,
correct
when
he
was
the
b
He
could
make
c
He
knew
the
him
rich
and
following
studied
the
Honda
became
Honda
set
Honda
sold
won
up
the
theor y
piston
theor y
of
rings
and
information
his
Car
died
Answer
own
motor
right
Honda
the
career.
that
made
him
better
than
and
had
in
car
mechanics.
x
engines.
practical
the
text,
skills.
copy
and
complete
the
these
questions.
company
W hat
…’.
paragraph
5,
1936,
evidence
creative
is
person?
two
in
can
Give
order
star ted
‘undeterred’
you
tell
that
a
separate
mean?
Honda
was
a
person?
there
obstacles
overcome
Honda
does
how
hard- working
W hat
motorbike
Year
in
List
cars.
company
‘Dream’
‘Undeterred,
ver y
4
…
apprentice
rst
of
retired
3
an
the
Honda
In
T?
1906
Honda
2
Model
Year
born
1
a
below.
Honda
C
of
c.
famous.
with
the
about
because
Event
Civic
glimpse
or
car
‘ life- changing ’
it
a
b
road
fascination
was
caught
a,
own
down
as
answer,
managers?
had
table
its
it
his
what
He
Using
on
made
of
he
a
B
much
the
mass-produced
chase
start
that
paragraph
the
rst
described
the
knew
so
move
could
Model
was
the
choose
in
the
two
text
pieces
(difficulties)
to
be
that
of
Honda
was
a
evidence.
Honda
had
to
successful.
181
Unit
11:
Grammar
Grammar
REMEMBER:
In
this
when
section,
to
use
Modal
you
will
learn
more
about
modal
verbs
and
understand
may/
shows
might
possible,
something
is
semicolons.
You
verbs
for
example:
may/might
get
top
grades.
In
Unit
7,
whether
you
learned
something
about
is
modal
possible
or
verbs.
certain
These
(see
small
verbs
REMEMBER
can
show
can/
shows
could
the
box).
He
someone
ability,
for
can/could
has
example:
drive
well.
They
You
can
also
must
be
not
used
walk
with
on
the
negatives,
for
example:
must
grass.
shows
strong
obligation,
I
1
With
a
partner,
between
A
Zara
the
talk
about
following
could
become
B
Zara
might
C
Zara
will
D
Zara
must
a
become
the
in
car
racing
will
driver.
a
become
racing
a
car
racing
Work
together
to
match
and
driver.
one
3
the
statements
a
Zara
has
the
b
Zara
has
no
c
ere
d
It
is
Write
what
all
a
it
ability
choice
chance
denite
two
the
the
is
in
of
the
modal
and
verbs
has
Zara
statements
in
a
to
(A ,
will
be
a
become
one
reasons
your
B
C
racing
becoming
about
the
1
become
she
Zara
sentences
means
–
of
that
question
to
do
something
to
happen,
You
will
older
.
below
to
of
car
racing
a
a
car
car
one
her
exams
in
June.
driver.
driver.
shown,
might
An
tense,
will
driver.
car
signs
sentences.
She
driver.
racing
it
future
D).
racing
the
why
or
shows
example:
take
of
to
driver.
for
2
that
example:
grow
become
or
example:
remember
certain
for
need
homework.
shows
is
driver.
car
must
my
meaning
sentences.
racing
a
differences
for
be
explaining
used.
example
is
Underline
given
on
right.
This sign means that you must
not smoke in this place. You
might nd this sign in a hospital.
4
For
the
following
brackets
would
sentences,
be
decide
which
underlined
word
in
better.
Challenge
a
I
have
good
exam
results,
so
I
could/must
become
a
nuclear
Talk
scientist.
with
answers
b
I
denitely
c
He
will/might
become
a
a
good
hand-eye
coordination
so
he
could/must
become
the
182
Students
e
In
an
would
make
to
must/might
exam
you
study
must/might
hard
not
if
they
talk
to
want
other
to
go
to
people.
the
the
player.
d
4
–
your
what
other
a
word
tennis
about
question
teacher.
difference
has
partner
to
university.
sentences?
meaning
of
Unit
11:
Punctuation
Punctuation
Semicolons
e
✪
semicolon
to
✪
join
to
looks
clauses
separate
like
that
long
;
this
are
items
and
closely
in
a
it
has
two
main
uses:
Hint:
The
a
stop
full
use
semicolon
closely
can
show
that
the
two
sentences
or
clauses
helps
–
As
a
at
boy,
Honda
practical
A
full
two
As
boy,
W hich
a
sentences.
worked
during
separates
sentences
a
as
skills
stop
are
Honda
practical
1
two
skills
of
single
closely
during
father’s
bicycle
shop.
He
learned
a
a
Honda
However
,
you
connected
in
his
looks
a
like
comma.
remember
the
and
comma,
full
its
reader
two
clauses
it
stronger
is
but
not
as
or
strong
stop.
many
in
father’s
could
use
a
semicolon,
as
the
meaning:
bicycle
shop;
he
learned
many
pairs
with
REMEMBER:
letter
time.
following
learned
you
makes
a
of
sentences
semicolon?
would
Write
be
them
after
practical
skills.
is
helped
him
There
a
is
no
capital
semicolon.
improved
Hint:
out.
One
question
a
of
time.
this
sentence
as
his
them.
worked
the
in
this
top
between
sentences,
related
these
it
pause
are
than
Look
on
list.
This
A
semicolon
related.
throughout
pair
1
of
does
sentences
not
need
to
in
be
his
changed.
working
b
W hen
it
c
he
moved
All
his
made
d
‘e
life,
car
not
2
be
the
Make
Honda
3
its
Honda
can
in
also
enough
wheels
and
broken
motors;
you
and
motor
car.
He
was
amazed
that
In
1936,
he
had
two
jobs
and
time.
one
of
the
rst
motor
bikes.
Honda’s
wife
husband.
used
to
separate
meaning
one
and
practical
own
spare
your
if
a
hardworking.
was
her
saw
power.
of
the
very
items
semicolons
understand
repairing
your
his
or
commas
sure
was
be
make
Honda
own
Dream’
to
lear ned
Write
boy,
parts
helpful
strong
Find
a
supported
Semicolons
very
was
under
Honda
always
be
life.
skills
chains
making
why
such
on
items
when
includes
in
using
the
they
as
a
from
both
in
a
a
list.
comma
comma
sentence
have
mending
bicycles;
pistons
sentence
long
clear
,
been
already.
below.
used.
metal;
of
commas
can
might
punctures,
welding
scraps
This
fitting
fixing
metal.
and
semicolons.
183
Unit
11:
Listening
LISTENING
Glossary
cast
In
this
section,
✪
learn
some
✪
practise
you
will:
useful
doubt
vocabular y
relating
to
careers
and
questions,
including
those
about
and
concentrate
To
help
you
your
skills
develop
your
develop
as
you
need
to
e
recording
your
of
the
features
words
skills
wide
a
in
English,
vocabular y
both
as
written
you
and
spoken,
talented
and
a
careers
phrases
advisor.
she
is
Before
going
to
you
use
listen,
in
the
look
at
be
have
Glossar y.
these
Choose
three
the
box
below
that
a
talent
with
b
aspiration
are
do
beaten
a
chance
possibility
you
and
of
to
doing
understand
phrases.
them
to
a
in
these
Practise
sentences
by
partner
.
gift
ambition.
dream
aptitude
air
REMEMBER:
There
to
for:
vision
2
out
are
talking
synonyms
set
skilled
sure
words
from
you
something
questions.
words/phrases
in
any
using
1
thing
can.
Make
Answer
A
one
ambition
what
overwhelmed
to
some
on
pur pose.
achieving
Developing
feeling
implied
fullling
meaning
stop
ambitions
focus
answering
aside
negative
eight
words
or
idioms
in
the
box
below.
Sor t
them
out
into
Synonyms are words
with similar meanings, for example
goal, target, aim and objective are
two
sets
of
synonyms.
all synonyms.
support
overwhelmed
devastated
be someone’s rock
crushed
overcome
encourage
be there for someone
Challenge
Research
Try
to
and
nd
nd
words
three
that
sets
you
of
think
synonyms
your
–
perhaps
classmates
will
four
the
with
three
a
partner
sets
of
or
in
a
small
group
to
sort
each
each
set.
know.
Write them out on pieces of card or paper
. Then muddle
Work
in
them up.
other’s
words
into
synonyms.
REMEMBER:
the
You
Applying
your
will
carefully
to
this
radio
talk
by
a
careers
advisor
who
is
You
184
ideas
will
on
how
hear
to
each
about
to
use
wisely.
achieve
par t
of
success.
the
talk
You
twice.
will
hear
the
talk
through
all
5
the
minutes
to
questions
explaining
and
her
have
time
skills
read
Listen
Remember
preparation
in
two
par ts.
think
hear
the
about
them
recordings.
before
you
Unit
Answer
B
1
The
speaker
might
2
ver y
early
Tick
two
one
of
why
the
b
ey
do
not
have
enough
c
ey
do
not
have
the
d
ey
cannot
to
decide
the
you
focus
the
one
that
makes
b
the
one
that
is
c
the
one
that
makes
speaker
should
something
b
a
c
almost
more
The
speaker
spending
b
writing
c
going
The
three
a
Use
b
Take
c
Read
people
feel
over whelmed
W hat
is
in
a
to
warn
b
to
give
c
to
tell
can
ambitions,
which
one
to
money
achieve
most
be
is
happy
‘realistic ’.
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explains
this
means
…
achieve.
achieve.
an
about
Olympic
that
a
Audio
athlete,
11.2.
the
speaker
sug gests
you
metres.
it
helps
W hat
c
to
does
give
she
20
kilometres.
yourself
a
small
reward
for
sug gest?
g ym
walk
telling
that
the
a
the
main
as
of
you
people
of
refers
and
how
it
to
have
is
this
hard
on
it
ambition
be
helpful?
best
positive
has
be
summed
up
as:
thoughts.
succeeded.
successful
people.
talk?
is
how
ver y
can
who
about
of
your
mentions.
someone
can
advice
that
about
speaker
pur pose
practical
people
friend
speaker
imagination
much
the
most
the
400
photographs
as
many
words
ways
your
have
one
that
goal.
quiet
can
step
need.
at.
achieve.
to
b
time
ways
final
some
…
small
a
the
you
you
become
300
for
aim
you
should
sug gests
each
they
to
questions
metres.
what
people
money.
easiest
can
than
to
if
you
target
you
running
a
Give
you
a
these
want
meeting
In
the
impossible
Answer
100
that
on?
says
have
a
by
might
talent
speaker,
should
you
dreams
determination.
what
a
If
or
following.
much
bit
ambitions
11.1.
on?
have
The
Audio
Comprehension
them.
speaker,
not
a
5
the
do
star t
4
Name
about
possible
ey
C
3
two
a
you
2
questions
gives
to
of
According
4
1
have.
According
3
these
11:
to
to
easy
achieve
achieve
to
success
success
achieve
success
185
Unit
3
E xplain
a
to
ere
lack
b
We
a
partner
may
of
all
Some
have
As
learned
a
in
Bullet
points
used
writing
list,
in
not
have
last
one,
In
item
for
the
4
as
will
doctor
•
lawyer
•
manager
.
with
been
a
was
food
For
are
condence,
lack
sentences.
of
money
or
you
want
to
write
a
novel,
run
a
in
fact
they
would
stop
at
nothing
to
31,
are
bullet
single
used
pieces
in
of
points
word
stories
writing,
can
also
items
or
or
other
such
as
be
used
longer
for
phrases.
narratives.
reports
or
They
academic
essays.
usually
or
at
introduced
upper-case
the
have
lesson
end.
a
full
we
by
letters.
However
,
stop
to
learned
write
at
a
colon.
Also,
you
the
about
this
sentences
full
e
So
of
The
each
must
end
these
example
a
–
to
items
item
be
can
may
or
consistent.
show
it
is
the
may
The
nal
jobs:
out
find
school
show
four
lists
punctuated.
to
using
commas
a
in
time
and
the
to
instead
of
giving
and
W hy
for
the
chatting
odours
were
collect
change
of
have
these.
rst
the
the
cooked
wearing.
these
items
a
batter y
a
New
of
York
K ansas
Seattle
and
them.
success
the
rewards
task
are
as
into
Telling
a
follows
smaller
friend
Focussing
tasks
Being
Picturing
person.
of
and
different
textbooks.
explain
are
people
unusual
to
not
You
spoon.
achieve
Breaking
examples
books
few
Do
cafeteria
of
students
had
USA
a
the
the
wooden
just
how
I
college
sounds
dishes
punctuation.
letters.
the
the
clothes
successful
reading
the
a
yourself
a
and
name
of
at
went
rod
cities
to
stages
as
I
correct
capital
experiment
metal
thing
to
and
strange
many
with
strange
pans
Science
yourself
Now,
was
the
the
bulb
one
when
much
and
ve
good
stops
ner vous
visited
on
5
page
they
formal
Philadelphia
d
2,
History
these
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light
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these
mountain.
usually
partner
clashing
c
not
usually
given
time.
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in
points.
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I
a
perhaps
ambitious:
Unit
lists
careers
teacher
a
of
used
example:
•
bullet
in
semicolon
•
Work
lack
is
lists
lower-case
a
colon
goal.
whether
more
such
with
are
for
are
Bullet-pointed
start
reasons:
dreams:
climb
their
items
are
or
points
you
our
people
achieve
Bullet
many
the
Punctuation
opportunity.
marathon
c
be
why
11:
the
there
kinds
In
different
a
of
lists
pair
ways
or
in
your
small
they
group,
have
been
differences?
187
Unit
11:
Reading
non-ction
READING
In
this
section,
✪
read
a
✪
learn
✪
recognise
✪
revise
you
NON-FICTION
will:
non-fiction
some
narrative
vocabular y
implicit
metaphor
relating
meaning
and
text
in
simile,
about
to
a
making
more
and
skilled
craftspeople
things
by
challenging
identify
Glossary
their
any
text
use
in
eye
a
without
modern
using
measuring
devices
text.
carpenter
a
person
who
makes
Exploring…
With
a
what
people
par tner,
Does
it
do
describe
and
some
what
crafts
tools
they
from
use.
your
W hat
home
is
countr y.
skilful
about
things
from
chisel
a
Explain
the
if
it
dies
out?
W hy,
or
why
tool
for
craft?
shaping
matter
wood
wood
or
stone
not?
craftsman/craftswoman
You
are
going
to
read
an
extract
from
e Sindbad Voyage
by
Tim
someone
Savarind.
Tim,
a
famous
sailor
and
explorer,
decided
to
nd
out
if
skilfully,
ship
built
stories
of
in
medieval
Sindbad
the
times
Sailor.
could
In
sail
the
as
described
Sultanate
of
in
the
Oman,
ancient
he
found
who
often
could
make
a
ship
in
the
traditional
way.
In
this
extract,
constructing
the
ship
under
the
direction
of
shipbuilder
from
the
Indian
island
of
Mohamed
a
the
description
and
then
answer
the
questions
that
…
to
The
they
worked
greenshir t
imagine
entirely
carpenters
possible
in
the
by
eye,
worked
blazing
used
to
to
drive
into
things
the
in
with
heat.
a
a
happy,
frenzy
Their
carefree
that
tools
traditional
way
it
been
(made)
for
chisel.
Whether
cutting
a
thick
lump
of
years
manner.
was
difficult
were hammer
to
timber
medieval
history
in
times
a
Europe,
period
size,
or
and
1500
(Middle
the
finest
of
sliver
wood
for
a
delicate
joint,
90
percent
Ages)
of
saw
the
greenshir ts’
work
was
done
with
hammer
and
chisel;
only
a
tool
cutting
reluctantly
fathers,
before
did
that,
had
question
as
and
had
they
Now,
as
if
on,
as
and
leave
No
tip
their
of
accuracy,
never
Timber
-
Sliver
long,
–
to
them
until
no
look
before
to
missing
shape
There
as
at
were
a
the
like
the
friend
or
chisel
never
in
into
big
of
to
no
hand,
the
rose
handle.
switch
and
…
or
the
to
of
fell
was
job
was
how
the
time
glance
They
the
It
them
matter
even
around
any
Much
wood.
…
carpenters,
machines.
stop
difficult.
whose
generations
enough
work,
them,
gaze
been
become
told
how
hammer
untold
well-oiled
bore
job
sliced
craftsmen
and
were
piece
were
to
matter
at
it
had
also
they
a
they
seemed
them,
to
They
would
soon
unwatched
wood
thin
run
chat
the
…
per for med
work
chisel
while
2
to
of
saw
they
as
point
seemed
the
1
they
deter
heads
boatshed,
188
to
scarcely
the
tur n
or
that
work
could
them
a
great-grandfathers,
carpenters.
but
men,
piece
up
and
been
begun
grown
repetitive,
at
pick
children
Mohamed
finished.
they
they
grandfathers
could
rest
with
of
used
ver y
the
steady
wood
of
between
2
shaping
they
hundreds
1
and
as
follow.
of
always,
tool
or
Minicoy.
have
As
a
chisel
Ismail,
in
Read
very
Tim
nails
a
things
traditional
methods
hit
describes
using
people
hammer
who
makes
a
for
500
Unit
Eventually
the
ship
was
out
to
pulled
There
…
was
each
a
He
…
complete.
wonder ful
inviting
Tim
describes
the
moment
the
ship
stood
the
top,
Comprehension
sea.
the
‘Congratulations,
She’s
was
11:
moment
other
to
be
Mohamed,’
I
as
the
Mohamed
first
said.
to
go
‘You’ve
and
I
down
done
at
below
a
deck.
wonder ful
…
job.
superb.’
swelled
The
with
whole
chuckle
and
pleasure
sensation
gurgle
of
and
of
the
climbed
the
ship
tide
back
had
running
up
to
changed.
past
the
leave
…
skin
I
me
could
of
the
alone.
hear
ship.
I
the
put
3
my
hand
from
so
on
the
many
craftsmen.
Answer
A
which
planking
these
My
had
vessel
taken
was
so
much
time
and
care
alive.
questions.
REMEMBER:
1
In
a
the
first
paragraph,
the
writer
says
the
car penters
worked
‘ with
Severin
real
frenzy ’.
is
Although
writing
experience,
comparisons
W hat
does
this
In
the
first
paragraph,
what
does
Tim
admire
about
the
three
things.
1
In
the
oiled
Give
2
In
these
second
paragraph,
Tim
compares
the
team
of
feelings.
his
As
Unit
men
to
‘ well-
as
is
by
called
4,
a
you
the
a
comparison
word
like
simile.
If
the
comparison
is
made
by
saying
one
another
,
or
acts
thing
is
is
if
it
another
,
a
metaphor
then
it
is
as
called
ways in which he thinks the way they work is like a machine.
paragraph
with
questions.
machines’.
two
in
introduced
or
Answer
B
and
craftsmen?
learned
List
uses
show
mean?
thoughts
2
he
to
Tim
about
steady
2,
Tim
writes
accurac y ’.
a
had
grown
careless
b
had
switched
c
had
become
on
This
in
‘the
unwatched
was
because
their
some
work
kind
of
hammer
the
men
rose
and
fell
…
habits.
machiner y.
Challenge
so
used
to
the
work
over
time.
Complete
these
metaphors
Answer
C
these
Find
the
par t
of
the
text
where
Tim
and
Mohamed
show
for
one
another.
How
do
you
they
do
two
more
At
the
W hat
as
a
end
of
other
living
the
word
When
extract,
in
this
Tim
says
section
his
vessel
shows
that
(ship)
Tim
‘ was
thinks
alive’.
of
the
as
ship
I
W hy
does
thing?
Tim
say
the
ship
is
a
living
of
went
if
creature,
when
he
knows
it
I
your
for
felt
own.
the
nervous,
…
b
The
sun
c
The
teacher
the
3
with
then
this?
interview
2
and
their
a
respect
sentences
similes
questions.
write
1
or
tiny
was
a
…
persuaded
children
to
dance
is
like…
just
made
of
wood?
d
My
aunt,
rock
3
Strips
of
who
band,
sings
with
a
…
wood
189
Unit
11:
Writing
WRITING
REMEMBER:
have
Writing
In
this
for
different
section,
you
readers
and
purpose
more
learn
to
✪
write
for
this
some
book
ways
be
informal:
recognise
the
different
different
readers
and
pur poses
of
Use
abbreviations,
example:
writing
you’re,
for
can’t
pur poses.
•
Use idioms, for example:
really on the ball.
Think
you
to
will:
•
✪
In
learned
He’s
(meaning he
about…
understands the situation well)
In
your
daily
life,
when
you
meet
people,
you
automatically
decide
how
And
you
will
speak
to
them.
If
you
meet
a
friend,
you
may
say,
‘Hi!
some
ways
to
be
more
How ’s
formal:
it
going?’
But
if
you
meet
your
headteacher,
you
are
more
likely
to
say,
•
‘Good
morning!’
and
wait
to
be
spoken
to.
In
the
same
way,
when
Use
full
forms
example:
write,
on
you
the
change
reader
how
and
the
formal
or
pur pose
informal
of
your
(casual)
you
are,
of
verbs,
for
you
you
are,
cannot
depending
•
writing.
Use
passive
example:
the
forms,
The
test
for
was
set
by
teacher
.
Exploring…
You
already
use
dierent
levels
of
formality
when
you
write.
Another
For
is
example,
you
might
keep
a
diar y,
which
is
just
for
yourself.
to
use
way
an
to
use
slang
(words
more
common
in
speech
than
in
idioms.
Of
course,
if
you
write
a
diar y
as
an
exercise,
you
know
will
read
it,
so
you’ ll
make
sure
you
include
enough
A
them,
blog
don’t
is
while
also
know
cause
be
to
idioms
In
you
reader
to
be
190
know
how
remember,
write
or
a
little
articles
factual
in
feelings
by
a
idioms
to
lot
someone
for
preparing
in
of
and
write:
action,
to
it
write
will
more
informal
be
read
by
formally
English.
people
so
as
not
is
who
to
as
usually
writing
to
accounts,
well
and
are
information.
as
people
you
to
you
–
show
don’t
You
make
events
words
quite
formal.
might
it
to
your
make
know,
so
You
you
will
to
read.
your
writing
emotions.
aim
occasional
interesting
want
so
Your
use
might
want
be
your
careful
slang.
article
is
r unning
you
about
example
a
your
imagined
newspaper
about
in
and
give
comparisons
read
use
describe,
cook
and
stories,
local
ink
to
will
reports
some
you
them
but,
comparisons
Time
Your
you
understand
include
how
–
inform
and
short
work
informal
you
oence.
Newspaper
will
showing
burger.
have
150
a
a
series
seen
words.
police
at
of
ar ticles
work .
Choose
ocer
on
Write
just
directing
a
one
‘People
at
work’.
description
par t
trac
of
or
This
‘it’
and
means
not
using
referring
a
particular
person
or
thing.
information
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for
subject
a
to
teacher
formal
writing )
the
and
more
You’ ll
construction.
probably
be
impersonal
a
their
of
work
fast-food
example:
thought
It
that
is
clear
…
that
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It
Unit
Time
You
the
are
to
entering
stor y
of
happened
based
and
Time
your
did,
and
his
to
one
diar y
of
at
the
the
how
Put
these
of
writing
them
and
the
a
one
You
have
episode
places,
and
of
add
been
his
inspired
life
details
and
by
write
about
a
what
feelings.
entry
shown.
ver y
about
Imagine
busy
the
day.
you
are
Include
doing
the
this
hardest
job.
Write
thing
you
work.
skills
tasks
1
Imagine
diary
images
felt
competition.
Imagine
thoughts
your
numbering
reach
it.
Writing
story
stor y
Honda.
on
end
you
short
shor t
write:
Developing
1
a
Soichiro
description
Choose
write:
11:
to
in
5.
order
from
Discuss
informal
your
order
to
with
formal
a
by
par tner
and
agreement.
a
a
report
b
an
c
a
on
email
letter
a
scientic
inviting
to
a
a
experiment
friend
teacher
to
your
explaining
done
at
school
house
why
you
did
not
do
your
homework
d
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e
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article
blog
pur pose
level
of
Some
for
about
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the
a
local
paper
travelling
writing
or
will
about
a
a
new
librar y
holiday
affect
what
you
include,
and
the
formality.
pur poses
of
writing
are:
✪
to
inform
to
persuade
to
repor t
✪
to
explain
to
argue
to
review
✪
to
describe
to
give
to
express
advice
feelings.
Sometimes
2
Look
writing
again
✪
who
✪
what
Time
at
the
the
more
five
intended
the
to
has
pur pose
write:
than
tasks
in
reader
of
the
writing
one
pur pose.
question
1.
In
each
case,
explain:
is
writing
for
is.
reader
and
purpose
Challenge
Choose
one
of
the
ve
tasks
in
question
1.
Make
sure
you
use
the
and
the
Look
correct
amount
pur pose
of
your
of
formality,
writing.
bearing
in
mind
your
reader
and
back
make
have
what
was,
through
a
read.
the
who
written
of
this
the
book
texts
Decide
in
each
purpose
of
the
the
for
informal
list
it
text
and
was
how
you
case
text
originally
formal
or
is.
191
Unit
11:
ONE
One
step
STEP
further
FURTHER
Think
You
have
Now
been
you
can
generally.
✪
W hat
thinking
go
Make
is
about
fur ther
some
and
notes
impor tant
in
ambition
think
for
your
in
about
yourself
life?
For
terms
of
ambition
on
these
example,
work
in
and
terms
career.
of
life
questions:
success?
Wealth?
Happiness?
✪
How
do
Talk
Use
some
about
You
with
of
what
are
fable
you
the
a
going
to
you
you’ve
you,
read
to
your
life
in
30
years’
time?
partner
ideas
makes
wants
imagine
a
and
been
fable,
think
thinking
others,
happy.
which
about
how
about.
How
means
far
a
With
stor y
money
a
partner,
important
with
brings
a
is
talk
money?
moral.
e
happiness.
Read
The
A
Old
Man
Traditional
There
was
was
near
tackle
When
the
he
shing
sh
me
If
and
a
The
old
old
could
“Let
me
go
the
the
192
old
that
to
the
full
that
a
of
man
all
you
up
of
died.
will
am
give
How
you
sh
have
and
golden
I
and
the
to
get
continued
golden
the
rope.
rope,
rope.
to
it
the
rope,”
you.”
pull
boat
you
old
to
which
shing
boat
lake.
beside
He
began
man
to
man
go,
pulled
please?”
said.
asked.
“
said
the
“Please!
golden
.
“No,
said.
up
The
Let
the
After
very
and
I
put
he
long
he
won’t
The
can
your
shing
rod
into
the
lake
sh.
pulled
the
continued
let
man
you
then
up
old
go.
put
the
man
to
I
pull
am
the
shing
thought
up
the
going
sh
into
to
a
rod,
he
saw
because
golden
sell
he
rope.
you.
I
think
container
,
rope.
sink
it.
be
happy
sh
man
“You
lake.
must
very
to
me
man
rope,
pull
old
sh.
said.
in
the
began
continued
a
the
The
let
old
rope
old
the
was
of
golden
sh
rod
said
up
a
The
was
The
lake,
dinner
.
shaking.
golden
man
a
and
asleep.
golden
shing
in
rod
There
“Can
the
his
center
was
you,”
the
The
The
his
He
was
you?”
get
line.
golden
price
golden
to
the
man.
eat
eaten
fell
rope,”
trust
put
shing
he
shed
shing
dark.
to
rod
old
to
his
had
surprise,
the
going
golden
high
while,
shing
to
a
he
rowed
going
can
are
the
the
the
the
talk
I
a
his
always
becoming
and
his
To
He
brought
after
was
After
as
shing.
man
sh
boat
sh.
“No,
the
very
up
could
to
of
water
pulled
get
to
to
lake.
a
old
sky
the
true?
end
pay
I
after
,
attached
now
will
man
go,
listened
see
it
man.
me
Is
rope
was
wanted
let
the
woke
liked
the
lake
the
caught
old
minutes
man
not
which
the
the
of
who
day,
used
man
and
man
lake,
surprising,
rope?
someone
As
rod
you
few
golden
the
man
the
more
go.
to
center
Fish
Folktale
One
out
old
Golden
old
the
begged
“Golden
a
went
shing
Even
an
house.
reached
Suddenly,
the
once
The
in
the
Chinese
his
and
lake.
and
into
the
Finally,
lake
his
but
boat
he
sank
was
too
greedy
completely
into
and
still
the
lake,
and
Unit
Talk
W hat
is
know
any
another
the
with
a
lesson
that
other
the
partner
stories
this
in
or
stor y
your
small
wants
own
us
culture
11:
One
step
further
group
to
think
that
about?
teach
a
Do
you
lesson?
Tell
one
stories.
Write
EI T HER:
Write
your
‘message’
of
talking
them.
in
OR:
Retell
own
home
OR:
Write
below
to
a
your
about
that
unit,
Some
know
be
a
fables
from
your
shor t
have
stor y
with
a
animals
reading
or
from
your
practised
✪
prepared
✪
read
✪
listened
✪
answered
a
about
different
speaking
and
to
a
way
gave
kinds
clearly
shor t
in
you
like,
using
a
text
of
one
of
the
pictures
to
travel
about
testing
work
conversations
talks
text,
spoken
questions
a
larger
text
how
a
students
fable
achieve
vocabular y,
other
group
and
to
with
success
understanding
and
meaning
✪
revised
✪
learned
to
✪
learned
how
reader
any
check
biographical
implicit
in
you:
thought
modal
use
and
practised
✪
understood
✪
wrote
or
you
necessar y,
verbs
bullet
to
change
writing
how
retold
feel
go
help
points,
your
colons
style
and
of
semicolons
writing
correctly
according
to
pur pose
✪
for
you
should
ideas.
and
✪
A sk
It
choosing.
ambition
you
✪
Check
fable.
countr y.
give
this
own
fable
Reect
In
own
to
a
different
write
fable,
you
to
the
need
levels
creatively,
or
confident
back
if
with
wrote
about
section
formality
using
about
all
of
ambition.
these
and
comparisons
things.
revise
it
If
carefully.
it!
193
Practice
UNIT
1
2
In
this
full
unit,
exam
paper
.
might
face
Approaching
For
the
✪
There
✪
Read
The
✪
Reading
are
and
before
✪
Look
or
✪
at
then
the
W here
in
read
on
have
in
in
your
range
task
once
each
a
Reading
similar
exams.
of
you
for
answer
skills,
might
as
each
sure
to
questions
through,
the
question
answer,
make
a
and
difficulty
your
points’
you
to
answer
marks
spend
are
the
opportunity
paper
format
Make
and
to
and
to
sure
complete
the
you
prepare
the
the
✪
There
✪
Follow
write
✪
or
each
write
a
goes
carefully.
sure
question,
do
without
exam
make
you
your
for
✪
when
✪
what
[1]
type
refer
it
at
to
a
did
text
face.
These
stopping.
can
are
the
The
on.
var y
Tr y
in
to
style,
get
the
length
‘gist’
and
of
sometimes
focused
specific
number
of
on
be
the
useful
correct
requirements.
marks
will
If
also
to
check
skill
a
or
task
give
the
par t
asks
you
down,
always
make
sure
you
spell
and
is
next
of
about.
question
the
you
to
text.
‘tick
guidance
punctuate
be
clear
Each
each
focuses
case.
If
on
the
a
different
task
set
requires
of
you
skills
to
or
a
box ’
on
how
in
it
correctly.
what you
write.
write
knowledge.
‘ between
30–50
words’,
do
not
that.
the
and
task
friend
highlight
below
[2]
and
about
a
or
the
note
down
highlighted
family
gathering
the
key
elements
you
must
produce.
words:
or
celebration.
[3]
[4]
[4]
[2]
✪
where
✪
the
audience/reader
[3]
it
was
people
general
[4]
who
were
content
there.
[4]
[4]
specic
details
you
must
✪
Always
194
it
some
Once again, check the number of marks for each task and allow an appropriate amount
check
topic.
what
✪
specifically
different
to:
happened
you
of
than
in
carefully
look
[1]
the
to
on.
It
you
and
that.
answer
tasks.
carefully
more
letter
must
writing
task
you
paper
rubric
example,
Write
You
four
the
less
Read
For
are
ones
task.
to
Writing
Writing
continue
Although there are no marks for writing in this part of the exam, you still need to
For
two
papers
carefully
write
five
to
texts
text
a
–
the
paper
increase
you
‘ list
long
four
each
texts
Read
the
of
have
papers
These
practise
sorts
you
papers
your
testing
spelling ,
those
punctuation
skills.
and
grammar
carefully,
regardless
of
of
whether
include
time
the
on each
task
is
task.
Unit
Reading
Answer
✪
The
marks
✪
The
maximum
Read
1:
all
tried
the
to
big
mark
for
are
this
shown
paper
is
in
brackets
60
R aj
to
his
friend
Selima,
and
then
answer
questions
1
to
6.
show
speak
main
will
be
have
It
hall
on
is
great
this
instruments.
You
Let
team.
buzz
me
the
We
from
know
as
Oh,
–
so
might
term,
me
as
We
a
I
you
already
a
want
but
said
I
the
have
so
What
in
told
take
you
you
of
catch
term
sports
me
he
of
is
I
bad!
fun
I
can’t
All
I
to
Are
to
need
you
hear
to
a
girls.
cinema.
your
help.
musical
is
would
and
as
other
any
up
you
open
enter
now
we
rehearsing
think?
Did
is
apparently
the
play
–
it
three
need
brilliantly
–
going
with
but
you.
and
hall
tickets
part,
know
guitar
much
could
routine
supply
wasn’t
do
I
day
the
dance
to
as
play
night.
nal
place
month’s
lyrics,
You
before
the
take
has
–
would
big
left
on
practising
and
you.
the
will
message:
good
you
show
Tony
prize
sing
of
win.
on
a
this
thought
even
and
started
with
but
talent
exams.
of
song
performing
soon
a
there’s
heard
I
of
for
point
great
yesterday
be
already
and
real
to
day
used
has
have
me
school
going
last
being
this
at
is
the
fun!
is
accompany
real
you
Leonora
written
perfect
to
There
is
and
Anyway,
a
questions
from
news?
juggler
,
to
English
Raj
everyone.
I
in
Selima,
the
It
for
email
talent
I
questions
Selima
From:
Hi
papers
Email
the
To:
Practice
paper
✪
Text
12:
we
for
someone
be
the
would
get
it?
possible.
Raj
1
On
what
2
W hich
3
W ho
day
room
has
will
in
the
the
already
talent
school
star ted
show
will
be
take
used
preparing
for
place?
for
the
the
show?
show
with
three
friends?
[1
mark]
[1
mark]
[1
mark]
195
Unit
For
4
12:
the
following
Read
5
the
Tony
B
The
C
Selima
wants
tickets
written
main
a
if
B
To
tell
Selima
that
C
To
tell
Selima
when
the
main
A
To
ask
B
To
enter tain
C
To
persuade
Are
2:
The
Longest
you
fed
after
world’s
which
cliffs
runs
and
the
be
of
tribal
the
first
per form
exams
and
a
is
B
or
C
in
each
case.
true?
jug gler.
are
where
of
this
show.
[1
mark]
[1
mark]
[1
mark]
paragraph?
with
R aj
taking
the
in
the
place
talent
in
show
show
main
will
hall
be
email?
beach
overcrowded
–
‘Cox’s
Come
to
beaches?
Bazar’
in
Bangladesh!
If
so,
you
could
do
worse
than
try
one
of
the
world’s
largely-
Bangladesh.
off
standard
one,
There
also
known
the
Bay
nature
as
of
who
stretch
the
Parallel
There
old
Burmese
beach
pagodas
history.
where
brought
of
Bengal.
ancient
and
villages
by
of
the
and
the
everyone!
other
and
the
(an
to
and
are
ways
new
Beach.
and
the
either.
tourist
February
airport
brand
Laboni
environment
infrastructure
many
December
five-star
is
Captain
unbroken
the
of
beach,
Hindu
also
immigrants
incredible
things
It
to
km
visitors
temples.
cascading
doing
120
settle
or
will
75
be
really
still
totally
does
waterfalls,
are
there
miles,
a
in
in
1790s,
you’re
captivated
offer
game
the
case
the
by
tourist
park,
coral
it
features
wondering),
towering
an
amazing
islands
and
revered.
fast
put
between
196
for
the World?
English
along
Developing
the
in
multi-coloured,
charming
the
with
gems
longest
combination
Don’t
as
statement
A,
advice
longest
up
the
W hich
either
theatre.
the
will
down
history
Named
the
she
of
write
show
the
purpose
Beach
undiscovered
rich
for
6),
song
point
Selima
is
to
the
for
ask
W hat
for
enter
To
The
to
is
has
the
to
(4
statements.
A
Text
A
questions
prize
is
papers
following
A
W hat
6
Practice
is
in
–
of
peak
process
Kamal
Buildings
speed
hotspots,
the
the
Sheik
Yes,
are
there
but
over
tourist
of
going
up
being
at
a
but
be
power
100,000
season.
international
development,
can
local
There
upgraded
cricket
frantic
many
shortages
tourists
are
from
stadium,
rate
say
and
that
now
a
visit
some
a
are
a
to
an
at
are
throw
about
up
including
international
long
yet
weekends
hotels,
stone’s
this
hotels
area
worried
beach
all
better
domestic
is
not
the
many
which
with
and
from
the
there
one.
the
impact
is
a
space
area
on
Unit
Ideal
This
or
for
is
really
eye
can
Martin’s.
to
welcome
How
8
W hat
9
In
In
is
the
of
W hat
11
12
13
see,
you
is
the
first
the
ideal
can
the
this
to
for
the
claim
sound
its
have
waters
like
Bazar ’
name
of
the
the
sights.
been
and
adult
beautiful
place
for
traveller
somewhere
you?
coral
If
so,
who
does
different.
and
seashells
book
your
not
Just
mind
imagine
which
ticket
now.
discovering
a
can
stretch
be
the
W hat
papers
seen
paragraph,
stadium
this
the
things
sand
on
for
as
islands
will
be
him
far
as
like
delighted
beach.
writer
does
of
Bangladesh
beach?
spor ts
paragraph,
this
independent
to
record-breaking
‘Cox ’s
second
does
spot
rightly
crystal-clear
Does
long
some
10
the
and
St
7
Practice
one
herself,
the
12:
says
which
the
has
just
visitor
will
been
be
built?
‘totally
captivated’
says
buildings
are
going
up
‘at
a
frantic
mark]
[1
mark]
by
mean?
writer
[1
[2
marks]
[2
marks]
rate’.
mean?
Which of these best describes the main point of the first paragraph?
A
The
beach
was
B
The
beach
is
C
The
beach
and
W hat
is
the
To
inform
B
To
explain
C
To
persuade
Below
Four
is
of
a
list
these
was
on
main
A
of
B
Cox ’s
histor y
families
C
There
D
Locals
E
There
F
The
cricket
G
The
writer
H
Coral
is
the
nearby
avoid
no
of
of
to
in
gives
this
the
an
seashells
is
Bangladesh.
have
a
lot
to
offer
the
visitor.
[1
mark]
[1
mark]
[1
mark]
text?
about
the
what
the
beach
offers
beach
the
correct.
information
Write
down
given
the
in
four
Text
2.
correct
answers.
1690s.
longest
and
beach
hotels
near
opinion
can
in
captain.
beach
about
are
water falls
stadium
area
visit
the
five-star
English
Bengal
the
world’s
visiting
an
travellers
statements
settled
Bazar
of
surrounding
statements
first
and
Bay
purpose
the
It
are
the
after
independent
A
are
named
be
beach.
temples
in
wor th
December
visiting.
and
Januar y.
yet.
L aboni
about
found
Beach.
how
at
St
suitable
Mar t
ha’s
it
is
for
island.
the
independent
traveller.
[4
marks]
197
Unit
12:
Text
Read
3
Practice
The
the
world
ar ticle
Work
popular
career.
it
it
all
it’s
has
not
–
you’re
you
build
if
you
you
a
issue
but
with
boring,
when
you
my
taking
work
I
work
able
that
food
to
I
suppose
I
believe
I
can
I
at
on
It
dress
another
you
experience
–
the
a
to
will
gain
help
is
work
getting
in
in
are
a
work
order
to
suited
to
you
to
to
or
a
type
but
customers
in
your
on
job
if
their
you
CV
.
a
short
work.
might
handling
work
are
designer?
for
of
you
or
the
very
but
experience
the
even
that
tried
is
software
–
work
advance
gain
what
figures,
had
called)
experience
see
for
of
experience,
business
handle
world
order
salesperson,
talking
out.
There
is
discover
problems,
It
also
helps
future.
also
give
you
that
for
Also,
a
the
sometimes
of
chance
unless
give
is
business
inside
you
–
it
nothing
a
be
the
may
What
a
you
may
or
employers
is
a
false
proper
you
longer,
boss
difficulties
wanted
Of
scenes,
and
Such
is
in
idea
not
a
to
impression
of
of
job
get
real
what
on
give
give
you
the
well
work
sometimes
going
you
but
cages
I
as
they
idea
make
didn’t
of
were
what
skills
than
you
infor med
own
with
the
interns
anything
is
job.
you
or
After
like?
your
situation,
experience
animals,
do
caring
businesses
more
my
with
animals,
transferable
the
from
work
sick
such
good
that
much
to
course,
examined
really
smartly
.
out
as
types
by
can’t
side
that
vet’s.
rooms
me
to
you
for
a
explore
fellow
might
volunteers
worthwhile
volunteer?
vet
the
for
get
whether
them
these
criticism
stand
and
a
for
being
timescale
well!
local
behind
can
always
the
like
if
of
ahead
you
found
work.
see
our
gave
it
human
with
as
have
as
is
contacts
short
intern
Working
start,
experience
there
cleaning
and
the
worked
get
to
lots
free
Actually
have
weeks,
the
watch
supplies.
punctual
198
part,
a
about
perfectly
chance.
goes
operation,
work
only
experience
was
at
to
an
are
for
banking
unimportant
are
own
the
in
not
being
be?
What
make
you
to
For
14–19.
chance
There
want
insight
two
them
really
For
and
(or
entail?
good
with
if
great
to
like.
might
just
-
off
an
questions
working
up
working
short
do
workers
it
really
really
Another
hit
seems
upsides.
you
skills
However,
all,
is
point
something
means
marketing
gives
much
that
in
does
a
people.
cracked
its
answer
experience
usually
interested
time
work
then
young
Everyone
certainly
What
work
among
essence
is
below
of
experience:
Nowadays,
But
papers
anything
and
for
kept
was
are
are
lose.
so
I
saw
and
in
getting
All
choices
very
a
had
And
to
is
worth
get
it
some
I
had
is
career.
an
medical
learned
work
but
essential
competitive
your
your
the
ordering
experience
in
think
demanding,
of
who
involved.
vital
I
managed
lots
animals
in,
I
for
jobs’
free,
good
and
to
be
market.
but
Unit
Select
14
the
W hich
Marketing
C
Selling
D
Teaching
E
Designing
Being
W hat
is
a
the
B
To
say
explain
to
experience.
18
In
the
vital
in
a
The
B
Skills
you
19
In
the
you
W hat
star t
does
is
not
15.
mentioned
in
the
ar ticle?
five
is
the
good
is
a
jobs’
from
for
new
are
the
says
that
work
experience
good
and
writer
points
five
says
and
bad
that
bad
points
about
transferable
mean?
[2
marks]
[10
marks]
work
points.
‘such
skills
are
market’.
the
describes
point
work
what
that
the
getting
experience
same
the
can
writer
a
be
job
is
means?
almost
impor tant
impossible.
when
lots
of
jobs.
point
that
you
must
learn
new
skills
when
[1
the
mark]
‘cer tainly
job.
paragraph
this
popular
mean?
points
the
making
is
ver y
writer
this
best
making
is
mark]
paragraph?
[1
there
below
going
first
is
does
ar ticle
learn
are
writer
last
job
experience
paragraph,
writer
people
CV
W hat
statement
The
a
competitive
A
C
List
the
experience
paragraph,
fourth
W hich
what
the
of
work
work
upsides’.
According
point
what
that
second
its
of
and
papers
[1
main
explain
the
types
14
vet
To
In
questions
Practice
software
A
To
for
following
B
has
17
the
Banking
C
16
of
answer
A
F
15
correct
12:
writer
says
‘all
experience
is
good
mark]
experience ’.
[2
marks]
199
Unit
12:
Text
Read
4:
Practice
In
the
papers
search
text
below
of
and
Scylla’s
answer
cave
questions
21–30.
e following extract is taken from a collection of
travel writing called
‘From here to there.’ In the extract, the writer is tr ying to nd
the home of a monster named Sc ylla, and is
‘The
that
cave!’
I
was
here?’
were
or
the
the
and
I
to
The
down
balcony
a
large
cliff
a
bell
brown
set
in
rock.
a
as
a
Above
walking
I
standing
atmosphere
They
were
offertory
twelve
was
the
me
to
of
perfect
olive
until
for
I
noticed
on
a
and
into
was
a
the
cave.
The
and
den
at
the
had
been
grotto
were
runnelled
about
like
point
thirty
not
into
the
wide,
a
again.
cliff
iron
‘The
thought
With
up
railing
the
I
was
a
monster
Antonis:
eel:
a
the
type
of
who
cave
sh
is
me
something
metal
roof
up
to
rail
had
were
inspection
unlocked
on
excitement
The
her
to
path
cobwebs
lair
do
with
been
two
I
to
the
welded
waiting
built
saw
fill
the
a
the
door
church,
out
the
the
and
door
was
overhang
and,
for
and
from
windows
that
in
concrete
together,
small
feeling
of
like
inside.
a
wax
chapel,
in
any
and
was
way.
the
Its
streaked
about
gloomy
but
hole
shape
walls
with
fifteen
scooped
and
were
smoke
feet
in
appears
called
the
in
St
Greek
my ths
Anthony ’s
appearance
of
a
and
legends
cave
snake
Alice: the girl from Alice through the Looking Glass by Lewis Carroll, who
enters a strange world through a mirror
200
he
and
the
it
grotesque.
from
was
cliff
the
some
face.
It
Scylla.
now
with
crazy
T
urning,
Tim
Scylla:
a
I
projecting
through
in
cave!’
before
hillside.
sitting
near
understood.
me.
growing
pushed
realized
fishermen
be
behind
I
cave
The
would
they
constructed
I
any
track.
led
balcony
masked
cave
I
startled.
persisted.
Scylla,
right
tiled
nail.
stepped
of
the
closer
a
melted
of
feet
on
turned
of
been
an
for
up,
there
exasperation
crag.
these
A
I
the
leading
was
the
On
the
the
and
of
had
key
glass,
on
final
at
with
me
pieces
back
in
recently
pipes.
face.
iron
up
balcony
metal
which
large
was
extra
the
Then
footpath
steps,
The
cliff
wall
highest
for
of
looking
It
original
and
a
of
I
‘Is
yelled
Obviously
balcony
used
I
backs.
gestured
high
looked
asked,
pronunciation
shrug.
reminded
that
two
frame
porch,
led
flight
of
a
been
their
Greek
of
tree,
spiders
earlier.
made
sort
found
I knew
short
man-made
the
deep
a
cross
blobbed
feet
road
victims,
door
candles.
ancient
turned
men
They
even
Where?’
(Anthony).
the
some
fat
through
of
of
cave?’
cave?
irritated
of
The
door
in
one
the
hadn’t
clumsy
‘Antonis’
corner
an
an
bushes.
of
the
word
of
hung
painted
witnessed
I
They
very
hadn’t
sort
section
my
that
‘The
disturbed.
and
had
was
question.
once
questioning some local shermen.
‘Where’s
cave
forth,
crude
Alice
was
I
the
that
tarmac
passing
a
be
the
and
the
which
face
out
brought
was
the
them.
eel-spearing,
the
back
the
path
there
his
branches
between
seize
to
hoping
caught
to
to
find
general
confer
,
make
the
zigzagged
spun
I
just
hurried
such
men
back
down
would
annoyed
two
beyond
I
cave?’
turned
could
sure
some
tourist,
I
shouted
clearly
Please,
saw
I
so
a mythical cave apparently
Severin
Unit
21
22
23
The
why
W hat
the
main
a
suitable
point
of
in
the
title,
the
book
given
first
is
about
the
difficulties
B
To
tell
the
reader
about
the
legend
C
To
tell
the
reader
about
eel
the
in
At
first
the
the
of
paragraph,
correct
end
of
Sc ylla’.
the
Frightened
B
Pleased
In
In
it’s
Give
first
How
A
In
place.
he
right
of
the
are
two
a
feel
of
in
cave’.
extract.
[2
the
second
looking
finding
the
cave
[1
of
things
that
sug gest
the
examples.
the
[2
writer
says
the
‘fat
spiders
the
third
five
the
does
he
reminded
were
ugly
B
They
were
decorated
the
W hat
were
third
does
and
this
says
he
felt
‘ like
Alice
walking
through
mean?
writer
describes
the
features
of
the
the
writer
describes
the
walls
as
[3
marks]
[5
marks]
cave.
‘grotesque’.
unpleasant.
brightly.
enormous.
paragraph,
he
the
writer
mark]
mean?
They
They
marks]
this?
mentions.
paragraph,
this
the
does
paragraph,
things
third
W hat
mark]
writer
[1
paragraph,
glass.’
marks]
Sc ylla
number
about
papers
place
A
In
line
Sc ylla’s
Disappointed
W hat
C
first
of
fishing
paragraph
does
the
there
search
Practice
paragraph?
reader
In
‘In
the
the
List
28
is
extract
tell
the
27
this
the
To
C
26
is
to
A
me
25
given
Explain
is
24
title
12:
say
that
[1
the
makes
writer
this
is
cer tain
clear?
he
has
found
Sc ylla’s
mark]
cave.
[1
mark]
201
Unit
12:
Practice
Writing
paper
✪
Answer
all
✪
The
marks
✪
The
maximum
1
Describe
between
2
Your
3
for
school
or
cause
✪
the
place
✪
the
time
letter
Write
a
when
✪
where
✪
what
✪
the
it
shown
paper
this
is
in
brackets
60
photograph.
Your
description
should
be
is
are
having
to
charity
sponsor
raising
the
a
r un
you.
money
will
‘fun
You
run’.
must
Write
a
letter
to
[9
marks]
[12
marks]
local
mention:
for
happen
star t.
be
blog
between
about
a
50
trip
and
or
70
visit
words.
to
Do
friends
not
or
write
family.
an
address.
You
must
refer
to:
went
did
people
of
this
in
them
will
or
are
was
you
diar y
college
should
you
for
see
where
it
English
words.
you
diar y
✪
Think
you
asking
the
in
questions
mark
30–50
✪
Your
4
questions
what
businesses
Your
papers
or
one
who
blog
were
entr y
thing
you
with
you
should
would
be
like
or
who
you
between
to
visited.
70
change
in
and
90
your
words.
local
[16
marks]
[23
marks]
area.
Explain:
✪
what
✪
why
Your
202
you
it
would
should
explanation
like
be
to
change
changed
should
be
or
improved.
between
100
and
150
words.
Glossary
Glossar y
abstract
opposite
things
relating
of
or
access
adjective
thing ,
a
word
adverb,
A
a
word
for
or
and
examinations
two
years
of
relates
seen,
to
a
that
of
you
that
an
or
to
ideas
to
(the
physical
touched
get
etc.)
school
person,
beautiful,
phrase
for
feelings
describes
so
example:
be
ability
meaning
(shor t
which
can
tall,
changing
the
Levels
that
example:
adjusting
changes)
–
that
education
for
adverb
thoughts,
‘concrete ’
objects
to
to
in
place
or
modies
or
other
slowly
taken
by
Levels)
students
schools
courses
in
the
following
work
chisel
a
tool
for
referred
climate
competition
nal
the
UK
silently
for
examination
or
two
of
shor t
especially
by
similar
for
close
Placement)
students
schools
to
‘A
that
(verb)
is
in
course
the
following
(for
conjunction
words,
a
last
the
(a
piece
a
trade
of
to
by
or
a
bear
an
the
device
job,
a
disappearing
person
board
(verb)
school
you
board
(noun)
bored
by
eye
close
not
are
in
stone
change
group
in
weather
taking
jobs
or
or
par t
that
can
clauses
in
conditions
over
a
the
used
or
to
sentence,
conjunctions)
of
worldwide
places)
be
a
conjunctions)
issue
in
college
and,
although,
nature
join
for
but,
or;
because,
and
while
wildlife
drinking
subject
with
link
which
is
likely
to
cause
to
craftsman/craftswoman
things
ver y
skilfully,
often
curriculum
what
cushioning
protecting
can
altogether,
dying
larger
protect
live
in,
who
makes
sleeping
and
things
from
eating
at
metal
the
to
a
of
wood
you
someone
using
learn
(a
at
who
makes
traditional
methods
school
cushion
is
something
soft
you)
degree
a
interested
using
a
at
noun,
general,
any
modern
measuring
devices
waste,
has
slow
been
the
remains
of
something
broken
break-down
chopping
qualication
down
trees
or
awarded
after
a
forests
three-year
university
determiner
relationships
without
of
deforestation
course
plank
bits
that
decay
bonds
who
argument
debris
extinct
go
to
clothing
out
blacksmith
year
eating
an
mobile
a
consumption
contentious
animal
becoming
or
protection
that
without
want
evidence
conser vation
year
guidance
bare
wood
as
(coordinating
US
software),
doing
shaping
word
phrases
correlation
downloaded
learn
a
Level’
‘application’
one
apprentice
with
taken
secondar y
curriculum;
app
Advanced
people
when
(subordinating
permitted
(shor t
and
helps
change
allowed
AP
in
time
example:
not
believe
that
to
curriculum
aloud
people
achieve
work
competitive
Advanced
secondar y
to
that
Class/Grade/Year
(slightly
verb
idea
hard
charity
cited
better
adjective,
work
an
need
unbelievable
t
cause
a
word
usually
for
that
telling
example:
disadvantage
us
a,
gives
information
whether
the,
something
it
is
about
specic
or
ever y
that
reduces
the
chance
of
success
carpenter
case
a
study
person
an
who
example
makes
of
things
someone ’s
experience
cast
doubt
from
actual
wood
economic
to
ecosystem
aside
stop
feeling
negative
live
and
do
with
natural
money
place
where
animals
and
plants
interact
203
Glossary
ecotourism
the
natural
emissions
fumes,
a
type
gases
enthralling
in
aims
not
to
harm
in
sent
into
the
air,
for
example
car
curriculum,
strong
danger
global
of
dying
out
good
(from
someone
who
is
natural
something
world
that
not
follow
a
general
skill
outside
normal
activities
school
things
that
you
do
and
have
just
a
graduate
feinting
features
making
nancial
that
a
pretend
hardship
life
blow
diculties
motor
skills
movements,
for
physical
example
in
a
ght
caused
abilities
using
by
hammer
lack
of
into
using
ngers
to
small
thread
a
ower
focus
foe
wheat
one
thing
enemy
food
chain
the
links
between
one
species
and
oil,
sources
were
long
ago
foul
(power ful
adjective)
worn
cloth
breaking
frustration
cannot
do
fullling
out
to
energ y,
from
or
a
broken
for
living
example
things
up
it
feeling
disgusting
up
is
of
(when
said
to
coal
that
a
be
or
of
education
demanding
‘frayed’)
because
achieving
what
all
the
a
US
word
for
(dustbin/wastebin)
204
‘rubbish’,
as
in
tool
and
works
well
with
right
of
amount
leisure
of
activity,
so
end
of
a
or
reach
college
or
abilities
to
kick
a
using
the
whole
football
tough
(for
you
set
time
‘garbage
to
hit
a
the
together
the
US
chisel
way
to
do
or
to
that
drive
nails
someone ’s
things
equivalent
students
school
that
hands
require
up
diploma
to
the
romantic
the
of
the
age
of
UK
qualication
all
courses
holiday
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plastic
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96–7
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abstract
water
details
active
shor tages
90–1
78
verbs
53
glossaries
110–11
determiners
past
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diaries
activities
38–9,
24,
67,
possessive
adjectives
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190
William
buildings
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poison
tree’
technolog y
28–9
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162
68
pronouns
acting
direct
object
direct
speech
77
Do Indian kids spend too much time at
as
170
school?
136
43–4
Ecotourism – how does it work?
punctuation
118
30
E
adverbs
19
62
54–5
digital
adjectives
24
112
education
post-16
160,
161,
169
24
Ecotourism – how does it work?
adverbial
clauses
education
fronted
adverbials
60,
178–9
antonyms
166–7
154–5
OECD
education
apostrophes
53,
Islands
114,
115
in
Hints and tips for a healthy life!
Lesotho
repor t
150–1
home
158–9
post-16
and
neighbourhood
82
homophones
160
Honda,
56
153
Soichiro
180
152–3
apostrophes
ar ticles
Galapagos
61
education
ambitions
118–19
60
to
show
possession
Culture shock
162–3
Indonesia
expectations
161
Jarrett,
66
171
Adrian
172
190
Fast Facts
Attenborough,
Sir
David
115,
118,
176–7
jobs,
career
choices
and
ambitions
119
Jarrett,
Adrian
172–3
lifelong
learning
179,
161
184
Kite Runner, e
51
B
email
Batwa
Trail,
Uganda
Blake,
William
22–3
natural
poison
tree’
species
100–1
Plastic soup
53
schools
150
190
exclamation
brackets
for
parenthesis
marks
30,
148
Should we save endangered animals
149
and plants?
buildings
100
58–9
F
bullet
96
18–19
examples
blogs
89
122–3
endangered
‘A
disasters
points
for
lists
31,
Sindbad Voyage, e
188
187
fables
facts
192–3
32–3,
53,
157
social
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social
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72,
21,
73,
75,
78
23
C
family
career
choices
2,
70–1
dierent
charity
work
72,
73,
families
3
and
my
family
2
at school
writing
memories
star ting
14
132
about
family
18–19
Will your next best friend be a robot?
school
writing
to
persuade
4
84
142–3
Kite Runner, e
50–1
Yousafzai,
Malala
154–5
26
gurative
collective
nouns
31,
writing
30,
inver ted
Mike
‘Best
156–7
commas
sentences
146,
26,
sentences
Friend’
36
grammar
54–5
7
active
and
passive
26,
verbs
110–13
your
next
best
friend
be
a
sentences
var y
116
4–5
connective
words
and
phrases
135
116
about
friends
adverbials
60,
16–17
61
connectives
direct
and
134–5
repor ted
speech
170
139
words
and
phrases
full
stops
fun
runs
30
fronted
adverbials
61
135
73
main
types
of
sentence
26–7
28
modal
coordinating
to
116
134–5,
words
ways
116
26,
fronted
connective
and
147–8
writing
conjunctions
connectives
38–9,
conjunctions
robot?
context
138–9,
activities
3
Will
compound
Gould,
148
friends
complex
80
186–7
free-time
commas
idioms
95
formal
conjunctions
verbs
117,
120,
121,
182
26
G
crafts
A
17
ction
colons
Freedom,
18–19
childhood
clauses
to
W hy students should have to do sport
78–9
me
childhood
Walk
178–9
prexes
128
188–9
Galapagos
Culture shock
114–15
prepositional
and
noun
phrases
162–3
global
customs
Islands
issues
88–9,
104–5
164–6
144
endangered
species
100–1
prepositions
60–1
207
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pronouns
subject
42–5,
and
verb
subject-verb
suxes
tense
93
7–9,
careers
advisor
charity
work
choosing
129
digital
98–9
or
classes
24–5,
99
76–7
86–7
me,
Hints and tips for a healthy life!
my
107
home
lists
153
Soichiro
Hosseini,
your
57
31,
home
talk
locality
e Kite Runner
skills
students
91
imager y
80–1,
and
my
Walk to Freedom, A
family
10–11
popular with tourists?
108–9
at school
62
accounts
impersonal
4–5
lists
186
Yousafzai,
nouns
mobile
190
modal
Nelson
school?
natural
136–7
77
58–9,
disasters
are
negative
neighbourhood
italics
writing
138–9
commas
146,
147–8
146
my
23,
121,
182
object
newspaper
jargon
53
Jarrett,
178–9,
172–3
192–3
K
kampungs
Keller,
58–9
Helen
words
140–1
10,
28,
63,
168
L
leaets
53,
learning
listening
54–5
diculties
125
140–1
natural
disasters
(Organisation
and
opinions
57
for
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development)
activities
paragraphs
passive
190
and
38–9
when
4
58–9
162–3
to
13
past
progressive
tense
13
past
tense
Plastic soup
9,
118–19
practice
113
98
Michael
positive
40–1
96–7
23,
84
papers
194
reading
paper
Text
1
195–7
reading
paper
Text
2
197–8
First day of school – world traditions
reading
paper
Text
3
198–9
144–5
reading
paper
Text
4
200–1
Have you ever thought of visiting
writing
Indonesia?
32–3
passive
tense
Ecotourism – how does it work?
opinions
the
continuous
school?
22–3
use
112
past
Phelps,
136–7
110–11
present
66–7
Hints and tips for a healthy life!
prexes
82–3
un-,
paper
64–5,
dis-,
202
130–1
im-,
il-
and
ir-
Co-
158–9
34
verbs
past
57
and
nouns
165–6
32–3
Do Indian kids spend too much time at
facts
phrases
P
56–7
Culture shock
email
noun
84
buildings
Adrian
as
77
outdoor
repor ts
non-ction
acting
Old Man and the Golden Fish, e
more
56
nicknames
J
88
neighbourhood
neighbours
164
pronouns
O
21
120,
88–9
Indonesia?
inver ted
208
there
Have you ever thought of visiting
informal
key
117,
operation
now?
66–7
phrases
154–5
95
189
technolog y
why
66–7
59,
45
OECD
N
Indonesia
jobs
A Walk to Freedom
176–7
object
Malala
24,
writing
69,
verbs
Do Indian kids spend too much time at
indirect
23,
possessive
14–15
190
constructions
132–3
Will your next best friend be a robot?
57
metaphors
114–15
W hy students should have to do sport
90–1
house
14–15
W hy are the Galapagos Islands so
108
noun
142
69
imagined
India
115,
188–9
74–5
40–1
187
Mandela,
67,
Aid
Swimming – for fun or for medals?
M
idioms
100–1
Sindbad Voyage, e
50–1
I
172–3
96–7
and plants?
168–9
shor tages
dream
punctuating
180–1
Khaled
friends
guide
water
70–1
homophones
Honda,
my
tour
56–7,
school
180–1
Should we save endangered animals
150–1
63
drinks
phoning
39
holidays
home
82–3
your
view
healthy
hobbies
to
Adrian
Plastic soup
28–9
Lesotho
talk
Soichiro
Jarrett,
126–7
Soccer
extending
H
72–3,
Honda,
46–7
Farel’s
health
in
184–5
subjects
technolog y
employer ’s
whose
talk
78–9
study
education
12–13
whom
word
92–3
agreement
consistenc y
verbs
who,
48–9
128
192–3
Index
prepositions
24,
60–1
prepositional
phrases
164
W hy students should have to do sport
mobile
at school
picturing
132–3
present
continuous
tense
12
Will your next best friend be a robot?
present
progressive
tense
12
4–5
present
tense
pronouns
8,
98
42–3
possessive
possessive
adjectives
relative
pronouns
pronouns
48
acting
as
repor t
possessive
acting
as
nouns
45
relative
pronouns
punctuation
30–1,
48–9
146–9,
171,
41,
speech
questions
lists
103
spor ts
4–5
103
question
130–1
at school
5
marks
30,
148
147
158–9
subject
memories
143
ction
50
reading
50–1
136–7
Lesotho
150–1
subordinating
buildings
-ly,
rst
at school
semicolons
136–7
senses
118–19
sentences
22–3
opinions
32–3
ways
Severin,
Sheen,
shor t
Indonesia?
similes
Hints and tips for a healthy life!
Soichiro
Adrian
Plastic soup
82–3
180–1
172–3
96–7
Aid
34
188–9
74–5
40–1
14–15
sentences
-sion
166–7,
93–5
26
129
40–1
174
188–9
9
travel
8
122–3
Islands
about
114–15
tourism
120–1
144–5
106–7
106–7,
writing
122–3
about
travel
120–1
26
Unicef
74–5
72
V
73
ourselves
volunteering
media
20,
and
and
others
charity
36–7
and
touch
73
verbs
7,
24,
active
past
opinions
in
72–3
work
32–3
20
59,
and
modal
22–3
keeping
118–19,
118–19
U
runs
popular with tourists?
Galapagos
writing
74–5
facts
59
106–7,
traditions
tense
53
34
ecotourism
5
W hy are the Galapagos Islands so
114–15
sentences
140–1
words
transpor t
tense
issues
email
116
190
simple
social
sentences
75
present
fun
96,
people
tourism
189
helping
Swimming – for fun or for medals?
Walk to Freedom, A
69,
Aid
agreement
and
sentences
Toraja
30–1
e Sindbad Voyage
past
social
Sindbad Voyage, e
Tim
simple
and plants?
100–1
var y
simple
Soccer
Soccer
technical
26–7,
to
skimming
in
conjunctions
Anne
synonyms
topic
stories
Should we save endangered animals
subject
Swimming – for fun or for medals?
183
Michael
Have you ever thought of visiting
66–7
the
132–3
punctuation
144–5
Jarrett,
142
138–9
130–1
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Sullivan,
68
First day of school – world traditions
Honda,
143
21
Ecotourism – how does it work?
and
school
65,
studies
T
seles
school?
facts
school
of
W hy students should have to do sport
162–3
Do Indian kids spend too much time at
email
memor y
star ting
58–9
Culture shock
suxes
140–1
92–3
subject-verb
my
non-ction
about
77,
school?
144–5
Kite Runner, e
7,
identifying
First day of school – world traditions
reading
153
diculties
76
in
letters
132–3
Do Indian kids spend too much time at
education
R
missing
124–5
writing
124–5,
rst-day
marks
for
39
learning
schools
147
W hy students should have to do sport
S
186
scanning
quotation
marks
studies
Q
questions
170
152–3
186–7
punctuating
34–5
68
homophones
friends
21
inform
apostrophes
170
rhetorical
myself
to
21
spelling
157–8
speech
words
speech
48–9
56
root
154–5
53
residents
robot
183,
40,
writing
repor ted
pronouns
Malala
pronouns
relevance
43–4
writing
specicity
Yousafzai,
technolog y
76
passive
verbs
117,
progressive
present
simple
verbs
120,
tense
progressive
past
tense
110–13
121,
182
13
tense
12
9
209
Index
simple
present
tense
8
writing
about
studies
writing
about
travel
138–9
W
subject
and
verb
7,
92–3
who,
subject-verb
agreement
whom
consistenc y
Robbie
for
pur poses
classes
24–5,
readers
and
the
190–1
76
writing
identifying
64–5,
dierent
6
80–1
prexes
tourism
75
writing
Books
6
word
idioms
and
99
98–9
Word
vocabular y
whose
120–1
Williams,
tense
or
93–5
subject
in
to
argue
a
point
writing
to
describe
writing
to
explain
writing
to
inform
writing
to
persuade
of
view
sentences
130–1
102–3
76
root
words
130–1
understanding
suxes
65,
the
role
of
the
68–9,
174–5
object
130–1
52–3
77
synonyms
and
antonyms
166–7
34–5
writing
Will your next best friend be a robot?
formal
writing
138–9,
34,
156–7
4–5
repor t
volunteering
72,
writing
157–8
Y
73
writing
about
friends
and
childhood
Yousafzai,
16–19
210
Malala
154–5
84–5
Acknowledgements
Acknowledgements
p142:
Nolte
p143:
CR S
Lourens/Shutterstock ;
PHOTO/Shutterstock ;
FamVeld/Shutterstock ;
Elena
p144:
p143:
p144:
p145:
Africa
Studio/Shutterstock ;
joingate/Shutterstock ;
Tsur ukame
Schweitzer/Shutterstock ;
continued
p144:
Design/Shutterstock ;
oneo/Shutterstock ;
Bori:
p147:
Denis
Shutterstock ;
p148:
tobkatrina/Shutterstock ;
Cristo/Shutterstock ;
p147:
‘Culture
reprinted
Shock’
by
from
permission
InterNations
of
the
author
magazine,
and
InterNations
Hart:
extract
from
‘Soichiro
Honda,
Biography ’,
A SME .org ,
June
michaeljung/
2012,
p149:
from
bodom/
Marion
Shutterstock ;
extract
www.internations.org ,
p145:
p146:
Judith
Pavel
L
Photo
reprinted
by
permission
of
e
American
Society
of
Mechanical
and
Engineers
Video/Shutterstock ;
p149:
XiXinXing/Shutterstock ;
Leitner/Shutterstock ;
p151:
Emir
Leitner/Shutterstock ;
p154:
Jorg
p150:
Simsek/Shutterstock ;
Reinhold
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Khaled
REUTER S/Alamy
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;
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;
p156:
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rui
vale
p157:
copyright
©
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Stock
Experiment/Alamy;
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by
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B
L
rights
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Ajay
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School
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Press,
Inc./Alamy;
on
Photoonlife/Shutterstock ;
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Buttery
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iStock ;
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Tyler
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on
Hecker/Shutterstock ;
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©
behalf
Noci/Shutterstock ;
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Vgstockstudio/Shutterstock ;
p192:
p191:
authors
and
publisher
are
Ste
UK
copyright
Museum,
Blind,
extract
extracts
1998,
of
&
K
J
2004),
Water town,
from
of
Long
Little
Andries:
reprinted
and
Riverhead,
extract
by
R andom
from
an
House
‘Helen
permission
Massachussetts,
Walk
Brown
from
and
Severin
the
e
from
Sinbad
e
to
Book
Freedom
Group
1983,
Voyage
Jason
reprinted
of
www.perkins.org
(Abacus,
2013),
Ltd
(Abacus,
Voyage
by
1998),
(R andom
permission
of
copyright
House
A
M
1983),
Heath
&
Co
author.
and
Ron
omas:
www.kidc yber.com.au,
and
record
Pictures
p188:
p182:
USA/Alamy;
p187:
p186:
amriphoto/
magicoven/Shutterstock ;
Malala
IT V
for
amount
Ajax
News
&
Feature
Yousafzai:
copyright
extract
reprinted
from
by
‘Indonesia-housing ’
permission
of
the
extract
for
from
Unicef ’s
June
work
for
2016
press
children’,
release,
‘Soccer
Aid
www.unicef.org.uk
Brown
©
Monkey
p192:
Business
for
Malala
Group
Ltd,
extract
from
Yousafzai
London
on
speech
2013,
to
the
reprinted
behalf
of
United
by
Malala
Nations,
permission
of
July
2013,
Cur tis
Yousafzai.
p188:
third
par ty
use
of
this
material,
outside
of
this
publication,
is
Ser vice/Alamy;
Interested
par ties
should
apply
to
the
copyright
holders
p191:
indicated
in
each
Although
we
case.
Images/Shutterstock ;
KieferPix/Shutterstock.
permission
to
reprint
have
before
made
ever y
publication
eor t
this
has
to
not
trace
been
and
contact
possible
in
all
all
copyright
cases.
If
the
notied,
following
Plc
Penguin
of
M88/
studio/Shutterstock ;
Keystone
grateful
Publishing
division
authors.
holders
e
a
Naturspor ts/Shutterstock ;
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the
Sydenham
prohibited.
p190:
Group,
Seymour-Ford
for
Tim
Kidc yber,
Any
omas
J
permission
Severin
Shirley
adam/
Tvm/Shutterstock ;
Olson/Shutterstock ;
Zovteva/Shutterstock ;
Bloomsbur y
Dream_master/Shutterstock ;
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p183:
2003),
2003,
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raises
p182:
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Severin:
Tim
Ltd
Jenner/Shutterstock ;
:
of
Publishing
Histor y
Mandela:
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Dejan/Shutterstock ;
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Unicef
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(Bloomsbur y,
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Pressmaster/Shutterstock ;
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Shutterstock ;
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Kidsada
MarclSchauer/Shutterstock ;
Runner
TKR
reser ved.
(Perkins
reprinted
LunL a/Shutterstock ;
permission
Penguin
McGinnity,
Keller ’
Perkins
Tr pjumnong/
K astelic/Shutterstock ;
of
All
Nelson
Images/Shutterstock ;
Kite
©
Borges
Milinkov/Shutterstock ;
Stanislav
e
2003,
Mayer/
LLC.
Paassen/Shutterstock ;
from
Hosseini
Nikolai/
Shutterstock ;
Regien
extract
Khaled
sousa/
Titov
imprint
Photography/Shutterstock ;
Hosseini:
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oppor tunity.
David
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Attenborough:
sur vive’,
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Lonely
©
extract
Planet
Lonely
from
Traveller,
Planet,
2009,
‘Galapagos
www.
Islands
need
tourism
Lonelyplanet.com/magazine,
reprinted
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permission
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Lonely
Planet
211
International
ENGLISH
A
Audio
GCSE
CD
inside
AS
S E CO N D
L A N G UAG E
Mike
The
Gould
only
English
as
a
■
■
Second
fully
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the
Oxford
specication
writing ,
listening
Audio
CD.
Build
assessment
with
communicate
reading ,
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Language
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for
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clearly
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ability
condence
exam-style
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with
and
with
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a
thematic
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from
extensive
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approach
skills.
practice
preparation
on
the
chapter
advice.
Unit
Where
UNIT
GCSE
2017.
Enable
that
Lorna
textbook
September
■
and
4: Thinking and speaking
live
When we talk about where we live, we also use the word
neighbourhood. is means the street you live in (if you
This
4
unit
is
all
about
neighbourhood
and
your
home,
town,
live in one), or the immediate area around your home – the
local roads, shops, parks, elds etc.
region.
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In
this
unit
show
R2
you
key
learn
clear
points,
and
of
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details
how
and
text
ideas
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and
extended
purpose
length
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4.1
My
and
longer
make
S2
the
and
overall
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appropriate
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you
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more
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following
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long
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Did
have
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language
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like?
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you?
Useful
vocabulary
people
moved
in
or
out
while
you
have
been
rooms,
you
live
somewhere
else
before
your
current
words
family,
relatives,
there?
structures.
upstairs,
Also
downstairs,
home?
available:
street
Check
Time
My
home
and
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neighbourhood
meaning
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a
few
you
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the
talk
minutes
thinking
about
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these
words.
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turns
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questions
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‘home’,
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are!
next
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neighbourhood
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home
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familiar
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have
particular
building
or
area
names,
and
homes
sometimes
they
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people
are
given
local
‘
nicknames’
as
be
live
✪
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too
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how
long
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a
by
name
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be
than
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others
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leave,
begins
you
think
and
–
‘I
ends?
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structure
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its
walls
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word home
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How
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all),
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what
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relationship
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or
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area
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in,
describe
and
some
vocabulary
from
the
of
this
group.
for
friends,
do
you
agree
on
where
ends?
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that
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people
example
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their
because
neighbourhood?
their
family
has
Is
there
lived
a
there
longest)?
place
security.
inuenced
there,
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it
the
with
live
section.
often
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means
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you
other
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neighbourhood
as
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you
area
to
be
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comfortable
reveal
neighbourhood to
neighbourhood
Time
to
say
enough
more
REMEMBER: Use
about
you
lucky
well)
they
✪
may
bigger
press
a
Remember
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think
people
title
is
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shor t
talk
–
no
and
neighbourhood.
you
lived
more
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than
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prefer
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talk
describing
about
a
your
home
previous
place
like,
in,
that
is
ne
too.
with
town.
56
57
Answers
to
the
exercises
in
this
book
and
transcripts
for
the
listening
activities
978-019-841716-3
are
in
the
Teacher
Pack,
available
separately.
How
to
get
in
touch:
IS B N
1
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