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Contents
Introduction
4
Focus unit walkthrough
5
Focus Assessment Package
11
Assessment for learning
13
Components
14
Student’s Book
Contents
16
Starter unit
18
Unit 1
26
Unit 2
38
Unit 3
50
Unit 4
62
Unit 5
74
Unit 6
86
Unit 7
98
Unit 8
110
Grammar focus
122
Culture notes
142
Students’ Book audio script
151
Workbook answer key
164
Photocopiable resources
171
Grammar animations
238
+ Student’s Book Word Store booklet with answers
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Introduction
Dear Teacher,
We are writing to you to introduce Focus, our new
course for upper secondary students. This course
is the fruit of our many years’ teaching, writing and
developing materials. Our aim has been to produce
a set of materials that will help you to be the best
teacher you can be. In other words, we want to
help you to create the optimum conditions for your
students to learn English.
Of course, we accept that everybody’s teaching
context is unique and the perfect English course is an
unattainable dream. That said, our own experience
in the classroom has taught us to value three things
above all when using teaching and learning materials:
reliability, flexibility and credibility.
Reliability
Quite simply, we want the materials to work.
We don’t want the course to let you down in the
classroom. So we’ve gone for a clean design, clear,
easy-to-understand instructions and a wide variety
of engaging topics, texts and tasks that have been
combined in a logical way that will make sense to you
and to your students.
Needless to say, the course covers all the necessary
language work appropriate for the level and follows
the Common European Framework of Reference
(CEFR). We hope you will appreciate the stimulating
and memorable way in which each carefully selected
grammar structure and vocabulary item is presented.
But we are well aware that presenting language is
not even half the story. We have designed these
materials so that they systematically recycle the
language that has been presented. ‘Use it or lose it’
is our motto. You will discover that this course, with
all its supporting print-based and digital materials,
provides your students with the repeated exposure
and practice they require. Reliability = trust. We are
confident you will be able to trust Focus.
Flexibility
One of the things we learnt early on in our careers is
that you teach the students, not the lesson plan. There
is no point in slavishly following a prescribed ‘teaching
path’ through a set of materials if the students are not
with you. Your ability to react to emerging classroom
situations and adapt your lesson accordingly is a vital
teaching skill. We strongly believe that a rigid unit
structure does NOT have to be a teaching straitjacket.
The lessons themselves are brimful of different ideas,
task types and interesting information. Then the
supplementary material we have developed, both
print-based and digital, offers you almost limitless
flexibility. You can give extra multiple choice grammar
exercises, do a communicative A/B information-gap
activity or watch a video clip. Flexibility = choice. We
think you will appreciate the range of choice in Focus.
Credibility
So, while we are sure that a reliable and flexible
course will help you, it’s this third characteristic that
really counts. We’d like to take this opportunity to
summarise our thinking on this and explain what lies
at the heart of Focus. We can do this by grouping
our thoughts under three words beginning with M:
Motivation, Memory and Meaning.
Motivation
This is our starting point: students learn best when
they are interested in the material. It’s as simple as
that. We may not have got it right every time for
your particular teaching context, but our overriding
concern has been to select topics, texts and tasks that
engage students both emotionally and intellectually.
Memory
Systematic recycling of new language is a core feature
of Focus. There is a particular emphasis on vocabulary.
In the process of building their own ‘Word Store’,
students using Focus will devote valuable time to new
vocabulary, as well as learning a variety of ways of
recording it.
Meaning
We are strongly opposed to mechanistic practice and
drills where form dominates and meaning is irrelevant.
Don’t practise language for the sake of it. Language
exists to make meanings and our learning materials
should reflect this.
These are some of the more important ideas that we
hold dear. Over the years, they have influenced our
teaching and our writing. Credibility = belief. We want
you to believe in Focus.
So now it’s over to you. We’d like to take this
opportunity to wish you and your students every
success.
Our warmest regards,
Sue and Vaughan
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Photocopiable Resources – Instructions
Focus unit walkthrough
Vocabulary lesson
Every unit begins by focusing on vocabulary, which is then recycled throughout the unit.
1
2
Real life quotations can be used
as a conversation starter for
introducing the unit or as a tool
to find out what students already
know.
2.1 Vocabulary
Sport
•
Compound nouns
Go to WORD STORE 2 page 5.
Collocations
•
5 Do the sports quiz. Then compare your answers with
a partner.
I can talk about sports.
SHOW WHAT YOU KNOW
8
3
a b c p f g h j k
1 Write do, go or play for each list of sports.
JUST DO IT!
1
2
3
lists in Exercise 1. Add any other sports you know.
The UNIT LANGUAGE AND SKILLS
menu describes the flow of the
unit. It highlights the language
skills practised, as well as the extra
resources available.
1
B
a a football pitch
b a golf course
c an athletics track
1The most important thing in
the Olympic Games is not to
win, but take part.
pass
a ball
3
a ball
BARON PIERRE DE COUBERTIN (1863–1937),
FOUNDER OF THE MODERN OLYMPIC GAMES
3
The SHOW WHAT YOU KNOW box
reviews vocabulary students should
already know, to ensure they all
begin the unit at the same level.
STORE 2A.
Does your school have a football pitch ?
How far away is the nearest ski
?
Is there a squash
at your local sports centre?
Have you ever used a baseball
or a hockey
?
5 Is there an ice
or a golf
in your city?
6 Have you ever run a race on an athletics
?
7 Do you own a badminton
or a table tennis
?
1
2
3
4
QUIZ
Which is the biggest?
A
2
UNIT LANGUAGE
AND SKILLS
5
Vocabulary:
Show what you know – sports
compound nouns; sport collocations
• people in sport
• word families – personal qualities
• phrasal verbs
• Word in focus – just
•
•
C
D
a ball
a squash and tennis
b cricket and table tennis
c golf and hockey
•
a on a motor racing track
b in an Olympic swimming pool
c in a boxing ring
4
Where is the highest ski
resort in the world?
a Bolivia
b Canada
c France
F
6
Grammar:
•
Where will you not see a man
with a beard taking part in
a competition?
In which sports do you hit a ball with
a racket on a court?
a ball
E
2
narrative tenses
verb patterns
10 In pairs, ask and answer the questions in Exercise 9.
WORD STORE 2B
11
•
The FOCUS EXTRA section directs
students to additional practice
materials such as the WORD
STORE booklet, the Workbook
or MyEnglishLab and the Focus
website, where they can find the
audio recordings for the unit.
I follow my team everywhere. They are the best. – fan
I have a whistle, a red card and a yellow card. –
I buy a ticket and watch the game. –
We wear the same kit. We’re in the same team. –
I play against you. You want to beat me and I want to
beat you. –
6 I organise training sessions and help you improve. –
7 I do the 100m, the 200m and the long jump. –
1
2
3
4
5
Which is made of metal,
rubber and sometimes
wood?
a a golf club
b a table tennis bat
c a hockey stick
What can you find on the roof of the
Burj Al Arab hotel in Dubai?
WORD STORE 2C
13
a an ice rink
b a tennis court
c a cycle track
•
5–6 correct
an article about a Paralympic athlete
3–4 correct
1–2 correct
Speaking:
asking for and giving an opinion
• agreeing and disagreeing
•
a ball
4
Exercise 2 with the verbs in the box.
an article
bounce
FOCUS EXTRA
•
•
•
•
6
3 What can you do with a ball? Complete the captions for the photos in
Writing:
•
a ball
Grammar Focus page 117
WORD STORE booklet pages 4–5
Workbook pages 20–31 or MyEnglishLab
MP3s – www.english.com/focus
catch
hit
kick
pass
Listen and check your answers to
Exercise 5. Have you won a gold, a silver or
a bronze medal?
CD•1.27 MP3•27
Do you prefer:
4 In pairs, think about other ball sports. What can/can’t you do with
• individual sports or team sports?
the ball?
• indoor sports or outdoor sports?
In basketball you can bounce the ball. You can pass it and
catch it, but you can’ t kick it.
• winter sports or summer sports?
CD•1.31 MP3•31 Complete WORD STORE 2C with the
infinitive of the verbs in red from Exercise 13. Then
listen, check and repeat.
15 What do you think is important in sport? Is it important
to win?
• doing sport or watching sport?
• sport or no sport?!
24
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7 In pairs, discuss what you think about sport.
throw
CD•1.30 MP3•30 Read what a student says about sport
and put the lines in the correct order. Then listen and
check.
1
I’m not into competitive sport. I’ll never break
a goal! I like being healthy and keeping
first. I’ve even seen men cry when the opposing team scores
a prize for sport. In fact, I usually come
2
a world record, and I’m sure I’ll never win
last in races and if I’m in a team, we always lose the
fit. But I don’t need to beat
match. I don’t understand people who need to come
my opponent – I just need to enjoy the game.
interviews about role models
Reading:
CD•1.29 MP3•29 Complete WORD STORE 2B. Match the
people with the definitions. Then listen, check and repeat.
12 Read the sentences and write the people they describe.
Listening:
4
CD•1.28 MP3•28 Complete WORD STORE 2A with the words
in red in the sports quiz. Then listen, check and repeat.
9 Complete the questions with the nouns from WORD
SPORTS
basketball, golf, squash, table tennis, volleyball
canoeing, cycling, rowing, sailing, skating, skiing
athletics, boxing, judo, karate, kung fu
2 In pairs, name the sports in photos A–F below and add them to the
2
WORD STORE 2A
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Vocabulary and Word Store
In the WORD STORE booklet attached to the back of the Students’ Book, there are additional vocabulary exercises
which accompany the Vocabulary, Listening and Reading lessons in the unit.
1
When students reach the WORD
STORE section of a Vocabulary
lesson, they flip open the booklet
at the back of the Students’ Book
and leave it open alongside the
main Students‘ Book page.
Go to WORD STORE 2 page 5.
5 Do the sports quiz. Then compare your answers with
a partner.
WORD STORE 2A
8
a b c p f g h j k
STORE 2A.
1
Does your school have a football pitch ?
?
How far away is the nearest ski
at your local sports centre?
Is there a squash
Have you ever used a baseball
or a hockey
?
5 Is there an ice
or a golf
in your city?
6 Have you ever run a race on an athletics
?
or a table tennis
7 Do you own a badminton
?
1
2
3
4
QUIZ
Which is the biggest?
2
3
Students use Exercises A, B and
C in the Vocabulary lesson to
practise key topical vocabulary and
collocations. Students can use the
WORD STORE page to complete
additional supporting exercises,
which provide students with a
personal mini dictionary they can
refer to as and when necessary.
The WORD IN FOCUS section takes
specific words or language from the
unit and shows students different
collocations and uses of it. This can
be used to practise dictionary skills.
a a football pitch
b a golf course
c an athletics track
3
5
a on a motor racing track
b in an Olympic swimming pool
c in a boxing ring
In which sports do you hit a ball with
a racket on a court?
a squash and tennis
b cricket and table tennis
c golf and hockey
4
Where is the highest ski
resort in the world?
a Bolivia
b Canada
c France
6
5–6 correct
6
2
Where will you not see a man
with a beard taking part in
a competition?
10 In pairs, ask and answer the questions in Exercise 9.
11
I follow my team everywhere. They are the best. – fan
I have a whistle, a red card and a yellow card. –
I buy a ticket and watch the game. –
We wear the same kit. We’re in the same team. –
I play against you. You want to beat me and I want to
beat you. –
6 I organise training sessions and help you improve. –
7 I do the 100m, the 200m and the long jump. –
1
2
3
4
5
Do you prefer:
• individual sports or team sports?
• indoor sports or outdoor sports?
2
1 basketball/squash/tennis/volleyball court
Word families – personal qualities
NOUN
2 boxing/wrestling
1 courage
3 cricket/football/rugby/hockey
2 determination
4 cycle/motor racing/athletics
3 generosity
5 golf
4 inspiration
6 ice
5 modesty
7 ski
6 passion
8 swimming
9
13
Read what a student says about sport
and put the lines in the correct order. Then listen and
check.
CD•1.30 MP3•30
1
I’m not into competitive sport. I’ll never break
a goal! I like being healthy and keeping
first. I’ve even seen men cry when the opposing team scores
a prize for sport. In fact, I usually come
2
a world record, and I’m sure I’ll never win
last in races and if I’m in a team, we always lose the
fit. But I don’t need to beat
match. I don’t understand people who need to come
my opponent – I just need to enjoy the game.
14
Complete WORD STORE 2C with the
infinitive of the verbs in red from Exercise 13. Then
listen, check and repeat.
CD•1.31 MP3•31
15 What do you think is important in sport? Is it important
to win?
• winter sports or summer sports?
ADJECTIVE
courageous
WORD STORE 2E
Equipment
Phrasal verbs
hockey
give up
grow up
keep up with
look up to
make your mind up
make up
set out
take up
10 golf
1 keep up with = stay at the same speed as
WORD STORE 2B
2
People in sport
3
an athlete
a referee
1
a coach a fan an opponent
a spectator
a team mate
a coach = a person who trains you or your team
2
= an official who makes people follow
the rules of the sport
3
= a person who is in the same team as you
4
= a person who takes part in sports,
especially athletics
5
WORD STORE 2C
1–2 correct
7 In pairs, discuss what you think about sport.
CD•1.29 MP3•29 Complete WORD STORE 2B. Match the
people with the definitions. Then listen, check and repeat.
12 Read the sentences and write the people they describe.
a an ice rink
b a tennis court
c a cycle track
CD•1.27 MP3•27 Listen and check your answers to
Exercise 5. Have you won a gold, a silver or
a bronze medal?
Places where you do sport
WORD STORE 2D
12 baseball/cricket/table tennis
WORD STORE 2B
a a golf club
b a table tennis bat
c a hockey stick
3–4 correct
Compound nouns – sport
11 badminton/squash/tennis
Which is made of metal,
rubber and sometimes
wood?
What can you find on the roof of the
Burj Al Arab hotel in Dubai?
WORD STORE 2A
9 Complete the questions with the nouns from WORD
SPORTS
Just do it!
WORD STORE 2
1
Complete WORD STORE 2A with the words
in red in the sports quiz. Then listen, check and repeat.
CD•1.28 MP3•28
= a person or team that is competing
against you
6
= a person who really likes a particular
sport, sportsperson or team
7
= a person who watches a sporting event
WORD STORE 2C
Sport collocations
= invent
= decide
4
= begin (a journey/a new phase
in your life)
5
= gradually change from a child
to an adult
6
= start doing sth new (a sport
or hobby)
7
= quit or stop doing sth
8
= admire and respect sb
WORD IN FOCUS
JUST
3
just = equally
He’s just as fast as she is.
just = only
‘Can I help you?’ ‘I’m just looking.’
a prize/a match/a game/a point
just = very recently
2
an opponent/the champion
Ronaldo’s just scored a fantastic goal.
3
a match/a game/a point
4
a world record
5
first/second/last
6
a goal/a point
7
fit/in shape
1
win
just = exactly
Her family treated her in just the same way.
just to add emphasis
I just don’t think they are good role models.
REMEMBER THIS
win sth (a game, a tournament, etc.)
beat sb (another team, a player, etc.)
• doing sport or watching sport?
• sport or no sport?!
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Focus unit walkthrough
Grammar lessons
The second and fifth lessons of every unit are both Grammar lessons. These lessons are supported by grammar
animation videos, which make them more attractive and motivate students to focus on the grammar being covered.
1
2
The grammar in each lesson
is presented in context and
highlighted, to make it easily
identifiable.
2.2 Grammar
Narrative tenses
4 In pairs, choose the correct answer, A or B.
1 Had Chris Stewart run in Africa before?
2 Why wasn’t he running very fast?
3 Why did a local runner overtake him at high speed?
1
The GRAMMAR FOCUS box gives
students explanations of how to
use the grammar, as well as clear
examples. This is followed by a
variety of exercises which provide
practice with new structures in
contexts relevant to students’ lives.
RUNNING WILD
5
Chris Stewart and two other British athletes were
In 1956, goalkeeper Bert Trautmann
was playing / had played for Manchester
City in his first FA Cup final when he
2
knew that he 4hurt / had hurt himself but
he 5was carrying on / carried on playing.
trees next to the road and it was chasing after them!
He 6helped / had helped his team to beat
Birmingham City 3–1. He then 7had gone /
went to hospital, where the doctors couldn’t
believe he 8had been / was still alive. He
appropriate heading.
• Past Simple:
Each lesson ends with a production
exercise, where students actively
use the grammar from the lesson.
9
Chris believed, ...
athletes were competing, ...
They hadn’ t competed
6 Write questions about the text in Exercise 5. Then
3 Read and complete the GRAMMAR FOCUS with the
2
names of the tenses.
answer the questions.
1 who / win / the 1956 FA Cup final and what / be / the score?
GRAMMAR FOCUS
Who won the 1956 FA Cup final and what was
the score?
Narrative tenses
• You use the 1Past Continuous to set the scene.
2
3
4
5
6
… athletes were competing in a twenty-kilometre race …
• You use the 2
4
The GRAMMAR FOCUS reference
can be used for review at the end
of a Grammar lesson or during unit
review. It can also be used by fastfinishers or students who require
extra practice. Each structure
presented in Grammar lessons
has its own section in GRAMMAR
FOCUS, which includes a detailed
explanation of the structure and
additional practice exercises.
was breaking / had broken his neck!
• Past Continuous:
• Past Perfect:
to describe the main events.
He didn’t speed up. But then he looked round and
saw that …
3
Trautmann / ever / play / in an FA Cup final before?
what position / Trautmann / play / when he got injured?
how / Trautmann / hurt / himself?
Trautmann / stay / on the pitch for the whole game?
why / doctors / think / Trautmann was lucky?
7 In pairs, take turns to tell your partner a story. Choose
• You often use the Past Continuous with the Past Simple –
option A or B, think about what to say and then tell
the story.
Option A: Think of an exciting sports event you’ve seen or
an exciting game you’ve played in.
Option B: Choose one of the true stories in this lesson.
usually when a short action (Past Simple) interrupted
a longer unfinished action (Past Continuous).
He was leading when suddenly, a local runner overtook
him.
• You use the 3
to make it clear that one past
action happened before another past action.
He saw that a large rhinoceros had crashed through the
trees next to the road.
• to talk about an action that was in progress when another
action took place (for the shorter action, which happened
while the longer one was in progress, we use the Past
Simple):
I was riding my bike when the policeman stopped me.
• after advise, allow, encourage, force, remind, teach, urge,
warn: object + to-infinitive:
She taught me to believe in myself.
Continuous form of the verbs in brackets.
seventy-fifth minute. He 3was knowing /
race, so he didn’t speed up – but then he looked round
and saw that a large rhinoceros had crashed through the
• after aim, arrange, attempt, can’t afford, decide, expect,
hope, intend, manage, offer, plan, refuse, remember, seem,
tend, try, want: to-infinitive:
They decided not to work with the sports psychologist.
1 Complete the sentences with the Past Simple or Past
dived / was diving for the ball in the
I’ll never forget the time I scored the winning goal for
our school team. We were playing in the final of ...
4
Grammar Focus page 117
2.5 Verb patterns
Verbs which follow other verbs follow different patterns:
• to describe a background scene in a story or in a description
of a main event:
On the day of the match it was raining and the fans were
getting wet.
We use the Past Perfect to talk about an action that happened
before another action in the past (for the action that came
second, we use the Past Simple):
In the taxi I realised that I had left the ticket at home.
1
was leading when suddenly, a local runner overtook him
at high speed. He knew his rival would get tired later in the
2.2 Narrative tenses
We use the Past Continuous:
We use the Past Simple for a series of actions that happened
one after the other:
Julia got up and put on her trainers.
Read the text and choose the correct
verb forms. Then listen and check.
CD•1.32 MP3•32
LUCKY BREAK
competing in a twenty-kilometre race in Kenya. They
hadn’t competed in Africa before, but Chris believed that
it was important to save energy on a long-distance race, so
he wasn’t running very fast. After three kilometres, he
2 Write the verbs in blue in the text under an
3
4
1 Tom couldn’t play because
A he had forgotten his trainers. B he forgot his trainers.
2 Jeff broke his leg when
A he skied.
B he was skiing.
3 The referee blew his whistle and
A the game started.
B the game was starting.
4 Sue and Jenny were excited because
A they hadn’t been to a football match before.
B they didn’t go to a football match before.
5 It was snowing when
A the marathon had begun.
B the marathon began.
6 Paula was leading the cycle race when
A she fell off her bike.
B she had fallen off her bike.
I can use narrative tenses.
1 Read the text and answer the questions.
1 John
(walk) towards the stadium when he
(hear) a loud explosion.
2 The play
(end) and everyone
(leave) the
theatre.
3
(Sue/work) at the restaurant when she
(meet) Frank?
4 We
(cross) High Street when we
(see) a
bank robbery.
5 While I
(watch) tennis on TV, my sisters
(play) a computer game.
6 What
(you/do) when I
(call) you last night?
2 Join the sentences using the word in capitals and the
Past Simple or Past Perfect.
1 I saw Lionel Messi in the street. Nobody believed it.
THAT
Nobody believed
.
2 The match started. Then I got back home. WHEN
The match
.
3 Jack’s team didn’t train enough. They lost the match.
BECAUSE
Jack’s team
.
4 Ann looked at her watch. She realised she was late for
the meeting. AND
Ann
.
5 Andrew didn’t lock his car. Somebody stole it. BECAUSE
Somebody
.
6 The film finished. Then Mark switched the TV on.
ALREADY
When Mark
.
• after avoid, can’t help, can’t stand, don’t mind, enjoy, fancy,
finish, imagine, keep, miss, stop, waste time: -ing:
Just imagine winning the competition!
• after modal verbs: can, could, might, should: infinitive:
You should answer his question right now.
• after make and let: object + infinitive:
They let me visit the stadium.
1 Choose the correct options.
1 Can you imagine playing / to play tennis with Rafael
Nadal?
2 Howard managed to score / scoring four points in the
match.
3 My sports teacher advised me not to train / not to train
so hard.
4 Mum and Dad are encouraging me trying / me to try
the exam.
5 They can’t make you do / doing your homework!
6 I think Manchester City might win / to win the cup this
season.
2 Complete the sentences with the correct form of the
verbs in brackets. Add me or you where necessary.
1 I can
(ski) really well, but I’ve never tried
snowboarding.
2 Did your parents make
(play) the piano when you
were a child?
3 I can’t afford
(buy) a new tennis racket. It’s too
expensive.
4 This pool is OK, but I miss
(swim) in the ocean.
5 My PE teacher at school encouraged
(pursue) my
passion for swimming.
6 The footballer refused
(join) the national team.
7 You shouldn’t waste so much time
(watch) TV.
8 The doctor has warned
(not go) running for
a month.
117
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Grammar animation videos
Grammar animation videos are used to support new structures through lively animations. The animated videos can
be used for presenting new structures, for reinforcement after the teacher has presented the grammar point or as a
general tool for review.
1
2
Key language and structures from
the Grammar lessons are used in
context in the videos, showing
students how they are used in
real-life situations.
There are two animations per
unit, except for Unit 7, where the
animation covers the grammar from
Lessons 7.2 and 7.5 (this animation
should be used alongside Lesson
7.5). Further teacher’s notes on how
to use the grammar animations is
available on pages 238–239 of the
Teacher’s Book.
Verb patterns
3
I can recognise and use different verb
patterns.
1 What does a sports psychologist do? Discuss
in pairs. Then read the text to find out.
Think like a winner
I’m a sports psychologist.
I work with top athletes
and I help them to
prepare for important
competitions. Of course,
they need to prepare
physically: they should
get plenty of sleep,
remember to drink lots of
fluids and avoid drinking
alcohol. That’s the easy
part! But after they’ve
spent time preparing
their body, I make them relax and prepare the
mind. I focus on three areas: visualisation,
positive thinking and relaxation.
Visualisation
Before an important event, I advise 1 athletes to visit
(athletes/visit) the stadium. This allows 2
(them/visualise)
(imagine) the
the day of the competition. They can 3
smells and the sounds in the stadium, and they imagine
(win) the competition. Then, when the day of the
4
(recreate) the success
competition arrives, they try 5
they imagined.
Positive thinking
I encourage 6
(athletes/talk) to themselves before a big
race. I force
(them/concentrate) on the times when
7
(stay) in the present and tell
they won. They need 8
the negative voice in their head to stop 9
athletes want 10
(talk). Good
2
(win), but top athletes expect 11
(win). That’s positive thinking!
Relaxation
(feel) nervous, especially
when they find themselves standing next to last year’s champion!
1
with the phrases in blue in the text in
Exercise 1.
GRAMMAR FOCUS
Of course, they need 1 to prepare physically.
Examples: aim, arrange, attempt, can’t afford,
decide, expect, hope, intend, manage, offer,
plan, refuse, remember, seem, tend, try, want
• verb + object + to infinitive
I help them 2
for important
competitions.
Examples: advise, allow, encourage, force,
remind, teach, urge, warn (not)
• verb + -ing
But after they’ve spent time 3
their
body, I …
Examples: avoid, can’t help, can’t stand,
don’t mind, enjoy, fancy, finish, imagine, keep,
miss, stop, waste time
• modal verb + infinitive without to
… they should 4
plenty of sleep …
Examples: can, could, might, should, would
• verb + object + infinitive without to
I make them 5
Examples: make, let
I let 13
(them/talk) to me about their worries, but on the
day of the competition, negative thoughts are not allowed! It’s
a simple fact that if they manage 14
they tend 15
(control) their nerves,
(do) better. Winning – it’s all in the mind!
4 Rewrite the sentences using the verbs in brackets. Then tick the
• verb + to infinitive
Each video is accompanied by a
teacher’s commentary, where the
grammar point is clearly explained.
Students can use the video
and commentary to analyse the
grammar point at their own pace.
CD•1.40 MP3•40 Complete the texts with the correct form of the
verbs in brackets. Then listen and check.
Even top athletes can’t help 12
2 Read and complete the GRAMMAR FOCUS
Verb patterns
3
1
2.5 Grammar
and prepare the mind.
sentences that are true for you.
1 I’m happy to lend my bike to my friends. (not mind)
I don’ t mind lending my bike to my friends.
2
3
4
5
6
I don’t have enough money to buy new trainers. (can’t afford)
It is my intention to learn how to skate one day. (hope)
My uncle showed me how to swim. (teach)
I don’t want to take up jogging. (not intend)
My parents won’t allow me to stay out all night with my
friends. (let)
3
5 Complete the sentences about you. Write four true sentences
and one false one.
1
2
3
4
5
I can’t stand watching sport on TV.
I enjoyed …
I wasted a lot of time …
I spend a lot of time …
I’ve decided …
6 In pairs, take turns to read your sentences from Exercise 6.
Guess which of your partner’s sentences is false.
Grammar Focus page 117
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Focus unit walkthrough
Listening lesson
The Listening lesson offers varied tasks and opportunities for students to practise listening skills with new vocabulary,
as well as with graded exam-type tasks.
1
EXAM FOCUS exercises are examspecific tasks, which help students
prepare for the Cambridge English:
First exam, but have been graded
down to B1+ level in terms of
language.
2.3 Listening
Listen and match speakers 1–3
with sportspeople A–C.
Speaker 1:
Speaker 2:
The PRONUNCIATION FOCUS
boxes in the Listening lessons focus
students’ attention on different
aspects of pronunciation, such as
long and short vowel sounds or
shifting stress in word families.
Speaker 3:
CD•1.33 MP3•33 Match sportspeople A–C with
the adjectives. Then listen and check.
courageous
determined
healthy
passionate
realistic
generous
modest
positive
C
Jessica Ennis
2 determination
4 cycle/motor racing/athletics
3 generosity
5 golf
4 inspiration
6 ice
5 modesty
7 ski
6 passion
Roger Federer
ADJECTIVE
courageous
WORD STORE 2E
Phrasal verbs
hockey
give up
grow up
keep up with
look up to
make your mind up
make up
set out
take up
10 golf
11 badminton/squash/tennis
12 baseball/cricket/table tennis
1 keep up with = stay at the same speed as
Listen to a short talk by Jackie
Smith, a windsurfing champion, and answer
the questions.
CD•1.34 MP3•34
Robert Kubica
WORD STORE 2B
2
People in sport
3
an athlete
a referee
7 Look at the underlined words and phrases in some of the
sentences in Exercise 6. Rewrite these sentences using the words
and phrases in the box.
1
EXAM FOCUS Sentence completion
NOUN
1 courage
3 cricket/football/rugby/hockey
9
1 Who were her role models when she started
windsurfing?
2 Who are her role models now?
CD•1.34 MP3•34 Listen again and complete
the sentences with a word or short phrase.
competitions entered got into joined
takes after thought it was a good idea
1 Jackie was
when she won the
international windsurfing championship.
2 When Jackie’s mum was
, she took
part in windsurfing events herself.
3 Jackie learnt to swim when she was
about
.
4 Although Jackie is
younger, she has
always admired Rachel.
5 Jackie and Rachel both became members
of a
when they were young.
6 Jackie’s mum encouraged her when she
took up
.
7 In Jackie’s first windsurfing competition, she
finished in
place.
8 Jackie thinks that she is very much like
her
.
WORD STORE Exercise D at
the end of the Listening lesson
consolidates new language.
Students can also access the audio
from the unit at English.com/focus,
to review and practise.
Word families – personal qualities
2 boxing/wrestling
Equipment
would choose as a good role model. Give
reasons.
6
Compound nouns – sport
8 swimming
4 In pairs, discuss which sportsperson you
5
WORD STORE 2D
1 basketball/squash/tennis/volleyball court
CD•1.33 MP3•33
3
WORD STORE 2A
Places where you do sport
sportspeople in photos A–C.
caring B
3
B
1 In pairs, discuss what you know about the
3
2
A
I can understand specific detail in a short
talk about role models.
2
Just do it!
WORD STORE 2
Sentence completion
2
3
= a person who is in the same team as you
4
= a person who takes part in sports,
especially athletics
windsurfing competitions herself.
5
10
Jackie
Listen and repeat the words in the table.
2
4 /u:/
5 /a:/
1
team
serve
sport
shoe
start
arm
CD•1.36 MP3•36 Add the words in the box to the table in
Exercise 9. Then listen, check and repeat.
draw
ski
first
speed
grew
world
= begin (a journey/a new phase
5
= gradually change from a child
to an adult
6
= start doing sth new (a sport
or hobby)
7
= quit or stop doing sth
8
= admire and respect sb
WORD IN FOCUS
JUST
He’s just as fast as she is.
‘Can I help you?’ ‘I’m just looking.’
a prize/a match/a game/a point
just = very recently
2
an opponent/the champion
Ronaldo’s just scored a fantastic goal.
3
a match/a game/a point
4
a world record
5
first/second/last
6
a goal/a point
7
fit/in shape
win
just = exactly
Her family treated her in just the same way.
just to add emphasis
I just don’t think they are good role models.
REMEMBER THIS
3
WORD STORE 2D
= decide
in your life)
just = only
Sport collocations
3 /ɔ:/
= invent
4
just = equally
= a person who watches a sporting event
WORD STORE 2C
2 /ɜ:/
court
lose
= a person who really likes a particular
sport, sportsperson or team
7
1 /i:/
arm
heart
11
6
4 One day I think I’ll take up …
5 The person I look up to most is …
6 When I was a child, I always copied …
PRONUNCIATION FOCUS
= a person or team that is competing
against you
compare with a partner.
CD•1.35 MP3•35
= an official who makes people follow
the rules of the sport
looked up to
8 Complete the sentences to make them true for you. Then
9
a coach = a person who trains you or your team
1
2 When Jackie's mum was a teenager, she entered
1 People say I take after …
2 I’ve never taken part in …
3 I’d like to join …
a coach a fan an opponent
a spectator
a team mate
win sth (a game, a tournament, etc.)
beat sb (another team, a player, etc.)
CD•1.37 MP3•37 Complete WORD STORE 2D with the correct
adjectives. Then listen, check and repeat.
27
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Reading lesson
The Reading lessons feature a variety of reading texts, which also present factual information that is interesting and
relevant to teenagers.
The Reading lessons feature UK
TODAY and USA TODAY, which
place key language in the context
of English speaking countries and
their culture in short texts.
2.4 Reading
Gapped text
could find difficult.
1 What percentage of the UK population are
disabled?
2 How many disabled people use wheelchairs?
3 Who was the ‘inspiration’ behind the
Paralympic Games?
4 How many athletes took part in the first
disabled games in 1948?
5 How many countries were represented in the
London 2012 Paralympic Games?
2
2
EXAM FOCUS reading exercises are
designed to mirror the Cambridge
English: First exam tasks, and help
students practise their reading skills in
preparation for the exam.
1
an actor
an athlete
a software developer
1 How old was Katy when she started running?
2 What did she achieve in the London 2012 Paralympics?
4 Read the article again. Choose from the sentences (A–F) the
A She was devastated and gave up running for two years.
B She thought running would be a good way to do that.
C She liked to be active and kept up with her siblings at the gym
and the swimming pool.
D But Katy believed she could achieve anything.
E Many disabled people look up to Katy as an impressive role
model.
F Katy’s favourite thing to say was ‘Shark attack!’
UK disability facts
• There are eleven million disabled people in the UK –
nearly eighteen percent of the population.
4
5
in the box.
ambitions
disability
10
chance
record
childhood
degree
roles
shape
1 Katy had an active childhood .
2 Katy moved to Los Angeles to do a
3 Katy loves acting, but she hasn’t played any
.
15
on television.
4 Katy took up running because she wanted to
stay in
.
5 Katy wanted to compete in Beijing, but had a fall and
missed the
.
6 In the London 2012 Paralympics, in the 100 metres,
Katy set a new world
.
7 Her family, friends and fans think Katy has
overcome her
.
• Guttmann treated soldiers with terrible injuries
from the Second World War. He believed
passionately in the benefits of competitive sport
for his patients.
• Guttmann organised the first disabled games in
1948. Sixteen disabled soldiers took part and the
only sport was archery.
• The first Paralympic Games took place in Rome in
1960. There were 400 athletes from twenty-three
countries, competing in nine events.
WORD STORE Exercise E is a
language extension activity, linked
to the end of the Reading lesson.
CD•1.38 MP3•38
A positive attitude
and a good sense of
humour
5 Complete the statements about Katy Sullivan with the words
• Doctor Ludwig Guttmann, a spinal injury specialist,
was the inspiration behind the modern Paralympic
Games.
• Since 1960 the games have grown in size and
importance. London 2012 welcomed 4,200
athletes from 164 countries to compete in twenty
different sports.
3
one which fits each gap (1–5). There is one extra sentence.
The Paralympics
Audio files accompany each text,
allowing additional listening practice
to support reading.
a writer
EXAM FOCUS Gapped text
UK TODAY
• Only seventeen percent of disabled people were
born with their disabilities.
a doctor
a teacher
3 Read the article on page 29 and answer the questions.
• Many disabilities are not visible and fewer than
ten percent of disabled people need wheelchairs.
3
SHE WAS
BORN
THIS WAY
2 In pairs, discuss the kinds of jobs that a person with no legs
I can understand the main points of an
article about a Paralympic athlete.
1 Read UK TODAY and answer the questions.
8 Everybody thinks Katy has fulfilled her
20
25
answers in the article.
7 Complete the questions with the correct form of the collocations
in blue from Exercise 5.
WORD STORE 2E
9
30
Did you have a very active childhood ?
Do you think most people f
their a
in life?
Do your parents do anything to s
in s
?
Have you ever p
ar
in a play?
Do you want to d
ad
when you leave school?
8 In pairs, ask and answer the questions in Exercise 7.
Complete WORD STORE 2E. Match the phrasal
verbs with their definitions. Then listen, check and repeat.
CD•1.39 MP3•39
She was born without the lower half of
her legs and has worn prosthetic legs all
her life. She grew up in Alabama, USA
and had an active childhood. 1_______ .
She feels lucky because her family
treated her in just the same way as her
other siblings.
When Katy was a child, she didn’t like to
put her prosthetic legs on because she
was much faster without them. Other
children would ask, ‘What happened to
you?’ 2_______ She enjoyed making
up stories because she thought it was
boring to say, ‘I’ve been like this all my
life.’
A brave career choice
.
6 Are the statements in Exercise 5 true (T) or false (F)? Check your
1
2
3
4
5
K
aty Sullivan is an actor, an athlete,
a motivational speaker and
a person who refuses to accept the
words no or I can’t.
35
4
When a person is born without legs,
there are plenty of things that are
difficult or even impossible to do.
3
_______ So she chose two occupations
that are difficult, even with both legs.
When she was a teenager, she saw a
production of Charlie and the Chocolate
Factory. One of the actors was Katy’s
classmate at school. Before the play was
over, Katy had made her mind up to be
an actor.
40
45
50
film. She has a positive outlook on life.
She thinks that if you believe you can do
something, you should go for it, and you
shouldn’t let anyone tell you that you
can’t do it. So when Katy’s prosthetist
asked her if she’d like to try running, she
said ‘yes’. She was twenty-five and she
had never run before, but as an actor, she
liked to stay in shape. 4_______ She was
given a pair of running legs and she set
out on a new chapter of her life.
A new pair of legs and
new challenges
Tragedy, then triumph
on the track
She did a degree in theatre and then
moved to Los Angeles, where she has
played roles in theatre, television and
Katy was the first person in the world with
two prosthetic legs to take up running
as a competitive sport. In 2007 she was
55
60
65
70
chosen for the US Paralympic team, but
during training she fell over and missed
the chance to compete in the 2008
Beijing Paralympic Games. 5_______ But
then she took it up again and qualified
for the final of the 100 metres in the
2012 London Paralympics. She didn’t
win, but she did beat her personal best
time and set a new American record. She
said that it was one of the most amazing
moments of her life.
Katy’s family, friends and fans look up to
her as an example of someone who has
overcome her disability and fulfilled her
ambitions.
29
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Focus unit walkthrough
Speaking lesson
The Speaking lessons prepare students for everyday interactions such as asking for and giving advice, giving an
opinion or asking for information.
1
2
These lessons are supported by
interactive speaking videos, which
give students opportunities to
practise functional language.
2.6 Speaking
Asking for and giving an opinion
Agreeing and disagreeing
•
2
I can ask for, give, agree and disagree with an opinion.
1 In pairs, look at the jobs in the box and number them from most
(1) to least (5) important for society.
an actor
a nurse
a scientist
The SPEAKING FOCUS box
highlights useful functional language
from the unit and also presents
additional useful phrases.
2
a farmer
a football player
a pilot
a police officer
a surgeon
3
4
Giving an opinion
I think …/I (just) don’t think …/If you ask me, …
The thing is …/To be honest, …
Half agreeing with an opinion
I’m not so sure about that./I’m not convinced.
Read and listen to a conversation about sport
and answer the questions.
Disagreeing
That’s not true./I’m sorry, I don’t agree with you.
Disagreeing strongly
No way! (informal)/Are you kidding? (informal)
I'm afraid I completely disagree.
Use the SPEAKING FOCUS to complete the
phrases in the conversation. Then listen again and check.
CD•1.41 MP3•41
Note:
If you have no strong opinions, you can say:
Personally, I don’t feel strongly one way or the other.
3
3
Asking for someone’s opinion
What do you think about …?
Agreeing with an opinion
I agree./That’s true./Absolutely!
CD•1.41 MP3•41
1 What do they disagree about?
2 Who do you agree with?
1
SPEAKING FOCUS
Exercises in the Speaking lesson
focus students’ attention on how
functional language is used.
Tom: Woah! Ronaldo’s just scored a fantastic goal! He’s definitely
the best footballer in the world!
Amy: Hm, I’m not 1 so sure about that.
Tom: What do you know about football?
Amy: I know that some football players get a million euros a month!
If 2
, they earn too much.
Pairwork activities encourage
students to use the functional
language from the lesson and
increase their confidence in using
the language.
Tom: That’s 3
. Only a few players earn that much and
they deserve it.
Amy: No way! Football players don’t save lives! Football’s just
a game!
Tom: Are 4
? It’s the most popular game in the world.
Amy: That’s true. But they don’t do anything important. They just
kick a ball!
Tom: The 5
, football players can only play when they’re
young, so they have to earn a lot in a short time.
Amy: I’m 6
. I just don’t think footballers are good role
models.
Tom: I’m sorry, 7
– they’re great role models. They train
really hard …
4
4
CD•1.42 MP3•42 Read the opinions below and
choose the appropriate responses in a and b.
Then listen and check.
1 I think female athletes should earn the same
salary as male athletes.
a I agree. / No way! All athletes should be
paid equally.
b Absolutely. / I’m not convinced. Men have
to work harder.
2 If you ask me, running is the best sport in the
world.
a I'm afraid I completely disagree. / That’s true.
You can do it anywhere and any time.
b Absolutely. / That’s not true. Playing team
sports is much better.
3 In my opinion, golf is for old people.
a I agree. / I’m not convinced. It’s too slow
for young people.
b Are you kidding? / I agree. I’m twenty and
I love playing golf.
4 I think boxing should be banned. It’s too
dangerous.
a Absolutely. / No way! I think it’s great.
b I’m sorry, I don’t agree with you. /
That’s true. It’s too violent.
5 In pairs, practise the conversations in
Exercise 4. Choose answer a or b depending
on your opinion.
6 In pairs, discuss these statements. Use the
SPEAKING FOCUS to help you.
• Extreme sports should be banned.
• We should do more sport at school.
• There’s too much sport on TV.
• Animals should not be used in sport.
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Interactive speaking video
Interactive speaking videos accompany most of the Speaking lessons, making them more attractive and dynamic.
The goal of these videos is to help students focus on and practise functional language in everyday situations.
1
The interactive speaking videos
have three parts. First, the
complete conversation is acted out,
setting the context for students to
see the language in use.
Asking for and giving an opinion
Agreeing and disagreeing
3
Then, while character A acts out a
shorter version of the conversation,
the other half remains silent and
timed. This gap in the conversation
gives students an opportunity to
play the role of character B by
performing their lines.
Students then switch roles and
repeat. It is recommendable to
use the interactive videos at the
end of the Speaking lesson, once
the other speaking activities have
been completed. Students can
practise either in pairs, as a group
or individually and can repeat the
exercise as many times as they like.
•
I can ask for, give, agree and disagree with an opinion.
1 In pairs, look at the jobs in the box and number them from most
(1) to least (5) important for society.
an actor
a nurse
a scientist
2
2
1
2.6 Speaking
a farmer
a football player
a pilot
a police officer
a surgeon
CD•1.41 MP3•41
Read and listen to a conversation about sport
and answer the questions.
1 What do they disagree about?
2 Who do you agree with?
3
Use the SPEAKING FOCUS to complete the
phrases in the conversation. Then listen again and check.
CD•1.41 MP3•41
SPEAKING FOCUS
Asking for someone’s opinion
What do you think about …?
Giving an opinion
I think …/I (just) don’t think …/If you ask me, …
The thing is …/To be honest, …
Agreeing with an opinion
I agree./That’s true./Absolutely!
Half agreeing with an opinion
I’m not so sure about that./I’m not convinced.
Disagreeing
That’s not true./I’m sorry, I don’t agree with you.
Disagreeing strongly
No way! (informal)/Are you kidding? (informal)
I'm afraid I completely disagree.
Note:
If you have no strong opinions, you can say:
Personally, I don’t feel strongly one way or the other.
1
4
Tom: Woah! Ronaldo’s just scored a fantastic goal! He’s definitely
the best footballer in the world!
Amy: Hm, I’m not 1 so sure about that.
Tom: What do you know about football?
Amy: I know that some football players get a million euros a month!
If 2
, they earn too much.
Tom: That’s 3
. Only a few players earn that much and
they deserve it.
Amy: No way! Football players don’t save lives! Football’s just
a game!
Tom: Are 4
? It’s the most popular game in the world.
Amy: That’s true. But they don’t do anything important. They just
kick a ball!
Tom: The 5
, football players can only play when they’re
young, so they have to earn a lot in a short time.
Amy: I’m 6
. I just don’t think footballers are good role
models.
Tom: I’m sorry, 7
– they’re great role models. They train
really hard …
2
CD•1.42 MP3•42 Read the opinions below and
choose the appropriate responses in a and b.
Then listen and check.
1 I think female athletes should earn the same
salary as male athletes.
a I agree. / No way! All athletes should be
paid equally.
b Absolutely. / I’m not convinced. Men have
to work harder.
2 If you ask me, running is the best sport in the
world.
a I'm afraid I completely disagree. / That’s true.
You can do it anywhere and any time.
b Absolutely. / That’s not true. Playing team
sports is much better.
3 In my opinion, golf is for old people.
a I agree. / I’m not convinced. It’s too slow
for young people.
b Are you kidding? / I agree. I’m twenty and
I love playing golf.
4 I think boxing should be banned. It’s too
dangerous.
a Absolutely. / No way! I think it’s great.
b I’m sorry, I don’t agree with you. /
That’s true. It’s too violent.
3
5 In pairs, practise the conversations in
Exercise 4. Choose answer a or b depending
on your opinion.
6 In pairs, discuss these statements. Use the
SPEAKING FOCUS to help you.
• Extreme sports should be banned.
• We should do more sport at school.
• There’s too much sport on TV.
• Animals should not be used in sport.
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Focus unit walkthrough
Writing lesson
Each Writing lesson begins with a motivating text, based on the lesson’s writing goal, providing a model for students’
own writing.
1
Useful language for the writing task
is presented though varied and
relevant texts.
2.7 Writing
5 Read the WRITING FOCUS. Then complete it with the
1 Make lists of the following. Then compare
An article
words and phrases in pink in the article.
your ideas with a partner.
I can write an article about a past event.
• four sports you have tried
WRITING FOCUS
• three sports you haven’t tried but would
1
opening
The WRITING FOCUS box includes
exercises which help students to
focus, develop and organise their
ideas.
Snowboarding for the
first time!
body
2
Graded exam-style writing tasks
provide students with realistic
opportunities to practise their
writing skills.
experience?
Last winter, 1
3 Put the events in chronological order.
Last month my friend and I went to Austria and
tried snowboarding. We ’ d both skied before, but
snowboarding was a completely new sport for us.
We ’ d booked some lessons before we arrived and
on the first morning we hired our helmets, boots
and boards. We were both feeling quite nervous, but
very excited as we took the lift up the mountain. The
first lesson was really challenging and we fell over
A LOT! By the end of the first day, we were
exhausted.
a
b
c
d
e
f
g
2
Writing task
You have seen this announcement on an
international students’ website.
Opening
• In the first paragraph, say where and when the events
took place and who was involved.
2 Read the article. Did the writer enjoy the
The following morning, our legs were aching and
tired, but we didn’t give up. After three days of
lessons, we felt more confident and we were really
starting to enjoy ourselves. On the fourth day, we
tried a more difficult slope and I’m proud to say I got
all the way to the bottom without falling over.
closing
3
An article about a past event
like to
• two sports you would never try
They didn’t want to go home.
They took the lift up the mountain.
They booked snowboarding lessons.
Rob got to the bottom without falling over.
They went skiing.
They had their first lesson.
They hired helmets, boots and boards.
•
Beginning: 2
we arrived/left/got there, (at) first,
on the first morning/day
Middle: then, later, the
morning,
after that, on the third day
• End: eventually (= after a long time), finally, in the end
• Other: 4
the first day/lesson/journey
•
4 In pairs, discuss the questions.
1 Have you ever tried snowboarding or skiing?
In what ways was your experience similar or
different to the writer’s?
2 If you haven’t tried the two sports yet, would
you like to? Why?/Why not?
A
Write your article in 100–120 words. Follow these
steps.
• Say when and where the experience took place and
who was involved.
3
• Describe what happened in terms of hours or days.
• Say how you and/or the other people involved felt.
• Say what happened in the end.
Closing
• In the final paragraph, say what happened in the end and
how the people involved felt.
By the end of the week, we’d both fallen in love with
snowboarding.
• Finish with a general point, something for the reader to
think about, or something about the present or future,
Snowboarding requires determination, but I’d definitely
recommend it.
By the end of the week, we ’ d both fallen in love
with snowboarding and we didn’t want to go
home. Snowboarding requires determination, but
I’ d definitely recommend it. We can’t wait for next
winter and the chance to do it all again.
Have you had a new experience or tried a new
activity for the first time?
Write an article about it for our website and
other people can read about it.
went to Austria …
Body
• In the main paragraphs, use narrative tenses to say what
happened and how you felt (see lesson 2.2).
• Use linkers to describe the events in sequence.
3
6 Find examples of narrative tenses in the article.
7 Choose the correct options to complete the story.
• Say how you and/or the other people felt at
the end.
• Conclude with a general point and a personal
recommendation.
Useful language
•
•
•
•
•
•
Last summer I went …
It was a completely new experience for me.
The first day was …
I was feeling really …
By the end of the day we were/had …
I would definitely recommend it.
B Use the ideas in the WRITING FOCUS and the
Last weekend, 1 after / then three months of training,
my friends and I completed our first 100-kilometre walking
race. 2Finally / On the first morning seventy-six competitors
met at the start and at 8 a.m. the race began. 3After six
hours / At first, our group reached the very first rest stop.
4
Finally / By the end of the first day, we’d walked fortythree kilometres. 5The following morning / The day before,
we started walking again at 5 a.m. 6Eventually / Before,
we reached the finish after thirty-two hours of walking. We
were extremely tired, but very proud of ourselves.
model to help you.
C Check.
✓ Have you followed the task?
✓ Does the introduction include location, people and
a date?
✓ Have you used a variety of narrative tenses?
✓ Have you used linkers to describe events in
sequence?
✓ Have you organised your article into paragraphs?
✓ Have you concluded with a general opinion
and a recommendation?
33
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Review lesson
The Review lesson has two parts: a review of grammar and vocabulary, and an integrated four skills section.
1
2
The VOCABULARY AND
GRAMMAR and LANGUAGE IN
USE sections focus on reviewing
vocabulary and grammar structures
from the unit. The LANGUAGE IN
USE SECTION reviews functional
language from the unit.
Graded exam-style listening tasks
help students to review and practise
listening skills.
FOCUS REVIEW 2
VOCABULARY AND GRAMMAR
1
1 Choose the odd one out in each group.
1
2
3
4
5
6
ice hockey cricket skating skiing
squash badminton volleyball tennis
race stadium ice rink ring
bat stick
club whistle
opponent spectator athlete goalkeeper
lead break hurt ache
2 Choose the correct options.
1 The coach / referee showed two red cards during the
first half of the match.
2 First, practise bouncing / kicking a basketball with your
right hand; then, stop and continue with your left hand.
3 Tony showed great determination / courage to win when
he decided to continue the race with a serious injury.
4 I’m sure Britain will win / beat France tomorrow.
5 When she turned eighteen, Eva decided it was time to
grow up and give up / set out certain childish habits.
6 We’ve booked a volleyball pitch / court for Friday. Do you
want to come and play with us?
3 Write sentences from the prompts. Use the Past
Simple, Past Continuous or Past Perfect.
1 the match / not / start / at 7 o’clock / because /
it / snow / then
3
Carefully developed speaking
activities guide students to review
and practise speaking skills.
2 Ann / get / lots of money / when / she / win /
the tennis competition?
3 John / buy / a squash racket / even though / he / not /
play / squash / before
4 you / play / golf / when / you / hurt / yourself?
5 I / swim / leisurely / when / suddenly / someone /
jump / into the pool
4
5
6 when / Juliet / get / home / Henry / already / go /
to the match
The reading exercises focus
students on practising reading
skills and language use. They are
developed to mirror the exam tasks.
The writing exercises are based on
the Cambridge English: First exam
tasks.
4 Choose the correct verb forms.
1 I don’t think my parents will let me go / to go to the
rugby championship on my own.
2 The doctor has advised me give up / to give up
professional sport if I don’t want to get injured seriously.
3 Tim tends gaining / to gain weight easily, so he has to
be very active to stay in shape.
4 You really should stop wasting / to waste your time at
table tennis practice.
5 Everyone at the stadium expected their team winning /
to win the match.
6 I can’t help laughing / to laugh when I see that video of
me trying to learn to ski.
2
LANGUAGE IN USE
5 Choose the correct answer, A, B or C, to complete both
sentences in each pair.
1 I lost my favourite golf
while travelling to Scotland
last week.
If I were you, I would look for a sailing
in your town.
A course
B race
C club
2 Tim and Liam have known each other for ages, but they
have never
on very well.
The British team lost after one of their players
seriously injured.
A been
B got
C reported
3 Has the
jump competition finished yet? Who’s the
winner?
Ann used to have
blond hair when she was a little girl.
A long
B high
C medium
4 No one has managed to
this world record for more
than ten years.
Be careful on the stairs – you don’t want to
your neck!
A hit
B hurt
C break
5 Jason nearly won the competition, but he came
.
Mark’s
wife was a goalkeeper in a women’s
professional league.
A first
B second
C last
6 When we first started running together, I couldn't
up with my sister.
The best way to
fit is to do some exercise every day.
A keep
B be
C do
6 Choose the word or phrase, A, B or C, that has a similar
meaning to the underlined words in each sentence.
1 Joanna Smith is now an international star, but I remember
when she became a member of our local karate club.
A pursued
B joined
C set
2 If you ask me, golf is a very boring sport.
A I agree that
B I’m sorry but
C I think that
3 The athletes completed the run and we were getting
ready for the swimming race.
A After the athletes had completed the run,
B Before completing the run,
C While the athletes were completing the run,
4 John is thinking about taking up a sport: rugby or
squash. But he still hasn’t decided which one to do.
A blown a whistle C fulfilled his ambitions
B made up his mind
5 The local football team coach tries not to talk to the
press after his team loses a match.
A stops talking
B refuses to talk C avoids talking
LISTENING
7
1 Lily recommends swimming because it isn’t
an ______ sport.
2 Lily learnt to swim when she was in ______ .
3 At the beginning Lily went to lessons ______ a week.
4 Her first swimming trainer in the club was from ______ .
5 Most swimming competitions happen on a ______ .
6 Her trainer in the advanced class was an ______ .
7 During school time Lily goes swimming before school
______ mornings every week.
4
READING
8 Read the article and choose from the sentences
5
(A–F) the one which fits each gap. There is one extra
sentence.
A Then in 1966, when England won the World Cup, people
started getting interested in women’s football again.
B This was the twentieth defeat by Germany in a row!
C The Football Association (the FA) decided to ban all
women’s football matches on the FA’s clubs’ grounds.
D Unfortunately, professional women football players earn
very little money.
E According to sports experts, girls at school are still not
encouraged to go into football.
F I’m sure everyone reading this is going to think I’m
talking about a football match and that’s true.
SPEAKING
9 In pairs, discuss the questions.
1 Is it a good idea for young children to enter sports
competitions? Why?/Why not?
2 Some people say that sports stars – like football players –
earn too much money. What do you think?
3 How important is it for everyone to do some kind of sport?
Why?
4 Is it better to watch a sports event live or on television?
Why?
5 Why do you think that some people enjoy doing
dangerous sports?
6 Do you think that children at school in your country should
spend more time doing sports? Why?/Why not?
WRITING
10 You see this notice in a magazine.
Article Competition!
We’re running a competition for articles about
sporting events and the top five entries will
receive a prize!
Send us an article about an interesting sports
event you have been to and you could be a winner.
Write your article in 140–190 words.
Go, girls!
Last weekend I watched a brilliant sports event at Wembley
stadium. There was a huge crowd of 45,619 people in the
stadium with me and it was a match between England and
Germany! 1 _____ However, it wasn’t the normal type of match
that we see every Saturday on TV. This was the final of the
European Women’s Football Championship.
Whatever the reason, women’s football nearly disappeared
completely. 3 _____ However, there wasn’t much money given to
Women’s football used to be very popular in England at the end
of the nineteenth century and in the beginning the matches
attracted more spectators than the men’s matches did. However,
this all changed in 1921. 2 _____ The reason they gave was
that football was ‘unsuitable’ for women because it wasn’t good
for their health! Some people thought that the real reason was
because the men were jealous of the popularity of the women’s
game!
years. Now it is the most popular female team sport in England
and there are lots and lots of competitions for professional
players. 4 _____ This can be as low as £20,000 a year and it’s
ridiculous when you compare it to professional men footballers’
enormous salaries! Many of the England national team have to
have a part time job too.
develop the game and even in 1993 there were only eighty girls’
teams, no professional players and not much training.
The Football Association then started to help develop the game
and women’s football has come a long way in the last twenty
Last weekend England’s women lost to Germany. 5 _____ But
they will have another chance in the World Cup next year.
35
34
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3
Listen to Lily, a swimmer, talking about
her training and complete the sentences with a word or
short phrase.
CD•1.43 MP3•43
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Focus unit walkthrough
Use of English
The USE OF ENGLISH section in the WORD STORE booklet can be used as part of the unit review. It provides
opportunities to practise useful language, as well as key words and phrases from the current and the previous unit.
1
The USE OF ENGLISH exercises
help students to analyse meanings
of language and structure, as well
as various collocations.
USE OF ENGLISH 2
Open cloze
1
1 For questions 1–8, read the text below and think of the word which best fits each
gap. Use only one word in each gap. There is an example at the beginning.
A boxing success
Women have always had a more difficult time in sport 0than men. However, female boxers
found following their sport particularly hard. The 2012 Olympics in London were the first
games that allowed women boxers 2
compete and that was when Nicola Adams became the
first female gold medal winner.
1
2
Tips help students with more difficult
language items, helping them to
become more independent as
learners.
Nicola started 3
when she was just thirteen. She went to classes at a gym 4
her
mother was doing aerobics classes and discovered that she loved the sport. Success, however, wasn’t easy
for Nicola as 5
were very few competitions for women. In fact, women’s boxing was banned
by the Amateur Boxing Association 6
1996.
Then, 7
lots of discussions, women’s boxing became an Olympic sport. Nicola qualified for
the British team although she wasn’t on top form. She 8
fallen down the stairs a year before
and her back was still giving her a lot of pain. But Nicola is a real fighter and the rest is history!
TIPS:
2
Question 1: You need an auxiliary verb here.
Question 2: Which verb pattern follows allow?
Question 4: You need a relative pronoun here.
Key word transformations
2 For questions 1–6, complete the second sentence so that it has a similar meaning
to the first sentence, using the word given. Do not change the word given. You
must use between two and five words, including the word given. There is an
example.
0 I started playing tennis when I was five.
4 Mike broke his ankle during the football match.
BEEN
WHILE
Mike broke his ankle
in the match.
I’ve been playing tennis since I was five.
1 Mark last scored a goal three weeks ago.
BECAUSE
Mark
three weeks.
I’m happy to help you practise for the game.
MIND
2
football
5 I forgot my racket and I couldn’t play tennis.
FOR
I
practise for the game.
I couldn’t play tennis
racket.
STOP
You
my
6 Peter said, ‘Tim, you need to spend more time at
3 Don’t worry about the competition.
about the game.
the gym.’
ADVISED
Peter
more time at the gym.
TIPS:
Question 1: You need to use a negative form here.
Question 2: You need to use an expression with mind and decide what verb form follows it.
Question 3: Think of a way to give advice that starts with you.
4
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Workbook
The Workbook mirrors the Students’ Book lessons and provides extra practice exercises focusing on Vocabulary,
Reading, Writing, Speaking and Grammar lessons from each unit. It is also designed to help students prepare for
their exam. Tips on exam strategies for Listening, Reading, Writing, Speaking and Use of English can be found in the
EXAM STRATEGIES section at the back of the Workbook.
1
An article
1 Complete the tips for writing an article with the words
in the box. There are two extra words.
Workbook exercises consolidate
use of language presented in the
Students’ Book. In addition, a USE
OF ENGLISH page complements
the same page in the WORD STORE
booklet. Additional resources at
the back of the Workbook include
a FUNCTION PHRASE BANK for
writing, a VOCABULARY BANK and
VOCABULARY PRACTICE exercises.
Write your article in 140–190 words.
b
c
2
d
WORD STORE 2C
Sport collocations
JUST DO IT!
SHOW THAT YOU’VE CHECKED
• I have used narrative tenses to describe events
and feelings.
1
SHOW WHAT YOU KNOW
1 Label the sports as W for water,
2 Complete the advert with go, play or do.
S for winter or F for fighting sports.
There is one extra sport.
S
0 cross-country skiing
% Sports for All! &
diving
kayaking
motor racing
ski jumping
snowboarding
scuba diving
surfing
taekwondo
wrestling
At Abbeydale sports club we offer a wide range of sports and activities. In the
main sports hall, club members can 0 play basketball, volleyball and five-a-side
football. Outdoors, you can 1
hockey, cricket, football and rugby. In our
fantastic new building we offer the chance to 2
judo, karate and kung-fu
as well as 3
tennis, badminton and table tennis. In the summer, you can
4
athletics on the main field and also 5
canoeing and sailing
on our beautiful lake. We are currently building a pool, so very soon members will
be able to 6
swimming at the club too.
Contact us at abbeydale_sc@hitmail.com.
WORD STORE 2A
Sport – compound nouns
2
3 Write the place for each sport in the photos in the
last column of the table below. Then complete the
other columns.
1
4
4 Choose the word that does not collocate with the word
in bold in each group.
1
2
3
4
5
6
7
8
squash court / bat / racket
hockey track / pitch / stick
golf
course / pool / club
rugby
ball / resort / pitch
boxing rink / ring / gloves
cricket
bat / court / pitch
motor racing / baseball / athletics track
volleyball / baseball / table tennis bat
WORD STORE 2B
People in sport
5
sport. The first letter of each word is given.
3
Verb
6
Sport
1
2
3
4
5
Place
athletics track
A: Here we are live from the National Stadium and I’m
talking to Zoe Striker of Team UK, the new women’s 100m
sprint champion. Zoe, you are an amazing 0athlete and
now, finally, champion of the world. How does it feel?
B: Well, I can’t quite believe it, actually. I’ve been training
hard with the help of my wonderful 1c
and the
other athletes in the UK team – my fantastic 2t
.
I couldn’t have done it without the support of all my
3
f
and all the 4s
watching and cheering
here in the stadium today. I also want to thank the other
runners in the race today, my 5o
, for pushing
me to do my absolute best.
A: Thank you, Zoe. The UK is proud of you.
2
• I have used appropriate linkers to describe events
that take place at the beginning, in the middle and
at the end of my narrative.
• I have said what happened in the end and how the
people involved felt.
• I have finished with a general point, something for
the reader to think about or something about the
present or future.
• I have checked my spelling and punctuation.
• I have written at least 140 words.
sentences in each pair.
1 Now on Channel 6, the
0
1
2
3
4
5
6
7
8
9
A
A
A
A
A
A
A
A
A
A
hard-working
which
found
after
for
told
was demanding
made up
strongly
making up
B
B
B
B
B
B
B
B
B
B
easy-going
interest
had
during
on
said
demanded
lost out
importantly
sorting out
C
C
C
C
C
C
C
C
C
C
well-known
course
known
until
of
reminded
had demanded
called off
powerfully
living in
1
good-looking
TIPS:
use
Question 1: How would you
complete this phrase showing
that something is clear or
obvious?
Question 2: Which verb
collocates with trouble?
Question 3: Think carefully about
when Balotelli was in the news.
been
over
in
replied
is demanded
sat down
terribly
going off
2.9 Self-assessment
episode of crime drama
Smiles and Miles – an online community for happy runners
poorly and were very lucky.
You can’t wear an orange shirt and red trousers. The
colours really don’t
.
A game
B pitch
C match
6 When Manchester United won the championship last
year, their
went crazy!
0 United won the game.
It’s hot in here. Can you switch on the
, please?
1
beat
.
A spectators
B opponents
C fans
2
lost the
trained three times a week last term
1 game.
For each learning objective, tick the box7thatOur
besthockey
matchesteam
your ability.
and our
gave us a training programme to do in
= I understand and can help a friend.
= I understand some, but have some questions.
the gym.
Tennis: Williams 3 – Radwanska
6
= I understand and can do it by myself.
= I do not understand.
We didn’t fly when we went on holiday to Budapest last
3
won the set.
year. We went by
.
Need help?
4
beat
.
A train
B coach
C pitch
Students’ Book pages 24–25
5
lost the set.
2.1 Vocabulary I can talk about sports. 9 Choose the correct options.
Word Store page 5
LIFE
University student Matt Hebden returned from a once-in-a- lifetime trip to Egypt last year having
= I understand and can help a friend.
ACHIEVE
learned how to windsurf. In Matt’s case, this 1
was truly remarkable because he suffers
= I understand and can do it by myself.
from aquaphobia – a fear of water.
0
Matt takes up the story: ‘I’ve had a fear of water, 2
deep water, since I was seven. It got
so bad that I couldn’t even swim in the deep end of the local pool. But I’ve always been 3
by the sea which gave me the 4
to do something about the fear.’
2.1
Need help?
Students’ Book pages 24–25
Word Store page 5
Workbook pages 20–21
Vocabulary I can talk about sports.
Students’ Book page 26
Workbook page 22
Reading
I can understand the main points of an article
about a Paralympic athlete.
Students’ Book pages 28–29
Workbook pages 24–25
2.5
Grammar
I can recognise and use different verb patterns.
Students’ Book page 30
Workbook page 26
2.6
Speaking
I can ask for, give, agree and disagree
with an opinion.
Students’ Book page 31
Workbook page 27
2.7
Writing
I can write an article about a past event.
Students’ Book pages 32–33
Workbook page 28
2 What can you remember from this unit?
12/10/2015 09:14
New words I learned
(the words you most want to remember from
this unit)
with the correct names.
Expressions and phrases I liked
(any expressions or phrases you think sound
nice, useful or funny)
Football: United 2 – City 1
2.9 Self-assessment
Workbook pages 20–21
1 We bought Dad a new golf course / club / game for his
Students’ Book page 26
birthday. He chose it himself at the sports shop.
Workbook page 22
2 With two minutes of the match left, the fans were
Book
at the player / coach / opponentStudents’
to send
onpage 27
Workbook page 23
another player.
won the prize.
3 The
team-mates / spectators / athletes hadStudents’
paid £275
I can understand the main points
of an article
Book pages 28–29
2.4 Reading
about a Paralympic athlete.
pages 24–25
each for tickets to watch the game from theWorkbook
VIP area.
4 Mai Lee won / scored / beat the favourite Jinjing Ho to
Students’ Book page 30
2.5 Grammar
I can recognise and use different verb
patterns.
become this year’s women’s table tennis world
champion.
Workbook
page 26
won the championship for
5 With five golds in the swimming pool today, China now
I can ask for, give, agree and disagree
Students’ Book page 31
has more swimmers champions / players / coaches
than
2.6 Speaking
lost five rounds.
with an opinion.
Workbook page 27
any other country in the competition.
was in better shape than Wilson.
England 142, SRI LANKA 78
2.2
6
7
142 runs to 78.
8
9
the USA.
10
11
Grammar
won the match.
beat
2.3 Listening
2.7
Writing
I can use narrative tenses.
I can
a short talk
. understand specific detail inscreaming
about role models.
I can write an article about a past event.
Students’/12
Book pages 32–33
Workbook page 28
2 What can you remember from this unit?
6
New words I learned
(the words you most want to remember from
this unit)
Expressions and phrases I liked
(any expressions or phrases you think sound
nice, useful or funny)
English I heard or read outside class
(e.g. from websites, books, adverts, films,
music)
21
2.10 Self-check
1 Complete the sentences with the correct form of the
words in the box. There are two extra words.
athlete court fan
pitch resort rink
goal
track
0 Supporters ran onto the basketball court to celebrate
with the players at the end of the game.
1 A new ski
has opened near here but we can’t
afford to visit it.
2 Indoor cycle
allow races to take place at any
time of the year.
3 Artificial or synthetic grass is sometimes used on
football
in stadiums with roofs because there
is not enough light for real grass to grow.
4 Zola Budd, a South African
famous in the 1980s,
was known for running and training with bare feet.
5 Ryan scored the fastest
ever by a player in our
team – twelve seconds after the match started!
/5
2 Complete the words in the sentences. Some letters
are given.
0 My brother’s team is the worst in the group and is
currently bottom of the league.
1 Our basketball team c
h says I am one of the
best players in the team.
2 Grandad k
s in shape by going walking.
3 Celia is d
d to learn to snowboard even if it is
a painful process. She refuses to give up.
4 Sebastian is p
e about judo. He has loved it
since he was a child and practises almost every day.
5 Cave diving is only for the very brave. The divers have
to be highly skilled and extremely c
s.
/5
12/10/2015 09:14
3 Complete the sentences with the correct form of the
phrases in the box.
beat my opponent break the world record
grow up lose the match make up my mind
score thirty points
0 I know your little brother seems childish now, but don’t
worry. Everyone grows up eventually.
1 Unfortunately, our team
.
2 We are all hoping that the Polish ski jumper
today.
3 LeBron James
for Miami in last
night’s big game against Los Angeles.
4 Of course, the most important thing is taking part, but
I really like to
as well.
5 When I was twelve, I
that I wanted
to be the best swimmer in the world.
4
0 Unfortunately, we weren’t watching when Bolt won /
had won / was winning the 200m race.
1 Chloe finally beat her personal best time because she
trained / had trained / was training so hard.
2 Dan tried snowboarding when he went / had gone /
was going to the French Alps.
3 The marathon finally ended / had ended / was ending
when the last runner crossed the finishing line after
almost six hours.
4 Andrew was prepared for the freezing temperatures
because he surfed / had surfed / was surfing before.
5 Naomi wasn’t actually skating when she hurt / had hurt /
was hurting her foot. She was trying to take her skate off!
/5
2 Complete the words in the sentences. Some letters
are given.
0 My brother’s team is the worst in the group and is
currently bottom of the league.
1 Our basketball team c
h says I am one of the
best players in the team.
2 Grandad k
s in shape by going walking.
3 Celia is d
d to learn to snowboard even if it is
a painful process. She refuses to give up.
4 Sebastian is p
e about judo. He has loved it
since he was a child and practises almost every day.
5 Cave diving is only for the very brave. The divers have
to be highly skilled and extremely c
s.
verbs in brackets.
0 If Spain manage to
Championships, I w
1 I remind my players
umpire. Shouting an
2 Do you really enjoy
temperatures are so
3 I think I might
on so much weight
4 Our PE teacher mad
aerobics after they
They were exhauste
5 Jenny misses
sister now that she’s
Adzo Kpossi from Togo, i
at the Olympic Games in
water in London to comp
event, she was just thirtee
to Nafissatou Moussa Ada
Niger, but beat her own p
arrived in London to repr
training at a hotel in Sara
in her part of the country
hopes to compete in the n
her experience in London
0 I know your little brother seems childish now, but don’t
worry. Everyone grows up eventually.
1 Unfortunately, our team
.
2 We are all hoping that the Polish ski jumper
today.
3 LeBron James
for Miami in last
night’s big game against Los Angeles.
4 Of course, the most important thing is taking part, but
I really like to
as well.
5 When I was twelve, I
that I wanted
to be the best swimmer in the world.
/5
verbs in brackets.
/5
6 Read the text and choose the correct answer, A, B or C.
Adzo Kpossi from Togo, in Africa, 0
the youngest athlete
at the Olympic Games in 2012. When she 1
into the
water in London to compete in the women’s 50m freestyle
event, she was just thirteen. In the qualifying race, she 2
to Nafissatou Moussa Adamou, a fourteen-year-old from
Niger, but beat her own personal best time. Before she
arrived in London to represent her country, she 3
lots of
training at a hotel in Sarawaka, which was the only place
in her part of the country with a swimming 4
. Kpossi
hopes to compete in the next Olympic Games and, after
her experience in London, she could 5
very well.
C was being
C had dived
C lost
C was doing
C pool
C doing
/5
/30
31
12/10/2015 09:14
10
A03_FOC_TB_03GLB_8150_INT.indd 10
5 Complete the sentenc
6 Read the text and cho
0 If Spain manage to win (win) the European
Championships,
30 I will buy everyone dinner.
1 I remind my players
(not get) angry with the
umpire. Shouting and complaining doesn’t help.
2 Do you really enjoy
(jog) when the
M02_FOCUS_WB_03GLB_8174_M02.indd 30-31
temperatures are so high?
3 I think I might
(join) the gym again. I’ve put
on so much weight recently.
4 Our PE teacher made the boys
(do)
aerobics after they said it was easy and only for girls.
They were exhausted afterwards.
5 Jenny misses
(play) badminton with her
sister now that she’s gone to university.
B was
B was diving
B beat
B had done
B rink
B to do
0 Unfortunately, we w
had won / was winn
1 Chloe finally beat h
trained / had traine
2 Dan tried snowboar
was going to the Fr
3 The marathon finall
when the last runne
almost six hours.
4 Andrew was prepar
because he surfed /
5 Naomi wasn’t actua
was hurting her foot
/5
beat my opponent break the world record
grow up lose the match make up my mind
score thirty points
5 Complete the sentences with the correct form of the
0 A had been
1 A dived
2 A won
3 A has done
4 A track
5 A do
4 Choose the correct op
3 Complete the sentences with the correct form of the
/5
Total
M02_FOCUS_WB_03GLB_8174_M02.indd 30-31
English I heard or read outside class
(e.g. from websites, books, adverts, films,
music)
goal
track
0 Supporters ran onto the basketball court to celebrate
with the players at the end of the game.
1 A new ski
has opened near here but we can’t
afford to visit it.
2 Indoor cycle
allow races to take place at any
time of the year.
3 Artificial or synthetic grass is sometimes used on
football
in stadiums with roofs because there
is not enough light for real grass to grow.
4 Zola Budd, a South African
famous in the 1980s,
was known for running and training with bare feet.
5 Ryan scored the fastest
ever by a player in our
team – twelve seconds after the match started!
phrases in the box.
4 Choose the correct options.
/5
30
Students’ Book page 27
Workbook page 23
2.4
29
words in the box. There are two extra words.
athlete court fan
pitch resort rink
= I do not understand.
COURAGE
The course went well and Matt became close to his trainer, Luke. ‘I very much admired how 8
PAIN specific detail in a short talk
Matt was to try windsurfing,’ says Luke. ‘Because of his phobia it was often quite 9
for I can understand
2.3 Listening
about role models.
him mentally as sometimes the fear was very strong. It was incredible to watch how he coped with the
INSPIRE
situation – he was a real 10
to me and to the other students on the course.’
Question 1: You need to add a suffix to form a noun.
Question 2: Add a suffix to form an adverb and make one more spelling change.
Question 3: You only need to add one letter to form an adjective.
1 Complete the sentences with the correct form of the
= I understand some, but have some questions.
SPECIAL
FASCINATE
DETERMINE
FORTUNE
Matt saw a TV programme about different types of phobias and 5
for him, it included
DISCUSS
several 6
with people who also suffer from phobias. They all said that it was of maximum
7
tenses.
IMPORTANT
not to let fear control your life. So that was when Matt decided to learn2.2
howGrammar
to windsurf.I can use narrative
TIPS:
2.10 Self-check
3
of the lines to form a word that fits in the gap in the same line. There is an example
at the beginning.
1 For each learning objective, tick the box that best matches your ability.
28-29
7 Look at the sports M02_FOCUS_WB_03GLB_8174_M02.indd
results and complete the sentences
M02_FOCUS_WB_03GLB_8174_M02.indd 20-21
After assessing their own learning,
students can do the SELF-CHECK
page to verify how much they have
learnt in relevance to the unit goals.
D
D
D
D
D
D
D
D
D
D
2 For questions 1–10, read the article below. Use the word given in capitals at the end of some
Silent Victim.
Welcome to Sports Thoughts on Radio
discussion board – your injuries
My grandfather played football for Italy in the World
Sport. This week we’ll be asking marathon
I startedBradshaw
running in our
local
monthsinago.
Cup
1938; and Italy won!
runner Jeremy
what
it park
wasabout eighteen
0
Before
began,
I bought
some
running shoes and
a GPS watch soB next
A last
C final
like to 1come
/ Iwin
/ score
first
in the
1
I could see how
far Italk
had run.
A
f
it was pretty
London Marathon.
We’ll
to Pat
2 A top footballer appeared in
today after attacking
and I couldn’t do more than about 3km. 2A
two
Goodhill, difficult
who 2 kept
/ beat / lost the
a man in a bar last month.
or three weeks of running regularly, it started to get easier and
national speed-climbing
champion
and
3
The Ihouse
has a private tennis
and an indoor
b
t
e
o
the summer,
was running
3
scored / won
/ broke a world-record in
swimming pool.
10km three times a week.
last week’s UK climbing
championships.
Skier
4
O
t
f
d
of the year,
went out for a B court
A Itrouble
C racket
4
Daisy Leader will tell us how she
/ scores
/ keeps
in I was jogging along the road
‘New loses
Year’ run
in the snow
and ice.
3 Swimmer Simon Davies said his main aim this year is to
shape during the summer andwhen
giveI slipped
us some
andexpert
fell andadvice
broke my leg! It took more than six
his own world record.
on 5 beating / keeping / coming
fit during
the
winterItseason.
months
to heal
properly.
was really frustrating because I couldn’t
You look
exhausted,
at this café.
do any
exercise.
But 5e what ,he
I was strong enough
to start
running Mike. Let’s have a
We’ll also be asking footballer
Alistair
Madson
6 running, but after my accident, I’veAdecided
break not to go B rest
C keep
I love
feels is more important for hisagain.
career:
scoring / breaking /
4 The best way to lose weight is to keep
and watch
there/ isbreaking
snow and matches.
ice outside.
winning goals or 7beating / when
winning
what you eat.
Finally, you’ll have the chance to 8 win / score / keep a prize
The jacket really suited Rachel, but unfortunately, it was
in our weekly phone-in competition.
the wrong size and didn’t
her.
Now, this news just in: U.S. basketball player Dick Boyd
A shape
B fit
C healthy
amazed fans earlier this evening
when he 9scored / kept /
28
5 Yorkshire won the cricket
but fans said they played
won more than 100 points in a single game …
20
4
the child had 5
him he was being bullied, Balotelli
immediately drove the boy and his mother to the school.
The football star 6
to see the headmaster to tell him
about the problem. Balotelli then 7
with the two boys
to help sort out their differences. A source for Balotelli said,
‘Mario feels 8
about bullying and thinks it’s immature.
He had no difficulty 9
the issue. He felt the boy
should not be missing out on school because of bullying.’
Word formation
Choose
the
correct
answer, A, B or C, to complete both
3 Complete the linkers in the text. The first8letter
of each
word
is given.
the correct options.
Sport • Compound nouns • Collocations
The teenager asked Balotelli for his autograph outside the
striker’s training ground. But Balotelli was more interested
4
why the young student was missing school. After
• I have started by describing where and when the
event took place and who was involved.
SHOW WHAT YOU’VE LEARNT
6 Read the extract from a radio programme and choose
2.1 Vocabulary
1
2
3
4
5
6
7
8
9
e
f
g
h
We were feeling quite tired after an hour or two
in the kayak.
By the end of the holiday, we had had enough
of boats and water.
In the end, we reached the campsite late at night.
Last summer, my family and I went kayaking
in Mazury.
Unless you are really into kayaking, two days
is long enough.
We hadn’t done any training, so our arms really hurt.
My kayak was full of water and I was freezing cold.
On the first morning, we set off at 7 a.m.
My sister was complaining all the time.
each gap. There is an example at the beginning.
Football hard man Mario Balotelli is 0
for two things:
his great skills on the football pitch, of 1
, but also for
his childish and sometimes mischievous behaviour off the
pitch. He has often 2
in trouble! But this week, he’s in
the news because of his softer side 3
helping a young
boy overcome problems with a school bully.
In my article:
example may go with more than one tip.
0
5 Complete the interview with the names of people in
The Workbook encourages students
to actively assess how much they
have learnt, through the SELFASSESSMENT page in every unit.
1 For questions 1–9, read the article below and decide which answer (A, B, C or D) best fits
Write an article about the event for the magazine
and we shall give a prize for the best one!
2 Match these examples with the tips in Exercise 1. Each
2
3
Multiple-choice cloze
Have you been to an interesting event recently?
Perhaps it was a charity event, a cultural event, a
sporting event, an exhibition or something else! We
want to hear about it.
1 In the first paragraph say where and when the events
took place and
was involved.
2 In the main body, use narrative tenses to describe
happened and
you felt.
3 Use linkers to describe the events in
.
4 In the
paragraph say what happened in
the
and how the people involved felt.
5 Finish with a
point, something for the
to think about or something about the present
or future.
2
SHOW WHAT YOU’VE LEARNT
4 You have seen this announcement in a magazine.
end final general how linkers reader
sequence what when who why
a
2
2.8 Use of English
2.7 Writing
The SHOW WHAT YOU KNOW
and SHOW WHAT YOU’VE
LEARNT sections help students to
consolidate new language and be
aware of their own learning.
25/01/2016 09:28
0
1
2
3
4
5
A
A
A
A
A
A
had been
dived
won
has done
track
do
B
B
B
B
B
B
wa
wa
be
ha
rin
to
Focus Assessment Package
Test type
Placement test
Grammar quiz
Vocabulary quiz
Unit tests
Vocabulary and Grammar (A/B)
Dictation, Listening and Reading (A/B)
Writing
Review tests
Vocabulary, Grammar and Use of English (A/B)
Writing
Speaking (A/B/Teacher’s notes)
End-of-year test
Listening, Use of English and Reading (A/B)
Writing
Speaking (A/B/Teacher’s notes)
Progress (optional)
Beginning, middle and end of course
Quantity
Total marks Timing
1
16
8
100
15
15
60 mins
10–20 mins
10–20 mins
8
8
8
40
30
30
25–35 mins
20–30 mins
30–45 mins
4
4
4
50
30
20
35–40 mins
30–45 mins
8–10 mins per pair
1
1
1
3
60
20
20
GSE score
40–55 mins
30–45 mins
12–15 mins per pair
60 mins
Overview of package
Versions of tests
The Focus Assessment Package provides a wide range of
tests which can be used at different points in the course.
Each level has:
Most tests have two versions: A and B. Versions A and B
are designed to be at exactly the same level of difficulty
and feature the same task types; however, the test
items in each are different. For listening tests, the tasks
are different but the audio is the same in both A and B
versions, making it easy to administer.
•
•
•
•
•
•
1 Placement test
16 A and B Grammar quizzes
8 A and B Vocabulary quizzes
8 A and B Unit tests
4 A and B Review tests
1 A and B End-of-year test
Assessment of learning or assessment for
learning?
Any test can be used either as assessment of learning or
assessment for learning. Assessment of learning usually
takes place after the learning has happened and provides
information about what the student is achieving by giving
a mark of a grade. You can also use the tests as assessment
for learning by providing specific feedback on students’
strengths and weaknesses, and suggestions for improvement
as part of the continual learning process.
You can use the A/B tests in two ways:
• give half of the class A versions and half of the class B
versions – this helps to deter cheating.
• give all students the A test and then use the B test
either for students who missed the test or as a re-test
or remedial work for students whose score shows they
need a little more work on the unit objectives.
Exam preparation
As your students are going to be working towards
their exam, the tests also provide regular opportunities
for them to try exam-style tasks in a low stakes test
environment, which should help them feel more confident
going into the final exam.
It is a combination of both types of assessment which can
provide powerful tools for helping your students’ progress.
We would recommend using past papers or practice papers
in addition as you get close to the date of the exam.
Marking Writing and Speaking tests
Expected outcomes
Writing and Speaking tests have detailed mark keys to
help you mark consistently and give students meaningful
feedback. If you have the mark scheme for the exam your
students will ultimately take, you may prefer to refer to
this.
We would expect all students who have completed the
instructional material to score at least 50 percent, and the
best students to score 90–100 percent on any given test.
We have deliberately included more challenging questions
in each test so as to help you identify students performing
above the level.
Whichever mark scheme you use, it can be very useful to
go through it with your students before they take the test
so they know what they are going to be marked against.
You can then refer back to these marking criteria in your
feedback.
Tests on paper
The tests are provided in both pdf and Word format. We
recommend using the pdf versions, as they are. However,
if you do need to edit the tests, this should be possible.
When you are marking tests, there is an extended answer
key to help you explain why a question is right or wrong, or
which part of the text an answer can be found in.
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Focus Assessment Package
Tests on MyEnglishLab
All of the Unit tests can be taken through the
MyEnglishLab platform. On MyEnglishLab, all students
take the A test. The B test becomes remediation for those
students who need it.
Most parts of the test are automatically scored, and
students get instant detailed feedback showing them
where they went wrong or how to improve if you have
allowed a ‘try again’ option. The free writing and speaking
parts need to be teacher-graded. You assign each part
separately, so you can choose whether to add these or not.
Placement test
The Focus Placement tests are designed to help the
teacher to place students at the right level of the Focus
series. Each test contains 100 multiple-choice questions
and is designed to last for an hour. If students get less
than 60 percent of the answers right, they should use
the lower level indicated in the title, e.g. for the Focus 2/
Focus 3 test they should use Focus 2. If they get more
than 70 percent of the answers right, they should use the
higher level indicated in the title. 60–70 percent of right
answers puts students in the middle of the two levels and
your decision as to where to place these students should
depend on the level of the rest of the class.
Grammar quizzes
There are sixteen short A and B Grammar quizzes (two
per unit), which test the grammar taught in each Grammar
lesson in the Students’ Book. The Grammar quizzes can
be used at the end of a lesson, for homework, as a review
at the beginning of the next lesson or later in the unit as
quick revision.
Vocabulary quizzes
There are eight A and B Vocabulary quizzes, which test
the vocabulary taught in each Vocabulary lesson in the
Students’ Book. Depending on the quiz, they should take
between ten and twenty minutes each.
Unit tests
There are eight Unit tests, which test the learning
objectives from each unit. These should be administered
after each respective unit review.
Each test has three parts: Vocabulary and Grammar;
Dictation, Listening and Reading; Writing. The Vocabulary
and Grammar and Dictation, Listening and Reading parts
have A and B versions. There is only one version of the
Writing task.
You can assign all or none of these, depending on the
time available. If you are including the Listening test, it is
best to do the listening first, and then students can do the
other sections in their own time.
Review tests
There are four Review tests (one every two units). These
are cumulative achievement tests, and so test the learning
objectives from all units so far:
Review test 1: Units 1–2
Review test 2: Units 1–4
Review test 3: Units 1–6
Review test 4: Units 1–8
Each test has three parts: Vocabulary, Grammar and Use
of English; Writing; Speaking. The Vocabulary, Grammar
and Use of English parts have A and B versions. There
is only one version of the Writing task. Students do the
Speaking tasks in pairs and there are separate materials
for Students A and B, as well as notes for the teacher with
questions, which are incorporated into the Answer key.
As with the Unit tests, you can assign all or none of the
parts of the test, depending on the time available.
End-of-year test
The End-of-year test provides a skills-based test covering
learning objectives from the whole course.
Each test has three parts: Listening, Use of English and
Reading; Writing; Speaking. The Listening, Use of English
and Reading part has A and B versions. There is only one
version of the Writing task. Students do the Speaking tasks
in pairs, and there are separate materials for Students A
and B, as well as notes for the teacher with questions,
which are incorporated into the Answer key.
You can assign all or none of the parts of the test,
depending on the time available.
Using Progress to track progress
Progress is an optional addition to the Focus corpus. It is
a standardised package of three tests that allows uniform
testing and comparison of results to improve learning
outcomes and accurately show learners’ progress. For
Focus 3, we recommend Progress 45–60.
The tests can be conveniently taken either at school or
at home, and results are delivered very quickly. Progress
is scored on Global Scale of English and empirically
aligned to the CEFR to accurately measure small amounts
of progress within a CEFR band. The test reports overall
scores and scores by skill, highlighting strengths and
weaknesses to help students and teachers focus learning.
For more information, see pearsonelt.com/progress.
The Global Scale of English
The Global Scale of English is a standardised, granular
scale from 10 to 90, which measures English language
proficiency. Unlike other benchmarks which describe
attainment in broad bands, it identifies what a learner can
do at each point on the scale across speaking, listening,
reading and writing skills. For instance, a person who has
a speaking ability of 47 ‘can describe their dreams, hopes
and ambitions’.
The scale is designed to motivate learners by
demonstrating incremental, step-by-step progress in their
language ability. Teachers can use their knowledge of their
students’ Global Scale of English level to choose materials
that are precisely matched to ability and learning goals.
The Global Scale of English serves as a standard against
which English language courses and assessments
worldwide can be benchmarked, offering a truly global
and shared understanding of language profi ciency levels.
Visit English.com/gse to learn more about the Global
Scale of English.
Depending on your school year, you may wish to do all of
these or just some of them.
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Assessment for learning
Focus includes elements of Assessment for learning methodology. The aim is to
enhance learning by supporting students in understanding what they know and
what they need to do next, making them active in their own learning. At the
same time, using assessment for learning helps teachers to understand where
their students are in their learning and teachers to make decisions about how to
help students improve.
When we talk about assessment for learning, we’re really talking about assessing
students formatively, watching and listening to our students to see how far they
understand and using this to help decide what we need to do next. This can be
during any activity in class or using a test from the Assessment Package.
In Focus, a handful of assessment for learning techniques and activities have been
integrated into each unit to give students an awareness of what and how they
are learning and give you, the teacher, lots of opportunities to assess how each
student is doing.
Each unit starts with the unit objectives, to help students understand the goals.
There is a thought-provoking quote linked to the topic of the unit to get students
thinking about the theme as a whole, as well as help them remember any topic
vocabulary that they already know. The SHOW WHAT YOU KNOW section at
the start of the unit reinforces this and helps all students start from a confident
beginning.
The lesson objectives in the Students’ Book and the SHOW WHAT YOU KNOW
sections in the Workbook serve a similar purpose at a lesson level. These are
supported by SHOW WHAT YOU’VE LEARNT sections, which help students see
how far they’ve come in one lesson.
Throughout the unit, you can use class activities and/or the quizzes in
the Assessment Package to check students’ learning and deal with any
misunderstandings or areas of weakness during the cycle of learning. Consider
using the quizzes and other tests in alternative ways: have students work on them
together or mark each other’s papers. Ask them to highlight areas for revision or
further work. Rather than marking papers right or wrong, indicate how many are
wrong and ask students to work together to find the errors, using their classmates’
feedback, the Internet or reference books to help make the corrections.
The Workbook units finish with a SELF-ASSESSMENT page, followed by a
SELF-CHECK. The SELF-ASSESSMENT page asks students to reflect on their
learning for each of the learning objectives in the unit and points them to where
they can go to revise any point or get more help. Students also note down new
vocabulary items they want to learn, which helps reinforce the intention and focus
their attention on an achievable goal, and their out-of-class English experience
during that unit, which will help them think about the wider opportunities for
learning and using English. The SELF-CHECK pages are a traditional review of
the grammar and vocabulary from the unit and will help students to confirm their
self-assessment.
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Components
Students’ Book and Word Store
Focus 3 Students’ Book contains eight thematic units,
each of which is ten pages long and divided into the
following sections: Vocabulary, Grammar, Listening,
Reading, Speaking and Writing. Additionally, the
Students’ Book opens with an Intro unit consisting of
eight individual lessons that help students revise the
material from the preceding level. Each main unit is
followed by a two-page FOCUS REVIEW section, which
revises the material covered in that unit. The majority
of the task types in this section are exam oriented. The
GRAMMAR FOCUS section at the back of the book
contains grammar explanations for each grammar point,
with additional practice exercises. The Students’ Book
also comes with a twenty-four-page WORD STORE
booklet inserted at the back. By completing the exercises
in the WORD STORE, students compile their own mini
dictionaries of the most important words and phrases
from the unit. The WORD STORE also contains a wealth
of support material such as a list of phrasal verbs with
example sentences, a list of prepositional phrases and
additional Use of English activities focusing on language
from the unit.
Class CDs
The audio material is an important element of Focus.
The class CDs include dialogues and listening activities
from the Students’ Book, which include use of all the
vocabulary from the WORD STORE.
Workbook
The Workbook has been specifically developed to help
students pass their exams. It activates all of the language
introduced in the Students’ Book. It mirrors the organisation
of the Students’ Book and its helpful features include:
• Exam strategies: explanation of the different exam
task types students will encounter, as well as coaching
students in the best techniques to use in the actual exam.
• Function phrase bank, writing: reference for the writing
exercises in the Workbook.
• Function phrase bank, speaking: a collection of phrases
from the SPEAKING FOCUS boxes in the Students’
Book, providing reference for the speaking exercises in
the Workbook.
• Vocabulary and Grammar sections, as well as practice
exercises, containing the following features:
• SHOW WHAT YOU KNOW: catch-up exercises that
ensure that all students start with the same input.
• SHOW WHAT YOU’VE LEARNT: test-format exercises
that help students assess whether they have mastered
the material adequately.
• VOCABULARY BANK: this section at the back of the
book contains all the vocabulary from the course
which is organised by topic and lexical set, followed
by practice exercises. Students are advised to do the
exercises from this section once they have completed
the corresponding unit in the Students’ Book.
• Skills sections: each unit provides further exam
oriented practice of Reading, Listening, Speaking,
Writing and Use of English.
The LISTENING LANGUAGE PRACTICE sections include
exercises that further exploit the audio scripts from the
Students’ Book Listening lessons.
Both the READING and LISTENING LANGUAGE
PRACTICE sections also contain exercises which practise
the language items from the respective WORD STORE
sections in the Students’ Book.
Speaking exercises help students memorise and practise
the functions introduced in the Students’ Book and in
the interactive speaking videos.
Writing sections include a model text which students
use for their homework assignments and a SHOW THAT
YOU’VE CHECKED box that helps students check their
written assignments before handing them in.
• SELF-CHECK sections: these sections in every unit
help students prepare for the tests in the Assessment
Package. And as the key to these sections is provided
in the Workbook, students can assess their progress
and decide if they need further practice.
MyEnglishLab
This is an online Workbook which can be accessed by
teachers and students at http://myenglishlab.com. It
provides additional motivating material for self-study and
allows teachers instant access to their students’ scores.
MyEnglishLab:
• contains the same material as the paper Workbook in
an interactive format
• contains all the video content of the course
• has self-check and remediation functionality to save
teachers time
• allows students to monitor their own progress
• is intuitive and easy to use
• requires an Internet connection.
You can also add Progress, an optional separate test
component to help track students’ progress in a granular
way (see full description on page 12).
Teacher’s Book
The Teacher’s Book contains a wealth of additional
material for teachers. The introductory pages provide
information about the unique features of the Students’
Book as well as the other course components, including
the video elements. They contain a Unit walkthrough (see
pages 5–10) which gives a visual presentation of how
the Students’ Book units work, ideas on how to use the
Word Store at the back of the Students’ Book and what
additional resources and material are available as part of
the Students‘ Book.
The Teacher’s Book contains slightly reduced
reproductions of the Students’ Book pages, complete
with answers, suggestions for extra activities and
detailed information about the contents of all the other
components that can be used with a given lesson.
14
A03_FOC_TB_03GLB_8150_INT.indd 14
10/31/16 11:40 AM
Components
It also contains the Students’ Book audio script and the
Workbook answer key.
The Culture notes provide a wealth of information
connected with the people, history and photos in the
Students’ Book.
The bank of photocopiable activities contains the
following:
•• vocabulary and grammar activities
•• gapped Students’ Book texts
•• Test yourself pairwork activities
•• activities providing support for the speaking and
writing tasks from the Focus Review sections.
ActiveTeach
The ActiveTeach software for use with Interactive White
Boards is available from the ActiveTeach CD ROM[/flash
drive].
The ActiveTeach includes a wealth of material and features
that you would expect from an IWB software. It contains
the Students’ Book pages in electronic format, with a
‘show answers’ feature, where all exercises have the
in-built functionality for teachers to check and/or show
answers by clicking on an icon on the page. Open-ended
practice tasks also include sample answers students can
follow when preparing their own dialogues, monologues
or written assignments.
Additional games are available to aid extra practice in
the classroom and teachers can save their work and notes
directly into the software. Included are instant links to
all of the audio and video from the course, along with
optional subtitles for the teacher to use if they wish to.
Most teacher’s resource materials are accessible on the
ActiveTeach in downloadable formats, such as strategies
for using the grammar animation videos, photocopiable
activities, answer keys and audio or video scripts. The
Assessment Package can also be downloaded either in
pdf or editable Word format, with all documents clearly
organised by unit.
Video
Available either via MyLab, ActiveTeach or the Teacher’s
multi-rom, the video element of Focus is particularly rich
and varied. The three types of video available are:
•• Interactive speaking videos: these videos accompany
most Speaking lessons and demonstrate a conversation
that appears on the Students’ Book page in the
Speaking sections. Each interactive speaking video
is filmed with native speakers, who model the
conversation in order for students to visualise the
context. The same conversation is then repeated with
optional subtitles, although only one actor speaks
their half of the conversation and the other part
remains silent and timed. This gap in the conversation
allows students to take on a role of either Student
A or Student B and act out the missing part of the
conversation or work in pairs and perform both parts A
and B. Students may like to repeat this exercise several
times, either individually or as a group. This provides
a simple but effective tool for improving speaking
and pronunciation fluency, as well as helping students
to focus on using functional language in everyday
conversations (such as asking for directions, giving an
opinion or buying food). We recommend using the
interactive videos at the end of the Speaking lesson,
once the speaking activities in the Students’ Book have
been completed.
•• Newsfeed service: this consists of current, authentic
television news clips, which are delivered periodically
throughout the school year and are accompanied by
worksheets at Elementary (CEFR A2) and Intermediate
(CEFR B2) levels. Designed for students to watch and
work with at home, teachers can also choose to work
with them in class if they wish. They provide a uniquely
motivating source of authentic language input,
selected for their immediacy and relevance to students’
lives. The authentic clips are selected for their interest
level for the students, while the accompanying tasks
and activities are provided at two levels: Elementary
(CEFR A2) and Intermediate (CEFR B2).
Assessment Package
The Assessment Package is more than just a collection
of tests. It offers a coherent system of evaluation and
grading which covers a wide range of test types which
reflect common external exams. All tests can be used as
assessment for learning or assessment of learning. (See
pages 11–13 for more detail.)
•• Grammar animations: every Grammar lesson is
illustrated through these lively animations. Key
language is used in context in these videos, providing
evidence for students of how the language is used
in real-life situations. The animation is followed by
teacher commentary on the grammar point, which
provides a brief, simple resume of the language and
serves as further back-up for the practice activities
done in class. However, the animations can be played
either at the beginning of the Grammar lesson, to
show the grammar in context, after the teacher has
explained the grammar point in detail or at the end of
the class, as a tool for review. Students can also access
the animation and the teacher’s commentary to analyse
the grammar point at their own pace and as many
times as they need.
15
A03_FOC_TB_03GLB_8150_INT.indd 15
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0.1
0
0.2
7.0
0.3 6.0
5.0
noitacudE :yralubacoV
ygolonhcet dna
smlfi
8.0
sesualc evp.
ita4leGrammar:
r gninfieD :Present
rammartenses
G 11 .p– ladop.
M5:rGrammar:
ammarG 0Quantifi
1 .p ders
na tsriF :rammp.
ar6GGrammar:
9 .p
ePresent
rutuF :raPerfect
mmarGand
8 .p
review
Vocabulary:
kroW :yralubacoV
noitagilbo roFood
f sbrevand drink
slanoitidnoCPast
dnoSimple
ceS
smrof
Vocabulary: Houses
noissimrep dna
ecneicS :yraVocabulary:
lubacoV
dShops
na skooB :yralubacoV
weVocabulary
iveR sucoF arutaM
1
Looks
pp. 12–13 Clothes and
32accessories;
–22 .pp
Verb phrases to do with clothes;
a
k
y
t
a
m
a
r
g
i
o
w
tcand
inwołS
Synonyms – appearance
yntorkoleiw róbywpersonality
;igolaidinim :ewokyzęj ikdorŚ
yntorkoFacebook
leiw róbyw
:einleatphotos
yzC
Reading:
profi
ajcamean
rtsuli :eineiwóM
and what they
liam-e :einasiP
pp. 24–25 Sport; Compound
Grammar
gnitirW
gnikListening
aepS
rammarG
p.
gn14
ibirDynamic
cseD M 0and
2 .pstate verbs
gnibircseDp.M1591Friendship
.p
tcefreP tneserP 81 .p
Exam
Multiple choice
nosrep a
otohpFocus:
a
suounitnoC
Pronunciation:
Numbers
evitcejda :yralubacoV
Vocabulary:
Relationship
phrases
redro
53–4People
3 .pp
nouns; Sport collocations;
2
in sportakytamarg i owtcinwołS
p ;ńadz yand
rap listening:
:ewokyzęjSports
ikdorŚquiz
Just do it! ńadz azarfaraReading
p. 26 Narrative tenses
evitarran A M 23 .p
sreknil :yralubacoV
3
Going places
p.
38
.p dluoholiday
w dna oexperiences
t desU 24 .p
lan
osPresent
rep A Mand
44 .past
p speculation
dna rof gniksAp.M3934Different
Multiple choice
liame
ecivdExam
a gnivFocus:
ig
Pronunciation: Word stress
Vocabulary: Compound nouns –
travel
einareibod :einahcułS
wókwółgan einareibod :einatyzC
ilor meinawyrgdo z awomzor :eineiwóM
golb :einasiP
pp. 36–37 Travel; Means
74–of
64 .pp
transport; Collocations; Phrasal
a
k
y
t
a
m
a
r
g
i
o
w
t
c
i
nwołS to
verbs; Air travel (from departure
yntorkoleiw róbyw ;ńadz wótnemgararrival)
f einezc–acompound
mułt :ewokynouns;
zęj ikdVerb
orŚ
yntorkoleiw róbyw :einahcułS
phrases
liam
-e a:eliving
inasiP
Reading: Travelling
for
ilor meinawyrgdo z awomzor ;anpętsw awomzor :eineiwóM
pp. 48–49 Food – fish and
95–85 .pp
vegetables; Antonyms – describing
akytafamilies
marg i o–wdescribing
tcinwołS
food; Word
ńadz yrapfood;
;igolFruit
aidiniand
m :evegetables
wokyzęj ikdorŚ
yntorkoFussy
leiw reaters
óbyw :einatyzC
Reading:
ajcartsuli ;anpętsw awomzor :eineiwóM
liam-e :einasiP
4
Eat up
pp. 60–61 Geography;
17–07 .pp
5
Geographical
akytamfeatures;
arg i owtVerb
cinwołS
collocations;
Word
o
w
t
s
r
ó
w
t
o
w
o
ł
s
;
ń
a
d
z
e
i
n
a
i
n
ł
e
p
u
z
u
:
ewokfamilies;
yzęj ikdNatural
orŚ
One world
world
yntorkoleiw róbyw :einatyzC
Reading: Living with natural
akwarpzor :einasiP
disasters
ycąjulumyts łairetam :eineiwóM
pp. 72–73 Parts of the body; Word
p. 27 Role models
M 13 .p
gniksAExam
snrettacompletion
p breV 03 .p
Focus: Sentence
na gnivig
dna rof
Pronunciation:
Long vowel sounds
dna gnieergaVocabulary:
;noinipo
Word families –
gnipersonal
eergasid qualities
p. 50 Future time clauses
p. 51 Diets
/lamroF M 65 .p
tnaruatser a nI M 55 .p suounitnoC erutuF 45 .p
Exam Focus: Multiple matching
elyts lamrofni
tceridni :rammarG
tcefreP erutuF dna
Pronunciation: Vowel sounds
snoitseuq
Vocabulary: Collocations – food
p.
62
a/an
.peco-school
gninfied-noN 66 .p
dn
a rArticles:
of‘ A M no
86 article,
.p
dn
a gnor
isserpxEp.M6376An
the yasse ’tsniaga
Multiplesechoice
sualc evitaler
;noinipo na Exam
gniyfitsFocus:
uj
Word stress
dna gnPronunciation:
ibircsed
Compound nouns –
serutcip gnVocabulary:
itsartnoc
the environment
p. 74 Second
MConditional; wish/
s’rotcod Ap.M7597Charity
.p
levents
anoitidnoC drihT 87 .p
Exam
Sentence completion
tnem
tniopFocus:
pa
Pronunciation: Vowel sounds
Vocabulary: Compound nouns –
health issues
38–28 .pp
lamrof A 08 .p
familiesa–ky
injuries;
only
6
rpxe rettel/liame
tamargBody
i owidioms;
tcinwołS gnisifse
noinipo na
yntorkoleiw róbyw ;ńHospitals
adz yzarfarap :ewokyzęj ikdorŚ
Listening and reading: How much
Get well
yntorkoleiw róbyw :einatyzC
are they worth?
anpętsw awomzor :eineiwóM
ynlamrof tsil :einasiP
pp. 84–85 Television; TV shows;
p. 86 Reported Speech –
p. 87 Viral videos
hceepS detropeR 09 .p
59–49 .pp
elcitra nA M 29 .p
rof gniksA M 19 .p
Word families;
ers
statements;
Multiple
7
dnmatching
a snoitseuq –
tneve na gnReporting
iweiver verbs etilop ;noExam
issimrFocus:
ep
akytamaModifi
rg i ow
tcwith
inwobase
łS
and extreme adjectives
Pronunciation:
Word families
sevitaand
repmi
stseuqer
kuIn
l einathe
inłepuzspotlight
u ;ńadz wótnemgarf einezcamułt :ewokyzęj ikdorŚ
Reading and listening: Reality
word
stress
sevitcejda :yralubacoV
ikmar z imazaryw
einareibod :einahcułS
łukytra :einasiP
ycąjulumyts łairetam ;anpętsw awomzor :eineiwóM
television
pp. 96–97 Human qualities;
701–601 .pp
8
Suffixes – forming nouns and
akytVerb
amarphrases;
g i owtciSociety
nwołS
adjectives;
Goodkucitizens
l einainłepuzu ;ńadzReading:
einainłepAnd
uzu :e
wokisyzthe
ęj igood
kdorŚ
here
news … einareibod :einatyzC
ycąjulumyts łairetam :eineiwóM
akwarpzor :einasiP
Focus review
srefiidom dna
p. 98 The Passive
noinipo nA M 401 .p
yasse
Vocabulary: Words with two
meanings
p. 99 A young ex-offender
gnihtemos evaH 201 .p
:snoinipO M 301 .p
Exam Focus: Multiple choice
enod
tuoba gniklat
Pronunciation: Word stress
dna segatnavda
Vocabulary: Verb-noun
segatnavdasid
collocations
pp. 22–23 Unit 1 pp. 34–35 Unit 2 pp. 46–47 Unit 3 pp. 58–59 Unit 4 pp. 70–71 Unit 5 pp. 82–83 Unit 6
pp. 108–127 Grammar focus
WORD STORE
pp. 2–17 Use of Englishsbpractice
rev ralugand
errIword
52 .p stores 1–8
slaremun pp.
dna18–20
snuonPrepositions
orP 42 .p
3
16
A02_FOCUS_SB_03GLB_8099_CON.indd 2
42:90 52-20-41
A03_FOC_TB_03GLB_8150_INT.indd 16
sbp.
re21
v laWord
sarhP building
32–22 .pp
yrutam od einawotogyzrp = M
06/07/2015 17:38
3 ddni.rok5_NOC_5548_LOP1B_BS_FGNE_20A
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A02_F
5 17:38
0.4
0.5
0.6
0.7
0.8
p. 7 Grammar:
Comparative and
superlative adjectives; too
and enough
Vocabulary: Clothes and
accessories
p. 8 Grammar: Future
forms
Vocabulary: Books and
films
p. 9 Grammar: First and
Second Conditionals
Vocabulary: Technology
and the Internet
p. 10 Grammar: Modal
verbs for obligation and
permission
Vocabulary: Education
p. 11 Grammar: Defining
relative clauses
Vocabulary: Work
Reading
Grammar
Speaking
Writing
pp. 16–17 Genes
Exam Focus: Multiple
choice
Vocabulary: Compound
adjectives – appearance
p. 18 Present Perfect
Continuous
p. 19 Talking about a photo
Vocabulary: adjective
order
pp. 20–21 A description of a person
pp. 28–29 A Paralympic
athlete
Exam Focus: Gapped text
Vocabulary: Phrasal verbs
p. 30 Verb patterns
p. 31 Asking for and giving
an opinion; Agreeing and
disagreeing
pp. 32–33 An article
pp. 40–41 Memorable
holidays
Exam Focus: Multiple
matching
Vocabulary: Wild animals
p. 42 used to and would
p. 43 Asking for and giving
advice
pp. 44–45 A story
pp. 52–53 Food
consumption
Exam Focus: Multiple
choice
Vocabulary: Phrasal verbs –
food
p. 54 Future Continuous
and Future Perfect
p. 55 In a restaurant
Grammar: indirect
questions
pp. 56–57 A semi-formal email
pp. 64–65 Satellite
technology and the
environment
Exam Focus: Gapped text
Vocabulary:
Adjective-noun collocations
p. 66 Non-defining relative
clauses
p. 67 Expressing and
justifying an opinion
pp. 68–69 A ‘for and against’ essay
pp. 76–77 A story about
a disease
Exam Focus: Multiple
choice
Vocabulary: Word families –
health issues
p. 78 Third Conditional
p. 79 A doctor’s
appointment
pp. 80–81 An article
pp. 88–89 Vlogging
Exam Focus: Multiple
matching
Vocabulary: Phrasal verbs
p. 90 Reported Speech –
questions and imperatives
p. 91 Asking for permission;
Polite requests
pp. 92–93 A review of an event
pp. 100–101 An extract
from a novel
Exam Focus: Gapped text
Vocabulary: Collocations
with make
p. 102 have something
done
p. 103 Opinions: talking
about advantages and
disadvantages
pp. 104–105 An opinion essay
pp. 94–95 Unit 7 pp. 106–107 Unit 8
Word lists pp. 129–135
pp. 22–23 Phrasal verbs
A02_FOCUS_SB_03GLB_8099_CON.indd 3
A03_FOC_TB_03GLB_8150_INT.indd 17
p. 24 Key to phonetic symbols
p. 25 Irregular verbs
17
06/07/2015 17:38
25/01/2016 09:28
0.1 Home sweet home
Grammar: Present tenses – review
Vocabulary: Houses
5
Read REMEMBER THIS. Then complete the cartoon
caption with the correct form of the verbs in brackets.
REMEMBER THIS
• The Present Simple describes facts, habits and
routines.
SHOW WHAT YOU KNOW
Exercise 1
Locations:
in the city centre,
in a slum, by the
sea, in a village,
in a town, on
a housing estate,
in the countryside
Types of home:
a cottage,
a semi-detached
house,
a detached house,
an eco-house,
a terraced house,
a bungalow
Types of room:
a bedroom,
a bathroom,
a living room,
a toilet, a dining
room
• The Present Continuous describes activities in
1 In pairs, complete the table with words for houses
and rooms. Then describe your own house to
your partner.
Locations
Types of house
in the suburbs a flat
Types of room
progress.
• The Present Perfect describes 1) finished actions
in time ‘up-to-now’ or 2) unfinished situations that
started in the past and continue now.
Note: Been is the past participle of go as well as be.
a kitchen
I live in a modern flat in the suburbs of …
2 Draw a plan of your favourite room. Then use your
plan to describe the room to your partner.
This is my bedroom. It’s quite small. There’s a bed …
3
CD•1.2 MP3•2 Look at the photos and listen to three
teenagers talking about their unusual homes. What
advantages or disadvantages do they mention?
Jason
Ellie
Reporter: 1Do you live (you/live) here?
Man: Yes, I do.
have
you
Reporter: How long 2 been (you/be) here?
’ve
Man: I 3 lived (live) here for five years.
Have you ever
Reporter: 4 lived (you/ever/live) in a real house?
Man: Yes, but I 5 prefer (prefer) my treehouse.
Adv.: meets lots of
interesting people/
uses the swimming
pool/doesn’t have
to make the bed
Disadv.: it’s hard
when guests who’ve
become friends leave
is
My grandma 6staying (stay) with me at the moment.
Michael
Grammar Focus pages 108–109
6 Choose the correct options. Then, in pairs, tell each
Adv.: can move around
Disadv.: it’s too cold in winter
Adv.: lives near friends/
is never late
Disadv.: –
other which sentences are true for you.
1
2
3
4
5
6
I know / I’ve known my best friend since I was a child.
I don’t wear / I’m not wearing jeans today.
I’ve had / I have the same phone for more than a year.
I don’t like / I’m not liking fish.
I’ve been / I’ve gone abroad several times.
I go / I’m going jogging every Sunday.
7 Complete the questions with the Present Simple,
4
Complete the sentences with the
teenagers’ names from Exercise 3. Then listen again
and check.
CD•1.2 MP3•2
1
2
3
4
5
6
Michael ’s father is a teacher.
Jason often meets interesting people.
Michael has never been late for class.
Jason has lived in the same place since he/she was born.
Ellie
Jason
is living on a boat at the moment.
doesn’t have to make his/her bed.
4
REFERENCES
AUDIO SCRIPT ››› p. 151
A03_FOCUS_SB_03GLB_8099_STA.indd 4
EXTRA ACTIVITIES
18
Students write six sentences about
themselves, two using the Present
Simple, two using the Present
Continuous and two using the Present
A04_FOC_TB_03GLB_8150_FM.indd 18
Present Continuous or Present Perfect form of the
verbs in brackets.
1 Where do your parents come from (your parents/
come from)?
2 Who lives (live) in your house, apart from you?
3 Who usually does (do) the cooking in your family?
have you
4 How long been (you/be) at your current address?
Has your family ever
5 moved (your family/ever/move) house?
does it
6 How long take (it/take) you to get to school?
Have you ever
7 been (you/ever/be) to a really good house party?
are you
8 Whylearning(you/learn) English?
8 In pairs, ask and answer the questions in Exercise 7.
Perfect (four of them should be true
and two false), e.g. I often go to the
cinema. I’m reading a great book at
the moment. Then students work in
pairs. They try to find out which of their
partner’s sentences are false by asking
more questions, e.g. What book are
you reading? Why is it great?
WORKBOOK
p. 4
NEXT CLASS
06/07/2015 17:40
Ask students to do Show what you
know 0.2 in the WB, p. 4.
20/01/2016 11:32
A03_F
5 17:40
0.2 National dishes
4
Grammar: Quantifiers
Vocabulary: Food and drink
5 Write a similar description of the national
dish of your country.
SHOW WHAT YOU KNOW
6 Read REMEMBER THIS. Then complete the
1 In pairs, write a type of food or drink for each letter of the
alphabet. How many can you write in sixty seconds?
apple
bread
carrot
2 Complete the table with your words from Exercise 1 and write
the plural form of the countable nouns. Then tick the food or
drink you like most and compare with a partner.
Countable nouns
Uncountable nouns
bread , fish, honey, ice cream,
apple – apples
carrot – carrots
dates, eggs, grapes, kiwis, lemons,
nuts, oranges, quails, vegetables,
Xmas cakes, zucchinis
CD•1.3 MP3•3 Read the descriptions again and
choose the correct quantifiers. Then listen
and check.
juice, meat, pasta, rice, salad, tea,
unpasteurised milk, water, Xmas cake,
yoghurt
cartoon caption with any, some, many, much,
few or little.
REMEMBER THIS
• You use a few/many with countable nouns.
nouns.
• You use any/some/a lot of/lots of with both.
Note: A little hope and a few friends is more
positive than little hope and few friends.
A–D with countries 1–4.
2 England B
3 Ireland A
4 USA C
NATIONAL
DISHES
A
It’s a simple dish: you cook 1any / some
lamb, 2a lot of / a little potatoes and 3a few /
a little onions together. 4Much / Some
people add carrots and other vegetables,
but experts say that the real stew doesn’t
have 5any / some other vegetables.
dates, egg, fish,
grape, honey, ice
cream, juice, kiwi,
lemon, meat,
nuts, orange,
pasta, quail,
rice, salad, tea,
unpasteurised
milk, vegetables,
water, Xmas cake,
yoghurt, zucchini
• You use a little/much with uncountable
3 Test your knowledge of national dishess. Match descriptions
1 Australia D
Exercise 1
Reporter: How 1much food do you have for
Exercise 5
Pierogi is a
simple Polish
dish. You make
some dough with
flour and water.
Some people
also add eggs.
Then you cut the
dough into circles
and put some
minced meat
inside. You can
put mushrooms
with cabbage or
mashed potatoes
with curd cheese
too. Then you
cook the pierogi.
breakfast?
Man: Just a 2 few pancakes with a 3 little honey on.
Reporter: How 4 many cups of tea do you drink?
Man: Not many. I have one cup with 5 some milk.
B
Roast beef and Yorkshire pudding is
a popular dish for Sunday lunchtime,
but 6much / most people say that fish
and chips is the national dish.
Unfortunately, it’s been so popular that
there isn’t 7much / many cod left in the sea!
Reporter: Do you put 6 any sugar in your tea?
Man: No, I don’t have 7 any sugar – I’m on a diet.
Grammar Focus page 110
7 Write sentences with the opposite meaning.
C
It’s hard to choose one national dish for
this huge country because there are so
8
many / much regional dishes. But 9few /
little people can resist the most popular
dish in this country: a big hamburger
with 10any / lots of chips and tomato
sauce.
There aren’t 11some / any ‘national
dishes’, but there are 12a little / a few
favourites: meat pies, roast lamb
and vegetables, barbequed steak and
sausages.
D
Use one of the quantifiers in brackets.
1 I eat a lot of pasta. (much / many)
I don’ t eat much pasta.
2 I eat lots of meat. (many / much)
I don’t eat much meat.
3 There are some good restaurants near my
house. (some / any)
There aren’t any good restaurants near my house.
4 I drink a lot of coke. (very little / very few)
I drink very little coke.
5 My mother bakes a lot of cakes. (much / many)
My mother doesn’t bake many cakes.
6 I had some cereal for breakfast. (any / many)
I didn’t have any cereal for breakfast.
7 I used to eat lots of vegetables. (very little /
very few)
I used to eat very few vegetables.
8 I do lots of cooking at home. (much / many)
I don’t do much cooking at home.
8 Tick the sentences in Exercise 7 that are true
for you. Then compare with a partner.
5
REFERENCES
CULTURE NOTES ››› p. 142
AUDIO SCRIPT ››› p. 151
A03_FOCUS_SB_03GLB_8099_STA.indd 5
EXTRA ACTIVITIES
After doing Ex. 3, students cover the
texts and look at the photos. Then, in
A04_FOC_TB_03GLB_8150_FM.indd 19
pairs, they try to say as much as they
can about each of the national dishes.
If you like, they can note down key
words and try to reconstruct the texts
from them. Then they compare to the
originals. Discuss any problems or
doubts with the class.
WORKBOOK
p. 4
NEXT CLASS
06/07/2015 17:42
Ask students to do Show what you
know 0.3 in the WB, p. 5.
19
20/01/2016 11:32
0.3 Flashmob
4 Read REMEMBER THIS. Then complete the cartoon
caption with the Present Perfect or Past Simple form
of the verbs in brackets.
Grammar: Present Perfect and Past Simple
Vocabulary: Shops
REMEMBER THIS
• You use the Present Perfect to talk about finished
Exercise 1
a clothes shop,
a book shop,
a department
store,
a toy shop,
a cafe,
a newsagents,
a sports shop
actions in time up to now. You never say when exactly
they happened. You can use time expressions such
as ever, never, just, already, (not) yet.
SHOW WHAT YOU KNOW
1 In pairs, list the different types of shops in a shopping
street or mall you both know.
• You use the Past Simple to talk about finished actions
in past time. You usually say when they happened. You
can use time expressions such as yesterday, last
Sunday, two weeks ago, in 1974.
a supermarket, a shoe shop, a jeweller’s, ...
2 Look at your list from Exercise 1 and say which shops
you go to regularly, sometimes or never.
3 Choose the correct verb forms in the blog entry and
the comments. What is a ‘flashmob’?
I’m in the new mall. I 1‘ve just bought (just/buy) a really
nice pullover. I 2 saw (see) it in a magazine last week.
www.jackiesblog.eu
haven’t
I 3 bought (not buy) anything at the new mall yet,
but I 4 bought (buy) a nice pullover online last
’ve already
weekend. I 5 worn (already/wear) it a lot.
Have you ever seen / Did you ever see a flashmob?
I’ve just seen one for the first time. I was in the Central
shopping mall this morning with my mum. When we
2
’ve come out / came out of a clothes shop, we
3
’ve heard / heard loud music and 4’ve seen / saw
a woman who was dancing on her own. Then a few
more people 5have started / started dancing. In the end,
there were about forty people dancing. It 6has been / was
really professional. After about ten minutes the music
7
has stopped / stopped and they 8’ve walked / walked
away. It’s one of the most exciting things I 9’ve ever seen /
ever saw.
1
Grammar Focus page 111
5
CD•1.4 MP3•4 Complete the conversation with the
Present Perfect or Past Simple form of the verbs in
brackets. Then listen and check. Why is Ruth worried?
Because she’s not a good
R: Hi, Simon. How are you doing? dancer.
S: Really well! I 1‘ve just finished (just/finish) my exams.
haven’t finished
R: Oh great. Lucky you. I 2 yet (not finish/yet) – three
more to go.
have you
ever
S: Oh well, good luck. Listen, 3 seen (you/ever/see)
a flashmob?
R: Yes, I 4 saw (see) one on YouTube yesterday. It 5 was
haven’t
Comments
(be) fantastic. But I 6 seen (not see) a real one.
I ’ve just arrived / just arrived at the Central mall now and
I 11’ve already heard / already heard about the flashmob –
everybody’s talking about it. I’m sorry I missed it.
10
Tina17, 13 July, 1.15 p.m.
I 12saw / ’ve seen the flashmob at the mall this morning – it
was really exciting. I 13’ve just watched / just watched
a few more online. There are some really good ones!
Happydancer, 13 July, 7.03 p.m.
I 14haven’t seen / didn’t see a flashmob yet, but my friends
15
have seen / saw one when they were on holiday in Spain
last summer.
S@lly, 14 July, 11.42 a.m.
’ve
S: Me neither, but I watched(watch) a few online. Yesterday,
7
8
(watch) a surprise flashmob for a girl’s
I watched
eighteenth birthday.
R: Oh, right!
S: So I want to organise one for my sister’s birthday. Will
you help me? You have to learn a dance.
Have you
R: Dance? Are you sure? 9 asked (you/ask) anybody else yet?
I’ve already
S: Yes, I 10 asked (already/ask) lots of people. I 11 spoke
(speak) to Sally five minutes ago and she said yes.
R: But she’s a good dancer and I’m not!
haven’t
S: Don’t worry, we have plenty of time. I 12 chosen
(not choose) the music yet!
6 In pairs, discuss whether you think flashmobs are
a good birthday surprise. What other types of birthday
surprise can you think of?
6
REFERENCES
CULTURE NOTES ››› p. 142
A03_FOCUS_SB_03GLB_8099_STA.indd 6
EXTRA ACTIVITIES
20
In pairs, students write questions about
the text and comments in Ex. 3, e.g.
What has Jackie just seen for the first
time? Where was she? Where was she
A04_FOC_TB_03GLB_8150_FM.indd 20
before she heard the music? Pairs swap
questions with another pair and answer
them. Check the questions with the
class.
NEXT CLASS
Ask students to do Show what you
know 0.4 in the WB, p. 5.
06/07/2015 17:42
WORKBOOK
p. 5
20/01/2016 11:32
A03_F
5 17:42
0.4 Money, money, money
Grammar: Comparative and superlative adjectives
• too and enough
Vocabulary: Clothes and accessories
5 Read REMEMBER THIS. Then complete the
cartoon caption with one word in each gap.
Exercise 1
REMEMBER THIS
You use comparative and superlative
adjectives to compare things.
• short adjectives: add -er/the -est,
SHOW WHAT YOU KNOW
e.g. shorter/the shortest
1 In pairs, list all the clothes and accessories you can think of in
sixty seconds.
• long adjectives: add more/the most
e.g. more fashionable/the most fashionable
• irregular adjectives:
a tie, a dress, ...
2 Put the words from your list in Exercise 1 in groups 1–5. Some
words can go in more than one group.
1 items usually worn by women only: a dress, a skirt, a blouse, tights
2 items usually worn by men only: a tie, a shirt, boxer shorts
3 outdoor items: a coat, a hat, gloves, a scarf, a jacket
4 formal items: a tie, a suit, high-heeled shoes
5 items you would never wear: a tie, a sweatshirt, stockings
good/better/the best
bad/worse/the worst
far/further/the furthest
Note: You use too + adjective or
not + adjective + enough to show there is
a problem with something.
Mum, all my jeans
trousers, jeans,
a skirt, a shirt,
a suit, a coat,
a hat, gloves,
a scarf, shorts,
a T-shirt,
a jumper,
a tracksuit, boots,
trainers, (highheeled) shoes,
sandals,
socks, tights,
a jacket,
a hoodie,
a blouse,
a sweatshirt
are 1too short!
3 Complete the texts with the words in the box.
as (x2) enough
the (x2) too
more (x2)
most
richer
than (x3)
TEEN ATTITUDES TO MONEY
We ask brother and sister
Tom and Zoey about their
attitudes to money and shopping.
Zoey, 16
I think I’m very good with money.
I don’t have much money though
because I’m still at school, but I’m
1
more careful than my brother. For
example, he spends his birthday
money as soon as he gets it. Also,
he’s older 2 than me and has
than I am. To be honest, I think
a weekend job, so he’s 3 richer
he’s stupid with his money. The 4 most expensive thing I’ve
ever bought is a leather jacket, and that was second-hand, so it
as
wasn’t 5
expensive as a new one. I don’t go out much –
Tom says I’m not sociable 6
enough, but I just like staying at
home.
Tom, 17
I’m 7 more generous than Zoey.
In fact, I’m probably 8 too
generous! If I have money, I spend
it. I’m richer than Zoey because I
work at the weekend, but she’s
more careful 9 than me, so she
always has money and I never have
any. Actually, I think Zoey’s 10 the
meanest person I know! My clothes
are more expensive 11 than Zoey’s, but I buy expensive
clothes because people who make cheap clothes have 12 the
worst working conditions in the world. I spend a lot of money on
as
popular as I am, so she stays at
going out. Zoey isn’t 13
home more!
4
CD•1.5 MP3•5 Listen and check your answers to Exercise 3. Who
is more like you: Zoey or Tom?
EXTRA ACTIVITIES
Students write comparative and
superlative sentences and sentences
with enough about themselves and
their family and friends, e.g. My dad
is the tallest person in my family. My
friend wears more fashionable clothes
A03_FOCUS_SB_03GLB_8099_STA.indd 7
A04_FOC_TB_03GLB_8150_FM.indd 21
Don’t worry, love. These are longer 2 than your old
ones. They may not be as fashionable 3 as
the ones
in the shops, but I think they’ll be long 4enough now.
Grammar Focus page 112
6 Complete the sentences with too or not
enough and the adjective in brackets. Which
sentences are true for you?
1 I’d like to buy designer clothes, but they are
too expensive . (expensive)
not old
2 I want to learn to drive, but I’m enough . (old)
3 I’d like a larger bed, but my room is
not big
enough . (big)
4 My brother never lends me money because
he is too mean . (mean)
5 My parents won’t let me have a motorbike.
too
They say it is dangerous. (dangerous)
7 Complete the questions with the superlative
form of adjectives from the box or your own
ideas. Then, in pairs, ask and answer the
questions.
Exercise 7
the worst,
the cheapest,
the funniest,
the best,
the most
intelligent,
the most
interesting,
the most stylish,
the most valuable
bad cheap funny good intelligent
interesting stylish valuable
1 What is
item of clothing you have?
2 Who is
person you know?
3 Where is
clothes shop in your town?
4 What is
possession you have?
5 Who is
celebrity you know?
than most other people I know. My
brother isn’t old enough to go to
secondary school. Give them five
minutes to write as many as they can.
Students share their sentences in pairs
or small groups.
7
WORKBOOK
p. 5
NEXT CLASS
06/07/2015 17:42
Ask students to do Show what you
know 0.5 in the WB, p. 6.
21
20/01/2016 11:32
0.5 At the movies
6
Grammar: Future forms
Vocabulary: Books and films
Emma: Hi, Luke. What time is it?
Luke: 2 o’clock in the afternoon. 1 I’m going to / I’ll buy the cinema
tickets online – are you sure you’re coming?
Emma: Yeah – what time?
Luke: It starts at 7.30, but 2I’m going to / I’ll get there early. We want
good seats, don’t we?
Emma: Yeah, we do.
Luke: 3I’m going to / I’ll get a lift with my mum. Do you want us to
pick you up?
Emma: Please.
Luke: OK. 4We’re going to / We’ll pick you up at 6.45. OK?
Emma: Great. 5I’m going to / I’ll buy the popcorn!
SHOW WHAT YOU KNOW
1 Look at the table and tick the things you
have watched or read this week. Then
compare with a partner.
Exercise 2
Things you
watch: films, TV
series, the news,
cartoons, comedy
shows, quiz
shows, reality
shows, sports
programmes,
football matches
Things you read:
adverts, romantic
novels, comics,
recipe books,
travel guides,
instructions,
adventure stories,
fairy tales
Things you watch
documentaries
video clips
adverts
action films
Things you read
poems
textbooks
detective novels
song lyrics
2 In pairs, list as many more ideas as you can
in sixty seconds. Then discuss what you
watch or read most.
CD•1.7 MP3•7 Choose the correct future forms in this second
conversation between Emma and Luke. Then listen and check.
7
Read REMEMBER THIS. Then complete the cartoon captions with
the correct future forms.
REMEMBER THIS
• You use the Present Continuous for future arrangements.
3
Listen to Emma and Luke
arranging to go to the cinema. When is the
new Hunger Games film coming out and
when do they arrange to see it?
CD•1.6 MP3•6
decided to do something and you tell people about it. You also
use it for predictions based on what you can see or know.
• You use will for spontaneous decisions. You often use
It is coming out
on Friday.
They arrange
to see it on
Sunday evening.
expressions like I think I’ll …, I’ll probably …, Don’t worry, I’ll …
You also use it for predictions.
’ll
Emma
4
You often mention a time, a date or a place.
• You use be going to for future intentions. You have already
Luke
Ooh! I think I 2 come (come)
with you!
I 1’m seeing (see) the latest
Hunger Games film this evening.
CD•1.6 MP3•6 Complete Emma’s and Luke’s
diaries with the events in the box. Then
listen again and check.
Football
9.30 Dentist
7.00 Babysitting
Wedding
Emma‘s diary
Friday
Morning
Afternoon
Evening
Saturday
2
Not me – I 3 read (read)
the books first.
Wedding
7.00
1
Babysitting
Exercise 5
... is babysitting.
They cannot go
on Sat afternoon
or evening
because she
is going to
a wedding.
They cannot go
on Sun afternoon
because Luke is
playing football.
’m going to
Sunday
Grammar Focus page 112
Luke‘s diary
8 Copy a diary page from Exercise 4 and write in things you have
Friday
Saturday
Morning
3
Suntday
9.30 Dentist
4
Afternoon
Football
arranged to do next weekend. Then, in pairs, try to find a time
when you can both go to the cinema.
A: What are you doing on Friday evening?
B: I’m going to a party. What are …
9 Complete the sentences with the correct future forms of the verbs
in brackets. Then tick any sentences that are true for you.
Evening
5 In pairs, explain why Emma and Luke
can’t go to the cinema on Friday evening,
Saturday afternoon or evening, or Sunday
afternoon. What future form do you use?
Emma can’t go to the cinema on Friday
evening because she ... the Present Continuous
1 I ’m going (go) to the cinema on Saturday.
’s going to
2 It’s very cold. It looks like it snow (snow).
’ll probably
3 I haven’t got any plans this evening. I watch (probably/watch) TV.
is
4 My friend having (have) a big eighteenth birthday party next month.
5 I don’t think England will win (win) the next World Cup.
’m not going to get
6 I’ve decided that Imarried (not get) married.
8
REFERENCES
CULTURE NOTES ››› p. 142
A03_FOCUS_SB_03GLB_8099_STA.indd
AUDIO
SCRIPT ››› p. 151
8
EXTRA ACTIVITIES
22
After doing Ex. 9, students work in
pairs. They interview their partner to
A04_FOC_TB_03GLB_8150_FM.indd 22
find out the information about them,
e.g. Are you going to go to the cinema
on Saturday? Do you think it will
snow? Have you got any plans for this
evening? If not, will you watch TV?
WORKBOOK
p. 6
NEXT CLASS
06/07/2015 17:42
Ask students to do Show what you
know 0.6 in the WB, p. 6.
20/01/2016 11:32
A03_F
5 17:42
0.6 My technology
6 Read REMEMBER THIS. Which conditional
structure do you use to show that something
is not real or not probable now? the Second
Grammar: First and Second Conditionals
Vocabulary: Technology and the Internet
REMEMBER THIS
Conditional
• You use the First Conditional to talk about
the future result of an action.
SHOW WHAT YOU KNOW
• You use the Second Conditional to talk
1 Match words and phrases to make common collocations about
about the likely present or future result of
an imaginary action.
technology.
1
2
3
4
5
6
7
8
9
10
a
b
c
d
e
f
g
h
i
j
download
log on
print a
chat
follow
switch on
click
type in
visit a
change your
to Facebook
your desktop computer
your password
profile photo
somebody on Twitter
music
on an app
online
document
website
If you get me a new computer,
I’ll do the dishes every night.
2 How often do you do the things in Exercise 1? Put ✓ (often),
? (sometimes) or ✗ (never) in the boxes. Then compare with
a partner.
3 Complete the First Conditional sentences with the correct form
If we got you a new computer, we’d never see you!
of the verbs in brackets.
1 If you play (play) video games all the time, you won’t be
a happy, healthy person.
2 You ’ll get (get) bad marks at school if you don’t stop spending so
much time online.
won’t
3 You have (not have) any real friends if you use social networking.
4 If you use (use) social networking, you’ll lose your privacy.
won’t
5 You sleep (not sleep) very well if you go online just before you go
to bed.
4
CD•1.8 MP3•8 Listen to an interview and check your answers to
Exercise 3. Do you think you are addicted to technology?
5 Complete the Second Conditional questions in the questionnaire
with the correct form of the verbs in the box.
be
buy
have to
spend
travel
MY TECHNOLOGY
Grammar Focus page 113
7
CD•1.9 MP3•9 In pairs, do the questionnaire
in Exercise 5 and compare your answers.
Then listen to Jake and Maria answering the
questions. Who is most like you?
8
CD•1.9 MP3•9 Complete the extracts from the
conversation in Exercise 7. Then listen again
and check.
1 If I had (have) €500 to spend, I would buy (buy)
new speakers.
2 If I had to (have to) give up my phone,
wouldn’t
I be able to (not able to) go online.
wouldn’t
3 I care (not care) if my friend texted (text)
someone else the whole time.
4 If I had
(have) time to blog,
I would blog (blog) about music.
would
5 I think I go back (go) to 1970 if
I could (can).
9 Complete the conditional sentences to make
them true for you.
1 What would you buy if you had €500 to spend on
technology?
2 If you had to give up one of your devices (laptop,
phone, etc.), which one could you live without?
3 If you were with a friend and the friend spent the
whole time texting someone else, how would you feel?
4 If you had a blog, what would you blog about?
5 If you could time travel, what time would you travel to?
1 If I get (get) some money for my next
birthday, I’ll save it.
2 If I found (find) £1,000 in the street, …
don’t
3 If I have (not have) any homework this
evening, …
4 If the weather is (be) nice weather
tomorrow, …
5 If I could (can) drive, …
6 If my parents won (win) the lottery, …
7 If l lived (live) to be 150, …
8 If everybodythought(think) the same as me, …
9
REFERENCES
CULTURE NOTES ››› p. 142
AUDIO SCRIPT ››› p. 151
A03_FOCUS_SB_03GLB_8099_STA.indd 9
EXTRA ACTIVITIES
Before beginning the lesson, students
brainstorm technology nouns, verbs
A04_FOC_TB_03GLB_8150_FM.indd 23
or expressions in teams, e.g. laptop,
mobile phone, chat online, download.
The team with the most words writes
them on the board and the other
teams add any others. Teams get one
point for each correct answer and the
team with the most points wins.
WORKBOOK
p. 6
NEXT CLASS
06/07/2015 17:42
Ask students to do Show what you
know 0.7 in the WB, p. 7.
23
20/01/2016 11:32
0.7 Growing up
4
4
Grammar:
Grammar: Modal
Modal verbs
verbs for
obligation
obligation and
and permission
permission
Vocabulary:
Vocabulary: Education
Education
Exercise 1
French, Spanish,
IT, P.E., Maths,
Geography,
History, Science,
Medicine, Law,
Engineering,
Architecture,
Teacher Training,
Psychology,
Philosophy,
Biology
Read
REMEMBER THIS.
THIS. Complete
Then complete
the in
cartoon
captions
with
Read REMEMBER
the gaps
the caption
with
to
to
or –.
if necessary.
REMEMBER THIS
You
must, need
You use
use must,
need to,
to, have
have to,
to, can
can and
and be
be allowed
allowedto
toto
totalk
talk
about obligation and permission
permission.
SHOW
SHOW WHAT
WHAT YOU
YOU KNOW
KNOW
11 In
In pairs,
pairs, list
list all
all the
the school
school and
and university
university
subjects
subjects you
you can
can think
think of
of in
in sixty
sixty seconds.
seconds.
English,
…
English, Maths,
maths, Music,
music …
22 Rank
thesubjects
subjects
you
wrote
in in
Exercise
11
Put the
you
have
listed
Exercise
in
1) interest,
difficulty,
in order
order of
according
to 1)2)
interest,
2) difficulty,
3)
3) usefulness.
usefulness.
33 Read
Read about
about three
three different
different types
types of
of parent.
Choose
thethe
correct
options.
Cross out
incorrect
modals or verb
phrases.
Necessary
to/need to/must
to/must
have to/need
Not necessary
to/don’t need
need to
to
don’t have to/don’t
Permitted
allowed to
to
can/be allowed
Not permitted
can’t/mustn’t/be not
allowed to
to
can’t/mustn’t/not
be allowed
must)) and
and can’t
can’t (not
(not mustn’t
mustn’t))
Note: You usually use have to (not
(not must
to talk about rules or arrangements.
arrangements.
Can I 1 –
Ø go
go out
out
this evening?
TWENTY-FIRST-CENTURY PARENTING
21st CENTURY
PARENTING
What
kinds of parents
are there?
WhatTiger
kindparents
of parent
aresayyou?
are strict and
their children …
• 1needn’t / must be the
Tiger parents are strict and say their children …
number one student in
• needn’t / must be the No 1
every subject except P.E. and
student in every subject
Drama.
2except P.E. and drama.
• have to / aren’t allowed to
• have to / aren’t allowed to
play the piano or violin only
play the piano or violin only
and 3must / mustn’t play any
and must / mustn’t play any
other instrument.
4other instrument.
• need to / don’t have to show
• need to / don’t have to show
respect for them.
respect for them.
• 5can / are not allowed to play
• can / are not allowed to play
computer games or watch TV.
computer games or
watch TV.
Helicopter parents are overprotective and say their
Exercise 7
…
are
overprotective
and say their
Helicopter parents children
6
1 The dedicated
can’t /…
must do anything
•children
teacher: She
• dangerous.
can’t / must do anything
can’t / need to find
• 7dangerous.
spends a lot of
their
strengths
and own
time preparing
• can’t own
/ need
to find their
weaknesses.
lessons and trying
strengths
and
weaknesses.
have to
to // aren’t
aren’t allowed
allowedto
to
•• 8have
to make them
discuss
discuss their
their problems
problems and
and
interesting. She is
worries
worries with
with them.
them.
very patient and
must // can’t
can’t call
call them
them
•• 9must
explains things
regularly
regularly when
when they
they are
are not
not
well. You have
at
at home.
home.
to work hard in
her lessons, but
Hipster parents are non-traditional and say
you are allowed
children … and say
to choose what
are non-traditional
Hipster parents their
10
mustn’t
/ are
•their
children
… allowed to do
you want to do.
more
or less
whatever
they
•
mustn’t
/
are
allowed to
do
You can do group
want.
more or less whatever they
work too.
have to / needn’t be top of
• 11want.
2 The most
class.
• the
have
to / needn’t be top of
don’t
have to / mustn’t
• 12the
important
class.
many
– they
qualities for
• follow
don’t have
torules
/ mustn’t
can
usually
own
follow
manymake
rulestheir
– they
a teacher are
decisions.
can usually make their own
patience and
can / must call them by
• 13decisions.
being interested
rst names
instead
of
• their
can /fimust
call them
by their
in their subject.
‘Mum’
and ‘Dad’.
first names
instead of ‘Mum’
and ‘Dad’.
Well, you must 2 – do your
homework first.
first. Then you need 33 to
practise your violin.
And
And you
you mustn’t
mustn’t 44 – be
belate
late
for
for bed
bed because
because you
you have
have55 to
get
get up
up early
early.…
GRAMMAR
FOCUS
page
Grammar
Focus
page
114114
youwords
and each
modal/verb
5 Complete the questions using
with the
in the
box. Then,phrase
in pairs,
in the
box
at least
Then ask your partner the questions.
ask
and
answer
theonce.
questions.
be allowed to
can
have
have to
to
1 Do you have to learn the violin?
violin?
Can you/Are you
2
watch
2
watch TV
TV in
in your
your room?
room?
allowed to
Can you/Are you
3
keep
allowed to
3
keep your
your phone
phone on
on overnight?
overnight?
Can you/Are you
4
have
4
have regular
regular house
house parties
parties with
with your
your friends?
friends?
allowed to
5
Do you have to arrive
5
arrive home
home before
before midnight?
midnight?
6
6
6
6
Do you have to
keep
keep your
your bedroom
bedroom clean
clean and
and tidy?
tidy?
Complete
descriptions
two
different
types
Complete these
the descriptions
ofof
two
different
types
of teacher.
teacher. Use
word
each gap. Then listen and check.
of
Thenone
listen
andincheck.
THE STRICT
STRICT TEACHER:
THE
TEACHER: She
She stands
stands at
at the
the front
front of
of the
the class
class and
and you
you
1
2
1 have to listen to her. When she asks a question, you’re not 2
have to listen to her. When she asks a question, you’re not allowedto
to
3
call out
out the
call
the answer.
answer. You
You have
have to
to put
put your
your hand
hand in
in the
the air.
air. You
You 3mustn’t
talk in
in class
on time
time,–no
talk
class and
and you
you have
have to
to do
do your
your homework,
homework on
noexcuses.
excuses.
CD••1.10
1.10
CD
MP3
MP3••10
10
THE RELAXED
RELAXED TEACHER:
THE
TEACHER: The
The opposite
opposite of
of the
the strict
strict teacher.
teacher. You
Youare
are
4
5
allowed
call
out
answers
and
sometimes,
you
4
5 can call him
allowed to call out answers and sometimes you
call him
6
by his
his first
by
first name.
name. You
You have
have 6 to do
do your
your homework,
homework, but
but you
you
7
8 can’t/
7 don’t need to do it exactly on time. But there are rules. You 8
need to do it exactly on time. But there are rules. You mustn’t
use your
your phone
and when
when you
you talk
talk to
to your
your classmates,
classmates, it
it
use
phone in
in class,
class and
9
to
be
about
the
subject
of
the
lesson.
9 has
to be about the subject of the lesson.
7 In
In pairs,
pairs, discuss
7
discuss the
the questions.
questions.
1•
2•
3•
What other
What
other types
types of
of teacher
teacher can
can you
you think
think of?
of?
What are
What
are the
the most
most important
important qualities
qualities for
for aa teacher?
teacher?
What type
What
type of
of teacher
teacher do
do you
you think
think you
you would
would be?
be?
10
10
REFERENCES
CULTURE NOTES ››› p. 142
A03_ENGF_SB_B1POL_8455_U00_5kor.indd
A03_FOCUS_SB_03GLB_8099_STA.indd
10 10
EXTRA ACTIVITIES
24
In pairs or small groups, students make
a list of ideal rules for school using all
the different modal verbs,
A04_FOC_TB_03GLB_8150_FM.indd 24
e.g. You can arrive at school when you
want each day. You don’t have to do
any homework. Teachers must make
the lessons interesting. They compare
their lists. If you want, they can vote on
the best rules or you can make a set of
class rules.
WORKBOOK
p. 7
NEXT CLASS
14-02-25 09:32
06/07/2015
17:43
Ask students to do Show what you
know 0.8 in the WB, p. 7.
20/01/2016 11:32
A03_FO
5 09:32
15
17:43
Young entrepreneurs
entrepreneurs
0.8
0.8 Young
Young
entrepreneurs
5 Join the sentences using the relative
pronouns in brackets.
1 I’ve got an uncle. He started a business. (who)
Grammar:
Grammar:Defi
Defining
ningrelative
relativeclauses
clauses
Grammar:
Defining
relative
clauses
Vocabulary:
Vocabulary:Work
Work
Vocabulary:
Work
I’ve got an uncle who started a business.
2 My father drives a car. The car belongs to his
company. (that)
My father drives a car that belongs to his company.
3 There’s a college in my city. You can do
business studies there. (where)
There’s a college in my city where you can do business studies.
4 I’ve got a sister. She works in a shop. (that)
I’ve got a sister that works in a shop.
5 One day I’d like to get a job. The job includes
foreign travel. (which)
One day I’d like to get a job which includes foreign travel.
6 I’ve got a part-time job. I don’t enjoy it. (that)
SHOW WHAT YOU KNOW
1 In pairs, list all the jobs you can think of in sixty seconds.
doctor, ...
2 Put the words from your list in Exercise 1 in groups 1–5. Some
words can go in more than one group.
1 jobs that pay a high salary: doctor, lawyer, architect
6
police officer,
2 jobs which involve long hours: doctor, businessman/woman,
firefighter, nurse, social worker
3 jobs where you can do overtime: doctor, shop assistant, designer, police
officer, computer programmer
4 jobs for people who are creative: designer, architect, computer programmer
social worker, police
5 jobs which you would like to do: nurse,
officer, firefighter
3
Read the text and choose the correct relative
pronouns. Then listen and check. Are you an entrepreneur?
CD•1.11 MP3•11
What is an entrepreneur?
Entrepreneurs are people 1who / which can turn dreams into
reality. They enjoy being in situations 2who / that challenge
them. They are the kind of people 3that / which take risks and
they don’t follow the crowd. They want to create things 4where /
that inspire other people. At school, they often have problems
5
who / which teach them important life skills. There are many
successful entrepreneurs 6which / who start life with little money
or education. There are plenty of colleges 7which / where you can
learn business skills, but there is one essential quality 8where /
that they can’t teach you in college: passion!
4 Read REMEMBER THIS. Then complete the cartoon caption with
relative pronouns.
REMEMBER THIS
• You use who or that for people.
• You use which or that for things.
• You use where to refer to a place.
Note: You can leave out that, which or who when it comes
before a noun or a pronoun.
I’ve got a part-time job that I don’t enjoy.
Read Louis’s story. Cross out
the underlined relative pronouns where they
are not necessary. Then listen and check.
CD•1.12 MP3•12
Louis’s
Story
L
ouis Barnett is
a twenty-three-yearold entrepreneur from
England 1who has a
passion for chocolate.
When he was eleven, he
was having difficulties at school, so his parents found
a tutor 2who could teach him at home. One day he
made a cake 3that his family and friends enjoyed so
much that they asked him to make more. He learnt
about different ways of making chocolate and at the
age of twelve he set up a company 4which he called
‘Chokolit’. The name is inspired by the problems
5
that he has had with spelling! He is interested
in environmental protection, so he never uses
ingredients 6that damage the environment. He also
works with a cooperative in the Caribbean 7where
they run all their machinery with solar power. By the
age of fifteen Louis had become a qualified chocolatier
and one of the youngest entrepreneurs in the world.
Exercise 1
teacher, plumber,
computer
programmer,
architect,
engineer,
lawyer, designer,
shop assistant,
businessman/
woman, police
officer, firefighter,
doctor, nurse,
physiotherapist,
social worker,
gardener
7 Complete the questions. Add a relative
pronoun if necessary. Then, in pairs, ask and
answer the questions.
I have the best job in the world! I have a job 1that ’s fun and
enjoyable. I work in a place 2 where I don’t have to wear a suit.
I work with people 3 who are happy and relaxed. I have a job 4 which
makes my friends jealous. I’m a water slide tester! Whee!
Grammar Focus page 115
1 Do you know anyone who doesn’t like
chocolate?
2 When was the last time – you ate a bar of
chocolate?
3 Is there a shop in your town or city where you
can buy good chocolate?
4 When was the last time – you bought
somebody a box of chocolates?
5 Do you know anyone who works in the food
industry?
which/
6 How important is it to eat food that doesn’t
damage the environment?
11
REFERENCES
CULTURE NOTES ››› p. 142
EXTRA ACTIVITIES
A03_FOCUS_SB_03GLB_8099_STA.indd 11
Students make a list of places, people
and things. Then they work in pairs.
They cannot say the words on their
A04_FOC_TB_03GLB_8150_FM.indd 25
list, so they take it in turns to define
the words using where, who, which or
that for their partner to guess, e.g. It’s
a place where students go to study.
(school) It’s a person who appears in
films. (actor) It’s a thing that you use to
pay for other things. (money).
WORKBOOK
p. 7
NEXT CLASS
06/07/2015 17:43
Ask students to do Show what you
know 1.1 in the WB, p. 8.
25
20/01/2016 11:32
1
Exercise 2
Personality: shy,
understanding,
sarcastic,
spontaneous,
boring,
introverted,
extroverted,
carefree, nervous,
thoughtful
1.1 Vocabulary
Appearance
•
Personality
F
a
I can describe people’s appearance and talk about their
personality.
Di
ea
the
SHOW WHAT YOU KNOW
LOOKS
1 In pairs, put the words in the box under an appropriate heading.
blond
caring
outgoing
tall
Personality
curly hair
hard-working
top
trainers
selfish
Appearance
caring, hard-working,
outgoing, selfish
blond , curly hair, tall
A
suit
Clothes
Gi
ma
top, trainers, suit
W
2 Add more words to each list. Which words can you use to describe
Appearance:
short, (of) medium
height, slim, (of)
medium build,
pretty, handsome,
attractive
B
your partner?
Yo
un
Julia is tall with dark hair. She’s hard-working and she
usually wears …
W
so
3 Read the text about Facebook profile photos. Match photos 1–4 with
descriptions A–F. There are two extra descriptions that you do not need.
Clothes:
a T-shirt, a dress,
a skirt, hiking
boots, sandals,
an anorak,
a jumper, a jacket,
ANDREW GRANT, (B. 1968) A BRITISH WRITER
a cardigan, jeans,
a hat
You never get a second
chance to make a first
impression.
C
1 C
2
F
A
W
D
Tw
kis
UNIT LANGUAGE
AND SKILLS
W
so
Vocabulary:
Show what you know – personality,
appearance, clothes
• clothes and accessories
• verb phrases to do with clothes
• synonyms – appearance and personality
• relationship phrases
• compound adjectives
• Word in focus – look
•
E
Yo
ac
W
3 E
F
4 A
Grammar:
You
dynamic and state verbs
• Present Perfect Continuous
Wh
ma
•
Listening:
•
a radio programme about friendship
Reading:
•
an article about genes
Speaking:
•
talking about a photo
Writing:
•
describing a person
FOCUS EXTRA
Grammar Focus pages 115–116
WORD STORE booklet pages 2–3
• Workbook pages 8–19 or MyEnglishLab
•
•
4
CD•1.13 MP3•13 Listen to four Facebook users describing their profile
photos. Which photo in Exercise 3 does each person describe?
• Angie
4
• Becky
2
• Tim
1
• Jon
3
12
REFERENCES
CULTURE NOTES ››› p. 142
M01_FOCUS_SB_03GLB_8099_U01.indd 12
AUDIO
SCRIPT ››› p. 152
EXTRA ACTIVITIES
26
• Photocopiable resource 1 (clothes and
accessories – 10 mins) p. 173, 186
M01_FOC_TB_03GLB_8150_U01.indd 26
• Photocopiable resource 2 (personality
adjectives – 10 mins) p. 173, 187
• Photocopiable resource 4 (Test
yourself pairwork activities), p. 174, 189
• Students discuss and classify all
the personality adjectives from Ex. 1,
e.g. Positive: hard-working; Negative:
selfish; Neutral: shy.
• Students describe famous people
06/07/2015
for their partner to guess, e.g. He’s got
straight dark hair; it’s usually long. He’s
tall and he’s got brown eyes. He doesn’t
usually wear designer clothes; he prefers
casual ones. He’s funny and outgoing.
17:45
11/1/16 1:26 PM
M01_F
15 17:45
Go to WORD STORE 1 page 3.
WORD STORE 1A
Facebook profile photos
and what they mean
7
Did you know that you reveal something about your personality
each time you choose a new profile photo? Here are some of
the most common photos, and what they say about you.
A
CD•1.14 MP3•14 Complete WORD STORE 1A with the
words from Exercise 5. Then listen, check and repeat.
8 In pairs, describe the type of clothes you wear/would
wear in these situations. Add any useful words to WORD
STORE 1A.
the pretty portrait
at a house party
at a wedding
at home
at school
at the beach
in the mountains
on a night out
on a walk
Girls often take photos of themselves. They do their hair, put their
make-up on, look straight into the camera and ‘click’.
What it means: Look at me – I’m gorgeous, fascinating and mischievous!
B
WORD STORE 1B
the strange close-up
You can just see one eye or a mouth or part of the face from an
unusual angle.
9
What it means: Hey, I’m creative and imaginative, but I’m also cool,
sophisticated and stylish.
C
clothes fit you
get changed
the party shot
in pairs, ask and answer the questions.
What it means: I’m charming. I’m really popular. I’m one of the gang!
1 Do you try to buy clothes that match the colour of your
eyes or hair?
2 Which colours and styles do you think suit you best?
3 How long does it take you to get dressed for a party?
4 Do your last year’s clothes still fit you?
5 Do you get changed when you get home from school?
the romantic shot
Two people with their arms around one another (or in extreme cases,
kissing).
What it means: Look at me – I’m on a date. I’m going out with
somebody! We’re a couple! Are you jealous?
E
clothes match
clothes suit you
get undressed
get dressed
10 Complete the questions with a verb in each gap. Then,
A group of friends at a party, laughing with their arms in the air.
D
CD•1.15 MP3•15 Complete WORD STORE 1B. Match the
verb phrases in the box with the definitions. Then listen,
check and repeat.
WORD STORE 1C
doing something interesting
You’re mountain climbing, scuba diving, bungee jumping or riding
a camel in the desert.
What it means: I’m dynamic and adventurous and I like taking risks.
11
CD•1.16 MP3•16 Complete WORD STORE 1C with the
adjectives in red from the text. Then listen, check and
repeat.
12 Choose the correct options.
F
you as baby
You’re in your late teens, but you post a cute photo of yourself as a baby.
What it means: Look, I used to be cute and adorable and I still am! And
maybe I’m a bit immature and childish and I don’t want to grow up.
5
CD•1.13 MP3•13 Listen again and tick the items of
clothing that you hear.
Angie: bangles
✓ , a silver ring ✓ , vintage sunglasses ✓ ,
a scarf ✓ , a white cotton top
Tim:
a suit ✓ , a designer dress ✓ , a bracelet
a waistcoat ✓ , a tie ✓
,
1 Ania knows a lot about art and fashion. She’s very
adventurous / sophisticated.
2 Greg’s really childish. I think boys are more gorgeous /
immature than girls at that age.
3 He’s a very nice young man. But he can be cheeky /
charming sometimes.
4 What a beautiful baby! Look at her cute / stylish little nose!
5 The two older children are quite rude, but the youngest
is absolutely adorable / imaginative.
13 Think of three people you have a photo of. Describe
them to a partner. Use words from WORD STORE 1C.
Kate’s my best friend. She’s gorgeous and …
Becky: mittens
✓ , a winter coat ✓ , a woollen hat ✓ ,
thick tights ✓
Jon:
shorts ✓ , a sweatshirt ✓ , a fleece ✓ ,
hiking boots ✓ , a baseball cap ✓
6 In pairs, discuss the type of photo you use/would use
for your Facebook profile. Describe it and say why.
13
He’s a film star. I think his Facebook
profile would be a strange close-up.
M01_FOCUS_SB_03GLB_8099_U01.indd
(Johnny Depp) 13
NEXT CLASS
Ask students to do Show what you
know 1.2 in the WB, p. 10.
06/07/2015 17:46
WORKBOOK
p. 8–9
M01_FOC_TB_03GLB_8150_U01.indd 27
27
25/01/2016 09:32
1.2 Grammar
Dynamic and state verbs
4
I can understand the difference between dynamic
and state verbs and use them correctly.
CD•1.18 MP3•18 Read and listen to Jo’s
interview with Anna. Do the underlined
verbs have stative or dynamic
meanings?
1 Imagine you are going to a weekend music festival in the
summer. In pairs, discuss what you would wear.
2
CD•1.17 MP3•17
Read the text and listen to Jo Mack and answer the
questions.
1 Who does she work for? HIP Magazine
2 Where is she now? at the Coachella music festival in California
speaking to people about what they’re
3 What is she doing there? She’s
wearing and why.
AL FASHIOatN
S: FESTIV
OW TO DRES
H
e looking
e ar
. This week w
gular feature
re
r
ou
to
e
Welcom
c festivals.
wear to musi
what people
D
Jo:
Hi! I’m reporting on festival fashion
for HIP magazine.S I like your hat.
D
Anna: Thanks. I don’t usually wear hats.
Anna
But it’s really hot, soDI’m wearing
this baseball cap.SIt belongs to my boyfriend.
S He doesn’t need it because he isn’t here
today.DHe’s revising for his exams!
Jo: Oh, that’s a shame.
Anna: No, it’s OK.S My boyfriend hates festivals.SHe
prefers listening to music at home.SI really
want to see the White Stripes –DI listen to their
music all the time!
5
CD•1.19 MP3•19 Complete Jo’s interview with
Tom with the correct present form of the verbs
in brackets. Then listen and check.
Jo:
Exercise 3
Action: work,
‘m working,
‘m asking,
are listening,
‘m thinking,
‘m speaking,
‘re wearing
State: think,
believe, know
Exercise 6
I’m having a really
good time – part
of an expression
(dynamic)
I don’t have any
shorts – means
don’t own (state)
I’m looking
for a festival
programme –
an active thing
I am doing
(dynamic)
It looks great –
describes the
appearance (state)
Exercise 8
2 Are you
wearing ...?
3 Do you buy ...?
4 Do you like ...?
5 Do you think ...?
6 Are you
thinking ...?
Tom:
Jo:
Tom:
Jo:
Jo Mack
Jo: Hi! I’m Jo Mack and I work as a fashion editor for HIP magazine.
I think I must have the best job in the world because today I’m
working at the COACHELLA music festival in California. The
question I’m asking is ‘What is the “Festival Look” this year?’ 10,000
people are listening to music here and I believe the temperature
is 32 degrees. I know the Killers are on later and I’m thinking about
going to see them, but right now I’m speaking to people about
what they’re wearing and why.
3 Read the GRAMMAR FOCUS. Which verbs in blue describe
an action and which describe a state?
GRAMMAR FOCUS
Jo:
Tom:
Jo:
Tom:
6 Look at Jo’s interview with Tom again. Find two
verbs with both dynamic and stative meanings.
Explain the differences in meaning.
7 Write sentences which are true for you. Use
Dynamic and state verbs
• Most verbs have dynamic meanings. They describe actions: something
happens. You can use them with simple or continuous forms.
I work as a fashion editor for HIP magazine.
Today I’m working at the COACHELLA music festival.
• Some verbs have stative meanings. They describe states: nothing
happens. You cannot use them with continuous forms.
I believe the temperature is 32 degrees. (NOT I’m believing)
an appropriate present tense.
1 I (don’t) need (need) a new pair of trainers.
’m (not)
2 I wearing (wear) my favourite T-shirt today.
3 I (don’t) buy (buy) all my clothes online.
4 I (don’t) like (like) shopping.
5 I(don’t) think(think) most clothes are too expensive.
’m (not)
6 I thinking (think) of going shopping later.
8 In pairs, ask each other questions based on the
Note:
A few verbs (e.g. think, have, look) have both dynamic and stative
meanings. The meanings are different:
I think I must have the best job in the world. (think = believe → stative)
I’m thinking about going to see them. (think = consider → dynamic)
sentences in Exercise 7.
Do you need a new pair of trainers?
Grammar Focus page 115
14
EXTRA ACTIVITIES
28
Tom:
Hi! I’m reporting on festival
fashion for HIP magazine. 1Are
you enjoying (you/enjoy) the
festival?
Tom
Yes, I 2 ’m having (have) a really good time.
I 3 love (love) your T-shirt.
Oh, thanks! It’s my festival T-shirt!
are you
Oh, it 4 looks (look) great. But why 5 wearing
(you/wear) jeans? It’s so hot!
My legs are very skinny and so I 6 never wear
(never/wear) shorts, even in summer. In fact,
I 7 don’t have (not have) any shorts!
do you
So which bands 8 want (you/want) to see
today?
(like) the Foo Fighters, but I 10 don’t know
I 9 like
(not know) when they’re on. I 11’m looking (look) for
a festival programme.
I have one here – oh, they 12’re playing (play) now.
Oh right – thanks! See you.
• Photocopiable
resource 4 (Test
M01_FOCUS_SB_03GLB_8099_U01.indd
14
yourself pairwork activities), p. 174, 189
• Students work in pairs. They take
turns to say state and dynamic verbs for
their partner to make a sentence with.
They should use the Present Continuous
M01_FOC_TB_03GLB_8150_U01.indd 28
where possible, e.g. I believe there’s life
on other planets. Peter is living in Paris
at the moment.
WORKBOOK
p. 10
NEXT CLASS
Ask students to find out two or three 06/07/2015
facts about the numbers of people
who use social networking sites,
mobile phones, texts, etc. in different
countries.
17:46
25/01/2016 09:32
M01_F
5 17:46
1.3 Listening
Multiple choice
I can understand the main points of a
radio programme about friendship.
A
‘A friend is someone who knows
everything about you and still likes you.’
1 In pairs, read the sayings and discuss
the questions.
C
1 Which saying do you like best? Why?
2 What qualities should a close friend have?
3 How would you complete the sentence:
A true friend …?
2
B
CD•1.20 MP3•20 Listen to a radio programme
and choose the correct numbers. What
numbers would be true for you?
1 Jenny’s got 2 / 5 or 6 / more than 10 close
friends.
2 Jenny’s got 313 / 330 / 333 online friends.
3 Fraser’s got no / 2 / 3 or 4 close friends of the
opposite sex.
‘The best mirror you
can have is an old friend.’
EXAM FOCUS Multiple choice
5
programme with the underlined phrases in
Exercise 4.
4
socialises with – hangs out with
lose touch with – stop seeing each other
has a lot in common with – has similar interests
is always there for you – is always reliable
fallen out – had an argument
gets on well with – has a good relationship
CD•1.20 MP3•20 Listen to the radio programme
again. Are statements 1–6 true (T) or false
(F)?
1 Jenny has a good relationship with
all her online friends.
2 Jenny thinks it takes time to become
close friends.
3 Jenny says friends sometimes stop
seeing each other when they’ve
had an argument.
4 Fraser has similar interests to all his
close friends.
5 Fraser doesn’t think a good friend
is always reliable in a crisis.
6 Fraser hangs out with both boys
and girls.
CD•1.21 MP3•21 Listen to four conversations and choose the
correct answer, A, B or C.
1 What is true about Janet and Rachel?
A They’ve lost touch.
C They often hang out.
B They’ve fallen out.
2 What’s the relationship between Amy and Sarah?
A They’re close friends.
C They’re teacher and student.
B They’re mother and daughter.
3 What are Jon and Kevin going to do at the weekend?
A do similar activities
C do different things
B hang out together
4 Which sentence is true about Annie?
A She has a lot in common with Sal. C She’s always there for Sal.
B She has lost touch with Sal.
3 Match words and phrases a–f from the radio
a
b
c
d
e
f
‘There is nothing better
than a friend, apart
from a friend with
chocolate.’
PRONUNCIATION FOCUS
6
CD•1.22 MP3•22
Write the numbers in full. Then listen, check
and repeat.
a
b
c
d
e
f
F
T
T
515 – five hundred and fifteen
214 – two hundred
fourteen
and
3,330 – three thousand, three hundred
thirty
and
and
one
901 – nine hundred
hundred
and
7,880 – seven thousand, eight
eighty
four
hundred
and
sixteen
4,416 – four thousand ,
7 Write down three long numbers. Then, in pairs, dictate your
T
numbers to each other. Check that your partner has written the
same numbers as you.
F
WORD STORE 1D
T
8
CD•1.23 MP3•23 Complete the phrases in WORD STORE 1D with
the correct prepositions. Then listen, check and repeat.
15
REFERENCES
AUDIO SCRIPT ››› p. 152
M01_FOCUS_SB_03GLB_8099_U01.indd 15
EXTRA ACTIVITIES
Use the facts about social networking
sites students have found out after you
have done the Pronunciation focus.
M01_FOC_TB_03GLB_8150_U01.indd 29
In pairs, students dictate the sentences
to each other. They say if any
information surprised them.
NEXT CLASS
Students bring in photos of other
members of their family. 06/07/2015 17:46
WORKBOOK
p. 11
29
25/01/2016 09:32
1.4 Reading
TEEN SCIENCE
Multiple choice
CD•1.24 MP3•24
I can understand the main points of
an article about genes.
Exercise 1
1
ex- husband,
wife
grand daughter,
father, mother, son
greatgrandmother,
grandfather, aunt,
uncle
great-greatgrandmother,
grandfather
half- brother,
sister
-in-law brother,
daughter, father,
mother, sister, son
second
husband, wife
step brother,
daughter, father,
mother, sister, son
W
Match affixes from box A with words from
box B to make at least ten more family words.
A
ex- grand great- great-greathalf- -in-law second step
5
+
B
aunt brother daughter father
grandmother grandfather husband
mother nephew niece sister
son uncle wife
granddaughter, great-great-grandfather,
mother-in -law, …
10
2 Use different family words from Exercise 1 to
describe yourself. Draw a diagram.
I’m Adam’s great-grandson.
ho do you look like? Are
you good-looking like your
mum, well-built like your dad, fairhaired like your brother or sister
or really, really tall like your greatgreat-grandparent? Do people
say you’re just like your father
or just like your mother or that
you take after your grandparent
in every way? Or do people ask
where you come from because
you look so different from the
rest of your family?
I’m Eve’s son.
me
15
I’m Monica’s
brother.
20
I’m Simon’s
nephew.
25
3 In pairs, describe three people from your
family. Who do you look like most?
4 Read the article. Tick the things you can
30
inherit from your parents and/or ancestors.
1
2
3
4
5
6
7
your health
your eye, hair and skin colour
your facial features
your lifestyle
poor eyesight
baldness
left-handedness
✓
✓
✓
✓
✓
✓
35
5 In pairs, talk about the things that you think
you have inherited from your parents and
ancestors.
40
I inherited my hair and my eyes from
my father. I inherited my mother’s
small feet.
Y
our genes are responsible for your
appearance and your health. Half
your genes are from your mother, the
other half from your father. You are not
identical to your mother or your father,
but you probably look a bit like both of
them. Or you may resemble one of your
ancestors, for example, a great-greatgrandparent. But even if you are like
other members of your family, you are
unique. Your genes are different from
everyone else’s genes. The only people
who have exactly the same genes are
identical twins.
Some of the features you inherit from
your parents are hair, eye colour, skin
colour and facial features like the size
and shape of your nose.
You probably have the same hair colour
as one of your parents, but this is not
always true. Two dark-haired parents
can have a blond or red-headed child.
This happens when there was a blond
or red-headed ancestor. It is common
for red-headed children to have freckles,
even if the parents don’t have them.
The strongest, or dominant, gene in eye
colour is brown. If both parents have
brown eyes, their children probably have
brown eyes too. It’s also common for two
45
50
55
60
65
70
16
REFERENCES
CULTURE NOTES ››› p. 142
M01_FOCUS_SB_03GLB_8099_U01.indd 16
EXTRA ACTIVITIES
30
• Students use the photos of their
family members with Ex. 5 to discuss
what they have inherited from their
M01_FOC_TB_03GLB_8150_U01.indd 30
parents and ancestors.
• Students write true/false statements
about the text in pairs. They exchange
with another pair and decide if the
other pair’s sentences are true or false.
• Students write sentences using the
words in Word Store 1E.
WORKBOOK
p. 12–13
NEXT CLASS
06/07/2015 17:47
Ask students to do Show what you
know 1.5 in the WB, p. 14.
25/01/2016 09:32
M01_F
15 17:47
EXAM FOCUS Multiple choice
6 Read the article again. For questions 1–6, choose the
correct answer, A, B, C or D.
1 From the first paragraph we learn that genes
A come mainly from your mother.
B mean you always resemble one of your parents.
C determine what you look like.
D are always unique to you.
2 If a brown-eyed child has two blue-eyed parents, this is
A uncommon.
C impossible.
B fairlycommon. D extremely common.
3 The reason some children are tall is because
A their parents are very healthy.
B they have short parents.
C they enjoy their lifestyle.
D they eat well and live well.
4 Men who go bald
A always lose their hair because of their father’s genes.
B nearly always have sons who go bald.
C sometimes inherit baldness from their mother’s side.
D never pass on baldness through their daughter’s genes.
twin
twinsisters
sistersHayleigh
Hayleighand
andLauren
Lauren
with
withtheir
theirparents
parentsand
andbaby
babytwin
twinsisters
sisters
45
50
Tall parents usually have tall children and short
parents usually have short children. But this isn’t
always true – in fact, children are getting taller
thanks to improved diets and healthier lifestyles.
55
5 When is it possible to have black and white twins?
A when a black parent has white-skinned ancestors
B when there is a dominant black gene in the family
C when the parents are both black
D when the parents are both white
brown-eyed parents to have a blue-eyed child, but
unusual for two blue-eyed parents to have a browneyed child. As well as eye colour, you can inherit
poor eyesight from your parents. So if you’re shortsighted, you’re probably not the only person in your
family who wears glasses.
Fifty percent of men with bald fathers will lose their
hair. But the gene for baldness can come from
the mother’s family too – boys should look at their
mother’s father. They may take after him.
6 What would be the best title for the text?
A What do you look like? C Where are you from?
B A family tradition
D It’s all in the genes
7 In pairs, discuss the meanings of the words and phrases
in blue in the article. Which of these strategies can help
you guess the meaning?
1
2
3
4
It looks like a word in my language.
It looks like a member of a word family I know.
It is made up of words I understand.
The context can give me clues.
8 Match the words and phrases in blue in the article with
these definitions.
60
65
70
There are many different skin colours: from black,
dark brown, brown, light brown to white. Most families
share the same skin colour, but black parents can
give birth to a lighter-skinned child if they have paleskinned ancestors.
Usually, a black and a white parent have darkskinned children because black is a dominant gene.
But twin sisters Hayleigh and Lauren are exceptions.
One twin is black and the other is white. Hayleigh
looks exactly like her black father and Lauren is the
image of her white mother. This was only possible
because their father had a white relative in his past.
Finally, if you are left-handed or if you have dimples
in your cheeks or chin, you can thank your genes.
1
2
3
4
5
6
small brown spots on the skin – freckles
small depressions on your cheeks when you smile – dimples
looks exactly like – is the image of
be like – take after
look like – resemble
family members who lived a very long time ago – ancestors
9 Choose three words or phrases in blue from the article
and use them in sentences about your own family.
Everybody says that I am the image of my
great-grandmother.
WORD STORE 1E
10
CD•1.25 MP3•25 Complete WORD STORE 1E with the
compound adjectives in the box. Then listen, check
and repeat.
17
M01_FOCUS_SB_03GLB_8099_U01.indd 17
06/07/2015 17:47
31
M01_FOC_TB_03GLB_8150_U01.indd 31
25/01/2016 09:32
1.5 Grammar
Present Perfect Continuous
I can use the Present Perfect Simple and Continuous.
1 In pairs, look at the different versions of the Mona Lisa
and answer the questions.
1 Which version do you like best? Why?
2 What do you know about the original painting?
4 Complete the conversation with the Present Perfect
Continuous form of the verbs in brackets.
Manager: I’m sorry, the museum is really busy today. How
long 1have you been waiting (you/wait)?
’ve been
haven’t been
Guest:
It’s OK. We 2 waiting (not wait) long. We 3 standing
(stand) in this queue for about twenty minutes.
Manager: Right. Well, I’ll introduce you to Henri, our curator.
’s been
He 4 working (work) here for over twenty years.
’s been
Guest:
Thanks. My son, Jack, is very excited. He 5 working
(learn) about Leonardo da Vinci at school.
Manager: Well, I’m sure Henri can answer any questions. He
’s been
looking
6 after
(look after) the Mona Lisa for ten years.
has she been
Jack:
How long 7 hanging (she/hang) in the Louvre?
5 Complete the sentences. Use the Present Perfect Simple
2 Read about the real Mona Lisa. Why does the curator
think that the Mona Lisa is smiling?
Because she’s been listening to people’s silly questions for over 200 years.
STOP ASKING SILLY QUESTIONS!
5
10
15
My name is Henri Dubois. I’ve been working at the
Louvre Museum in Paris for twenty-one years and I’ve
been looking after the Mona Lisa for nearly ten. So, for
the past ten years I’ve been watching people’s faces
when they first see the Mona Lisa. There’s something very special about
that painting. I’ve also been answering the same questions over and over
again. They ask me, ‘How long has she been hanging in the Louvre?’
I always say the Mona Lisa has been in the Louvre since 1804. But it
isn’t quite true. The Mona Lisa hasn’t been hanging in the Louvre since
then because someone stole it in 1911. Fortunately, the painting was
returned two years later.
The other questions are impossible to answer. They ask me, ‘Who
was she? What is she thinking? Why is she smiling?’ Why is the
Mona Lisa smiling? Because she’s been listening to people’s silly
questions for over 200 years! Stop asking questions and look at the
painting – it’s beautiful!
or the Present Perfect Continuous form of the verbs in
brackets and add time expressions to make them true
for you.
1
2
3
4
5
6
I ‘ve had (have) the same computer for two years .
’ve been
I studying (study) English since
.
’ve been
I listening (listen) to the same music since
.
’ve been
I going (go) to the same hairdresser’s for
.
I ’ve known (know) my oldest friend since
.
’ve been
I sitting (sit) in this chair since
.
6 Write questions for the sentences in Exercise 5. Begin
with How long have you …? Then, in pairs, ask and
answer the questions.
How long have you had the same computer?
R E ME MBE R TH I S
You use the Present Perfect Simple to talk about
finished actions in time up to now. You can say
‘how many ’ but not ‘when’.
Pedro has visited the Louvre seven times. He has
visited twenty-seven other museums.
3 Read the GRAMMAR FOCUS. Then find six more
examples of the Present Perfect Continuous in the text
in Exercise 2.
GRAMMAR FOCUS
Present Perfect Continuous
You use the Present Perfect Continuous to talk about
unfinished actions that started in the past and continue in
time ‘up-to-now’. Use for or since to say how long.
I’ve been working at the Louvre museum in Paris for
twenty-one years.
Present Perfect Continuous: has/have + been + -ing
+
Iˇve been working.
–
He hasn’t been working.
?
Have you been working ...?
Yes, I have./No, I haven’t.
7 Choose the correct options. Then tick any sentences
that are true for you.
1
2
3
4
5
6
I’ve seen / I’ve been seeing the Mona Lisa twice.
My mum has bought / been buying a new car.
It’s snowed / been snowing since yesterday.
I’ve learnt / been learning the piano for years.
I’ve never been / been going abroad.
I haven’t done / been doing my homework yet.
8 Write questions in the Present Perfect Simple or
Continuous. Begin with How long …? or How many …?
Then, in pairs, ask and answer the questions.
1 texts / receive / today?
How many texts have you received today?
Note:
State verbs (be, have, know, etc.) do not take the continuous form.
The Mona Lisa has been in the Louvre since 1804.
(NOT has been being)
2
3
4
5
6
wear / the same watch?
have / the same bag?
How long have you had the same bag?
foreign countries / visit?
How many foreign countries have you visited?
books / read / in the past three months?
How many books have you read in the past three months?
go / the same dentist?
How long have you been wearing the same watch?
How long have you been going to the same dentist?
Grammar Focus page 116
18
REFERENCES
CULTURE NOTES ››› p. 143
M01_FOCUS_SB_03GLB_8099_U01.indd 18
EXTRA ACTIVITIES
32
• Photocopiable resource 3 (Present
Perfect Continuous – 10 mins) p. 173, 188
• Students write questions about the
M01_FOC_TB_03GLB_8150_U01.indd 32
text in Ex. 2 using the Present Perfect
Continuous, e.g. How long has Henry
been working in the Louvre Museum?
Then they ask and answer in pairs.
WORKBOOK
NEXT CLASS
Students bring in photos of themselves
and/or family members on different 06/07/2015
occasions, wearing different sorts of
clothes.
17:47
p. 14
25/01/2016 09:32
M01_F
15 17:47
1.6 Speaking
Talking about a photo
6
I can describe clothes and speculate about
people in photos.
1 Look at the table and put the words in the correct
order. Is anybody in the class wearing one of these
items?
Adjective order
Opinion Size/
Age
a lovely
1
2
3
4
5
Colour/
Pattern
big old brown
Material Make/
Type
Noun
leather
jacket
flying
CD•1.26 MP3•26 Read the SPEAKING FOCUS and
complete the description with one word in each gap.
Then listen and check.
The photos both 1 show people in clothes shops. In the
first photo a woman is waiting for someone to choose a shirt.
I 2 think he’s her boyfriend or her husband. She 3 looks
bored. In the second photo I 4 can
see a boy. He’s waiting
for some people. It’s 5 hard to say, but perhaps they’re his
sisters or friends. 6 Both photos show people waiting and
they look very bored. The main 7difference between the photos
is that the woman looks more comfortable than the boy. He
has to sit on the floor!
trainers / Nike / new new Nike trainers
a / cotton / shirt / patterned a patterned cotton shirt
jeans / blue / fashionable / skinny fashionable blue skinny jeans
black leather
leather / high-heeled / black / boots high-heeled
boots
a / striped / jumper / big / woollen
a big striped
A
woollen jumper
Exercise 4
2 In pairs, take turns to describe clothes students in
The man
B is wearing
a comfortable red
cotton sweatshirt/
top and classic
grey jeans.
The woman is
wearing a simple
red and white
summer top and
fashionable blue
jeans.
your class are wearing. Use at least two adjectives
to describe each item. Guess who your partner is
describing.
3 In pairs, take turns to describe clothes you have at
home. Talk about something you wear:
• when you go out
• for a formal occasion
• in winter
• at the weekend.
• to do sport
4 Look at photo A. Describe the clothes the people
are wearing.
5 How would you describe the situations in photos A
and B? What’s similar and what’s different about them?
Think of an adjective to describe how the woman and
boy are feeling.
Exercise 5
C
Both photos show
people shopping
and their friends
waiting. The
friends look
bored in both
photos. The
difference is that
the woman looks
more comfortable
than the boy.
SPEAKING FOCUS
Saying what’s in the photo(s)
The photo shows …
In this photo, I can see … /there is …/there are …
Comparing photos
Both photos show …
In the first photo … , but in the second photo …
The main difference between the photos is …
Showing uncertainty
It’s hard to say/make out what …, but …
I’m not sure …, but …
Speculating
He/She/It looks …
He/She/It looks as if/as though/like …
It seems to be …/Perhaps it’s …/Maybe it’s …
I imagine they’re …/They’re probably …
7 In pairs, choose two photos and discuss the questions.
1 Compare the photos. How do you think the people are
feeling?
2 Do you enjoy shopping for clothes?
Giving your opinion
I (don’t) think …/
I prefer …/
Personally, …/In my opinion, …
8 In pairs, ask and answer the questions.
1 How often do you go shopping?
2 Who do you usually go with? Why?
3 What are your favourite or least favourite shops? Why?
19
EXTRA ACTIVITIES
• Students use the photos they have
M01_FOCUS_SB_03GLB_8099_U01.indd 19
brought after Ex. 7. They take turns
to describe them. They give as full
descriptions as possible of the clothes
the people are wearing, taking care
with adjective order, and using the
M01_FOC_TB_03GLB_8150_U01.indd 33
phrases from the Speaking focus.
• Students write a short description of
one of their photos.
WORKBOOK
p. 15
NEXT CLASS
Ask students to make notes about
06/07/2015 17:47
someone they know, including
the
following information: age, personality
and interests, physical description,
height and build, general impression
and clothes they usually wear.
33
25/01/2016 09:32
1.7 Writing
A description of a person
I can describe a person in an email.
1 In pairs, look at each other for ten seconds.
Then close your eyes and describe your
partner’s appearance and clothes.
2 In the email on the left, Maggie describes
her friend Claire. Before you read, make
a list of the things you think she might
include.
Maggie
age, hair (length and colour), interests, …
opening
Hi Dominic,
personality, appearance, likes, dislikes, ambitions
3 Now read Maggie’s email and see which
Zara told me you are looking for a new singer for
your band. If so, I think my friend might be perfect.
things on your list she mentions.
4 Do you think you would get on well with
body
Claire? Why?/Why not?
Her name’s Claire and she’s our age, though she
looks like she’s already in her early twenties. She’s
very easy-going and I think she has a great sense
of humour – we get on really well. She’s also a very
creative person and a fantastic singer. She plays the
piano and writes her own songs and has even made
a video to go with one of them. She’s into all sorts
of music, from classical to punk and I think she’s
the sort of person who is open to new ideas. I think
she’d make a great singer for the band.
She’s about medium
She’s also very pretty.
height and slim, and she’s got long, straight, dark
hair. She dresses fashionably, though usually in
black. I think she looks a bit like a Hollywood film
star because she’s very glamorous.
closing
Watch her video (attached) and let me know what
you think.
Love,
Maggie
5 Read the WRITING FOCUS on page 21 and
complete the examples with the words in
pink in the email.
6 Some adjectives in English can sound
negative when used to describe a person.
Replace the underlined adjectives in the
sentences with the more neutral expressions
in the box.
2
a bit too slim
a little overweight
mature 6 not always hard-working
3 not really interested in fashion
4 sometimes forgets his/her manners
5
1 Jo is skinny. She doesn’t eat very much.
Jo is a bit too slim.
2 Ryan is fat. He doesn’t do much exercise.
3 Harry is scruffy. He doesn’t care what he
wears.
4 Ellie is rude. She needs to be more polite.
5 Ken is a(n) old student. He’s back at university
because he wants a career change.
6 Kelly is lazy. Her parents are worried that
she’ll fail her exams.
20
EXTRA ACTIVITIES
34
After Ex. 3, write the following three
M01_FOCUS_SB_03GLB_8099_U01.indd 20
questions
on the board: What is she
like? What does she look like? What
does she like doing? Briefly check the
difference in meaning and explain if
necessary. Ask students to read the
M01_FOC_TB_03GLB_8150_U01.indd 34
email again quickly and answer
the three questions about Claire.
WORKBOOK
NEXT CLASS
Ask students to study the Word list on
06/07/2015
p. 128.
17:47
p. 16
25/01/2016 09:32
M01_F
15 17:47
WRITING FOCUS
A description of a person
Body
• Mention age.
He’s (about) my/your/ 1 our age.
He’s in his teens/ 2 early /mid/late twenties.
• Describe personality and interests.
He’s a very easy-going/interesting person.
She’s the sort/type/kind of person 3 who
always remembers your birthday/loves kids.
She’d 4 make a great teacher/doctor/friend.
He’s 5 into music/fashion/skateboarding.
He has a good sense of humour.
She is caring/charming/outgoing/reliable.
She is childish/cheeky/arrogant/rude.
• Describe hair, eyes, skin and face.
He’s got cool, short, 6 dark hair.
She’s got beautiful, long 7 straight , blond hair.
She’s got a kind/friendly/unusual smile/face.
He’s dark-skinned/pale-skinned.
He’s blue-eyed.
• Mention height/build.
medium
She’s short/ 8 height /tall.
He’s fairly well-built/ 9 slim .
• Give general impressions.
She looks (kind of) cool/unusual/mysterious/unhappy/
nervous.
He looks a bit 10 like you/me/Mr Bean/Ronaldo.
He resembles his father.
• Mention clothes.
She 11 dresses casually/smartly/well/in black.
He always wears casual/smart/scruffy/fashionable/stylish
clothes.
He never wears a tie.
Writing task
You recently received an email from your English
friend, Alice. Read part of her email and write your
reply to Alice.
I’m really looking forward to meeting your sister when
she comes to London in the summer. I can show her
round the city! Please tell me something about her?
Does she look like you? What’s she like and what’s
she interested in?
Hope to hear from you soon.
Love,
Alice
A Write your email in 140–190 words. Follow these
steps.
• Thank your friend for offering to show your sister
round London.
• Mention your sister’s age.
• Describe your sister’s personality (mention
something negative).
• Mention some of your sister’s interests.
• Describe your sister’s appearance (general
impression, clothes, physical appearance etc.).
• Thank your friend again.
• Say goodbye.
Useful language
• Thanks for agreeing to …
• I’m writing to tell you about …
• She’s a very easy-going person.
• She looks kind of cool.
• She’s got long, curly, brown hair.
• She’s into museums and sports.
• Thanks again for helping me.
B Check.
✓ Have you followed the task?
✓ Does your email use kinder phrases instead of
negative adjectives?
✓ Have you used the correct order for adjectives
of appearance?
✓ Have you organised your email into three or four
paragraphs?
✓ Have you checked spelling and punctuation?
21
WORD LIST ACTIVITIES
• Give students a category, e.g. personality adjectives.
M01_FOCUS_SB_03GLB_8099_U01.indd 21
Write some of the words on the board without vowels –
students write the full words, e.g. crng (caring), slfsh
(selfish), hrdwrkng (hard-working). If you prefer, you can
show the number of spaces, e.g. fr_ _ndly (friendly).
M01_FOC_TB_03GLB_8150_U01.indd 35
• In teams, students write a list of as many clothes words
as they can, including materials (leather, cotton, etc.).
06/07/2015 writes
17:47
The team with the most words after, e.g. five minutes
them on the board. The other teams take it in turns to
add any other words. They get one point for each correct
answer. The team with the most points wins.
35
25/01/2016 09:32
FOCUS REVIEW 1
VOCABULARY AND GRAMMAR
LANGUAGE IN USE
1 Complete the sentence with the correct form of the
5 Choose the correct answer, A, B or C.
words in capitals.
1 Don’t worry, I’m sure John will be here any minute. He’s
reliable person I know. RELY
the most __________
immature .
2 Helen’s almost twenty, but she’s still very __________
She often does silly things. MATURE
caring
3 Lucy is a very __________
person and is always ready to
help her friends. CARE
adventurous . Every summer he
4 Jason is not particularly __________
goes to the same beach resort in Spain. ADVENTURE
5 All Yvonne’s stories are full of surprises. She’s a very
imaginative writer. IMAGINATION
__________
charming young man. CHARM
6 Charles is a __________
2 Read the definitions in brackets and complete the
words. The first letter of each word is given.
ate
1 He wanted to ask Betty out on a d__________
(when you
go out with someone you fancy), but he was too shy.
ncestors
2 Most of my a__________
(family members who lived in
the past) came from Ireland.
yesight
3 It’s important to protect your e__________
(ability to
see). Remember to wear sunglasses on sunny days.
reckles
4 Laura was a gorgeous girl with red hair and f__________
(small brown spots) on her nose.
5 Scientists are still looking for new ways to treat
aldness
b__________
(the condition of having little or no hair).
3 Complete the sentences with the Present Simple or
Present Continuous form of the verbs in brackets.
are you
looking (you/look) at me like that? Is there
1 Why __________
something wrong with my hair?
doesn’t
remember (not remember) when her mother let
2 Pam __________
her put make-up on for the first time.
is eating (have) lunch and we have to wait for him.
3 Tom __________
don’t think (not think) this is a good idea.
4 I __________
looks
5 Stuart __________
(look) very smart in his new woollen
suit and black leather shoes.
do you
understand (you/understand) why people should
6 Jane, __________
be kind to each other?
4 Complete the sentences with the Present Perfect
Simple or Present Perfect Continuous form of the verbs
in brackets.
1 A: What’s that? ____ a new T-shirt in this photo?
B: It’s not new. It’s my dad’s old T-shirt from the eighties.
A Do you wear B Are you wearing C Have you worn
2 A: I was happy to see Jessica at the school reunion.
B: And who’s she exactly?
A: She used to be my best friend in primary school, but
we ____ when my family moved to Bristol.
A took after
B lost touch
C hanged out
3 A: What have you been doing?
B: Nothing special. I ____ an email to Lucy to ask her
about the class project. I hope she replies soon.
A I’m writing
B I’ve written C I’ve been writing
4 A: I guess Tom must be really ____ now that his brother
has inherited a cottage from their aunt.
B: He says he isn’t, but I know that ’s not true.
A selfish
B arrogant
C jealous
5 A: Can you have a look at this picture? ____
B: Well, I’m not sure either.
A I can’t make out what it shows.
B I don’t think it’s very interesting.
C It looks as though you could help me.
6 Read the text and choose the correct answer, A, B or C.
PARENTS ON FACEBOOK
Young people 1_____ Facebook actively for a long time.
In fact, not long ago people under twenty-five were the
biggest group of users. But now more and more 2_____
sign up for Facebook, with the 40–54-year-olds becoming
particularly interested in it.
So, what 3_____ about Facebook? Do they like it? If they
haven’t created a profile yet, they will probably do so in the
near future. And then, they will want to be your 4_____ friends
and follow your profile!
When this happens, should you accept or reject their
invitation? There is no good answer for everyone. If you
have 5_____ with your parents and tell them everything
about your life, you may say yes. The worst thing is to do
nothing. You can’t pretend you haven’t seen the invitation
or say that you’re busy with school work and you’re not
using Facebook. Be 6_____ about it. You will have to take a
decision one day.
’ve been
looking
1 Our uncle is on holiday and we __________
(look after)
his dog since Monday.
have you
made
2 How many bracelets __________
(you/make) this
morning? Enough for everyone?
’ve inherited (inherit) most genes from my mum
3 I think I __________
because we have similar looks.
has Gina
working (Gina/work) on the project about
4 How long been
__________
family resemblance?
hasn’t lost
5 Helen is very busy at university, but she __________
(not lose) touch with her friends.
’s been going (go) to the same music
6 My older brother __________
festival for five years now.
1 A use
B have used
2 A people in their teens
B middle-aged people
3 A do your parents think
B are your parents thinking
4 A close
B online
5 A a good relationship
B similar interests
6 A reliable B brave
C have been using
C people of medium-height
C have your parents thought
C half
C a lot in common
C realistic
22
36
EXTRA ACTIVITIES
WORKBOOK
NEXT CLASS
• Photocopiable resource 5 (Speaking –
M01_FOCUS_SB_03GLB_8099_U01.indd 22
5 mins)
p. 174, 190
• Photocopiable resource 6 (Writing –
10 mins) p. 174, 191
Use of English 1.8, p. 17;
Self-assessment 1.9, p. 18
• Ask students to do Self-check 1.10
06/07/2015
in the WB, p. 19.
• Ask students to prepare for Unit test
1 (Focus Assessment Package).
M01_FOC_TB_03GLB_8150_U01.indd 36
17:47
25/01/2016 09:32
M01_F
15 17:47
READING
7 Read the text and choose the correct answer, A, B, C
or D.
Stella McCartney
W
hen designer Stella McCartney arrived on the fashion scene,
many people claimed her success was due to her famous
name. Her father is, after all, Beatles legend Paul McCartney. This,
however, is not true. For Stella, becoming a success took hard work,
determination and, of course, talent.
In 1995, after graduating from Central St Martins College of Art and
Design in London, she enjoyed almost immediate success. Two
short years later, at the age of twenty-six, she became the head
designer at Chloé, – a famous Parisian fashion house. After four
highly successful years at Chloé, Stella launched her own fashion
label and showed her first collection in 2001.
Since then her company has been growing steadily. In that time, it
has developed a reputation as a fashion company with a difference.
When Stella was growing up on a farm, her parents taught her to
respect animals, to be aware of nature, and to understand that
human beings share the planet with other creatures. These beliefs
have had a huge impact on her and, as a result, she believes in
ethical fashion now. Ethical fashion covers issues such as working
conditions, child labour, fair trade and responsible production that
does not harm the environment.
As a lifelong vegetarian, Stella does not use any natural leather or
fur in her designs. The fabric she prefers is organic cotton and she
has been experimenting with eco-friendly materials and production
processes for some time. Recently, Stella decided not to work with
a fabrics factory because the process used by it to colour the fabrics
was very harmful to the environment. An entire river near the factory
became red, making the water unsuitable for drinking or for use in
agriculture.
3 Why did Stella refuse to work with the factory?
A The production method was not ethical.
B The water used for the colours was polluted.
C The factory could not supply the fabric she wanted.
D The wrong colour was used for the fabrics.
4 In Stella’s opinion, what should designers do?
A Create better designs every year.
B Question the methods of their production.
C Develop their own fashion philosophy.
D Make their clothes more luxurious.
5 The aim of the text is to
A show why some production methods are better.
B suggest how fashion designers can help the community.
C explain the philosophy behind Stella’s collections.
D describe how Stella became a fashion designer.
SPEAKING
8 Look at the photos.
They show people
discussing what clothes
to wear. In pairs, take
turns to compare the
photos and say why
the people might have
different opinions about
the clothes.
Stella’s ethical fashion also aims to help poor workers. For this reason,
she has created a range of cloth bags together with the United
Nations’ International Trade Centre. The programme provides work
for poor communities in Kenya, where the bags are created by hand.
So far, 160 people in disadvantaged areas have been involved in the
production. They are earning money, which has improved their lives.
Stella McCartney has an interesting philosophy. Instead of just
creating new designs season after season, she believes designers
should ask themselves how they make their clothes and accessories,
where they make them, and what materials they use. Thinking about
these questions makes designing more challenging and more
interesting, but still allows designers to create luxurious, beautiful
items that people want to buy. Stella McCartney is proof of that.
9 Do you find it easy to choose what clothes to wear?
WRITING
10 Read part of an email you have received from your
1 According to the text, Stella McCartney
A succeeded with the help of her father.
B had a high position at a relatively young age.
C experienced difficulty finding the right job.
D created her own company straight after college.
2 Which statement is true about Stella McCartney?
A As a child, she found out about ethical fashion.
B When she was a child, she wore organic cotton clothes.
C She often gets ideas for her designs from nature.
D No animal products are used in her fashions.
g
Q Home
h History
L Contacts
2 A
My best friend Ryan would like to exchange
emails with someone from your country. Could
you suggest someone you know and tell me
something about him or her?
Thanks,
Dave
Write your email in 100–150 words.
23
M01_FOCUS_SB_03GLB_8099_U01.indd 23
06/07/2015 17:48
37
M01_FOC_TB_03GLB_8150_U01.indd 37
25/01/2016 09:32
2
2.1 Vocabulary
Sport
Compound nouns
Collocations
•
I can talk about sports.
a
SHOW WHAT YOU KNOW
1 Write do, go or play for each list of sports.
JUST DO IT!
1
2
3
Exercise 2
play: A rugby,
B football,
C hockey,
D baseball,
E tennis, F cricket,
netball, volleyball,
badminton
go: swimming,
running, surfing,
windsurfing
do: yoga,
taekwondo,
T’ai Chi, Pilates,
gymnastics
•
play
S
basketball, golf, squash, table tennis, volleyball
canoeing, cycling, rowing, sailing, skating, skiing
athletics, boxing, judo, karate, kung fu
go
do
2 In pairs, name the sports in photos A–F below and add them to the
lists in Exercise 1. Add any other sports you know.
A
1
B
The most important thing in
the Olympic Games is not to
win, but take part.
pass
kick
a ball
3
a ball
BARON PIERRE DE COUBERTIN (1863–1937),
FOUNDER OF THE MODERN OLYMPIC GAMES
Exercise 4
In football you
can kick the ball
and you can pass
the ball with your
feet or your head,
but you can’t
bounce the ball
with your hands.
In volleyball you
can hit the ball
and you can
pass it with your
hands, but you
can’t kick it.
In rugby you can
throw the ball
and you can kick
it, but you can’t
bounce it.
UNIT LANGUAGE
AND SKILLS
5
Vocabulary:
Show what you know – sports
• compound nouns; sport collocations
• people in sport
• word families – personal qualities
• phrasal verbs
• Word in focus – just
•
C
D
hit
a ball
E
throw
a ball
catch
a ball
F
Grammar:
•
•
narrative tenses
verb patterns
Listening:
•
interviews about role models
Reading:
•
an article about a Paralympic athlete
Speaking:
In golf you can
hit the ball with
the club, but you
can’t kick it or
pass it to another
player.
•
In netball you can
catch and pass
the ball, but you
can’t kick it.
•
•
asking for and giving an opinion
agreeing and disagreeing
bounce
3 What can you do with a ball? Complete the captions for the photos in
Writing:
•
Exercise 2 with the verbs in the box.
an article
bounce
FOCUS EXTRA
Grammar Focus page 117
WORD STORE booklet pages 4–5
• Workbook pages 20–31 or MyEnglishLab
•
a ball
catch
hit
kick
pass
throw
4 In pairs, think about other ball sports. What can/can’t you do with
the ball?
In basketball you can bounce the ball. You can pass it and
catch it, but you can’ t kick it.
24
REFERENCES
CULTURE NOTES ››› p. 143
M02_FOCUS_SB_03GLB_8099_U02.indd 24
AUDIO
SCRIPT ››› p. 153
EXTRA ACTIVITIES
38
• Photocopiable resource 7 (sport –
15 mins) p. 174, 192
M02_FOC_TB_03GLB_8150_U02.indd 38
• Photocopiable resource 10 (Test
yourself pairwork activities), p. 175, 195
• In pairs, students take turns to call
out a sports word, e.g. ball, athletics.
Their partner tries to say a sentence
with it, e.g. Ronaldo kicked the ball.
We do athletics at school.
WORKBOOK
p. 20–21
NEXT CLASS
06/07/2015 17:50
Ask students to do Show what you
know 2.2 in the WB, p. 22.
11/1/16 1:32 PM
M02_F
15 17:50
Go to WORD STORE 2 page 5.
5 Do the sports quiz. Then compare your answers with
a partner.
WORD STORE 2A
8
a b c p f g h j k
9 Complete the questions with the nouns from WORD
STORE 2A.
SPORTS
1
Does your school have a football pitch ?
How far away is the nearest ski resort ?
Is there a squash court at your local sports centre?
bat
Have you ever used a baseball
or a hockey
stick
?
rink
5 Is there an ice
or a golf course in your city?
6 Have you ever run a race on an athletics track ?
7 Do you own a badminton racket or a table tennis
bat
?
1
2
3
4
QUIZ
Which is the biggest?
a a football pitch
b a golf course
c an athletics track
3
5
a on a motor racing track
b in an Olympic swimming pool
c in a boxing ring
In which sports do you hit a ball with
a racket on a court?
a squash and tennis
b cricket and table tennis
c golf and hockey
4
Where is the highest ski
resort in the world?
a Bolivia
b Canada
c France
6
5–6 correct
6
2
Where will you not see a man
with a beard taking part in
a competition?
10 In pairs, ask and answer the questions in Exercise 9.
WORD STORE 2B
11
I follow my team everywhere. They are the best. – fan
I have a whistle, a red card and a yellow card. – referee
I buy a ticket and watch the game. – spectator
We wear the same kit. We’re in the same team. – team mate
I play against you. You want to beat me and I want to
beat you. – opponent
6 I organise training sessions and help you improve. – coach
7 I do the 100m, the 200m and the long jump. – athlete
1
2
3
4
5
a a golf club
b a table tennis bat
c a hockey stick
WORD STORE 2C
13
a an ice rink
b a tennis court
c a cycle track
3–4 correct
7 In pairs, discuss what you think about sport.
Do you prefer:
• individual sports or team sports?
• indoor sports or outdoor sports?
CD•1.30 MP3•30 Read what a student says about sport
and put the lines in the correct order. Then listen and
check.
I’m not into competitive sport. I’ll never break
a goal! I like being healthy and keeping
first. I’ve even seen men cry when the opposing team scores
a prize for sport. In fact, I usually come
a world record, and I’m sure I’ll never win
last in races and if I’m in a team, we always lose the
fit. But I don’t need to beat
match. I don’t understand people who need to come
my opponent – I just need to enjoy the game.
1–2 correct
CD•1.27 MP3•27 Listen and check your answers to
Exercise 5. Have you won a gold, a silver or
a bronze medal?
CD•1.29 MP3•29 Complete WORD STORE 2B. Match the
people with the definitions. Then listen, check and repeat.
12 Read the sentences and write the people they describe.
Which is made of metal,
rubber and sometimes
wood?
What can you find on the roof of the
Burj Al Arab hotel in Dubai?
CD•1.28 MP3•28 Complete WORD STORE 2A with the words
in red in the sports quiz. Then listen, check and repeat.
14
1
7
6
3
2
4
8
5
9
CD•1.31 MP3•31 Complete WORD STORE 2C with the
infinitive of the verbs in red from Exercise 13. Then
listen, check and repeat.
15 What do you think is important in sport? Is it important
to win?
• winter sports or summer sports?
• doing sport or watching sport?
• sport or no sport?!
M02_FOCUS_SB_03GLB_8099_U02.indd 25
25
06/07/2015 17:50
39
M02_FOC_TB_03GLB_8150_U02.indd 39
25/01/2016 09:34
2.2 Grammar
Narrative tenses
4 In pairs, choose the correct answer, A or B.
1 Tom couldn’t play because
A he had forgotten his trainers. B he forgot his trainers.
2 Jeff broke his leg when
A he skied.
B he was skiing.
3 The referee blew his whistle and
A the game started.
B the game was starting.
4 Sue and Jenny were excited because
A they hadn’t been to a football match before.
B they didn’t go to a football match before.
5 It was snowing when
A the marathon had begun.
B the marathon began.
6 Paula was leading the cycle race when
A she fell off her bike.
B she had fallen off her bike.
I can use narrative tenses.
1 Read the text and answer the questions.
1 Had Chris Stewart run in Africa before? no
2 Why wasn’t he running very fast?
Because he wanted to save energy.
3 Why did a local runner overtake him at high speed?
Because a rhinoceros was chasing them.
RUNNING WILD
5
CD•1.32 MP3•32 Read the text and choose the correct
verb forms. Then listen and check.
Exercise 2
Past Simple:
a local runner
overtook, He
knew, he didn’t
speed up, he
looked round,
saw
Past Continuous:
he wasn’t
running, he was
leading, it was
chasing
Past Perfect:
a large rhinoceros
had crashed
through
Chris Stewart and two other British athletes were
competing in a twenty-kilometre race in Kenya. They
hadn’t competed in Africa before, but Chris believed that
it was important to save energy on a long-distance race, so
he wasn’t running very fast. After three kilometres, he
was leading when suddenly, a local runner overtook him
at high speed. He knew his rival would get tired later in the
race, so he didn’t speed up – but then he looked round
and saw that a large rhinoceros had crashed through the
trees next to the road and it was chasing after them!
2 Write the verbs in blue in the text under an
appropriate heading.
•
2 Had Trautmann
ever played in
an FA Cup final
before? (no)
3 What position
was Trautmann
playing when
he got injured?
(goalkeeper)
4 How did
Trautmann hurt
himself? (He
dived for a ball.)
5 Did Trautmann
stay on the pitch
for the whole
game? (yes)
6 Why did
doctors think
Trautmann was
lucky? (Because
he had broken
his neck.)
In 1956, goalkeeper Bert Trautmann
1
was playing / had played for Manchester
City in his first FA Cup final when he
2
3 Read and complete the GRAMMAR FOCUS with the
dived / was diving for the ball in the
seventy-fifth minute. He 3was knowing /
knew that he 4hurt / had hurt himself but
he 5was carrying on / carried on playing.
He 6helped / had helped his team to beat
Birmingham City 3–1. He then 7had gone /
went to hospital, where the doctors couldn’t
believe he 8had been / was still alive. He
9
Chris believed, ...
Past Continuous: athletes were competing, ...
Past Perfect: They hadn’ t competed
• Past Simple:
•
Exercise 6
LUCKY BREAK
was breaking / had broken his neck!
6 Write questions about the text in Exercise 5. Then
names of the tenses.
answer the questions.
1 who / win / the 1956 FA Cup final and what / be / the score?
GRAMMAR FOCUS
Who won the 1956 FA Cup final and what was
the score? Manchester City, 3–1
Narrative tenses
• You use the 1Past Continuous to set the scene.
… athletes were competing in a twenty-kilometre race …
• You use the 2 Past Simple to describe the main events.
He didn’t speed up. But then he looked round and
saw that …
• You often use the Past Continuous with the Past Simple –
usually when a short action (Past Simple) interrupted
a longer unfinished action (Past Continuous).
He was leading when suddenly, a local runner overtook
him.
• You use the 3 Past Perfect to make it clear that one past
action happened before another past action.
He saw that a large rhinoceros had crashed through the
trees next to the road.
2
3
4
5
6
Trautmann / ever / play / in an FA Cup final before?
what position / Trautmann / play / when he got injured?
how / Trautmann / hurt / himself?
Trautmann / stay / on the pitch for the whole game?
why / doctors / think / Trautmann was lucky?
7 In pairs, take turns to tell your partner a story. Choose
option A or B, think about what to say and then tell
the story.
Option A: Think of an exciting sports event you’ve seen or
an exciting game you’ve played in.
Option B: Choose one of the true stories in this lesson.
I’ll never forget the time I scored the winning goal for
our school team. We were playing in the final of ...
Grammar Focus page 117
26
REFERENCES
CULTURE NOTES ››› p. 143
M02_FOCUS_SB_03GLB_8099_U02.indd 26
EXTRA ACTIVITIES
40
• Photocopiable resource 8 (narrative
tenses – 10 mins) p. 174, 193
M02_FOC_TB_03GLB_8150_U02.indd 40
• Students tell each other real or
imaginary stories of something that
happened at a sports event using the
Past Simple and Past Continuous.
WORKBOOK
p. 22
NEXT CLASS
Ask students to think about the following
questions: Which sports star do you 06/07/2015
think is a good role model for young
people? What qualities does he/she
have?
17:50
25/01/2016 09:34
M02_F
15 17:50
2.3 Listening
Sentence completion
I can understand specific detail in a short
talk about role models.
A
B
1 In pairs, discuss what you know about the
sportspeople in photos A–C.
2
CD•1.33 MP3•33 Listen and match speakers 1–3
with sportspeople A–C.
Speaker 1: B
3
Speaker 2: A
Speaker 3: C
CD•1.33 MP3•33 Match sportspeople A–C with
the adjectives. Then listen and check.
caring B
courageous C
generous B
C
A
determined
healthy
modest A
positive C
realistic A passionate B
C
Jessica Ennis
4 In pairs, discuss which sportsperson you
Roger Federer
would choose as a good role model. Give
reasons.
5
Listen to a short talk by Jackie
Smith, a windsurfing champion, and answer
the questions.
CD•1.34 MP3•34
1 Who were her role models when she started
windsurfing? her mum and her cousin Rachel
2 Who are her role models now? her mum and
Rachel
7 Look at the underlined words and phrases in some of the
sentences in Exercise 6. Rewrite these sentences using the words
and phrases in the box.
EXAM FOCUS Sentence completion
6
Robert Kubica
Listen again and complete
the sentences with a word or short phrase.
CD•1.34 MP3•34
1 Jackie was sixteen when she won the
international windsurfing championship.
2 When Jackie’s mum was a teenager, she took
part in windsurfing events herself.
3 Jackie learnt to swim when she was
about seven years. old
4 Although Jackie is two years younger, she has
always admired Rachel.
5 Jackie and Rachel both became members
children’s sailing
of a club when they were young.
6 Jackie’s mum encouraged her when she
took up rowing .
7 In Jackie’s first windsurfing competition, she
finished in fifth place.
8 Jackie thinks that she is very much like
her mum .
Exercise 7
4 Although Jackie
is two years
younger, she has
competitions entered got into joined looked up to
always looked up
takes after thought it was a good idea
to Rachel.
5 Jackie and
2 When Jackie's mum was a teenager, she entered
Rachel both
windsurfing competitions herself.
joined a children’s
sailing club when
8 Complete the sentences to make them true for you. Then
they were young.
compare with a partner.
6 Jackie’s mum
1 People say I take after … 4 One day I think I’ll take up …
thought it was a
2 I’ve never taken part in … 5 The person I look up to most is …
good idea when
3 I’d like to join …
6 When I was a child, I always copied … Jackie got into
rowing.
PRONUNCIATION FOCUS
8 Jackie thinks
that she takes
9 CD•1.35 MP3•35 Listen and repeat the words in the table.
after her mum.
1 /i:/
2 /ɜ:/
3 /ɔ:/
4 /u:/
5 /a:/
team
ski
serve
first
speed
10
Jackie
world
sport
court
draw
shoe
grew
lose
start
arm
heart
CD•1.36 MP3•36 Add the words in the box to the table in
Exercise 9. Then listen, check and repeat.
arm
heart
court
lose
draw
ski
first
speed
grew
world
WORD STORE 2D
11
CD•1.37 MP3•37 Complete WORD STORE 2D with the correct
adjectives. Then listen, check and repeat.
27
REFERENCES
CULTURE NOTES ››› p. 143
M02_FOCUS_SB_03GLB_8099_U02.indd 27
AUDIO SCRIPT ››› p. 153
EXTRA ACTIVITIES
Students listen to the interview
with Jackie again and roleplay it.
M02_FOC_TB_03GLB_8150_U02.indd 41
WORKBOOK
NEXT CLASS
p. 23
Ask students to find out about
06/07/2015 17:50
disabled athletes, e.g. Tanni
GreyThompson, Derek Derenalagi, Michele
Stilwell, Martine Wright. Use this to
lead into the Reading.
41
25/01/2016 09:34
2.4 Reading
Gapped text
2 In pairs, discuss the kinds of jobs that a person with no legs
could find difficult.
I can understand the main points of an
article about a Paralympic athlete.
an actor
an athlete
a software developer
1 Read UK TODAY and answer the questions.
1 What percentage of the UK population are
disabled? nearly eighteen percent
2 How many disabled people use wheelchairs?
fewer than ten percent
3 Who was the ‘inspiration’ behind the
Paralympic Games? Doctor Ludwig Guttmann
4 How many athletes took part in the first
disabled games in 1948? sixteen
5 How many countries were represented in the
London 2012 Paralympic Games? 164
1 How old was Katy when she started running? twenty-five
2 What did she achieve in the London 2012 Paralympics?
She beat her personal best time and set a new American record for 100 m.
EXAM FOCUS Gapped text
4 Read the article again. Choose from the sentences (A–F) the
one which fits each gap (1–5). There is one extra sentence.
A She was devastated and gave up running for two years.
B She thought running would be a good way to do that.
C She liked to be active and kept up with her siblings at the gym
and the swimming pool.
D But Katy believed she could achieve anything.
E Many disabled people look up to Katy as an impressive role
model.
F Katy’s favourite thing to say was ‘Shark attack!’
UK disability facts
• There are eleven million disabled people in the UK –
nearly eighteen percent of the population.
5 Complete the statements about Katy Sullivan with the words
in the box.
• Many disabilities are not visible and fewer than
ten percent of disabled people need wheelchairs.
ambitions
disability
The Paralympics
chance
record
childhood
degree
roles
shape
1 Katy had an active childhood .
degree
2 Katy moved to Los Angeles to do a
3 Katy loves acting, but she hasn’t played any
• Doctor Ludwig Guttmann, a spinal injury specialist,
was the inspiration behind the modern Paralympic
Games.
T
.
F
roles
on television.
4 Katy took up running because she wanted to
shape
.
stay in
5 Katy wanted to compete in Beijing, but had a fall and
• Guttmann treated soldiers with terrible injuries
from the Second World War. He believed
passionately in the benefits of competitive sport
for his patients.
chance
missed the
.
6 In the London 2012 Paralympics, in the 100 metres,
record
Katy set a new world
.
7 Her family, friends and fans think Katy has
overcome her disability .
• Guttmann organised the first disabled games in
1948. Sixteen disabled soldiers took part and the
only sport was archery.
• The first Paralympic Games took place in Rome in
1960. There were 400 athletes from twenty-three
countries, competing in nine events.
• Since 1960 the games have grown in size and
importance. London 2012 welcomed 4,200
athletes from 164 countries to compete in twenty
different sports.
a writer
3 Read the article on page 29 and answer the questions.
UK TODAY
• Only seventeen percent of disabled people were
born with their disabilities.
a doctor
a teacher
8 Everybody thinks Katy has fulfilled her
ambitions
F
T
T
F
T
.
T
6 Are the statements in Exercise 5 true (T) or false (F)? Check your
answers in the article.
7 Complete the questions with the correct form of the collocations
in blue from Exercise 5.
1 Did you have a very active childhood ?
their a mbitions
in life?
2 Do you think most people f ulfil
3 Do your parents do anything to s tay
in s hape
?
a r ole
in a play?
4 Have you ever p layed
5 Do you want to d o
a d egree
when you leave school?
8 In pairs, ask and answer the questions in Exercise 7.
WORD STORE 2E
9
CD•1.39 MP3•39 Complete WORD STORE 2E. Match the phrasal
verbs with their definitions. Then listen, check and repeat.
28
REFERENCES
CULTURE NOTES ››› p. 143
M02_FOCUS_SB_03GLB_8099_U02.indd 28
EXTRA ACTIVITIES
42
• Students share the information
they have found out about different
disabled athletes. They discuss
M02_FOC_TB_03GLB_8150_U02.indd 42
anything that surprised them. If you
like, they could write a few sentences
about one of the athletes.
• Students work in pairs. Student A is
an interviewer and Student B is Katy
Sullivan. They roleplay a TV interview.
Encourage Students A to ask a variety
of questions and Students B to give as
much detail as possible in their answers.
WORKBOOK
06/07/2015 17:50
p. 24–25
25/01/2016 09:35
M02_F
15 17:50
SHE WAS
BORN
THIS WAY
CD•1.38 MP3•38
A positive attitude
and a good sense of
humour
10
15
20
K
aty Sullivan is an actor, an athlete,
a motivational speaker and
a person who refuses to accept the
words no or I can’t.
She was born without the lower half of
her legs and has worn prosthetic legs all
her life. She grew up in Alabama, USA
C
and had an active childhood. 1_______
.
She feels lucky because her family
treated her in just the same way as her
other siblings.
Photo courtesy Hanger Clinic – www.hanger.com
5
When Katy was a child, she didn’t like to
put her prosthetic legs on because she
was much faster without them. Other
children would ask, ‘What happened to
F
you?’ 2_______
She enjoyed making
up stories because she thought it was
boring to say, ‘I’ve been like this all my
life.’
A brave career choice
25
30
35
When a person is born without legs,
there are plenty of things that are
difficult or even impossible to do.
3
D
_______
So she chose two occupations
that are difficult, even with both legs.
When she was a teenager, she saw a
production of Charlie and the Chocolate
Factory. One of the actors was Katy’s
classmate at school. Before the play was
over, Katy had made her mind up to be
an actor.
40
45
50
film. She has a positive outlook on life.
She thinks that if you believe you can do
something, you should go for it, and you
shouldn’t let anyone tell you that you
can’t do it. So when Katy’s prosthetist
asked her if she’d like to try running, she
said ‘yes’. She was twenty-five and she
had never run before, but as an actor, she
B
She was
liked to stay in shape. 4_______
given a pair of running legs and she set
out on a new chapter of her life.
A new pair of legs and
new challenges
Tragedy, then triumph
on the track
She did a degree in theatre and then
moved to Los Angeles, where she has
played roles in theatre, television and
Katy was the first person in the world with
two prosthetic legs to take up running
as a competitive sport. In 2007 she was
55
60
65
70
chosen for the US Paralympic team, but
during training she fell over and missed
the chance to compete in the 2008
A
Beijing Paralympic Games. 5_______
But
then she took it up again and qualified
for the final of the 100 metres in the
2012 London Paralympics. She didn’t
win, but she did beat her personal best
time and set a new American record. She
said that it was one of the most amazing
moments of her life.
Katy’s family, friends and fans look up to
her as an example of someone who has
overcome her disability and fulfilled her
ambitions.
29
NEXT CLASS
Ask students to do Show what you
know 2.5 in the WB, p. 26.
M02_FOCUS_SB_03GLB_8099_U02.indd 29
06/07/2015 17:51
43
M02_FOC_TB_03GLB_8150_U02.indd 43
25/01/2016 09:35
2.5 Grammar
Exercise 3
2 them
to visualise
3 imagine
4 winning
5 to recreate
6 athletes to talk
7 them to
concentrate
8 to stay
9 talking
10 to win
11 to win
12 feeling
13 them talk
14 to control
15 to do
Verb patterns
3
I can recognise and use different verb
patterns.
1 What does a sports psychologist do? Discuss
in pairs. Then read the text to find out.
He/She helps athletes to prepare mentally for competitions.
Think like a winner
I’m a sports psychologist.
I work with top athletes
and I help them to
prepare for important
competitions. Of course,
they need to prepare
physically: they should
get plenty of sleep,
remember to drink lots of
fluids and avoid drinking
alcohol. That’s the easy
part! But after they’ve
spent time preparing
their body, I make them relax and prepare the
mind. I focus on three areas: visualisation,
positive thinking and relaxation.
CD•1.40 MP3•40 Complete the texts with the correct form of the
verbs in brackets. Then listen and check.
Visualisation
Before an important event, I advise 1 athletes to visit
(athletes/visit) the stadium. This allows 2
(them/visualise)
(imagine) the
the day of the competition. They can 3
smells and the sounds in the stadium, and they imagine
(win) the competition. Then, when the day of the
4
(recreate) the success
competition arrives, they try 5
they imagined.
Positive thinking
I encourage 6
(athletes/talk) to themselves before a big
race. I force
(them/concentrate) on the times when
7
(stay) in the present and tell
they won. They need 8
the negative voice in their head to stop 9
(talk). Good
(win), but top athletes expect 11
athletes want 10
(win). That’s positive thinking!
Relaxation
Even top athletes can’t help 12
(feel) nervous, especially
when they find themselves standing next to last year’s champion!
2 Read and complete the GRAMMAR FOCUS
with the phrases in blue in the text in
Exercise 1.
GRAMMAR FOCUS
Verb patterns
I let 13
(them/talk) to me about their worries, but on the
day of the competition, negative thoughts are not allowed! It’s
a simple fact that if they manage 14
they tend 15
(control) their nerves,
(do) better. Winning – it’s all in the mind!
4 Rewrite the sentences using the verbs in brackets. Then tick the
• verb + to infinitive
Of course, they need 1 to prepare physically.
Examples: aim, arrange, attempt, can’t afford,
decide, expect, hope, intend, manage, offer,
plan, refuse, remember, seem, tend, try, want
• verb + object + to infinitive
I help them 2 to prepare for important
competitions.
Examples: advise, allow, encourage, force,
remind, teach, urge, warn (not)
• verb + -ing
But after they’ve spent time 3 preparing their
body, I …
Examples: avoid, can’t help, can’t stand,
don’t mind, enjoy, fancy, finish, imagine, keep,
miss, stop, waste time
• modal verb + infinitive without to
get
… they should 4
plenty of sleep …
Examples: can, could, might, should, would
• verb + object + infinitive without to
I make them 5 relax
and prepare the mind.
Examples: make, let
sentences that are true for you.
1 I’m happy to lend my bike to my friends. (not mind)
I don’ t mind lending my bike to my friends.
2
3
4
5
6
I don’t have enough money to buy new trainers. (can’t afford)
I can’t afford to buy new trainers.
It is my intention to learn how to skate one day. (hope)
I hope to learn how to ski one day.
My uncle showed me how to swim. (teach)
My uncle taught me to swim.
I don’t want to take up jogging. (not intend)
I don’t intend to take up jogging.
My parents won’t allow me to stay out all night with my
friends. (let)
My parents won’t let me stay out all night with my friends.
5 Complete the sentences about you. Write four true sentences
and one false one.
1
2
3
4
5
I can’t stand watching sport on TV.
I enjoyed …
I wasted a lot of time …
I spend a lot of time …
I’ve decided …
6 In pairs, take turns to read your sentences from Exercise 6.
Guess which of your partner’s sentences is false.
Grammar Focus page 117
30
REFERENCES
CULTURE
NOTES ››› p. 144
M02_FOCUS_SB_03GLB_8099_U02.indd
30
EXTRA ACTIVITIES
44
• Photocopiable resource 10 (Test
yourself pairwork activities), p. 175, 195
• Students write one or two sentences
M02_FOC_TB_03GLB_8150_U02.indd 44
about their life, using each verb
pattern, e.g. I can’t afford to buy a new
phone. At home I help my mother to do
the cooking.
WORKBOOK
p. 26
NEXT CLASS
Write the following on the board:
I think all jobs should receive the
same salary. Ask students to write
as many different ways of agreeing
and disagreeing with the statement
as possible.
06/07/2015 17:51
25/01/2016 09:35
M02_F
5 17:51
2.6 Speaking
Asking for and giving an opinion
Agreeing and disagreeing
•
I can ask for, give, agree and disagree with an opinion.
1 In pairs, look at the jobs in the box and number them from most
(1) to least (5) important for society.
an actor
a nurse
a scientist
2
a farmer
a football player
a pilot
a police officer
a surgeon
CD•1.41 MP3•41 Read and listen to a conversation about sport
and answer the questions.
1 What do they disagree about? how much footballers earn
2 Who do you agree with?
3
Use the SPEAKING FOCUS to complete the
phrases in the conversation. Then listen again and check.
CD•1.41 MP3•41
SPEAKING FOCUS
Asking for someone’s opinion
What do you think about …?
Giving an opinion
I think …/I (just) don’t think …/If you ask me, …
The thing is …/To be honest, …
Agreeing with an opinion
I agree./That’s true./Absolutely!
Half agreeing with an opinion
I’m not so sure about that./I’m not convinced.
Disagreeing
That’s not true./I’m sorry, I don’t agree with you.
Disagreeing strongly
No way! (informal)/Are you kidding? (informal)
I'm afraid I completely disagree.
Note:
If you have no strong opinions, you can say:
Personally, I don’t feel strongly one way or the other.
4
Tom: Woah! Ronaldo’s just scored a fantastic goal! He’s definitely
the best footballer in the world!
Amy: Hm, I’m not 1 so sure about that.
Tom: What do you know about football?
Amy: I know that some football players get a million euros a month!
If 2 you ask me , they earn too much.
Tom: That’s 3 not true . Only a few players earn that much and
they deserve it.
Amy: No way! Football players don’t save lives! Football’s just
a game!
Tom: Are 4you kidding ? It’s the most popular game in the world.
Amy: That’s true. But they don’t do anything important. They just
kick a ball!
Tom: The 5 thing is , football players can only play when they’re
young, so they have to earn a lot in a short time.
not
Amy: I’m 6 convinced . I just don’t think footballers are good role
models.
I don’t agree
Tom: I’m sorry, 7 with you – they’re great role models. They train
really hard …
CD•1.42 MP3•42 Read the opinions below and
choose the appropriate responses in a and b.
Then listen and check.
1 I think female athletes should earn the same
salary as male athletes.
a I agree. / No way! All athletes should be
paid equally.
b Absolutely. / I’m not convinced. Men have
to work harder.
2 If you ask me, running is the best sport in the
world.
a I'm afraid I completely disagree. / That’s true.
You can do it anywhere and any time.
b Absolutely. / That’s not true. Playing team
sports is much better.
3 In my opinion, golf is for old people.
a I agree. / I’m not convinced. It’s too slow
for young people.
b Are you kidding? / I agree. I’m twenty and
I love playing golf.
4 I think boxing should be banned. It’s too
dangerous.
a Absolutely. / No way! I think it’s great.
b I’m sorry, I don’t agree with you. /
That’s true. It’s too violent.
5 In pairs, practise the conversations in
Exercise 4. Choose answer a or b depending
on your opinion.
6 In pairs, discuss these statements. Use the
SPEAKING FOCUS to help you.
• Extreme sports should be banned.
• We should do more sport at school.
• There’s too much sport on TV.
• Animals should not be used in sport.
31
REFERENCES
CULTURE NOTES ››› p. 144
M02_FOCUS_SB_03GLB_8099_U02.indd 31
EXTRA ACTIVITIES
Start the class by getting students
to give their ideas agreeing and
disagreeing with the statement.
M02_FOC_TB_03GLB_8150_U02.indd 45
Brainstorm all the different ways they
have come up with for agreeing and
disagreeing and make a list on the
board. Students can then compare
this with the Speaking focus after
they have looked at it.
WORKBOOK
p. 27
NEXT CLASS
06/07/2015 17:51
Ask students to make the lists
for Ex. 1 on p. 32.
45
25/01/2016 09:35
2.7 Writing
1 Make lists of the following. Then compare
An article
I can write an article about a past event.
your ideas with a partner.
• four sports you have tried
• three sports you haven’t tried but would
like to
body
opening
Snowboarding for the
first time!
Last month my friend and I went to Austria and
tried snowboarding. We ’ d both skied before, but
snowboarding was a completely new sport for us.
We ’ d booked some lessons before we arrived and
on the first morning we hired our helmets, boots
and boards. We were both feeling quite nervous, but
very excited as we took the lift up the mountain. The
first lesson was really challenging and we fell over
A LOT! By the end of the first day, we were
exhausted.
closing
The following morning, our legs were aching and
tired, but we didn’t give up. After three days of
lessons, we felt more confident and we were really
starting to enjoy ourselves. On the fourth day, we
tried a more difficult slope and I’m proud to say I got
all the way to the bottom without falling over.
• two sports you would never try
2 Read the article. Did the writer enjoy the
experience?
yes
3 Put the events in chronological order.
7 a They didn’t want to go home.
4 b They took the lift up the mountain.
2 c They booked snowboarding lessons.
6 d Rob got to the bottom without falling over.
1 e They went skiing.
5 f They had their first lesson.
3 g They hired helmets, boots and boards.
4 In pairs, discuss the questions.
1 Have you ever tried snowboarding or skiing?
In what ways was your experience similar or
different to the writer’s?
2 If you haven’t tried the two sports yet, would
you like to? Why?/Why not?
By the end of the week, we ’ d both fallen in love
with snowboarding and we didn’t want to go
home. Snowboarding requires determination, but
I’ d definitely recommend it. We can’t wait for next
winter and the chance to do it all again.
32
EXTRA ACTIVITIES
46
• Photocopiable
Resource 9 (narrative
M02_FOCUS_SB_03GLB_8099_U02.indd
32
tenses – 10 mins) p. 175, 194
• In pairs, students read the text in Ex. 2
again and decide the purpose of each
paragraph, e.g. paragraph 1: saying who
was involved and the events took place.
M02_FOC_TB_03GLB_8150_U02.indd 46
Discuss briefly with the class and write an
outline on the board if you like.
• Pairs brainstorm ideas for each point
in Writing task, Ex. A. Then they write
the article together. Pairs exchange and
correct their articles.
WORKBOOK
p. 28
06/07/2015 17:51
NEXT CLASS
Ask students to study the Word list on
p. 129.
25/01/2016 09:35
M02_F
5 17:51
5 Read the WRITING FOCUS. Then complete it with the
words and phrases in pink in the article.
WRITING FOCUS
An article about a past event
Writing task
You have seen this announcement on an
international students’ website.
Opening
• In the first paragraph, say where and when the events
took place and who was involved.
my girlfriend
Last winter, 1 and I went to Austria …
Body
• In the main paragraphs, use narrative tenses to say what
happened and how you felt (see lesson 2.2).
• Use linkers to describe the events in sequence.
•
Beginning: before we arrived/left/got there, (at) first,
on the first morning/day
2
Middle: then, later, the following morning,
after that, on the third day
• End: eventually (= after a long time), finally, in the end
By the
• Other: 4 end of the first day/lesson/journey
•
Have you had a new experience or tried a new
activity for the first time?
Write an article about it for our website and
other people can read about it.
A
Write your article in 100–120 words. Follow these
steps.
• Say when and where the experience took place and
who was involved.
3
Closing
• In the final paragraph, say what happened in the end and
how the people involved felt.
By the end of the week, we’d both fallen in love with
snowboarding.
• Finish with a general point, something for the reader to
think about, or something about the present or future,
Snowboarding requires determination, but I’d definitely
recommend it.
6 Find examples of narrative tenses in the article.
7 Choose the correct options to complete the story.
Last weekend, 1 after / then three months of training,
my friends and I completed our first 100-kilometre walking
race. 2Finally / On the first morning seventy-six competitors
met at the start and at 8 a.m. the race began. 3After six
hours / At first, our group reached the very first rest stop.
4
Finally / By the end of the first day, we’d walked fortythree kilometres. 5The following morning / The day before,
we started walking again at 5 a.m. 6Eventually / Before,
we reached the finish after thirty-two hours of walking. We
were extremely tired, but very proud of ourselves.
• Describe what happened in terms of hours or days.
• Say how you and/or the other people involved felt.
• Say what happened in the end.
• Say how you and/or the other people felt at
the end.
• Conclude with a general point and a personal
recommendation.
Useful language
•
•
•
•
•
•
Last summer I went …
It was a completely new experience for me.
The first day was …
I was feeling really …
By the end of the day we were/had …
I would definitely recommend it.
B Use the ideas in the WRITING FOCUS and the
model to help you.
C Check.
✓ Have you followed the task?
✓ Does the introduction include location, people and
a date?
✓ Have you used a variety of narrative tenses?
✓ Have you used linkers to describe events in
sequence?
✓ Have you organised your article into paragraphs?
✓ Have you concluded with a general opinion
and a recommendation?
33
WORD LIST ACTIVITIES
• Divide students into teams. With books closed, teams
M02_FOCUS_SB_03GLB_8099_U02.indd 33
try to write a sports word for every letter of the alphabet,
e.g. athletics, ball, cycling. Then teams call out their words
for letter a. They get one point for each correct word that
another team also has and five points for a correct word that
no other team has. They go through the rest of the alphabet
M02_FOC_TB_03GLB_8150_U02.indd 47
in the same way. The team with the most points wins.
• Divide students into teams. Call out a word for the first
17:51
team. They have to say the category and explain06/07/2015
the
meaning.
47
11/1/16 1:32 PM
FOCUS REVIEW 2
VOCABULARY AND GRAMMAR
LANGUAGE IN USE
1 Choose the odd one out in each group.
5 Choose the correct answer, A, B or C, to complete both
1
2
3
4
5
6
ice hockey cricket skating skiing
squash badminton volleyball tennis
race stadium ice rink ring
bat stick
club whistle
opponent spectator athlete goalkeeper
lead break hurt ache
2 Choose the correct options.
1 The coach / referee showed two red cards during the
first half of the match.
2 First, practise bouncing / kicking a basketball with your
right hand; then, stop and continue with your left hand.
3 Tony showed great determination / courage to win when
he decided to continue the race with a serious injury.
4 I’m sure Britain will win / beat France tomorrow.
5 When she turned eighteen, Eva decided it was time to
grow up and give up / set out certain childish habits.
6 We’ve booked a volleyball pitch / court for Friday. Do you
want to come and play with us?
3 Write sentences from the prompts. Use the Past
Simple, Past Continuous or Past Perfect.
1 the match / not / start / at 7 o’clock / because /
it / snow / then
The match didn’t start at 7 o’clock because it was snowing then.
2 Ann / get / lots of money / when / she / win /
the tennis competition?
Did Ann get lots of money when she won the tennis competition?
3 John / buy / a squash racket / even though / he / not /
play / squash / before
John bought a squash racket even though he hadn’t played squash before.
4 you / play / golf / when / you / hurt / yourself?
Were you playing golf when you hurt yourself?
5 I / swim / leisurely / when / suddenly / someone /
jump / into the pool
I was swimming leisurely when, suddenly, someone jumped into the pool.
6 when / Juliet / get / home / Henry / already / go /
to the match
When Juliet got home, Henry had already gone to the match.
4 Choose the correct verb forms.
1 I don’t think my parents will let me go / to go to the
rugby championship on my own.
2 The doctor has advised me give up / to give up
professional sport if I don’t want to get injured seriously.
3 Tim tends gaining / to gain weight easily, so he has to
be very active to stay in shape.
4 You really should stop wasting / to waste your time at
table tennis practice.
5 Everyone at the stadium expected their team winning /
to win the match.
6 I can’t help laughing / to laugh when I see that video of
me trying to learn to ski.
sentences in each pair.
1 I lost my favourite golf
while travelling to Scotland
last week.
If I were you, I would look for a sailing
in your town.
A course
B race
C club
2 Tim and Liam have known each other for ages, but they
have never
on very well.
The British team lost after one of their players
seriously injured.
A been
B got
C reported
3 Has the
jump competition finished yet? Who’s the
winner?
Ann used to have
blond hair when she was a little girl.
A long
B high
C medium
4 No one has managed to
this world record for more
than ten years.
Be careful on the stairs – you don’t want to
your neck!
A hit
B hurt
C break
5 Jason nearly won the competition, but he came
.
Mark’s
wife was a goalkeeper in a women’s
professional league.
A first
B second
C last
6 When we first started running together, I couldn't
up with my sister.
The best way to
fit is to do some exercise every day.
A keep
B be
C do
6 Choose the word or phrase, A, B or C, that has a similar
meaning to the underlined words in each sentence.
1 Joanna Smith is now an international star, but I remember
when she became a member of our local karate club.
A pursued
B joined
C set
2 If you ask me, golf is a very boring sport.
A I agree that
B I’m sorry but
C I think that
3 The athletes completed the run and we were getting
ready for the swimming race.
A After the athletes had completed the run,
B Before completing the run,
C While the athletes were completing the run,
4 John is thinking about taking up a sport: rugby or
squash. But he still hasn’t decided which one to do.
A blown a whistle C fulfilled his ambitions
B made up his mind
5 The local football team coach tries not to talk to the
press after his team loses a match.
A stops talking
B refuses to talk C avoids talking
34
REFERENCES
AUDIO SCRIPT ››› p. 154
• Photocopiable resource 12
(Writing – 14 mins) p. 175, 198–199
EXTRA ACTIVITIES
WORKBOOK
M02_FOCUS_SB_03GLB_8099_U02.indd 34
48
• Photocopiable resource 11
(Speaking – 15 mins) p.175, 196–197
M02_FOC_TB_03GLB_8150_U02.indd 48
Use of English 2.8, p. 29;
Self-assessment 2.9, p. 30
NEXT CLASS
• Ask students to do Self-check 2.10
06/07/2015
in the WB, p. 31.
• Ask students to prepare for Unit test
2 and Review test 1 (Focus Assessment
Package).
17:51
25/01/2016 09:35
M02_F
15 17:51
LISTENING
SPEAKING
7
9 In pairs, discuss the questions.
CD•1.43 MP3•43 Listen to Lily, a swimmer, talking about
her training and complete the sentences with a word or
short phrase.
1 Lily recommends swimming because it isn’t
anexpensive
______ sport.
Spain on.holiday
2 Lily learnt to swim when she was in ______
once a week.
3 At the beginning Lily went to lessons ______
Norway .
4 Her first swimming trainer in the club was from ______
5 Most swimming competitions happen on a Saturday
______ .
6 Her trainer in the advanced class was an Olympic
______ .winner
7 During school time Lily goes swimming before school
two mornings every week.
______
READING
1 Is it a good idea for young children to enter sports
competitions? Why?/Why not?
2 Some people say that sports stars – like football players –
earn too much money. What do you think?
3 How important is it for everyone to do some kind of sport?
Why?
4 Is it better to watch a sports event live or on television?
Why?
5 Why do you think that some people enjoy doing
dangerous sports?
6 Do you think that children at school in your country should
spend more time doing sports? Why?/Why not?
WRITING
8 Read the article and choose from the sentences
(A–F) the one which fits each gap. There is one extra
sentence.
A Then in 1966, when England won the World Cup, people
started getting interested in women’s football again.
B This was the twentieth defeat by Germany in a row!
C The Football Association (the FA) decided to ban all
women’s football matches on the FA’s clubs’ grounds.
D Unfortunately, professional women football players earn
very little money.
E According to sports experts, girls at school are still not
encouraged to go into football.
F I’m sure everyone reading this is going to think I’m
talking about a football match and that’s true.
10 You see this notice in a magazine.
Article Competition!
We’re running a competition for articles about
sporting events and the top five entries will
receive a prize!
Send us an article about an interesting sports
event you have been to and you could be a winner.
Write your article in 140–190 words.
Go, girls!
Last weekend I watched a brilliant sports event at Wembley
Whatever the reason, women’s football nearly disappeared
stadium. There was a huge crowd of 45,619 people in the
A However, there wasn’t much money given to
completely. 3 _____
stadium with me and it was a match between England and
F
However, it wasn’t the normal type of match
Germany! 1 _____
that we see every Saturday on TV. This was the final of the
develop the game and even in 1993 there were only eighty girls’
teams, no professional players and not much training.
European Women’s Football Championship.
Women’s football used to be very popular in England at the end
of the nineteenth century and in the beginning the matches
attracted more spectators than the men’s matches did. However,
C The reason they gave was
this all changed in 1921. 2 _____
that football was ‘unsuitable’ for women because it wasn’t good
for their health! Some people thought that the real reason was
because the men were jealous of the popularity of the women’s
game!
The Football Association then started to help develop the game
and women’s football has come a long way in the last twenty
years. Now it is the most popular female team sport in England
and there are lots and lots of competitions for professional
D This can be as low as £20,000 a year and it’s
players. 4 _____
ridiculous when you compare it to professional men footballers’
enormous salaries! Many of the England national team have to
have a part time job too.
B But
Last weekend England’s women lost to Germany. 5 _____
they will have another chance in the World Cup next year.
35
M02_FOCUS_SB_03GLB_8099_U02.indd 35
06/07/2015 17:51
49
M02_FOC_TB_03GLB_8150_U02.indd 49
25/01/2016 09:35
3
3.1 Vocabulary
Travel collocations
Phrasal verbs
•
Compound nouns
•
I can talk about travelling and different means of transport.
GOING PLACES
SHOW WHAT YOU KNOW
1 In pairs, think of as many means of transport as you can and write
them in the table.
On land
On water
train , car, motorbike,
bicycle, bus, lorry, horseback
In the air
ship, rowing boat,
airplane, glider, helicopter,
hovercraft, speedboat, raft hot-air balloon, parachute
2 When was the last time you travelled by the means of transport in
Exercise 1? Ask and answer in pairs
A: When was the last time you travelled by train?
B: About three months ago. I went to …
The world is a book and those
who do not travel read only
one page.
ST AUGUSTINE (354–430),
A CHRISTIAN THEOLOGIAN AND
PHILOSOPHER
UNIT LANGUAGE
AND SKILLS
Vocabulary:
Show what you know – means of transport
travel – collocations; phrasal verbs;
compound nouns
• air travel (from departure to arrival) –
compound nouns; verb phrases
• wild animals
• Word in focus – go
•
•
Grammar:
•
•
present and past speculation
used to and would
Listening:
•
bodia ➙ Iceland ➙ Romania
Zealand ➙ Thailand ➙ Cam
USA ➙ Argentina ➙ New
Italy ➙ Croatia ➙ Serbia ➙
Switzerland ➙ Austria ➙
Ireland ➙ UK ➙ France ➙
➙ United Arab Emirates ➙
rgia ➙ Azerbaijan ➙ Iran
➙
Bulgaria ➙ Turkey ➙ Geo
ia ➙ Thailand ➙ Malaysia
bod
Vietnam ➙ Laos ➙ Cam
India ➙ Nepal ➙ China ➙
or ➙ Australia
Borneo ➙ Bali ➙ West Tim
people talking about different holiday
experiences
Reading:
•
stories about memorable holidays
Speaking:
•
asking for and giving advice
Writing:
•
a story
FOCUS EXTRA
Grammar Focus page 118
WORD STORE booklet pages 6–7
• Workbook pages 32–43 or MyEnglishLab
•
•
Colin Wright
36
REFERENCES
EXTRA ACTIVITIES
CULTURE NOTES ››› p. 144
M03_FOCUS_SB_03GLB_8099_U03.indd 36
AUDIO
SCRIPT ››› p. 154
• Photocopiable resource 13
(travel – 15 mins) p. 176, 200
• Photocopiable resource 14 (phrasal
verbs and compound nouns – 10 mins)
p. 176, 201
50
M03_FOC_TB_03GLB_8150_U03.indd 50
Charley Boorman
• Photocopiable resource 16 (Test
yourself pairwork activities), p. 177, 203
06/07/2015
• Students choose six new expressions
from this lesson that they want to
remember and write sentences about
their lives.
17:54
11/1/16 1:41 PM
M03_F
Exercise 5
3 Look at the routes on the map. What different means
of transport do you think the travellers used?
I think they probably travelled by train, by ...
Maybe one of them ...
4 Read the article and answer the questions.
1
2
3
Which route on the map did each traveller take?
Which traveller doesn’t know where his next destination is?
Colin Wright
Which traveller doesn’t know how he is going to get to
his next destination?
Colin Wright – red, Charley Boorman – blue
Charley Boorman
5 Read the article again and find out what these numbers
refer to.
one four
twenty-six
twenty-four
102
112
twenty-four-hour
‘One’ refers to ‘one bag’ that Colin Wright takes
with him on his trips.
6 In pairs, discuss the questions.
1 Which of the countries in the article would you most and
least like to go to? Why?
2 Which means of transport would you most and least like
to try? Why?
3 What do you think are the advantages and
disadvantages of these travellers’ lifestyles?
5
10
➙
15 17:54
four = four
months – the
amount of time
Colin stays in one
WORD STORE 3A
place
twenty-four =
7 CD•2.1 MP3•44 Complete WORD STORE 3A. Use the
the number of
infinitive of the verbs in red in the article. Then listen,
countries visited
check and repeat.
by Charley
twenty-four-hour
8 Write true sentences about your experiences using
= the time spent
the verbs in WORD STORE 3A. Then compare with
by Charley on
a partner.
the express train
from Bangkok to
1 I’ve never crossed a river in a small boat.
I’ve (never)
Malaysia
2
the sights in Rome.
seen
I’ve (never)
twenty-six =
3
booked a hotel room online.
I’ve (never)
Colin’s age
4
boarded a ferry.
I’ve (never)
102 = the
5
the school bus.
missed
number of days
I’ve (never)
6
the
wrong
train.
caught
Charley travelled
I’ve (never)
7
reached a holiday destination without losing something. from Ireland to
Australia
112 = the
WORD STORE 3B
number of
different means
9 Match the words in box A with the words in box B to
make compound nouns from the article.
of transport
Charley went on
24-hour journey
Go to WORD STORE 3 page 7.
15
20
Colin Wright and Charley Boorman don’t need to go away for
holidays abroad – for them, travelling is a job. The only desk
they use is a check-in desk at the airport. They check their
emails in departure lounges and never have to deal with the
daily problems of working in an office. Every time they go
through passport control, they get another stamp in their
overused passports.
30
24-hour
check-in
departure
double-decker
express
fishing
overhead
passport
traffic
He’s not a fan of tourism – he doesn’t stay over somewhere for
a few days, see the sights and then catch the first train, bus or
plane to the next destination. He stays in each location for four
months. He writes a blog called Exile Lifestyle about his experiences
and then he moves on to a new country. How does he decide
his next destination? He lets the readers of his blog choose! He
says he’ll book a ticket to anywhere they vote for. His readers have
already sent him to Argentina, New Zealand, Thailand, Cambodia,
Iceland and Romania. Who knows where he will turn up next?
At the start of his journey, he sails from Ireland to England by
fishing boat and drives a red double-decker bus from London to
Dover. He crosses Europe by train and boat, and boards a cargo
ship to cross the Arabian Sea. In India he rows a boat down the
Ganges and flies over the Himalayas by helicopter. In Bangkok
the traffic jams are so bad that he nearly misses his train – but
he arrives just in time to catch an express train for the twentyfour-hour journey to Malaysia. After 102 days and 112 means of
transport, he reaches his destination in Sydney.
B
+
boat
bus
control
desk
jam
journey
locker
lounge
train
10
CD•2.2 MP3•45 Complete WORD STORE 3B with
compound nouns from Exercise 9. Then listen, check
and repeat.
11
CD•2.3 MP3•46 Listen to six air travel situations. Where
are the travellers? Number the places in the order you
hear them.
Colin Wright is American. At the age of twenty-six, he started his own
company and became a full-time traveller, running his business from
a laptop. He sold his belongings and set off on a journey with one bag
that fits into the overhead locker on a plane.
Charley Boorman is a British television personality. In his TV series
By Any Means, he travels from Ireland to Australia, stopping over at
twenty-four countries and using any means of transport he can find.
25
A
on the plane, before landing 5
going through security
6
3
in the departure lounge
Exercise 9
check-in desk,
departure lounge,
double-decker
bus, express train,
fishing boat,
overhead locker,
passport control,
traffic jam
2
at the check-in desk
1
at passport control
in the baggage reclaim 4
WORD STORE 3C
12
CD•2.4 MP3•47 Complete WORD STORE 3C with the
infinitive of the underlined phrasal verbs in the article.
Then listen, check and repeat.
13 Complete the questions with the correct form of
a phrasal verb from WORD STORE 3C.
1 On school days, what time do you set off in the
morning?
stayed
2 When was the last time you over at a friend’s house?
3 Have you ever turned up at a party that you weren’t invited to?
4 When your family go away , do they sometimes go abroad?
dealing
5 Are you good at with unexpected situations?
37
WORKBOOK
p. 32–33
M03_FOCUS_SB_03GLB_8099_U03.indd 37
06/07/2015 17:54
NEXT CLASS
Ask students to do Show what you
know 3.2 in the WB, p. 34.
M03_FOC_TB_03GLB_8150_U03.indd 51
51
25/01/2016 09:38
3.2 Grammar
Present and past speculation
4 Read the GRAMMAR FOCUS and complete the sentences with the
I can speculate about the present and
the past.
GRAMMAR FOCUS
verb forms in blue in the article in Exercise 3.
Present and past speculation
1 Look at the pictures and complete the
sentences.
You can use modal verbs to speculate about things.
1 Picture C must be a lion because of the
long hair around the head and neck.
2 Picture A might be a puma or it could be
a cheetah.
3 Picture B can’t be a tiger because the head
is too small.
• You use must when you are sure something is or was true.
must have
Present: It must be a lion.
Past: It 1 been a lion.
A
B
• You use might, may or could when you think it’s possible something
is or was true.
Present: It might be a lion.
wasn’t true.
Present: It can’t be a domestic animal.
can’t have
Past: It 3 been a domestic animal.
Modal verb forms for speculation
Present: must/might/may/could/can’t + infinitive
Past: must/might/may/could/can’t + have + past participle
2 Look at the sentences in Exercise 1. Which
sentence means:
a I’m sure it is …
1
3
b I’m sure it isn’t …
c I think it’s possible that it is … 2
5
3 Read a short newspaper article. Are the
F
T
F
6
2 might/may/
could miss
3 must have gone
4 might/may/
could have gone
5 must still be
6 can’t be
LION ON THE LOOSE
IN ESSEX?
On
5
10
Sunday evening at 8.00 p.m. a holidaymaker
was walking to his caravan with his elevenyear-old son when he thought he saw a lion. He told
reporters, ‘It was dark, but I could see a large animal.
It can’t have been a domestic animal – it was too big.
I thought it might have been a lion. So we ran, very
quickly!’ The seaside resort was full of holidaymakers
and at least ten people saw the animal. One woman
said, ‘I heard a loud roar at 10.00 p.m. It must have
been a lion. No other animal can roar like that.’
Police have told everybody to stay inside as they
believe a lion may have escaped from a nearby zoo.
CD•2.5 MP3•48 Rewrite the sentences using the words in brackets.
Then listen to the interviews about the incident in the article and
check your answers.
1
2
3
4
5
6
statements true (T) or false (F)?
Exercise 7
might have
been a lion.
• You use can’t (or couldn’t) when you are sure something isn’t or
C
1 The man is sure he saw a lion.
2 The woman is sure she heard a lion.
3 The police are sure a lion escaped from
a zoo.
Past: It 2
I’m sure it’s a lion. (must) It must be a lion.
It’s possible it escaped from the zoo. (might)
It might have escaped from the zoo.
Perhaps it is very hungry by now. (could)
It could be very hungry by now.
It’s possible it was somebody’s pet. (could)
It could have been somebody’s pet.
Perhaps it grew too big. (may)
It may have grown too big.
I’m sure it isn’t a lion. (can’t)
It can’t be a lion.
CD•2.6 MP3•49 In pairs, discuss what you think happened. Then
listen to the news report. What did the police conclude?
It must have been a large domesticated cat.
7 Complete the sentences with the correct form of a modal verb
and the verbs in brackets.
1 Dave can’ t have left (not leave) yet – his coat is still here.
2 The traffic’s really bad – I’m worried we
(miss) our
train.
3 They’re not at home. They
(go) away for the weekend.
4 I can’t find Jo. She
(go) home.
5 The plane landed ten minutes ago. Bill
(still/be) in
baggage reclaim.
6 Buy a laptop? With my pocket money? You
(not be)
serious!
8 In pairs, choose one of the sentences and write a short
conversation including the sentence.
1
2
3
4
5
I must have left it/them in the shop.
You could have hurt yourself!
You must be joking!
I can’t have left it/them at home.
There must be some mistake.
A: Oh no!
B: What’s wrong?
A: I can’ t find my wallet. I must have left it in the shop.
B: Oh dear! Never mind. Let’s go back and look for it.
Grammar Focus page 118
38
REFERENCES
CULTURE NOTES ››› p. 144
AUDIO
SCRIPT ››› p. 155
M03_FOCUS_SB_03GLB_8099_U03.indd 38
EXTRA ACTIVITIES
52
• Photocopiable resource 16 (Test
yourself pairwork activities), p. 177, 203
M03_FOC_TB_03GLB_8150_U03.indd 52
• Give students an unusual situation,
e.g. There’s a frozen chicken on the
roof of your car. In pairs, students
speculate about the situation and write
as many sentences as they can, e.g.
Someone might have put it there as
a joke. Students can then invent their
own situations.
WORKBOOK
p. 34
NEXT CLASS
06/07/2015 17:54
Ask students to look at the photos on
p. 39, choose the type of holiday they
like best and write 4–5 reasons why.
25/01/2016 09:38
M03_F
15 17:54
C 1
3.3 Listening
Multiple choice
I can understand the main points of
a conversation.
1 Look at the photos. In pairs, discuss which type
of holiday you would like best or least.
a cruise
D 4
a city break
A 3
trekking in the mountains
a skiing holiday
B 5
E
6
5 Complete the questions with compound nouns from
Exercise 4.
Have you ever:
1 been on a beach holiday with your friends?
2 stayed in a youth hostel in a foreign country?
ski resort
3 been snowboarding at a well-known
?
4 booked a single room in a hotel?
campsite
5 put up a tent on a
?
6 thought about working for a travel company ?
an overland tour
2
Listen to six short extracts about
holidays. Match the extracts (1–6) with the photos in
Exercise 1 (A–E).
CD•2.7 MP3•50
EXAM FOCUS Multiple choice
3
Listen again and choose the correct
answer, A, B or C.
CD•2.7 MP3•50
1 The speaker thinks her sister is
A selfish.
B stupid.
C boring.
2 The man wants to spend the night in
A a youth hostel. B a three-star hotel. C a tent.
3 Mr Baker
A has to pay for one breakfast.
B has to pay for two breakfasts.
C has already paid for two breakfasts.
4 Skiers in Megève
A enjoyed the skiing last week.
B have nothing to do when they can’t ski.
C have good skiing conditions now.
5 The advert is for
A a beach holiday. C a job of tour leader.
B a travel company.
6 The mother
A doesn’t want her daughter to go away.
B is worried about the dangers of travelling alone.
C wants her daughter to go to Canada only.
6 In pairs, ask and answer the questions in Exercise 5.
Give as much detail as possible.
A: Have you ever been on a beach holiday with
your friends?
B: Yes, I have. We went to Cornwall.
A: When was that?
B: About …
PRONUNCIATION FOCUS
7
the Andes the Canaries Cyprus the Danube
Hawaii the Himalayas Naples the Nile
the Pyrenees the Thames Vienna Warsaw
8
4 Match the words in box A with the words in box B to
make compound nouns from the recording. Which noun is
written as one word?
A beach camp single
ski travel youth
+
B
company holiday
hostel resort room site
REFERENCES
CULTURE NOTES ››› p. 144
AUDIO SCRIPT ›››
M03_FOCUS_SB_03GLB_8099_U03.indd
39 p. 155
EXTRA ACTIVITIES
After Ex. 6, give students a copy of
the audio script with missing words.
M03_FOC_TB_03GLB_8150_U03.indd 53
CD•2.9 MP3•52
List the places from Exercise 7
according to size. Then listen, check and repeat.
Size
Cities
•••
Warsaw
••
Vienna
•
Naples
Islands
Hawaii
the Nile
Cyprus
the Danube
the Canaries
p. 35
the Thames
Mountain
ranges
Warsaw 2.6 m
Vienna 1.7 m
Naples 960,000
Hawaii 28,311 km2
Cyprus 9,251 km2
the Canaries
7,493 km2
the Nile 6,650 km
the Danube
2,860 km
the Thames
346 km
the Himalayas
8,848 m high
(Everest)
the Andes 6,961 m
(Aconcagua)
the Pyrenees
3,404 m (Aneto)
the Himalayas
the Andes
the Pyrenees
CD•2.10 MP3•53 Complete WORD STORE 3D. Add
nouns from the box to make more compound nouns.
Then listen, check and repeat.
Students try to complete it and then
compare answers in pairs. Finally, they
listen again and check.
WORKBOOK
Rivers
WORD STORE 3D
9
beach holidays
CD•2.8 MP3•51 Listen and repeat the names of the
places in the box. Underline the stressed syllables.
Exercise 8
Exercise 4
campsite
single room
ski resort
travel company
youth hostel
39
NEXT CLASS
Make one copy of the Culture notes
for Lesson 3.4 for every three
students.
06/07/2015
17:55
Cut the copies up into three parts –
1 The Lake District, 2 Barcelona (and
Tibidabo), 3 South Africa.
53
25/01/2016 09:38
3.4 Reading
Multiple matching
I can find specific details in short texts.
1 In pairs, decide which of the items in the box are
important for a good holiday.
an adventure
amazing views
a bus trip
fantastic beaches
friendly people
good shops
good weather
Internet access
lively cafés
outdoor activities
a safari
staying in a youth hostel
GLOBETROTTER
GLOBETROTTER
Would you like to win a digital camera?
Write about a memorable holiday. Your entry must:
CD•2.11 MP3•54
BEST
BEST STORIES
STORIES FROM
FROM LAST
LAST
A
2 You are going to read three entries for a holiday
writing competition. Follow these steps.
• Read the competition instructions.
• Look at the photos and titles and predict what each
story is about.
• Read the stories and choose a winner. Explain your
5
Under a canoe
I was in the Lake District with my family for our
summer holiday. There were four of us: Dad, Mum,
my grumpy twelve-year-old sister and me. On the first
day it was raining, but we decided to hire some
canoes.
choice to a partner.
EXAM FOCUS Multiple matching
3 Read the stories again. For questions 1–6, choose
from the stories (A–C). You can choose each story
more than once.
Which story mentions:
C 1 a sound that makes people stop what they’re doing?
A 2 an improvement in the weather conditions?
B 3 a plan to see something special?
C 4 an important life lesson?
B 5 a mistake that doesn’t spoil a holiday?
A 6 an accident that puts somebody in a better mood?
Exercise 4
1 sparkling lights
2 stunning views
3 dense forest
4 unspoilt
beaches
5 steep hills
6 blood-red
sunset
4 Match the words in blue in the stories with these
phrases.
Synonyms
1 bright lights
2 amazing views
3 thick forest
Antonyms
4 overcrowded beaches
5 gentle hills
6 pale pink sunset
Mum and I set off in our canoe while Dad had to share
with my sister and put up with her bad mood. The lake
was calm. It stopped raining and I felt the warmth of the
sun on my shoulders. All around us were dense forest
10 and steep hills. On the other side, a waterfall cascaded
down the hillside into the lake. ‘This is all right,’ I thought.
Seconds later, I was less happy. While he was admiring
the view, Dad crashed into our canoe and knocked us
into the water. It was cold – extremely cold. And wet.
5 Complete the sentences with words from the stories
that have a similar meaning to the words in brackets.
Story A
1 Does the writer suggest that her sister is usually
grumpy ? (bad-tempered) yes
2 Does the father have to put up with his daughter’s bad
mood? (tolerate) yes
admiring the
view
3 What happened as the father was
?
(enjoying the scenery) He crashed into the writer’s canoe.
Story B
look
4 What did the writer through to get ideas for things to
do? (read quickly) a Spanish guidebook
gaze
5 Did they find a place to
at the stunning views?
(look for a long time) yes
6 Did they sit on a bench overlooking Tibidabo? (with a view
over) No, it was overlooking Barcelona.
15
Fortunately, we survived (the cold and the embarrassment).
My sister thought it was so amusing – she cheered up!
Then she wore a smile for the rest of the holiday.
Story C
7 According to the writer, what was the highlight of the
holiday? (best part) the three-day safari
spot
8 Is it easy to
wild animals on the plains of South
Africa? (see) no
9 Did the writer suddenly feel helpless in the wild?
(unable to do anything) yes
40
REFERENCES
CULTURE NOTES ››› p. 145
M03_FOCUS_SB_03GLB_8099_U03.indd 40
EXTRA ACTIVITIES
54
• After Ex. 1, divide students into
groups of three. Give each student
one of the parts of the Culture notes.
M03_FOC_TB_03GLB_8150_U03.indd 54
Students read their information and
then tell the others in their group
about it.
• In pairs, students write statements
about the texts, e.g. The writer got
lost. (B) The writer went with his/her
parents and a sibling. (A) The writer
saw some exotic animals. (C) They
exchange sentences with another pair
and match them to the correct text. 06/07/2015
They can also include statements that
don’t match any of the texts for the
other pair to identify.
17:55
25/01/2016 09:38
M03_F
RR
st:
TT
15 17:55
TRAVEL
TRAVEL COMPETITION
COMPETITION
Click here to send us your
story and photos.
• be entertaining • describe an unexpected event • include lots of creative description • be 200 words or fewer
YEAR’S
YEAR’S COMPETITION
COMPETITION
B
A perfect sunset
C
Out in the wild
My girlfriend Betty and I were in Barcelona for a
weekend. We had no plans and spoke no Spanish.
20 We looked through a (Spanish) guidebook in our
youth hostel. We eventually decided to go to the top
of Tibidabo, a mountain overlooking Barcelona.
I love wild animals, so my parents took me on holiday to
South Africa for my eighteenth birthday. I remember the
holiday as a series of images: the cold blue ocean, funny
penguins, miles of unspoilt beaches, lively cafés and
40 friendly people. But the highlight of the holiday was
a three-day safari.
If we were lucky, we could watch the sunset over the
city. We set off by bus from the main square. The bus
25 took us higher and higher above the city. I couldn’t wait
to gaze at the stunning views over Barcelona. At every
stop, passengers got off until we were the only two left.
Then the bus driver stopped the bus and got off too.
‘Tibidabo?’ we asked him. He pointed to a mountain
30 on the other side of the valley. We were on the wrong
mountain!
Safari parks in South Africa are covered in trees and
bushes. This makes it difficult to spot animals. But our
safari rangers were really good at finding them: we saw
45 elephants, giraffes, zebras, buffalo bathing in a lake and
a family of lions sleeping peacefully under a tree.
We sat on a bench overlooking the sparkling lights of
the city far below. We had no idea where we were, but
we didn’t care because we got our perfect view of
35 a blood-red sunset over Barcelona.
Suddenly, we heard a noise close to the jeep. There was
a flash of yellow and a loud roar – nobody moved a muscle.
The leopard ran back into the bush and left us feeling
50 terrified. Not far away sat two small leopard cubs.
At that moment, I learnt something: humans created the
Internet and spaceships, but we are helpless in the face of
nature.
6 Complete the questions with the correct form of words
6 If you have problems with technology, do you feel
helpless or can you usually find a solution?
7 Is there a hill overlooking your neighbourhood where you
can get a good view?
or phrases from Exercise 5.
1 Are you often grumpy or are you usually in a good mood?
2 When was the last time you gazed at the sky?
3 What sort of bad behaviour do teachers have to
put up with in your class?
spot
4 Do you have good eyesight? Can you
people
in a crowd?
5 What was the highlight of your last holiday?
7 In pairs, ask and answer the questions in Exercise 6.
WORD STORE 3E
8
CD•2.12 MP3•55 Complete WORD STORE 3E. Match the
animals with the pictures. Then listen, check and repeat.
41
WORKBOOK
NEXT CLASS
p. 36–37
• Ask students to do Show what you
know 3.5 in the WB, p. 38.
• Ask students to bring in photos of
themselves as children.
M03_FOCUS_SB_03GLB_8099_U03.indd 41
M03_FOC_TB_03GLB_8150_U03.indd 55
06/07/2015 17:55
55
25/01/2016 09:38
3.5 Grammar
used to and would
5
CD•2.14 MP3•57 In pairs, decide which statements
in Exercise 4 are true. Then listen to Zoe’s
grandfather again to check your ideas.
6
CD•2.15 MP3•58 Complete the text with the
correct form of the verbs in brackets. Then listen
and check.
I can talk about past states and repeated actions.
Exercise 6
2
3
4
5
6
7
8
1960s
used to be
would carry
would ride
changed
would travel
would stay
became
• Use would + verb (where possible).
• Use used to + verb (where would is not possible).
• Use the Past Simple (where would or used to are
not possible).
Left or right?
Today, seventy-five percent of cars drive on the right,
but it 1 didn’ t always use to be (not always/be)
today
1 In pairs, discuss whether you think the statements about road
travel in the 1960s are true (T) or false (F).
T 1 Roads used to be quieter.
F 2 People used to talk about traffic pollution.
T 3 Cars didn’t use to have seat belts.
F 4 Children would play computer games on long journeys.
T 5 GPS didn’t exist, so people would follow maps.
2
CD•2.13 MP3•56 Listen to Zoe’s grandfather talking about road
travel when he was young. Check your ideas from Exercise 1.
3 Read the GRAMMAR FOCUS and answer the questions.
1 Which sentences in Exercise 1 describe past actions? 2, 4, 5
2 Which sentences in Exercise 1 describe past states? 1, 3
like that. In fact, everybody used to travel on the
(be) dangerous
left! In Roman times, roads 2
3
and travellers
(carry) swords in their right
hands. Travellers on horses
(ride) on the
left side of the road so that the right hand was free
4
to use the sword. Then Napoleon 5
(change)
the rule. Why? Because he was a revolutionary! Before
the French Revolution, the aristocracy
(travel) on the left and poor people 7
6
(stay) on
the right. After the Revolution, the aristocracy joined
the poor people on the right and driving on the right
(become) the new law. What about the rest
of the world? China, Portugal, Sweden and parts of
8
Canada used to drive on the left and only changed
the law during the mid-twentieth century. More than
fifty countries, including the UK, Australia, Japan
and India, still drive on the left today.
GRAMMAR FOCUS
Used to and would
• You can use used to + infinitive or would + infinitive to talk about
regular past actions that don’t happen any more.
Harry used to go to school by bus. He’d leave the house at 8 a.m.
• You can use used to + infinitive (NOT would + infinitive) to talk
about past states that are no longer true (usually with stative verbs:
be, have, love, etc.).
Harry used to be a good student.
Note:
Don’t use used to or would for single past actions.
In 1963 my granddad bought his first car. (NOT used to buy … or
would buy …)
Exercise 4
2 used to be
3 would take
4 would smoke
5 would wear
6 didn’t use
to have
7 Write six sentences about your life when you
were ten. Use used to or would. Then compare
with a partner. Think about these things.
4 Rewrite the sentences using would. If would is not possible, use
used to.
1 Air travel was cheaper than now.
• (computer) games you played
F
• food you liked/didn’t like
Air travel used to be cheaper than now.
2
3
4
5
6
Air travel was more comfortable.
The flight from London to New York took longer.
People smoked on the plane.
People wore their best clothes to travel by air.
Airports didn’t have so many security checks.
• websites you went on
T
• music you listened to
F
• clothes you wore
T
• your bedroom
T
• sports you did
T
• things you read
I didn’ t use to like mushrooms.
Grammar
GrammarFocus
Focuspage
page118
118
42
REFERENCES
CULTURE NOTES ››› p. 145
AUDIO SCRIPT ››› p. 156
M03_FOCUS_SB_03GLB_8099_U03.indd 42
EXTRA ACTIVITIES
56
• Photocopiable resource 15 (used to
and would – 15 mins) p. 176, 202
M03_FOC_TB_03GLB_8150_U03.indd 56
• In pairs or small groups, students
show each other their photos. Their
partner/the rest of the group looks at
the photo and says what is different
about them now.
NEXT CLASS
Ask students to write a list of the five
most important things to take on
06/07/2015
holiday with you, and reasons to justify
their choices.
17:55
WORKBOOK
p. 38
11/1/16 1:41 PM
M03_F
15 17:55
3.6 Speaking
Asking for and giving advice
4 A friend from England wants to visit your country during the
winter. Complete the advice with one or two words from the
SPEAKING FOCUS in each gap.
I can ask for and give advice.
1 Imagine you are going to England to do an
English course and you are going to stay with
an English family for a month. Write a list
of things you need to take with you. Then
compare with a partner.
GET
DON’T FOR
• tickets
• passport
• phone rger
• phone cha
• money
01
J
10. ul
3
Be 0
rlin
Lo
nd
on
Lond
on
Berlin
1
2
3
4
5
6
The first thing you should do is book your flights.
If I were you , I’d pack lots of warm clothes.
need/ought/
You don’t need to bring a lot of formal clothes.
think/
I don’t think you should bring lots of cash.
must
You
remember to get some travel insurance.
need/really
You
to make sure you have a warm winter coat.
ought
5 In pairs, look at the photo and discuss the questions.
1 Which form of transport do you prefer for long journeys?
2 What’s the longest journey you’ve ever made by car, train or bus?
3 When did you last travel by bus?
14
14
01
J
10.3 ul
Be 0
rl
Lo in
nd
on
Exercise 2
2
Listen to Mark asking Sophie
for advice about what to take to France and
answer the questions.
CD•2.16 MP3•59
1 Which of the things on your list do they
mention?
2 Why does Sophie want Mark to remember his
phone charger?
3
CD•2.16 MP3•59 Listen again and underline the
expressions you hear.
SPEAKING FOCUS
Asking for advice
Can you do me a (big) favour?
Can you give me some advice?
Do you think I need …?
What do you think I should …?
Giving advice
The first thing you should do is …
If I were you, I’d/I wouldn’t …
I (don’t) think you should …
You (don’t) need to …
You (really) ought to …
You must/mustn’t …
The best thing would be to …
It’s a good idea to …
Why don’t you …?
Accepting advice
Good idea!
Good thinking!
That’s really helpful.
Oh, I didn’t think of that!
6 In pairs, discuss which of these things are good or bad to take/
wear on a very long bus journey. Then complete the table.
a big coat
chocolate
earphones for smartphone or iPod
fizzy drinks
a good book
light, comfortable clothes
a pillow
snacks
snow boots
sunglasses
tissues
very warm clothes
water
1 shampoo,
shower gel,
T-shirts,
pullovers, jeans,
smart trousers,
a present for
the family,
a phone, tickets,
money, a phone
charger
2 So that he
can take lots of
photos.
It’s a bad idea to wear a big coat.
If I were you, I’d take some water.
7 In pairs, do a roleplay. Use the SPEAKING FOCUS to help you.
Student A: You’re from England. You’re going to travel to Student B’s
country by bus. You’ve never been on a long bus journey before. Ask
Student B for advice about what to wear, what to take for the journey
and what kind of presents to take for the family.
Student B: Student A is visiting you from England. He/She is going
to travel to your country by bus. Give him/her some advice about
what to wear, what to take for the journey and what kind of presents
to bring for your family.
A: Hi, Alida. Can you do me a big favour? I need your help.
B: Yes, sure. What’s the problem?
A: Well, you know I’m travelling to your country by bus.
43
REFERENCES
AUDIO SCRIPT ››› p. 156
EXTRA ACTIVITIES
M03_FOCUS_SB_03GLB_8099_U03.indd 43
In pairs, students discuss the five most
important things to take on holiday on
each of their lists. Tell them they have
M03_FOC_TB_03GLB_8150_U03.indd 57
to agree on a new list of five items
together. They discuss the items and
negotiate to come up with a new list,
e.g. I think the most important thing is
to take your passport. You must take it
or you can’t travel! Pairs can then work
in groups of four to agree on a list
for the group. Groups compare their
ideas.
WORKBOOK
06/07/2015 17:55
p. 39
57
11/1/16 1:41 PM
3.7 Writing
A story
I can write a story.
opening
What a nightmare!
We were completely unprepared
for the journey! A family holiday for
Christmas in Sweden, in a cabin in the
middle of a forest. Sounds amazing,
doesn’t it? The problem was, Mum and
Dad hadn’t really thought about it.
body
‘Snow tyres?’ said my dad when
someone on the ferry asked him.
‘I didn’t know we needed them!’
Oh yes, we did! It was the middle of
the night and there was a snowstorm
when we started driving from the
port to the cabin. It was a nightmare!
It was easily the scariest journey I’ve ever been on.
closing
On the long road to the forest it was completely dark, apart from our car lights. There were no house
lights, hardly any other cars and the snow made it nearly impossible for dad to see the road. In
addition to this, the car kept sliding from one side of the road to the other!
My little brother, Mike, thought it was great fun and a BIG adventure, but he was only five. When we
finally reached the cabin, we all got out of the car. Dad’s face was as white as the snow! We had a
brilliant holiday, but dad bought some snow tyres for the return journey!
1 In pairs, tell each other about a difficult journey you’ve
2 Read the first two sentences of the story. What do you
been on. Think about:
• when you went on the journey
• why you went
• who you went with
• why it was difficult
• how it ended
think will happen? Then read the whole story and check
your ideas.
44
WORKBOOK
WORD LIST ACTIVITIES
p. 40
• Divide students into teams. Call out
a word for the first team. They have
to say the category and explain the
meaning.
M03_FOCUS_SB_03GLB_8099_U03.indd 44
NEXT CLASS
58
Ask students to study the Word list on
p. 130.
M03_FOC_TB_03GLB_8150_U03.indd 58
• Students work in pairs. They take it
in turns to say a word in English for
their partner to translate. Then they 06/07/2015
take it in turns to say words in their
own language for their partner to
translate into English.
M03_FO
17:56
25/01/2016 09:38
3 Read the WRITING FOCUS. Then complete it with
Writing task
examples from the story.
WRITING FOCUS
A story
Introduction
• Use an opening sentence that makes the reader want to
read on.
• Set the scene for the story so the reader can imagine
what might happen next.
• Finish with a problem or at a point which is exciting or
interesting.
Main paragraphs
• Use a range of different narrative tenses to tell the story.
Mum and Dad hadn’t really thought about it; the scariest
___________________________________________________
journey
I’ve ever been on; dad bought some snow tyres
• Use strong adjectives to make the story exciting.
amazing
___________________________________________________
You have seen this announcement in an international
magazine for schools, asking for contributions of
stories about journeys for a future issue.
Stories about journeys
We are looking for stories about journeys for our
magazine. Write a story that begins with this sentence:
It had come at last – the morning I had waited for, for
so long.
Your story must include:
• a train
• a passenger.
A
Write your story in 140–190 words. Follow these
steps.
• Use sequencers so the reader can follow the story.
when,
finally
___________________________________________________
• Start with the sentence given.
• Use short sentences for dramatic effect.
Oh
yes, we did!
___________________________________________________
• Say what happened next.
• Use some direct speech to make the story come alive.
‘I
didn’t know we needed them!’
___________________________________________________
• Give your story an interesting ending.
• Use adverbs to make adjectives stronger.
completely
dark
___________________________________________________
• Explain why you had waited for so long.
• Include the two items given in the story.
Useful language
• It was Sunday morning/my birthday/the first day
of my holidays.
• I was sitting/lying/talking/waiting ...
• Suddenly/At first/After that/When/Finally/At last
• It was horrible/wonderful/amazing/a nightmare!
• She said, ’...’
• It was so exciting./I was so excited.
• I shall never forget/always remember …
• It was the best/worst journey I’ve ever …
• Use a comparative structure to emphasise a point.
as
white as the snow
___________________________________________________
Concluding paragraph
• Think of an exciting, interesting or fun ending to the
story to make the reader remember it.
4 Complete the sentences with the words in the box. Are
the words adverbs (ADV) or adjectives (ADJ)?
cold
completely
easily
finally
impossible
completely
1 I was
alone. There was no one else in sight.
impossible
2 It was absolutely
to open the door.
3 We finally got to the beach, exhausted.
B
ADV
ADJ
ADV
4 I touched her hands and they were as cold as ice. ADJ
5 It was easily the hardest thing I’ve ever done.
ADV
C
Use the ideas in the WRITING FOCUS and the model
to help you.
Check.
✓ Have you started the story with the sentence given?
✓ Have you included the two items given in your story?
✓ Have you included an introductory paragraph that
interests the reader?
✓ Have you used strong adjectives and adverbs to
make the story interesting/exciting?
✓ Have you used a range of narrative tenses to tell the
story?
✓ Have you organised your paragraphs well?
✓ Have you given your story an interesting ending?
✓ Have you checked spelling and punctuation?
45
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15 17:56
59
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25/01/2016 09:38
FOCUS REVIEW 3
VOCABULARY AND GRAMMAR
LANGUAGE IN USE
1 Complete the sentences with the correct form of the
5 Choose the correct answer, A, B or C.
verbs in the box. There are two extra verbs.
1 After we had finally
the tent, a huge storm started.
A turn up
B set off
C put up
2 Alan’s grandfather and uncle
travel agents, so his
family always got an extra discount for their holiday.
A was
B would be
C used to be
3 A: Why don’t you go by train?
B:
You’re right. The ticket will cost more but I’ll avoid
the crowded bus again.
A I don’t think I should do it. C I didn’t think of that.
B I’m not sure about that.
4 Last summer we stayed in a hotel, in a room
the sea.
A overlooking B gazing at
C without the view of
5 We don’t know when the meeting will finish.
book a
return ticket yet.
A In my opinion, you mustn’t
C If I were you, I would
B I don’t think you should
board camp collect deal go land see
1 Now you’ll have some time to see the sights, but
please don’t be late for the ferry.
2 Passengers travelling in business class can board the
plane at their convenience.
3 Only passengers with a valid boarding card are allowed
go
to
through security.
4 Many flights are delayed today and the airport staff are
finding it difficult to deal with the situation.
5 We’re still waiting to collect our suitcases at the
baggage reclaim.
2 Complete the sentences with words from the unit. The
first letter of each word is given.
1 This suitcase won’t fit under the seat in front of you, but
you can put it in the overhead
locker
.
2 There were no single
rooms available, so they put
me in a family room with two large beds.
3 You can s tay
over at my place if you want. I’ve
got a guest bedroom.
4 Going to the beach every day was great, but the real
highlight
of the trip was snorkelling!
3 Complete the second sentence using the word in
capitals so that it has a similar meaning to the first.
Do not change the word in capitals.
1 I’m sure that it isn’t possible for you to climb that steep
rock. CAN’T
You can’t climb that steep rock.
2 I don’t know how they got to London, but it’s possible
that they travelled by train. MAY
may have
They
to London by train.
gone
3 I’m sure that bird is an eagle – its wings spread two
metres across. MUST
must be
That bird an eagle – its wings spread two metres across.
4 Let’s print out our reservation – it’s possible that we’ll
need it at the hotel. MIGHT
might
Let’s print out our reservation – we need it at the hotel.
5 Jack speaks perfect Chinese, so I’m sure he lived in
must have
China as a child. MUST
lived in
Jack speaks perfect Chinese, so he China
as a child.
Exercise 4
4
1 used to take/
would take
2 didn’t/did not
use to like
3 used to cover
4 didn’t/did not
use to have
Complete the sentences with the correct form of the
verbs in brackets and used to or would. Sometimes
both are possible.
6
Lost passport
Last year I won some money in a TV competition. It wasn’t
the Atlantic, but the prize was sufficient for
enough to 1
me and my boyfriend, Adrian, to go on a cruise. We both
hoped that the 10-day cruise in the Baltic Sea would be a very
2
experience.
Everything was perfect until the fourth day. We were returning
from a walk around Malmö, when Adrian realised his passport
it with him at all times normally, so it
was missing. He 3
it in the cabin. I’m sure,’ Adrian said
was a bit strange. ‘I 4
convinced. Unfortunately, the passport wasn’t there.
The embassy didn’t have good news: without a passport,
my boyfriend couldn’t continue the cruise. We collected our
. We didn’t want to spend
belongings and looked for a 5
much money, but we didn’t have a tent, either.
Adrian’s new passport was ready the following day, so we
caught a train to Stockholm, the next stop of the cruise. We
just in time to board the ship before it left for
reached our 6
Tallinn in Estonia.
1
2
3
4
5
6
A fasten
A sparkling
A would take
A must have left
A campsite
A location
B
B
B
B
B
B
get
memorable
had taken
could leave
youth hostel
destination
C
C
C
C
C
C
cross
unexpected
could have taken
may have left
three-star hotel
reservation
1 We
(take) at least two guidebooks on holiday,
but now I’ve got all the information on my smartphone.
2 I
(not like) travelling by train as a child – I was
afraid of the noise trains make.
3 Thick forest
(cover) most of the island until the
late Middle Ages.
4 The zoo in our city
(not have) any zebras when
I was a child.
46
REFERENCES
AUDIO SCRIPT ››› p. 156
M03_FOCUS_SB_03GLB_8099_U03.indd 46
EXTRA ACTIVITIES
60
• Photocopiable resource 17 (Writing –
8 mins) p. 177, 204
M03_FOC_TB_03GLB_8150_U03.indd 60
• Photocopiable resource 18
(Speaking – 12 mins) p. 177, 205–206
WORKBOOK
Use of English 3.8, p. 41;
Self-assessment 3.9, p. 42
NEXT CLASS
• Ask students to do Self-check 3.10
in the WB, p. 43.
06/07/2015
• Ask students to prepare for Unit test
3 (Focus Assessment Package).
M03_F
17:56
11/1/16 1:41 PM
LISTENING
7
CD•2.17 MP3•60
SPEAKING
Listen and choose the correct answer,
A, B or C.
1 Where does the conversation take place?
A at the check-in desk
B at the baggage reclaim area
C at the lost luggage office
2 How did the man not travel on his holiday?
A by ship
B by car
C by plane
3 What is the woman’s problem?
A She has been in a car accident.
B She is stuck in a traffic jam.
C She has missed her flight.
4 Which sentence is true about Bangkok?
A It’s more popular than any other city in the world.
B It had sixteen million more visitors than London.
C It’s not as popular as other Asian cities.
5 Which means of transport are they going to use?
A ferry
B express train
C double-decker bus
6 What couldn’t the man do in the past?
A find a good hotel with professional staff
B get the opinion of other travellers
C ask someone about ideas for his trip
WRITING
8 You have seen this announcement in an international
magazine for schools.
Holiday surprises
We are looking for stories about surprises that you’ve had
on holiday. Write a story that begins with this sentence:
I woke up feeling sad because it was the last day of
my holiday.
9 Complete the words in the questions. The first letter of
each word is given. Then, in pairs, ask and answer the
questions.
1 What means
of transport do you use most often?
2 How
much
time do you need to pack before
you go on holiday?
3 Tell
me about your dream holiday.
10 Look at the diagram. It shows different holidays people
like to go on. In pairs, follow these steps.
• Talk to each other about why people like to go on these
holidays.
• Decide on the type of holiday the right weather is most
important for.
safari
holiday
beach
holiday
Why do
people like to
go on these
holidays?
camping
holiday
winter
sports
holiday
city
holiday
11 In pairs, discuss the questions.
1 Which area of your country would you recommend to
tourists? Why?
2 Some people say it’s better to learn a lot about places in
your own country before travelling abroad. What do you
think? Why?
3 Do you think it’s a good idea to plan a holiday in
advance or decide what to do at the last moment? Why?
4 What do you think is the best way to travel to a country
for a holiday? Why?
5 Where would your ideal holiday be? Why?
Your story must include:
the beach
a competition.
•
•
Write your story in 140–190 words.
47
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015 17:56
61
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25/01/2016 09:38
4
4.1 Vocabulary
Food
•
Flavours and textures
I can describe food that I like and don’t like.
SHOW WHAT YOU KNOW
1 Add the words in the box to the lists. Then add four more words to
EAT UP
each category.
banana
carrots
1 meat or fish:
chicken
jam
rice
chicken, turkey, tuna, veal, cod
2 vegetables: carrots, onions, peppers, mushrooms, lettuce
3 fruit: banana, strawberries, pineapple, lemon, grapes
4 food bought in packets: rice, pasta, crisps, flour, sugar
5 food bought in jars or tins: jam, coffee, biscuits, mustard, sardines
2 In pairs, discuss the questions.
1 Who is the best cook in your family?
2 What dishes can you cook?
3 Read the blog entry and choose the correct options.
1
2
3
4
5
As a child, my family's menu
consisted of two choices:
take it or leave it.
BUDDY HACKETT (1924–2003),
AN AMERICAN COMEDIAN
Fussy eaters eat a limited / wide selection of food.
Fussy eaters may be less / more sensitive to strong flavours.
Fussy eaters usually / rarely copy their family’s eating habits.
Fussy eaters probably will / won’t like mushrooms.
Fussy eaters may refuse food that was safe / unsafe in early human history.
www.allaboutfoodblog.uk
Fussy eaters
UNIT LANGUAGE
AND SKILLS
Vocabulary:
Show what you know – food
food – fish and vegetables
• antonyms – describing food
• word families
• food collocations and phrasal verbs
• Word in focus – up
•
•
Grammar:
future time clauses
• Future Continuous and Future Perfect
5
10
•
Listening:
•
Genes
people talking about their diets
Reading:
•
texts about food consumption
15
Speaking:
•
in a restaurant
Writing:
•
formal/informal style
20
FOCUS EXTRA
•
25
EXTRA ACTIVITIES
62
• Photocopiable resource 19
M04_FOCUS_SB_03GLB_8099_U04.indd 48
(food
– 15 mins) p. 177, 207
• Photocopiable resource 22 (Test
yourself pairwork activities), p. 178, 210
• Students divide the food words into
three categories to show the number
M04_FOC_TB_03GLB_8150_U04.indd 62
Some people are born with
a gene that makes them more
sensitive to strong flavours.
For these people, sweet things
taste sweeter, salty things taste
saltier, and bitter things taste
more bitter. Children who have
this gene often refuse food with
bitter flavours such as fruit
and vegetables.
Experience
Grammar Focus pages 119–120
WORD STORE booklet pages 8–9
• Workbook pages 44–55 or MyEnglishLab
•
48
When I was a child, I was
a very fussy eater. I refused
to eat any cooked food.
I only ate raw carrots and
white bread, even old stale
white bread! Nothing else!
My parents thought I was
a difficult child, but now
I know that there are reasons
why children are fussy
eaters.
If children’s older brothers and
sisters or parents refuse to eat
something, they will probably
do the same. This is why it’s
important to give children lots
of syllables in each word and then
underline the main stress. They try
to add any more food words they
can: one syllable: green bean, red,
fresh, hot, cooked, ripe, sweet, raw;
two syllables: cabbage, mushrooms,
spinach, beetroot, peppers, salmon,
of different kinds of food with different
textures and flavours when they’re really
young.
Texture
30
The texture and smell of food often puts
children off. For most kids, mushrooms
have a horrible texture, fish is smelly and
the taste of red meat is too strong.
Evolution
35
40
Children are usually fussy about the same
food: vegetables, meat and fruit. In early
human history, these types of food could
be dangerous and might poison you!
Were there any types of food you didn’t
like as a child but love now? Please leave
your comments.
sardines, tuna, shellfish, seafood, spicy,
unripe, bitter; three syllables: broccoli,
08/07/2015
tomato.
• Students make two lists: Food I like
and Food I don’t like.
15:13
11/1/16 1:47 PM
M04_F
Go to WORD STORE 4 page 9.
4 Read the blog comments. Are the statements true (T)
or false (F)?
1 Veggie girl used to like eggs.
2 Hungry man used to hate mushrooms.
3 Foodie has a bad reaction when he eats
red vegetables.
4 Shane is a vegetarian.
5 Kitchen Ken used to avoid strong flavours.
6 Edward loves sushi.
15 15:13
T
T
F
WORD STORE 4A
7
CD•2.18 MP3•61 Complete WORD STORE 4A with the
words in red in the text. Then listen, check and repeat.
8 Put the words from WORD STORE 4A under an
appropriate heading. Then add two more words to each
category.
T
F
I often eat this
I sometimes eat this
COMMENTS
Veggie girl
Eggs. I didn’t like the texture or the smell. And fried eggs were
really greasy. I hated them as a kid, but now I love all kinds of
egg: boiled, scrambled, even fried, and my favourite: an omelette
with some cheese on top. Mmmmm, tasty!
7.15 a.m. 10 June
tastes in food similar or different?
WORD STORE 4B
10
Very ripe bananas! I used to think the texture was disgusting.
I felt the same about mushrooms. But now I love mushrooms in
everything – they’re delicious on pizzas and in pasta sauces.
8.20 a.m. 10 June
STORE 4B. Then tick the sentences that are true for you.
1 I tried an Indian curry once. It was too spicy for me.
2 My friend likes anything sweet ; she particularly loves
ice cream and chocolate.
3 The taste of dark chocolate or strong coffee is too
bitter for me.
4 If we have any old, stale bread, we feed the birds.
5 I’ve never tried sushi. I don’t like raw fish.
6 I think fresh vegetables taste better than frozen
or tinned vegetables.
7 I don’t like bananas that are too ripe . I prefer
them to be white and firm.
Foodie
Shane
Kitchen Ken
When I was younger, I didn’t like anything spicy. I only liked mild
flavours. Now my favourite food is hot Mexican food with lots of
5.12 p.m. 11 June
chillis!
CD•2.19 MP3•62 Complete WORD STORE 4B. Match the
underlined adjectives in the text with their antonyms.
Then listen, check and repeat.
11 Complete the sentences with adjectives from WORD
I was a very fussy eater – I hated green beans and refused to
eat all other green vegetables: broccoli, cabbage, spinach and
especially Brussels sprouts. But I eat all vegetables now, except
for beetroot, tomatoes and red peppers – I’m allergic to them.
3.03 p.m. 10 June
Meat. I didn’t like the strong taste. Now my favourite meal is a
big juicy steak with crispy chips and a fresh green salad.
9.08 a.m. 11 June
I rarely or never
eat this
9 In pairs, compare your lists from Exercise 8. Are your
Hungry man
WORD STORE 4C
12
Complete the table in WORD STORE 4C
with the highlighted adjectives in the text. Then listen,
check and repeat.
CD•2.20 MP3•63
Exercise 13
13 List three food items you can describe with each
Edward
Anything from the sea. I hated prawns and all kinds of shellfish.
But now I love all fish: tuna, sardines and salmon are my
favourites. But they have to be cooked – I’m not keen on raw fish
in sushi, for example.
11.21 a.m. 12 June
d
e
F
5 In pairs, discuss what food you loved and hated as
a child. How have your tastes changed?
A: What food did you hate when you were
younger?
crispy: onions,
lettuce
crispy – chips, fried bacon, …
greasy: chips,
pork, butter
14 In pairs, write a menu for the most disgusting or
juicy: apple,
delicious meal you can imagine. Follow these steps.
orange, steak
salty: peanuts,
• Think about some disgusting or delicious food.
pizza, pretzels
• Use words from WORD STORE 4 A–C and your
smelly: garlic,
own ideas.
• Write a menu with a starter, a main course and a dessert. fish, cabbage
tasty: sausages,
• Who has the worst or best menu in the class?
cheese, curry
adjective from WORD STORE 4C.
B: I used to hate olives, but now I love them!
6 Write your own comment for the blog.
49
WORKBOOK
p. 44–45
M04_FOCUS_SB_03GLB_8099_U04.indd 49
08/07/2015 15:13
NEXT CLASS
Ask students to do Show what you
know 4.2 in the WB, p. 46.
M04_FOC_TB_03GLB_8150_U04.indd 63
63
25/01/2016 09:41
4.2 Grammar
Future time clauses
4 Read the text and choose the correct verb forms.
I can use future time clauses to talk about
future plans, predictions and conditions.
MORE TRUTH ABOUT FOOD
1 Do you think the statements are true (T) or
false (F)? Read the text and check your ideas.
1 Carrots are better for your eyes than
other vegetables.
2 Bananas give you more energy than sugar.
3 Breakfast is just as important as lunch
and dinner.
F
T
THE TRUTH ABOUT FOOD
5
10
15
Has anybody ever said to you, ‘If you
eat your carrots, you’ll have better
eyesight’? Well, it’s not really true.
Carrots contain Vitamin A and this is
important for healthy eyes. But lots of
different fruit and vegetables contain
Vitamin A. As long as you have
a balanced diet, you’ll get all the
vitamins you need.
10
Some people say you’ll live longer if you 4’ll eat / eat
chocolate. In fact, dark chocolate can be good for
you. However, you won’t live longer unless you
5
have / ’ll have a healthy lifestyle and long living genes.
15
My granny used to say, ‘As long as you 6’ll eat / eat
garlic, you 7won’t get / don’t get a cold!’ She was
wrong. When you 8’ll cook / cook with garlic, you’ll
certainly add flavour. However, garlic won’t prevent
colds because colds are caused by viruses.
5 Choose the correct conjunctions. Then decide who is speaking:
a parent (P) or a child (C)?
Another common belief is that you’ll
get more energy if you eat sugar.
Actually, when you need an energy
boost, a banana will work better than
sugar. Sugar will give you a short boost.
However, as soon as it goes out of your
bloodstream, you’ll feel tired again.
20
5
T
Do you know the expression ‘If you 1’ll eat / eat
fish, you 2are / ’ll be more intelligent’? Well, fish is
certainly good for you and it contains Omega-3,
which is important for the brain. But fish won’t make
you more intelligent unless you 3also study / ’ll also
study a lot.
Some people think that missing
breakfast can help you lose weight. In
fact, if you don’t have a good breakfast,
you’ll probably feel hungry by midmorning and eat fattening snacks. You
won’t lose weight successfully unless
you eat three healthy meals a day.
2 Look at the sentences in the text with the
conjunctions in blue. Answer the questions.
1 Are the sentences about past, present or
future events? future events
2 Which tense do you use after the conjunctions?
the Present Simple
3 Can you put the conjunction at the beginning
as well as in the middle of the sentence? yes
3 Read the GRAMMAR FOCUS and check your
answers to Exercise 2.
1 You won’t get any ice cream when / if / until you finish your
vegetables.
2 As soon as / Unless / Before this programme finishes,
I promise I’ll do my homework.
3 I’ll lend you money unless / as long as / until you pay
me back.
4 Unless / If / As long as you do some revision, you won’t
pass your exams.
5 Will you call me as soon as / if / until you get there?
6 We’ll get a dog before / when / if you promise to look after it.
P
C
P
P
P
P
6 Complete the text with the correct form of the verbs in brackets.
As soon as I 1 get (get) home today, I 2 ’ll have (have) a
snack. Then, if there 3 isn’t
(not be) anybody at home, I 4 ’ll watch
are (be)
(watch) television for a bit. However, if my parents 5
at home, I 6 ’ll go (go) to my room. In my room, I’ll switch on my
’ll probably
computer and I 7 listen (probably/listen) to music unless my
8
are
friends
(be) online. If my friends 9 are
(be) online,
10 ’ll chat
I
(chat) with them. When I 11 finish (finish) chatting, it
12 ’ll probably
(probably/be) time for dinner. Finally, if there 13 isn’t
be
(not be) anything else to do, I 14 ’ll do (do) my homework.
7 Complete the sentences with your own ideas. Then compare with
a partner.
GRAMMAR FOCUS
Future time clauses
When you are talking about the future, you use
the present tense after the conjunctions if, when,
unless, before, after, until, as soon as and as long as.
As long as you have a balanced diet, you’ll get all
the vitamins you need.
You won’t lose weight successfully unless you eat
three healthy meals a day.
1
2
3
4
5
When school finishes today, I’ll go for a bike ride.
If it’s raining at the weekend, …
I’ll always live in this area as long as …
I’ll stop studying English as soon as …
I probably won’t get a job until …
Grammar Focus page 119
50
REFERENCES
CULTURE NOTES ››› p. 145
EXTRA ACTIVITIES
M04_FOCUS_SB_03GLB_8099_U04.indd 50
64
• Photocopiable resource 22 (Test
yourself pairwork activities), p. 178, 210
• After Ex. 7 students change partners.
They guess about their new partner
M04_FOC_TB_03GLB_8150_U04.indd 64
and rewrite the sentences in Ex. 7
about him/her. Then they compare
answers and check their guesses.
WORKBOOK
NEXT CLASS
Ask students to find examples of
healthy or unhealthy recipes in English.08/07/2015
15:14
p. 46
25/01/2016 09:41
M04_F
15 15:14
4.3 Listening
Multiple matching
EXAM FOCUS Multiple matching
I can understand the main points of a short monologue.
4
1 In pairs, look at the photos below and decide whether they show
healthy or unhealthy dishes.
2 Take The healthy diet test and compare your answers with
Speaker 1:
Speaker 2:
Speaker 3:
Speaker 4:
a partner.
The healthy diet test
I don’t eat too much
salt (e.g. in crisps and
fast food).
5
2
I don’t eat too much
sugar (e.g. in sweets
and fizzy drinks).
3
I’m not a fussy eater.
4
I have a balanced diet –
I eat a variety of different
kinds of fresh food.
5
7
3
E
3
Who couldn’t become a vegetarian?
Who has a lot of energy?
Who supports animal rights?
Who rarely eats with his/her family?
Who doesn’t use animal products?
1
4
1
4
PRONUNCIATION FOCUS
6
CD•2.23 MP3•66 Listen and repeat. Notice the
same sound in each group.
1
2
3
4
5
I eat fish at least
once a week.
I don’t eat red meat
more than three
times a week.
coffee
beef
grapes
banana
cabbage
cauliflower
orange
sardines
beans
potato
cakes
tomato
avocado
lettuce
spinach
CD•2.24 MP3•67 Add the words in the box to
the correct group in Exercise 6. Then listen,
check and repeat.
cauliflower
lettuce
sardines
tomato
I feel well – I have
plenty of energy.
potato
WORD STORE 4D
8
8
C
A
CD•2.22 MP3•65 Match the speakers (1–4) with
the questions. Then listen again and check.
a
b
c
d
e
7
6
B
The speaker’s diet:
A is based on fresh local produce.
B changed when he/she was thirteen.
C doesn't include any desserts.
D doesn't involve any cooking.
E used to include a lot of sweet things.
F is based on Mediterranean produce.
G has never changed.
Remember:
the more ticks you get,
the healthier you are!
1
CD•2.22 MP3•65 Listen to four people talking
about their diets. Choose from the list
(A–G) what each speaker says about their
diet. Use the letters only once. There are
three extra letters.
I look well – my skin
and my hair look
healthy.
CD•2.25 MP3•68 Complete WORD STORE
4D. Tick the nouns that collocate with each
adjective. Then listen, check and repeat.
CD•2.21 MP3•64 Listen to a nutritionist giving advice. Which
statement in The healthy diet test does she not mention? 5 and 6
51
REFERENCES
AUDIO SCRIPT ››› p. 157
EXTRA ACTIVITIES
M04_FOCUS_SB_03GLB_8099_U04.indd 51
In groups or as a whole class, students
share the recipes they found.
M04_FOC_TB_03GLB_8150_U04.indd 65
They say what the dish is, what the
ingredients are and if they think it is
healthy or unhealthy.
WORKBOOK
p. 47
NEXT CLASS
Ask students to write a description
of the main photo on p. 52
without
08/07/2015 15:14
reading the text.
65
25/01/2016 09:41
4.4 Reading
Multiple choice
I can understand the main points of an article.
UK TODAY
• UK supermarkets reject forty percent of fruit
and vegetables because they are ‘ugly’, i.e.
not a perfect shape.
CD•2.26 MP3•69
T
5
10
15
ristram Stuart is the author of Waste –
uncovering the global food scandal. In
the article below, he describes an event
he organised in London. He wanted to
bring people’s attention to the problem
of food waste and show how we can
help to feed the world and protect the
environment.
Imagine seeing this offer next time you’re in a supermarket: ‘For
every carrot you eat, another one will be wasted.’ Sadly, this is
not far from the truth.
In a world where there are more than a billion hungry people, it’s
a scandal that all this food is wasted. We are forcing global food
prices to go up because we buy more than we need and throw
it away. In Africa and Asia, people cannot afford the high food
prices and they go without food.
We organised our ‘Feeding the 5,000’ event in London to highlight
this problem. We invited charities, government organisations,
chefs, farmers and the general public.
20
25
30
At the event, we served more than 5,000 portions of fresh hot
vegetable curry. For drinks we pressed a few thousand fresh
apples to make juice. More than 300 volunteers helped to chop
up vegetables and cook the curry.
‘Friends of the Earth’ brought along four pigs to eat up the
leftover apple pulp from the apple pressing. We wanted to show
that feeding pigs with our food waste is better than feeding them
with soya-based feed. We import millions of tonnes of soya
which is grown on land where rainforests used to be.
All the ingredients for the curry and apple juice were donated
by UK farmers. The fruit and vegetables were not perfect enough
for shops.
We also gave tips about other ways to use up our leftover food.
People don’t realise how many meals we can get from one
chicken. Most of us sit down to a roast chicken on Sundays and
• One UK sandwich factory throws away four
slices of fresh bread, including the two crusts,
from every loaf – that’s a total of 13,000
slices a day.
• UK homes waste twenty percent of all the
food they buy.
35 the
rest can be used to make a delicious risotto or a great filling
for a sandwich. The crusts of these sandwiches can be cut up,
fried in a little olive oil, then chopped up and put in salads and
soups.
Did you know that more potatoes are wasted than any other
They shouldn’t be thrown away. They can be mashed
or fried for another meal, or even put in the freezer. In addition
to this, black bananas, which people quickly throw away, can be
fried in brown sugar and eaten with cream for a tasty dessert.
40 vegetable?
‘Feeding the 5,000’ was a wonderful event. People united under
same message: throwing away perfectly good, edible food
is crazy.
45 the
Why are we throwing away so much and who is responsible?
Supermarkets are blamed for rejecting ‘ugly’ fruit and
vegetables; consumers are blamed for overbuying or refusing
50 to buy ‘wonky’ vegetables; chefs are blamed for serving large
portions and so on.
The truth is that food is wasted in supermarkets, homes,
restaurants and on farms. We are all responsible for solving
the problem. So it’s time to ask ourselves a simple question:
55 how can we continue to waste food in a world where people are
hungry and natural resources are disappearing?
The solution to food waste is simple: buy good food, enjoy it
and eat everything on your plate instead of throwing it away!
52
REFERENCES
CULTURE NOTES ››› p. 146
M04_FOCUS_SB_03GLB_8099_U04.indd 52
AUDIO
SCRIPT ››› p. 158
EXTRA ACTIVITIES
66
• Photocopiable resource 20
(food – 10 mins) p. 178, 208
M04_FOC_TB_03GLB_8150_U04.indd 66
• Before doing Ex. 1, students compare
their descriptions of the photo on p. 52.
Then they discuss what they think the
text will be about. Do feedback with the
class and encourage students to give
reasons for their ideas.
• Students write more multiple choice
questions in pairs. Then they exchange
their questions with another pair and08/07/2015
answer them.
15:14
WORKBOOK
p. 48–49
25/01/2016 09:41
M04_F
15 15:14
1 Read UK TODAY and answer the questions.
5
CD•2.28 MP3•71 Complete the recipe with the words in the box.
Then put the instructions in the correct order (1–6). Finally, listen
and check.
1 Which facts do you find most shocking?
2 Do you think the situation is similar or
different in your country?
boil
2 Read the article and choose the best title.
a
b
c
d
chop
mix
pour
put
slice
Bread and butter pudding
Ten ways to recycle chicken
Feeding the 5,000
Learn to love ugly vegetables
Save the rainforests
4
2
EXAM FOCUS Multiple choice
3 Read the article again. For questions 1–4,
choose the correct answer, A, B, C or D.
1 World food prices are rising because
A there isn’t enough food.
B we eat too much food.
C too much food is sent to Africa and Asia.
D we buy too much food.
2 The aim of the event ‘Feeding the 5,000’
was to
A raise money for food charities.
B show how to feed lots of people with
a little money.
C make people think about how we use
food.
D feed a lot of hungry people in London.
3 Tristram Stuart’s main message to the
consumer is:
A Stop eating so much food!
B Give your food waste to animals!
C Don’t buy more than you can eat!
D Start buying vegetables with unusual
shapes!
4 The writer gives advice about
A how to roast a chicken.
B what to do with food you don’t eat.
C how to make salads and soups.
D what types of food you can freeze.
a Heat some milk in a small
saucepan. Don’t boil it.
c
Listen to three people talking
about their favourite leftovers recipes and
answer the questions.
stale
1 What is the main ingredient in all three? bread
2 Which recipe do you like best? Why?
Chop
up some ripe
bananas and put them in
the dish.
5
d
Slice
the stale bread
and put butter on it.
f
Pour
the mixture
over the bread and fruit
and cook in the oven for
forty-five minutes.
6
e
4
Put
the slices of
stale bread and butter in a
dish with some dried fruit.
1
3
CD•2.27 MP3•70
b
Mix
three eggs and
three large spoons of sugar
with the warm milk.
6 In pairs, discuss things you could do at home or at school to
avoid wasting food. Who has the best idea in the class?
WORD STORE 4E
7
CD•2.29 MP3•72 Complete the phrasal verbs in WORD STORE 4E
with the words in the box. Then listen, check and repeat. Translate
the phrasal verbs.
53
NEXT CLASS
• Ask students to do Show what you
know 4.5 in the WB, p. 50.
• Ask students to write their timetable
for the things they will do at the
weekend. They should write the time
and the activity.
M04_FOCUS_SB_03GLB_8099_U04.indd 53
M04_FOC_TB_03GLB_8150_U04.indd 67
08/07/2015 15:14
67
25/01/2016 09:41
4.5 Grammar
Future Continuous and Future Perfect
I can talk about future actions and when they
will happen.
1 Look at the photo and read the advert. Then, in pairs,
discuss the questions.
1 Would you like to go to Cook Camp? Why?/Why not?
2 How many things listed in the advert can you make?
3 Which dishes would you like to learn how to make?
3 Look at tomorrow’s schedule at Cook Camp and choose
the correct options.
1 At 6 a.m. they’ll be getting up / have got up
up.
2 By 9 a.m. they’ll be having / have had their breakfast.
3 In the morning they won’t be working / have worked
in the kitchen.
4 By 3 p.m. they’ll be finishing / have finished lunch.
5 In the afternoon they’ll be cooking / have cooked in the
kitchen.
6 By 11 p.m. they’ll be ready for bed. It will be being /
have been a busy day!
TEENAGE COOK CAMP
Exercise 6
By the end of the
day, I’ll/I won’t
have:
2 drunk …
3 cooked …
4 received …
5 spoken to …
6 been into …
7 spent …
8 done …
Cook
CookCamp
Camp day
day11
In a few years, you will have graduated
from school and will probably be living
in a student house with other
people your age.
Will you know how to feed yourself?
At Cook Camp we believe that
basic cooking skills are an important
life skill, but many young
people will be leaving school and
home without these skills.
Join our weekend Cook Camp now.
By the end of the weekend,
you’ll have learnt how to make:
Future Continuous and Future Perfect in the advert in
Exercise 1.
Exercise 7
Future Continuous and Future Perfect
How … by the
end of the day?
2 much water will
you have drunk?
3 many meals will
you have cooked?
4 many text
messages will you
have received?
5 many people
will you have
spoken to?
6 many shops will
you have been
into?
7 much money
will you have
spent?
8 much
homework will
you have done?
• You use the Future Continuous to talk about longer
unfinished actions in progress at a time in the future.
In a few years, you will be living in a student house.
–
She won’t be working.
?
Will they be working?
Yes, they will./No, they won’t.
Future Perfect: will + have + past participle
–
He won’t have finished.
?
Will they have finished?
Yes, they will./No, they won’t.
kitchen basics: chopping,
peeling, cleaning, talk by
a guest speaker
6 p.m.
supper
9 p.m.
film or games
11 p.m. bed
4 Write your schedule for tomorrow. Use the Future
Continuous.
At 7 a.m. I’ll be having breakfast.
tomorrow. How similar or different are they?
A: Will you be having breakfast at 7 a.m.?
B: No, I won’ t. I’ll be ...
6 Use the prompts to write about things you will or won’t
By the end of the day, I’ll have eaten three or
four pieces of fruit.
will be completed before a certain time in the future.
By the end of the weekend, you’ll have learnt how to
make pizza.
You’ll have finished.
3 p.m.
1 eat / pieces of fruit
• You use the Future Perfect to talk about an action that
+
field work: planting,
gardening
have done by the end of today.
Future Continuous: will + be + -ing
I’ll be working.
9 a.m.
5 In pairs, ask each other about your schedules for
GRAMMAR FOCUS
+
get up, breakfast
12 p.m. lunch
• a pasta sauce • vegetable soup • pizza
• cakes and biscuits • three chicken dishes
• an apple pie
and much, much more!
2 Read the GRAMMAR FOCUS and find examples of the
6 a.m.
2
3
4
5
drink / water
cook / meals
receive / text messages
speak to / people
6 go into / shops
7 spend / money
8 do / homework
7 Write questions with you in the Future Perfect using
the prompts in Exercise 6.
1 How many pieces of fruit will you have eaten
by the end of the day?
8 In pairs, ask and answer the questions in Exercise 7.
Grammar Focus page 120
54
EXTRA ACTIVITIES
68
• Photocopiable resource 21 (Future
M04_FOCUS_SB_03GLB_8099_U04.indd
54 –
Continuous
and Future Perfect
15 mins) p. 178, 209
• Use the timetables students prepared
about their next weekend. In pairs, they
exchange timetables and say what they
M04_FOC_TB_03GLB_8150_U04.indd 68
will be doing at specific times and what
they will have done by certain times, e.g.
At 9.30 I’ll be getting up. By 10.30 I will
have had a shower and eaten breakfast.
NEXT CLASS
Ask students to find and bring
examples of menus.
08/07/2015 15:14
WORKBOOK
p. 50
25/01/2016 09:41
M04_F
4.6 Speaking
In a restaurant
I can order food in a restaurant and ask
for information politely.
1 In pairs, look at the lunch menu. What would
you choose?
MARIO’S LUNCH
2 courses €10
Menu
Main course
PIZZA MARGHERITA
CHEESEBURGER AND CHIPS
MARIO SPECIAL SALAD
MARIO SPECIAL PASTA
SOUP OF THE DAY
Dessert
CHOCOLATE MOUSSE
FRUIT SALAD AND ICE CREAM
CHEESE AND BISCUITS
vw
8$
2
CD•2.30 MP3•73 Listen to a conversation
between Alex and a waiter. What are the
problems with her order? What solutions do
they find?
3
CD•2.30 MP3•73 Complete the conversation
with phrases from the SPEAKING FOCUS.
Then listen again and check.
g,
y
15 15:14
Exercise 2
Listen to the second part
of the conversation. Why does the waiter
change his attitude to Alex?
SPEAKING FOCUS
Ordering food
a Can I order, please?
b Do you have any vegetarian dishes?
c Can I have chips with that?
d Could I have the bill, please?
Exercise 5
Asking for information – indirect questions
e Could you tell me what the soup is?
is the Mario
f Can you tell me what the Mario Special Salad is? What
Special Salad?
g Do you know what the pasta sauce is? What is the pasta sauce?
h I’d like to know if there are onions in it. Are there onions in it?
5 Rewrite the indirect questions (e–h) in the SPEAKING FOCUS as
Alex: Excuse me. 1Can I order, please?
Waiter: Certainly. What can I get for you?
f
Alex: 2
Waiter: Sure. It’s a salad with lettuce, red
peppers and chicken.
b
Alex: Oh. 3
Waiter: Vegetarian? What about pasta?
g
Alex: 4
Waiter: Yes, it’s a delicious salmon sauce.
Alex: Oh, I don’t eat fish.
Waiter: You don’t eat fish? Can I suggest a very
good vegetarian restaurant near here?
e
Alex: No, it’s OK. 5
Waiter: Ah, it’s vegetable soup today! Would
you like the soup?
h
Alex: Er, maybe. But first 6
Waiter: Yes, it’s a vegetable soup. There are
onions in it. Is that a problem?
Alex: Yes, I’m sorry, but I’m allergic to onions.
Waiter: Right. How about the salad without
chicken?
c
Alex: Yes, that sounds good. 7
Waiter: Yes, of course. Is that everything?
Alex: Yes, thanks.
…
Waiter: Would you like to see the dessert
menu?
d
Alex: No, thanks. 8
4
Alex is a
vegetarian, she
doesn’t eat fish
and is allergic to
onions.
She orders the
salad without
chicken.
direct questions. What are the differences in word order? Which
type of question is more polite?
e What is the soup?
6 In pairs, rewrite the direct questions as indirect questions. Begin
with the words in brackets. Then ask and answer the questions.
1 What’s your favourite fruit? (Can you tell me)
A: Can you tell me what your favourite fruit is?
B: Yes, I love bananas!
2 Where’s an Italian restaurant near your house? (Do you know)
3 Is there anything you don’t eat? (I’d like to know)
4 Are you a good cook? (I’d like to know)
5 Where can I get the best ice cream? (Can you tell me)
6 Who’s the fussiest eater you know? (Could you tell me)
7 In pairs, do a roleplay. Use the SPEAKING FOCUS and the
conversation in Exercise 3 to help you.
Student A: You are a customer in a restaurant. You’re a vegetarian
(you don’t eat meat or fish) and you’re allergic to eggs and
mushrooms. You don’t like peppers very much. Ask the waiter for
information about the following items: pizza, pasta, soup and salad.
Explain why you can’t eat some dishes.
•
•
•
pizza: ham, eggs, tomatoes, cheese
pasta: prawn sauce
soup: mushroom
salad: chicken, green beans, lettuce, peppers
55
REFERENCES
EXTRA ACTIVITIES
WORKBOOK
AUDIO SCRIPT ››› p. 158
Students work in pairs. Student A
is a customer and Student B is the
waiter/waitress. They use the menus
they have brought to roleplay ordering
food, asking questions about the
dishes. Then they swap roles.
p. 51
M04_FOC_TB_03GLB_8150_U04.indd 69
2 … where an
Italian restaurant
near your house
is?
3 … if there’s
anything you
don’t eat.
4 … if you’re
a good cook.
5 … where I can
get the best ice
cream?
6 … who the
fussiest eater you
know is?
MENU
Because she is writing a review of this restaurant for
her food blog.
M04_FOCUS_SB_03GLB_8099_U04.indd 55
Exercise 6
Student B: You are a waiter. Take Student A’s order. Answer
questions about the dishes on the menu and make suggestions.
•
CD•2.31 MP3•74
Direct questions:
(question word)
+ auxiliary +
subject + verb
Indirect
questions:
question word /
if + subject +
verb (like in
an affirmative
sentence)
Indirect questions
are more polite.
08/07/2015 15:14
69
25/01/2016 09:41
4.7 Writing
A semi-formal email
3 Some parts of Mia’s email are too informal.
I can write a semi-formal email.
1 Read this extract from a letter. Is it formal or informal? Think
of three questions you would ask about the prize mentioned in
the letter. formal
Dear Miss Read,
We are delighted to inform you that you have won
first prize in our ‘Ideal School Meals Competition’.
The menu you suggested represents an ideal combination of healthy
and exciting food. Your prize is a place on one of our ‘Teen Cuisine’
weekend cookery courses for teenagers at the Manchester School
of Cookery. For more information, please contact Diane Walsh at
dwalsh@msc.org and include details of any cookery experience you
may have so that we can place you in the correct group.
2 Read Mia’s reply email. Does she ask any of your questions from
Match the underlined words in the email
with these more suitable formal alternatives.
1
2
3
4
5
6
equipment stuff
informing telling
I am looking forward to I can’t wait for
a number of lots of
Thank you Thanks
pleased happy
4 Now match the phrases in pink in the email
with these more formal alternatives.
6 a I hope to hear from you …
2 b I am …
5 c could you clarify …?
1 d Dear Ms Walsh,
3 e contacting you …
4 f could I ask about …?
Exercise 1?
opening
1
Hi Diane,
Thanks for your letter telling me that I have won
the competition. 2I’m very happy and I can’t
wait for the ‘Teen Cuisine’ experience. I am
3
getting in touch to ask for more information
about the course. I have lots of questions that I
hope you can answer.
closing
body
First, 4what are the dates and times of the next
course? I would also like to know what I need
to bring with me. I do not have my own special
clothing or kitchen stuff.
You asked about cookery experience and in
fact, I have never done a cookery course before.
However, we did have some cookery lessons at
school and I do quite a lot of cooking at home.
You mentioned placing me in the correct group,
but 5you didn’t say which levels are available.
Thank you once again for choosing my menu
as the winner. 6Write back and answer my
questions soon.
Yours sincerely,
Mia Read
56
EXTRA ACTIVITIES
WORKBOOK
NEXT CLASS
Ask M04_FOCUS_SB_03GLB_8099_U04.indd
students some comprehension
56
questions about the letters, e.g. What
has Miss Read won? What is the prize?
p. 52
Ask students to study the Word list on
08/07/2015
p. 131.
15:14
70
M04_FOC_TB_03GLB_8150_U04.indd 70
25/01/2016 09:41
M04_F
5 15:14
5 Read the WRITING FOCUS and complete it with the
phrases in Exercise 4.
WRITING FOCUS
A semi-formal email
Opening
• Start the email politely.
Dear Sir or Dear Madam (if you don't know the name of
the person you are writing to, but know whether they are
a man or a woman)
Dear Sir or Madam (if you don't know the name or gender
of the person you are writing to)
Dear Mr, Dear Mrs (to a married woman) or Dear Miss
(to an unmarried woman) + surname
Dear Ms + surname (if you don't know if the woman is
married or not): 1Dear Ms Walsh,
• Do not use:
• informal phrases: Thanks ➞ Thank you, lots of ➞
several/a number of
• contractions: I’m ➞ 2 I am
• In the first paragraph, refer to the letter/email/advert you
are responding to and say why you are writing.
Thank you for your letter/email informing me that/
regarding …
contacting
I am 3 you to enquire about/ask for …
Body
• In the main body paragraphs, use polite expressions
(e.g. indirect questions) to ask for information.
I would (also) like to know what I need to bring …
Could I
4
ask about the dates and times of the next course?
• If something is unclear, ask for clarification.
Could you
5
clarify which levels are available?
Could you confirm/explain when/where/what/how/
whether/if …?
Closing
• In the final paragraph, mention that you would like
a reply.
I look forward to receiving your reply soon.
I 6hope to hear
from you soon.
• If you start with Dear Sir, Dear Madam or Dear Sir
or Madam (i.e. if you don't include the name of the
person you are writing to), end with Yours faithfully.
• If you include the name of the person you are writing to,
end with Yours sincerely.
6 Choose the more formal alternative.
1 A
B
2 A
B
3 A
B
4 A
B
5 A
B
6 A
B
Hello there,
Dear Mr Stein,
Thank you for contacting me …
Thanks for your email …
I would like to enquire about the date of the visit.
What's the date of the visit?
Are travel and accommodation also free for my friend?
Could you confirm whether travel and
accommodation are also free for my friend?
I look forward to hearing from you soon.
Please write back soon.
All the best,
Yours sincerely,
Writing task
You have entered a competition run by a famous
chocolate company looking for suggestions for an
interesting new flavour for their chocolate. Here is
part of a letter you have received from them.
Congratulations! You’ve won! Your prize is a visit for you and
a friend to our factory in Switzerland. Do contact us with any
queries about the visit. We look forward to meeting you soon.
Yours sincerely,
David Schmidt
David Schmidt
A
Write a semi-formal email to David Schmidt in
140–190 words. Follow these steps.
• Thank the company for choosing your suggestion
as the winner.
• Say how you feel about the prize.
• Explain the reason for writing the email.
• Ask about dates, travel arrangements and
accommodation.
• Ask for confirmation that your friend won't have to
cover his/her travel and accommodation expenses.
• Conclude the email in a formal way.
Useful language
•
•
•
•
Thank you for your email informing me …
I am contacting you to …
You mentioned in the email that …
Regarding the travel arrangements, I would like
to know if …
• Could you also confirm whether the … ?
• I look forward to hearing from you soon.
B Use the ideas in the WRITING FOCUS and the
model to help you.
C Check.
✓ Have you addressed the person you are writing to
in a formal way?
✓ Have you mentioned why you are writing?
✓ Have you avoided contractions?
✓ Have you used formal phrases?
✓ Have you used indirect questions to ask for more
information?
✓ Have you used indirect questions to ask for
clarification?
57
WORD LIST ACTIVITIES
• Ask pairs to write some gap-fill sentences to practise words
M04_FOCUS_SB_03GLB_8099_U04.indd 57
from Word store 4, e.g. I have a __ diet. I don’t eat meat.
(vegetarian) I don’t like cooked food; I prefer __ food. (raw)
Pairs exchange and complete the sentences.
M04_FOC_TB_03GLB_8150_U04.indd 71
• Students work in teams. They prepare clues to words from
the unit. Teams take it in turns to read out their clues for the
15:14
You often
others to guess, e.g. It’s a vegetable. It’s brown.08/07/2015
eat it on pizza. (mushroom) It’s the opposite of ‘spicy’. (mild)
To chop something up means to cut it into small pieces –
true or false? (true)
71
25/01/2016 09:41
FOCUS REVIEW 4
VOCABULARY AND GRAMMAR
USE OF ENGLISH
1 Complete the adjectives in the sentences. The first
5 Choose the correct answer, A, B or C.
letter of each adjective is given.
aw
1 Eating r__________
meat is not safe. Always make sure
that it is cooked all the way through.
rown
2 Have you got b__________
sugar by any chance?
3 In winter, when there aren’t many fresh vegetables,
rozen
I usually eat f__________
ones.
itter
4 I hate the b__________
taste of coffee. I always drink it
with milk.
5 You don’t have to use fresh tomatoes to prepare this
inned
dish. It’s OK to use t__________
ones.
2 Complete the sentences with the words in the box.
Brussels sprouts edible is boiling
natural ingredients scrambled eggs
1 Our cakes are so delicious because we only use
natural
ingredients to bake them.
__________
is boiling . It’s hot.
2 Watch out! The water __________
3 Would you like something to eat? I’m really good at
eggs.
preparing scrambled
__________
sprouts are two vegetables that most
4 Broccoli and Brussels
__________
children hate.
edible
5 I’m not sure if this mushroom is __________
. It might be
poisonous.
1 A: We’ve been waiting for John for an hour. I’m hungry!
B: Sorry, we won’t have dinner ____ he arrives.
A until
B as long as
C after
2 A: Have you got any vegetarian dishes?
B: ____
A Is that everything, madam?
B Could you tell me what vegetarian is?
C How about pasta with vegetable sauce?
3 A: The French are famous for their ____ .
B: That’s true. There are a lot of famous chefs from France.
A cuisine
B habits
C ingredients
4 A: What time is it?
B: 7 o’clock.
A: Tomorrow at 7 o’clock we ____ sushi in a Japanese
restaurant. I can’t wait.
A will have B will be having
C will have had
5 A: You’re a great cook. I wish I could cook as well as you.
B: Thanks, I can give you a few tested ____ if you want.
A slices
B resources
C recipes
6 A: ____
B: Sure. What can I get for you?
A Can I order, please? C Can I have fries with that?
B Could I have the bill, please?
3 Choose the correct options.
1 Can I have a snack until / before we leave home or are we
in a hurry?
2 Stir the eggs and sugar unless / until they are well mixed
together.
3 We can prepare this dish without milk if / unless you are
allergic to dairy products.
4 The turkey is still in the oven. I’ll call you as long as /
as soon as it is ready.
5 I’m going to throw away the leftover chicken as soon as /
unless you want to use it to make a sandwich.
6 You can drink fizzy drinks from time to time when /
as long as you have a balanced diet.
4 Complete the sentences with the Future Continuous or
Future Perfect form of the verbs in brackets.
1 Let’s make a simple chocolate cake. I promise we
will have
finished (finish) baking by 12 o’clock.
__________
you be using (you/use) this knife? If not, please wash it
2 Will
__________
and put it in the drawer.
we will be
watching (watch) a cooking
3 Tomorrow at 8 o’clock we __________
competition. It’s the final episode.
Will John
have opened (John/open) his own nutrition clinic by the
4 __________
end of the year?
will have
sold out
5 This bakery is very popular. I’m sure they __________
(sell out) by lunchtime.
6 Choose the correct answer, A, B or C, to complete both
sentences in each pair.
1 On this cookery ____ you’ll learn the basics of cooking.
The starters are delicious, but what’s the main ____ today?
A dish
B course
C plate
2 I hope to ____ a lot of weight on this diet.
They are playing so badly that they are sure to ____ the
match.
A lose
B hit
C beat
3 People who support ____ rights are often vegetarians.
I avoid ____ products in my diet, for example, eggs.
A natural
B animal
C human
4 We’ll probably ____ away for the weekend.
We always take some British tea when we ____ abroad.
A go
B travel
C move
5 Please remember that Emma is allergic ____ nuts and milk.
It’s the first time someone has brought this issue ____ my
attention.
A for
B with
C to
6 Do you want to order takeaway or go out? It's ____ to you.
Can you chop ____ some carrots and peppers?
A in
B on
C up
58
72
EXTRA ACTIVITIES
WORKBOOK
NEXT CLASS
• Photocopiable resource 23
M04_FOCUS_SB_03GLB_8099_U04.indd 58
(Speaking
– 10 mins) p. 178, 211
• Photocopiable resource 24
(Writing – 12 mins) p. 179, 212
Use of English 4.8, p. 53;
Self-assessment 4.9, p. 54
• Ask students to do Self-check 4.10
08/07/2015
in the WB, p. 55.
• Ask students to prepare for Unit test
4 and Review test 2 (Focus Assessment
Package).
M04_FOC_TB_03GLB_8150_U04.indd 72
15:14
25/01/2016 09:41
M04_F
15 15:14
READING
SPEAKING
7 Read the texts and choose the correct answer, A, B
8 Look at the photos. They show people buying food in
or C.
I’d never been to a restaurant like Le Ponce before.
It was so elegant. I was there to celebrate Emma’s
engagement. We had shared a flat as university
students, and now she was going to marry a very
wealthy businessman. Lucky girl! A waiter pulled out my
chair for me. As I settled into my seat, I noticed all the
different knives, forks and spoons for each guest. There
was an unusual one I’d never seen before. That’s when
I started to panic. ‘What’s it for? When do I use it? What
if I embarrass myself?’ I wondered. And at that moment,
oh dear, the first course arrived …
different places. In pairs, take turns to compare the
photos and say what the advantages are of buying food
in these places.
1 The author of the text
A thought she wouldn’t like the first course.
B wasn’t used to the situation.
C didn’t know which knife was hers.
Please note:
IMPORTANT!!!
• All fridges should be kept at a temperature of 4°C to
keep food fresh, unless you are defrosting.
• Use separate knives, cutting boards, etc. to prepare
raw and cooked food.
• Ensure that all dishes are clean when you take them
out of the dishwasher.
• All areas used to prepare food must be cleaned well
every night.
• Make sure all cookers, fryers and ovens are turned
off at the end of the night.
• Wash hands well before and after handling food.
Pay attention to the above at all times.
2 Who is the text intended for?
A kitchen staff
B waiters
C the restaurant manager
9 Where would you prefer to buy food?
WRITING
10 Read part of an email you have received from the
THE BIG FISH
If
good service is important to you when you eat out,
you’ll love The Big Fish. From the moment you
walk in and sit at your table, the staff make you feel
welcome. My waiter patiently explained the menu and
recommended the salmon pie with spinach, which
I ordered. I was greatly impressed by the presentation.
It resembled a work of art on the plate and I didn’t know
whether to eat it or look at it! Unfortunately, it wasn’t
what I had expected as it lacked flavour.
people running a TV cookery competition and write
your reply.
We are really glad that you are interested in entering
the competition. Please email us and tell us about your
cooking experience and any queries you might have
about dates, what to bring with you, clothes to wear, etc.
We look forward to hearing from you.
Yours sincerely,
3 What is the author’s intention in writing the text?
A to express an opinion
B to give instructions
C to advertise a place
Ruth Martin
Write your email in 140–190 words.
59
M04_FOCUS_SB_03GLB_8099_U04.indd 59
08/07/2015 15:15
73
M04_FOC_TB_03GLB_8150_U04.indd 73
25/01/2016 09:41
Exercise 1
2 The Nile is
a river. The
Himalayas and
the Pyrenees are
mountain ranges.
3 China is
a country. Africa
and Europe are
continents.
4 The Sahara is
a desert. The
Atlantic and
the Pacific are
oceans.
5 Niagara Falls
are waterfalls. The
Mediterranean
and the Baltic are
seas.
5
5.1 Vocabulary
Natural world
•
Verb collocations
I can talk about geography and natural disasters.
SHOW WHAT YOU KNOW
1 In pairs, choose the odd one out in each group and explain why.
ONE WORLD
1
2
3
4
5
Cyprus Munich Naples
the Himalayas the Nile the Pyrenees
Africa China Europe
the Atlantic the Pacific the Sahara
the Mediterranean Niagara Falls the Baltic
1 Cyprus is the odd one out because it’s an island. Munich
and Naples are cities.
LIVING WITH
NATURAL DISASTERS
Let nature be your teacher.
WILLIAM WORDSWORTH (1770–1850),
AN ENGLISH POET
5
UNIT LANGUAGE
AND SKILLS
What’s the most dangerous thing about the place where you live? Have you ever
experienced a drought, a hurricane or an earthquake? Do you live near an active
volcano? Does your local river flood regularly or do you live on the coast in
a tsunami zone? Probably not, but some people are not so lucky. Four people tell
us what it’s like to live in a place where natural disasters have happened before
and will probably happen again.
Vocabulary:
FLOODS
Show what you know – geography
• geographical features
• verb collocations; word families
• compound nouns – the environment
• adjective-noun collocations
• Word in focus – one
I live in Zhengzhou on the banks of the
Yellow River. The river flows for 5,464
kilometres from the glaciers of Tibet, across
northern and central China and along the
foothills of the Himalayas. 400 million
people live in the river valley, but the Yellow
River is dangerous because it floods a lot.
The worst flood was in 1931 – four million
people died. Our government is building
twenty-six dams to control the river and
reduce the risks, but I’m still worried that it
will burst its banks and flood my city.
•
10
Grammar:
articles: no article, a/an or the
• non-defining relative clauses
•
15
Listening:
•
an interview about an eco school
Ying, 16
30
35
40
Reading:
•
an article about satellite technology and
the environment
Speaking:
20
Writing:
•
a ‘for and against’ essay
FOCUS EXTRA
Grammar Focus page 121
WORD STORE booklet pages 10–11
• Workbook pages 56–67 or MyEnglishLab
•
•
Robert, 18
EARTHQUAKES
expressing and justifying an opinion
• describing and contrasting pictures
•
25
I live in the wonderful city of San Francisco.
It’s located on a peninsula, so the city
is surrounded by water. We get small
earthquakes all the time, but scientists
think a major earthquake will strike in the
next thirty years. 100 years ago, there was
a major earthquake in San Francisco – it
killed 3,000 people and destroyed eighty
percent of the city.
45
50
60
REFERENCES
CULTURE NOTES ››› p. 146
M05_FOCUS_SB_03GLB_8099_U05.indd
EXTRA
ACTIVITIES
74
60
• Photocopiable resource 25
(geographical features and the
weather – 10 mins) p. 179, 213
M05_FOC_TB_03GLB_8150_U05.indd 74
• Photocopiable resource 28 (Test
yourself pairwork activities), p. 180, 216
• Students divide the words from Ex. 2
and 4 into four categories according to
the number of syllables and underline
the word stress: one syllable: drought,
flood, coast, bank, dam, bay; two
syllables: earthquake, foothill, valley;
three syllables: hurricane, tsunami,
volcano, glacier; four syllables:
peninsula.
06/07/2015
• Students work in groups of four. They
each take the role of one of the people
in the article on p. 60–61. They read
their text again and then describe their
experiences without looking at the book.
18:03
11/1/16 1:50 PM
M05_F
Go to WORD STORE 5 page 11.
2 Look at the headings and photos in the article and
match words 1–6 with definitions a–f.
1
2
3
4
5
6
a drought
an earthquake
a flood
a hurricane
a tsunami
a volcano
b
e
f
c
a
d
a
b
c
d
a huge wave
no rain for a long time
an extremely strong wind
a mountain that can explode
and send out hot rocks
e when the ground shakes
and cracks appear
f a lot of water on land that
is normally dry
WORD STORE 5A
4
5 Choose the correct options.
1
2
3
4
Is your home town located in a valley / coast?
Have you ever walked on a glacier / bay?
Is the capital city of your country on the coast / glacier?
Can you walk along the peninsula / banks of a big river
near you?
5 Are the foothills / dams of the nearest mountain range
very far away?
3 Read the article and correct the sentences.
1 400 people died when the Yellow River flooded in 1931.
Four million people died when the Yellow River
flooded in 1931.
2 Ying believes that the Chinese government can control
the Yellow River. doesn’t believe
3 There probably won’t be a major earthquake in San
Francisco before 2050. will
4 Mount Vesuvius is an extinct volcano. active
5 The biggest problem in Texas at the moment is flooding.
6 In pairs, ask and answer the questions in Exercise 5.
WORD STORE 5B
7
drought
r
e
CD•2.33 MP3•76 Complete WORD STORE 5B with the
correct form of the underlined verbs in the article. Then
listen, check and repeat.
8 Complete the sentences with the correct form of the
verbs in WORD STORE 5B. Which sentences are true
about where you live?
ll
e
15 18:03
CD•2.32 MP3•75 Complete WORD STORE 5A with the
correct form of the words in red in the article.
Then listen, check and repeat.
1
2
3
4
5
Giulia, 17
VOLCANOES
30
35
40
I live in Naples. It’s Italy’s
third largest city, with
a population of nearly
one million people. It’s
situated on the Bay of
Naples and the famous
volcano, Mount Vesuvius,
overlooks the city. Vesuvius
is an active volcano and
it has erupted many times. The worst eruption was in 79ad. It
destroyed the Roman cities of Pompeii and Herculaneum. 16,000
people died. It’s impossible to predict when it will erupt again, but
it would take seventy-two hours to evacuate Naples and the
surrounding cities. A big eruption would destroy my city. I worry
about that.
HURRICANES, TORNADOES
AND DROUGHTS
45
50
I live in Dallas, Texas. We get tornadoes,
hurricanes, floods and droughts here!
In fact, it’s the worst place to live in the
USA for natural disasters! The weather
can be extreme, so we just have to check
the weather forecast regularly. At the
moment, the worst thing is the drought.
Without rain, farmers can’t produce
crops to feed the animals. But forecasters
are predicting that the summer will be
hotter and drier than usual.
WORKBOOK
p. 56–57
NEXT CLASS
M05_FOCUS_SB_03GLB_8099_U05.indd 61
Ask students to do Show what you
know 5.2 in the WB, p. 58.
M05_FOC_TB_03GLB_8150_U05.indd 75
Jesse, 17
An important river flows through my local area.
Every year the river bursts its banks and floods .
It’s possible that an earthquake will strike one day.
There are no active volcanoes to erupt .
There are some hills that overlook this school.
WORD STORE 5C
9
CD•2.34 MP3•77 Complete WORD STORE 5C with the
infinitive of the highlighted verbs in the article. Then
listen, check and repeat.
10
Complete the news reports with the
correct form of words from WORD STORE 5C. Then
listen and check.
CD•2.35 MP3•78
1 After the recent volcanic eruption, the government
have reduced the number of flights in and out of Naples.
2 The Chinese government is planning to evacuate one
million people from Zhengzhou after the Yellow River
burst its banks yesterday.
3 The Chinese weather centre have predicted more floods
after more heavy rain.
4 A major earthquake destroyed several buildings yesterday
in the centre of San Francisco.
5 The centre of the earthquake was located twenty
kilometres south of the city.
6 The drought continues in Texas. Cattle are dying and
milk productionhas fallen by fifty percent.
61
• Copy the article on p. 60–61 and
create a gap-fill activity to practise
a/an, the and zero article. Make as
many copies as pairs of students in
your class.
06/07/2015 18:03
75
25/01/2016 09:43
5.2 Grammar
3
I can use articles correctly.
1 In pairs, guess the answers to the questions. Then read the text
and check your ideas.
1 What was the world population in 1900? What is it now? What will
it be in 2050? 1.65 billion, 7 billion, 9.2 billion
More people live in
cities than in the
2 What is the biggest change in where people live? countryside.
3 What are ‘megacities’? cities with more than 10 million inhabitants
The world’s
growing
problem
A famous scientist said recently
5
10
15
20
that there’s a growing problem
in the world, and the problem is
people – there are just too many of
us! Because of economic growth,
25
food has improved, health care has
improved and people are living
longer. During the twentieth century,
the population of the world grew
from 1.65 billion to 6 billion. Today
it is 7 billion and by 2050 it is
predicted to reach 9.2 billion.
For the first time in history,
more people live in cities than
in the countryside. Across the
globe there are 27 megacities –
cities with more than 10 million
inhabitants – and by 2025 the
United Nations predicts the
total will be 36. Megacities
are more common in Asia,
particularly in India and
China. The biggest
megacity is still Tokyo,
with a population of
34,500,000.
CD•2.36 MP3•79 Complete the text with a, the
or Ø (no article). Then listen and check. What
has Jack Ng invented and why?
Vertical farms
in Singapore
Photo courtesy of Sky Greens Singapore
Photo courtesy of Sky Greens Singapore
Articles: no article, a/an or the
The biggest problem that
megacities have is how to
provide 2 Ø food and
3 Ø
water for their
inhabitants. One small country
may have found 4 a
solution: Singapore is 5 a
country which is famous for
6
Ø innovation. 7 The tiny country has very little
space to grow 8 Ø food. But Jack Ng, 9 a farmer,
has invented 10 a vertical farm. It only produces a
few different kinds of vegetable, but there are plans
to expand 11 the vertical farm to include 12 Ø
more plants.
1
4 Read the sentences and cross out the article if
it isn’t necessary.
1
2
3
4
5
6
2 Read the GRAMMAR FOCUS and complete the examples with
the words in blue in the text.
GRAMMAR FOCUS
Articles
No article
• You don’t use an article when you talk about things in general.
… Ø health care has improved and 1 Ø people are living longer.
• You don’t use an article with continents, countries or cities.
Ø Asia, Ø India, 2 Tokyo
Exceptions: the United States, the United Kingdom, the Netherlands
5 Complete the questions with a, an or the.
Then, in pairs, ask and answer the questions.
1
2
3
4
5
6
Indefinite article a/an
• You use a/an to talk about something for the first time when it means
‘one of many’.
a growing
There’s 3 problem in the world … (There are many problems and
this is one of them.)
A famous
• You use a/an with jobs. 4 scientist said recently …
for you.
1 My father is
(a job).
2 I’ve never been to
(a continent).
3 I’d like to visit
(a country).
4
(a city) is
(a superlative adjective) city in the world.
5
(a problem) is/are a big
problem in my country.
6
(a subject) is/are something
I am passionate about.
Definite article the
mentioned.
There’s a growing problem in the world, and 5 the problem is people …
• You use the when the thing you are talking about is known or is ‘the
only one’.
in the countryside
the population of 6 the world …
• You use the with historical periods, superlatives and ordinal numbers.
62
REFERENCES
CULTURE NOTES ››› p. 146
M05_FOCUS_SB_03GLB_8099_U05.indd 62
EXTRA ACTIVITIES
76
• Photocopiable resource 26
(articles – 10 mins) p. 179, 214
M05_FOC_TB_03GLB_8150_U05.indd 76
7the
Do you live in the countryside?
Have you ever been to the UK?
Did you have a big breakfast this morning?
Would you like to be a farmer?
Are you the oldest student in the class?
Are you using a pen or a pencil to do the
exercise?
6 Complete the sentences to make them true
• You use the when the thing you are talking about has already been
During the twentieth century …
The poverty doesn’t exist in big cities.
The cheapest form of public transport is the bus.
The food is mainly sold in big supermarkets.
The education and the healthcare are free.
The capital city is located in the north.
The pollution is only a problem in major
industrial areas.
biggest megacity is still Tokyo …
Grammar
Focus
page
121
Grammar
Focus
page
121
• In pairs, students complete
the gap-fill copies of the text from
p. 60–61 with a/an, the or no article.
Then they compare with the original
text. Check with the whole class,
discussing any problems or questions.
WORKBOOK
p. 58
NEXT CLASS
06/07/2015 18:04
Make copies of the audio script
for Ex. 4 p. 63.
25/01/2016 09:43
M05_FO
5.3 Listening
Multiple choice
EXAM FOCUS Multiple choice
I can identify specific detail in
an interview.
4
questions.
Photo courtesy of Sky Greens Singapore
Photo courtesy of Sky Greens Singapore
Listen again and choose the correct answer,
1 ‘Friends of the Planet’ is an after-school club with members from
A one school.
B seven schools.
C six schools.
1 In pairs, read UK TODAY and discuss the
1 What are your top three environmental worries?
2 What do you recycle, turn off and do more or
less of to protect the environment?
2 What is the project?
A to make environmentally-friendly changes to schools
B to create a new type of solar panel for schools
C to help design a new environmentally-friendly school
UK TODAY
3 School dinners will include vegetables from
A a local farm.
B the local supermarket.
C the school garden.
Did you know that two-thirds of
British teenagers admit they can
do more to protect the
environment?
e
mer,
a
s
15 18:04
CD•2.37 MP3•80
A, B or C.
4 Science and Technology lessons will
A be the same as in other secondary schools.
B not focus on climate change.
C concentrate a lot on environmental issues.
What are British teenagers’ top three
environmental worries?
• poor air quality
• global warming
• not enough recycling
5 The interviewer comments that
A Michael is probably not a typical teenager.
B Michael is like every other student of his age.
C Michael likes games and gadgets.
What do British teenagers say they can do?
• recycle more
• turn off unnecessary lights
• spend less time in the shower
5 Complete the sentences with the correct words in the box.
2 In pairs, look at the picture of an eco-school.
bins bulbs change energy issues panels warming
Which features from the box would you expect
it to have?
a bicycle rack ✓
a fast food canteen
a large car park
low-energy light bulbs ✓
an organic vegetable garden ✓
recycling bins ✓
Science lessons on global warming ✓
solar panels ✓
Technology lessons on renewable energy ✓
1
2
3
4
5
6
Solar panels make buildings look ugly.
There aren’t enough recycling bins in my area.
Climate change doesn’t affect my country.
More renewable energy is the only way to stop globalwarming .
Everybody should use low-energy light bulbs to save electricity.
Our government is not interested in environmental issues .
6 In pairs, discuss the statements in Exercise 5. Decide whether
you agree or disagree and say why.
PRONUNCIATION FOCUS
7
CD•2.38 MP3•81 Listen and put the words in the box in the
correct group, A, B, or C, depending on the stress.
environment interesting located organic recycling
renewable responsible secondary vegetable
A
B
interesting
8
C
environment
located
secondary
organic
renewable
vegetable
recycling
responsible
CD•2.39 MP3•82
Listen, check and repeat.
WORD STORE 5D
3
Listen to an interview about
a project for an eco-school. Which features
from Exercise 2 are mentioned?
CD•2.37 MP3•80
9
CD•2.40 MP3•83 Complete the compound nouns in WORD STORE
5D. Then listen, check and repeat.
63
REFERENCES
CULTURE NOTES ››› p. 147
AUDIO SCRIPT ›››
M05_FOCUS_SB_03GLB_8099_U05.indd
63 p. 158
M05_FOC_TB_03GLB_8150_U05.indd 77
EXTRA ACTIVITIES
WORKBOOK
After Ex. 4 give students a copy of the
audio script. They reread it and then
roleplay the interview.
p. 59
NEXT CLASS
06/07/2015 18:04
Ask students to find out 2–3 facts
about the Amazon.
77
25/01/2016 09:43
5.4 Reading
Gapped text
4 Read the article and check your ideas in Exercise 3.
Make a list of the ways in which Google has helped the
Surui tribe. They taught the Surui teenagers to create YouTube
I can understand the structure of a text.
1 Complete the fun facts with the numbers in the box.
20
28
100
200
2006
videos and upload them to Google Earth.
EXAM FOCUS Gapped text
5 Read the article again. Choose from the sentences
(A–F) the one which fits each gap. There is one extra
sentence.
A It can also inform people about environmental issues
such as deforestation, endangered species and
climate change.
B He understood that deforestation was destroying
plants and wildlife and causing global warming.
C Now anybody can ‘visit’ anywhere on earth – places
you never imagined visiting, such as Antarctica and
the Sahara Desert.
D For five years the Surui tribe and Google worked as
a team.
E Illegal logging is big business in Brazil and the wood is
exported all over the world.
F Without the forest, the Surui community would not
survive and they knew they had to take action.
Google: Five fun facts
1
The total number of words on Google’s home
28 or fewer.
page must be ______
2
The name Google is based on googol – a
mathematical term that means ‘1 followed
200 zeros’.
by ______
3
2006 the Oxford English Dictionary added
In ______
google as a verb. Just google it.
4
100 goats to cut the grass at
Google employs ______
Google headquarters. Much cuter than lawn
mowers!
5
20
Google employees are allowed to use ______
percent of their working time on their own
projects.
6 Complete the statements about the article with the
words in the box. Then decide if they are true (T) or
false (F).
bring connection global interactive
outside raise satellite way
2 In pairs, look at reasons why people use Google Earth
and Google Maps. Tick the ones that are true for you.
1 Google Earth is possible because of satellite
technology.
2 To use Google Earth, you need an Internet connection.
3 Teachers sometimes use Google Earth
to bring lessons alive.
4 The Surui tribe had regular contact with
the outside world before 1969.
5 Chief Almir wanted to raise awareness
of his tribe’s problems.
6 Chief Almir didn’t know how theinteractivemaps
on Google Earth could help him.
7 Deforestation affects the global community
as well as Amazonian tribes.
8 You can’t learn about the Surui way of life
on the Internet.
1 to see my own home
and neighbourhood
2 to see my friends’ homes
and neighbourhoods
3 to check out holiday
destinations
4 to look at places
I’d like to visit
5 to look at places I’ve come
across in books or films
6 to find out information
for school work
T
T
F
T
F
T
F
7 In pairs, decide which of the environmental issues
in the box are the most important ones facing your
country.
endangered plants and wildlife
not enough recycling
overpopulation
air pollution
deforestation
global warming
3 Look at the photos in the article and read the
sentences. Which sentence do you think is true?
1 Google Earth can only be used in schools.
2 Chief Almir, a leader of the Surui tribe, found Google
Earth on the Internet and asked them for help.
3 Chief Almir and Google Earth work in the Amazon
rainforest with the illegal logging companies.
T
WORD STORE 5E
8
CD•2.42 MP3•85 Complete WORD STORE 5E. Cross out
the incorrect collocation. Then listen, check and repeat.
64
REFERENCES
CULTURE NOTES ››› p. 147
M05_FOCUS_SB_03GLB_8099_U05.indd 64
EXTRA ACTIVITIES
78
• Photocopiable resource 27
(articles – 10 mins) p. 180, 215
M05_FOC_TB_03GLB_8150_U05.indd 78
• After Ex. 2 students share their
information about the Amazon. They
look at the photos on p. 65 and decide
which information, if any, will also be in
the text.
WORKBOOK
p. 60–61
NEXT CLASS
06/07/2015 18:04
Ask students to do Show what you
know 5.5 in the WB, p. 62.
25/01/2016 09:43
M05_F
15 18:04
GOOGLE EARTH
AND THE AMAZONIAN TRIBE
CD•2.41 MP3•84
W
5
10
15
20
hen Google Earth was set up in 2005, satellite
technology changed forever the way we see the
world and we all became global tourists. 1 C All you need
for your virtual world trip is a computer and an Internet
connection. Teachers use Google Earth to bring History and
Geography lessons alive: you can learn how the Romans
lived by exploring Pompeii in southern Italy, experience
a dense rainforest or even travel through the valleys of the
Grand Canyon.
B
ut Google Earth is not just a fun way to explore the world.
2 A
When Google Earth first appeared, nobody could have
imagined that an Amazonian tribe would use this tool to
help them protect their environment and their culture.
The Surui tribe live in the middle of the Amazon rainforest
of Brazil. They had not had any contact with the outside
world until 1969. Then illegal loggers started to invade their
land and destroy the forest. 3 F So they elected Chief Almir
as one of the leaders of the tribe. He looked for ways to bring
the story of his people to the global community and raise
awareness of their problems.
logging
Chief Almir first came across Google Earth on a visit to an
Internet café. He immediately realised that he could use the
interactive maps to tell people about the illegal logging that
was destroying his people’s environment.
25
30
35
the area where the Surui trible live
Chief Almir
40
The tribal chief wanted to show the effects of deforestation,
not only on his local community, but on a global scale too.
4 B
He contacted Google and then travelled from the
Amazon rainforest to Google headquarters in California
and told them his story. They discussed ways of working
together. As the Chief said, ‘The Surui know little about
the Internet, but Google knows little about the forest, so
working together, we will be stronger.’
Google sent trainers to teach Surui teenagers how to use
mobile phones to create YouTube videos and then upload
them to Google Earth to share their way of life with people
around the world. 5 D They combined modern technology
with the tribe’s traditional knowledge of the rainforest.
Rebecca Moore, Google employee, said that the Surui people
and Google had worked together to bring the story of the
forest to the global community. She thought Google would
help other people all over the world.
deforestation
65
M05_FOCUS_SB_03GLB_8099_U05.indd 65
06/07/2015 18:05
79
M05_FOC_TB_03GLB_8150_U05.indd 79
25/01/2016 09:43
5.5 Grammar
Non-defining relative clauses
3
CD•2.43 MP3•86 Complete story B with relative clauses a–f. Then
listen and check. How did the gorilla save the boy’s life?
I can use non-defining relative clauses.
She saved his life by placing him near the door.
a
b
c
d
e
f
1 Read story A. How did the elephant save the
rancher’s life? It placed him under a tree, out of the
sun, and guarded him.
A
whose baby was still in her arms
which was called Binti Jua
who is now twenty-one years old
where he made a complete recovery
who was unconscious
where a female gorilla was feeding her baby
B
THE GORILLA AND THE TODDLER
An American boy, 1 c , owes his life to a gorilla at
Brookfield Zoo. When he was three years old, his family
took him to the zoo. He wanted a better view of the gorillas,
so he climbed a wall and fell six metres into the gorilla cage,
2 f
. The gorilla, 3 b , went over to the boy, 4 e . Then,
the gorilla, 5 a , lifted the boy up gently and carried him to
the door. The boy spent four days in hospital, 6 d . Binti Jua is
still at Brookfield Zoo near Chicago.
THE ELEPHANT AND THE RANCHER
5
10
A rancher, who was working in the bush, came
across a small herd of about twenty elephants. The
leader of the herd, which is usually the largest,
oldest and most aggressive female elephant,
attacked him and he fell off his horse. Later, rescuers
found the rancher, whose leg was broken. The same
elephant was standing over him. The rancher told
his rescuers that the elephant had lifted him with her
trunk and placed him under a tree, where he was
protected from the sun. For the rest of the day she
watched over him, brushing him gently with her
trunk every so often.
4 Read the extra information from story C. What do you think
happened? Read the story and check your ideas.
1
2
3
4
5
6
C
2 Read the GRAMMAR FOCUS. Then cross out
THE SURFER, THE SHARK
AND THE DOLPHINS
the non-defining relative clauses in blue in
story A. Does it make sense without them?
yes
GRAMMAR FOCUS
Non-defining relative clauses
Exercise 5
2 …, which was
five metres
long, …
3 …, who was
surfing close
by, …
4 …, whose right
leg was now in the
shark’s mouth, …
5 …, which had
been playing in
the waves nearby.
6 …, where
surgeons
managed to save
his leg.
You use non-defining relative clauses to give
extra information about the person or thing you
are talking about. The sentence makes sense
without it.
A rancher, who was working in the bush, came
across a small herd …
Note:
Start and end a non-defining relative clause with
a comma. Use the relative pronouns who, which,
where and whose, but don’t use that.
Todd Endris lived next to the beach.
The shark was five metres long.
Todd’s friend was surfing close by.
Todd’s right leg was now in the shark’s mouth.
Dolphins had been playing in the waves nearby.
Surgeons managed to save his leg.
5
10
5
It was a perfect day for surfing off the coast of
California. Todd Endris,, who lived next to the beach, was
out on his surfboard. Without warning, something hit him from under
the water. Todd knew immediately that it was a shark. He got back on
2
3
his board, but the shark bit him on the back. Todd’s friend saw the huge
4
shark and at first thought it was a whale. Todd was kicking the shark with
5
his free leg and didn’t see the dolphins. Suddenly, the shark let go of his
leg. The dolphins had surrounded the injured surfer and were protecting
him from the shark. Three friends helped Todd get back on his board and
6
reach the beach. A helicopter transported him to hospital. Six weeks later
Todd was back in the water.
CD•2.44 MP3•87 In pairs, rewrite story C including the extra
information in Exercise 4.
• Find appropriate places in the text to add the extra information 1–6.
• Include each sentence as a suitable relative clause.
• Listen to the completed story and check your answers.
Grammar Focus page 121
66
EXTRA ACTIVITIES
80
• Photocopiable resource 28 (Test
yourself
pairwork activities), p.66180, 216
M05_FOCUS_SB_03GLB_8099_U05.indd
• Give students a basic news item story
about an animal or animals, e.g. Scientists
have identified a new species of shrew.
Shrews are small mammals. The shrew is
very strong for its size. The shrew has five
M05_FOC_TB_03GLB_8150_U05.indd 80
or six extra vertebrae in its backbone so it
can carry heavy weights. In pairs, students
try to add a non-defining relative clause
to each sentence, inventing information
or adding facts they know.
NEXT CLASS
Ask students to bring in posters about
environmental issues.
06/07/2015
18:05
WORKBOOK
p. 62
25/01/2016 09:43
M05_
h
15 18:05
5.6 Speaking
Expressing and justifying
an opinion
SPEAKING FOCUS
Discussing different options
Let’s start with this one.
What about this idea?
What do you think?
I think this is a great idea.
I’m not so sure.
You’re right.
I completely agree with you.
The problem with that is …
I can express and justify an opinion.
1
In pairs, look at three suggested logos for
a new eco-school. Which one would you
choose? Why?
I think logo 1 is the best logo because it’s
clever and effective.
1
Choosing an option and justifying the choice
I think the best idea would be … because …
I prefer/I’d go for/I’d definitely choose this one because …
I think those are good ideas, but for me …
Out of these ideas, I’d go for …
Personally, I wouldn’t go for that idea because …
The reason I wouldn’t choose that idea is because …
2
3
4 Imagine that a school wants its students to understand more
2
Listen to a teacher and two
students discussing the three logos. Which
logo 3 because glasses
logo do they choose and why?suggest
learning and they
3
Listen again and complete the
conversation with one word in each gap. Then
listen again and check.
CD•2.45 MP3•88
need the word ‘eco-school’
CD•2.45 MP3•88
T = Teacher
B = Boy
about environmental problems. Look at the diagram. It shows
some things the teachers are thinking about doing. In pairs,
follow these steps.
• Talk to each other about whether you think these are good ways to
help students understand about environmental problems.
• Decide which of the things it would be best for the school to do.
G = Girl
T: So, what do you think of these three designs?
B: Personally, I think they’re all great. The three
on
logos focus 1
the environment. Logos
2 and 3 are attractive and amusing. But I think
the best option would be logo number 1
2 because
it has a serious message about
learning.
G: I agree, but the 3 problem with logo number 1
is that it doesn’t mention eco-school. Logo
number 2 looks attractive, but it doesn’t
4 illustrate
school or learning. So
5
I’d
choose number 3 because it’s clever
and simple.
go
B: Personally, I wouldn’t 6
for number 3.
I’d definitely 7 choose logo number 1
because it’s 8 more effective
9
than
the other two, and the message
is clear. The words suggest that we are
responsible for the future of the planet.
Out
T: 10
of these three logos, I’d choose
logo number 3. I 11 wouldn’t choose the logo
showing vegetables because it doesn’t look
serious. I like logo number 3 for two reasons.
12
Firstly , because the glasses suggest
learning and 13 secondly , because I think we
need the words eco-school in the logo. So let’s
go for number 3. I’ll call the designer.
organise a talk
by a weather
expert
visit
a recycling plant
Which of
these things
would it be
best for the
school to do?
put up
posters in the
classrooms
take students
to a beach
clear-up
watch
documentaries
in class
GLOBAL WARMING
DOESN’T MEAN MORE
SUNSHINE
WE ONLY HAVE
ONE PLANET.
LOOK AFTER IT.
67
EXTRA ACTIVITIES
Students describe the posters they
have brought in. They
express and
M05_FOCUS_SB_03GLB_8099_U05.indd
67
justify their opinions about them.
WORKBOOK
NEXT CLASS
p. 63
Ask students to think about the
advantages and disadvantages
06/07/2015
of zoos.
18:05
81
M05_FOC_TB_03GLB_8150_U05.indd 81
25/01/2016 09:43
5.7 Writing
A ‘for and against’ essay
body
opening
I can present and support arguments in a ‘for and
against’ essay.
Nowadays, many of us live in a world of high
technology and instant communication. For most
people, it is hard to believe that, in places like the
Amazonian rainforest, there are still tribes who have
never had contact with the outside world. Some
people think that we should make contact with such
groups, but others believe they should be left alone.
On the one hand, there are several arguments for
making contact. First of all, the people in these
tribes could enjoy a better standard of living. For
example, they could get access to electricity and
running water. Furthermore, the young people of the
tribes could go to school and benefit from a modern
education. They would probably be amazed to learn
about modern technology and life in other parts of
the world.
closing
On the other hand, there are also many arguments
against making contact. Firstly, after contact, many
tribal people suffer and die from diseases that don’t
exist in the forests where they live. Next, history
shows that tribal people often join larger society at
the lowest level. For instance, many tribal people
become beggars or tourist ‘attractions’.
1 In pairs, discuss which of these things it
would be most difficult to live without.
• electricity
• medicine
• running water
• school
• shops
2 Read the essay about contacting rainforest
tribes and answer the questions.
1 How many arguments for and against the
two arguments for,
topic does the writer give? two
arguments against
2 What is your personal opinion on the topic
of the essay?
3 Complete the box with the linkers in pink in
the essay.
Use linkers to:
• list arguments: 1first of all, firstly, secondly,
2
, finally
Furthermore
• give examples: for example, 3 For instance
On the
• show contrast: however, 4one hand , on the
other hand
• give a personal opinion: in my opinion,
5
Personally, I think
• introduce a conclusion: in conclusion, 6
To sum
up
4 Read the essay again. In which paragraph
(1–4) does the writer:
To sum up, there are clearly strong arguments for
and against making contact with these people.
Personally, I think these tribes should be left alone
to continue their traditional way of life until they
choose to make contact with the outside world.
a
b
c
d
e
give a personal opinion?
present arguments against the topic?
introduce both sides of the issue?
present arguments for the topic?
make some general or factual
comments about the topic?
f make a statement summarising
the main arguments?
g support arguments with examples?
4
3
1
2
1
4
2, 3
68
EXTRA ACTIVITIES
82
• Ask
students to read the essay
M05_FOCUS_SB_03GLB_8099_U05.indd
68 again
and write a plan, e.g. paragraph 1:
introduce the idea; paragraph 2:
arguments for (people in the tribes
could enjoy better living standards,
young people could get an education).
M05_FOC_TB_03GLB_8150_U05.indd 82
Discuss with the class how the plan
could be used for any ‘for and against’
essay.
• Students compare their ideas about
the advantages and disadvantages of
zoos before doing Ex. 6.
WORKBOOK
p. 64
06/07/2015 18:05
NEXT CLASS
Ask students to study the Word list on
p. 132.
25/01/2016 09:43
M05_F
5 18:05
5 Read the WRITING FOCUS and check your answers in
Writing task
Exercise 4.
WRITING FOCUS
In your English class you have been talking about
keeping animals in zoos. Now your teacher has
asked you to write an essay. Write your essay
using all the notes and give reasons for your
point of view.
A ‘for and against’ essay
Introduction
• Begin with general or factual comments about
the topic.
Is it a good idea to keep animals in zoos?
• End with a statement that mentions both sides
of the issue.
Notes
• research
• animal suffering
Body
• Arguments for
•
• Present two or three arguments for the topic.
• Include examples to support the arguments.
A Write your essay in 140–190 words. Follow these
• Arguments against
steps.
Write a similar paragraph presenting and supporting
arguments against the topic.
• Write four clear paragraphs.
• Put the ‘for’ and ‘against’ arguments in separate
Conclusion
• Make a summarising statement.
paragraphs.
• Give examples using for instance or for example.
• Add your personal opinion.
• Use ideas from Exercises 6 and 7.
Note: Remember to use linkers to make your essay easier
to follow.
• Conclude with a summarising statement and
a personal opinion.
6 You are going to write an essay on the topic of keeping
animals in zoos. Which of these arguments are for (F)
and which are against (A) keeping animals in zoos?
1 There are opportunities for research.
2 The animals suffer from stress and depression.
3 It is very difficult to recreate the animals’ natural
environments.
4 Endangered species can be protected.
(your own idea)
F
A
A
F
7 Match arguments 1–4 in Exercise 6 with supporting
points a–d.
3 a For instance, birds kept in zoos can never fly freely like
wild birds.
1 b For example, we have learnt more about genetics from
studying zoo animals.
4 c For instance, some species which used to be wild are
now only found in zoos.
d
For example, some animals become stressed because of
2
contact with zoo visitors.
Useful language
• Some people think that we should/shouldn’t …
• On the one hand, there are several arguments
for keeping …
• For example, we could …
• On the other hand, there are many arguments
against keeping …
• To sum up, there are clearly arguments for and
against …
• I personally believe that animals should/shouldn’t …
B Use the ideas in the WRITING FOCUS and the
model to help you.
C Check.
Have you used all the notes in the question?
Have you organised your essay into four paragraphs?
Have you supported your arguments with examples?
Have you used linkers to list arguments and show
contrast?
✓ Have you given a personal opinion in the last
paragraph?
✓ Have you checked grammar and spelling?
✓
✓
✓
✓
69
WORD LIST ACTIVITIES
• Students work in pairs. They write anagrams for their
partner, e.g. yalvel (valley), mecialt hacneg (climate change),
olars negyre (solar energy). They can tell their partner the
word category to help them.
M05_FOCUS_SB_03GLB_8099_U05.indd 69
M05_FOC_TB_03GLB_8150_U05.indd 83
• Students prepare gap-fill sentences in pairs, e.g.
A ___ is a large area of ice that moves very slowly.
(glacier)
06/07/2015 18:05
___ lightbulbs are good for the environment. (low-energy).
They exchange with another pair and complete the
sentences.
83
25/01/2016 09:43
FOCUS REVIEW 5
VOCABULARY AND GRAMMAR
LANGUAGE IN USE
1 Complete the sentences with the words in the box.
5 Use the prompts in brackets to complete the sentences.
Exercise 5
1 the/this
problem will get
worse
2 which is an
extinct volcano
3 as soon as he
gets
4 I will be
working on it
5 did not use
to live
6 it may have
been
There are two extra words.
Make any changes necessary.
1 Overpopulation is a serious global problem and
(problem/get/bad) _______ in the future as many
families in Asia are getting bigger and bigger.
2 In 79AD, Vesuvius, (be/still/active) _______ now,
buried the city of Pompeii with ash and lava.
3 An ecologist has climbed up the tallest tree in the park.
He will come down (soon/he/get) _______ a reply from
the town authorities about the park’s future.
4 I must finish this interactive map today. So, if you call me
around 5 o’clock, (I/work/it) _______ in the office.
5 My family (not/use/live) _______ in a great place. We had
a small house in a bad neighbourhood.
6 When I heard a noise in the garden, I thought
(it/may/be) _______ a hedgehog, but I wasn’t sure.
floods ground industrial melt
predict provide vertical
1 If the temperature doesn’t drop tonight, most of the
melt
snow will _________
quickly.
predict the
2 It’s not clear whether anyone can _________
consequences of global warming correctly.
3 Before the 1992 Olympic Games, Barcelona used to be
industrial city and few tourists visited it.
a typically _________
4 Scientists agree that certain human activities, such
floods in many
as cutting down trees, can cause _________
regions of the world.
vertical line shows
5 Look at the diagram, please. The _________
the number of hurricanes in the US every year.
2 Choose the correct options.
1 The town is situated on a small glacier / dam / peninsula,
surrounded by the waters of the Atlantic Ocean.
2 A friend of mine who has a few snakes says that it doesn’t
hurt much when a snake feeds / shakes / bites you.
3 Everyone will benefit with / from / of better air quality
when the factory closes next year.
4 Meteorologists have warned of dense / strong / global
winds in northern England this weekend.
5 Japanese authorities are looking for new projects that
could owe / reduce / guard the risk of tsunami.
3 Complete the sentences with a, an, the or Ø (no
article).
a steep mountain
1 We were going to start climbing ___
a horse.
when we saw ___
a park ranger on ___
the twentieth century, a lot of people moved to ___
–
2 In ___
cities.
a major earthquake to hit
– scientists expect ___
3 In fact, ___
– Los Angeles soon.
___
– running water in ___
the village where my
4 There was no ___
a child.
granddad lived as ___
– Europe isn’t ___
the largest continent in ___
the world.
5 ___
4 Add the information in brackets to the sentences using
6 Complete the text with the correct form of the words
in brackets.
THE ENVIRONMENT
People didn’t use to worry about the environment much
recycling (recycle)
when I was a child. There were no 1________
bins in my town, so we would put all our litter in one
bag and throw it away. The government kept focusing
growth
(grow) so that everyone had a
on economic 2________
well-paid job, a three-bedroom house and a powerful
Deforestation (forest) was just a difficult word to
car. 3________
pronounce and we were not aware of the consequences
of cutting down the rainforests. We didn’t oppose the
destruction (destroy) of wildlife habitats as it was part of
________
4
progress. It took us many years to realise that we won’t
be able to survive as a species without having clean
renewable (renew) energy sources, like solar power,
________
non-defining relative clauses.
5
1 Tokyo is a megacity. (It is the capital of Japan.)
or without stopping global warming. I hope it is not too
2 My grandparents’ cottage is in a great location. (Its
windows overlook a mountain range.)
recovery (recover)
late for our planet to make a full 6________
Tokyo, which is the capital of Japan, is a megacity.
My grandparents’ cottage, whose windows overlook a mountain
range, is in a great location.
after all the damage we have done to it.
3 The company operates on a global scale. (It has been
accused of illegal logging.)
The company, which has been accused of illegal logging, operates
on a global scale.
4 The tribal chief wants to raise awareness of the outside
world. (He studied in Paris.)
The tribal chief, who studied in Paris, wants to raise awareness of
the outside world.
5 People in Liverpool are concerned about the
environment. (Janet opened her shop there.)
70
People in Liverpool, where Janet opened her shop, are
concerned about the environment.
REFERENCES
AUDIO SCRIPT ››› p. 158
• Photocopiable resource 30
(Speaking – 7 mins) p. 180, 218
EXTRA ACTIVITIES
WORKBOOK
M05_FOCUS_SB_03GLB_8099_U05.indd 70
84
• Photocopiable resource 29 (Writing –
12 mins) p. 180, 217
M05_FOC_TB_03GLB_8150_U05.indd 84
Use of English 5.8, p. 65;
Self-assessment 5.9, p. 66
NEXT CLASS
• Ask students to do Self-check 5.10
06/07/2015
in the WB, p. 67.
• Ask students to prepare for Unit test
5 (Focus Assessment Package).
18:05
11/1/16 1:50 PM
M05_F
15 18:05
LISTENING
SPEAKING
7
10 Look at the three posters below. In pairs, describe
CD•2.46 MP3•89 Listen to a radio interview about
monarch butterflies and choose the correct answer,
A, B or C.
them.
11 Look at the diagram. It shows different ways to help
1 What is true about monarch butterflies?
A Most of them live in the United States.
B Many of them stay in Mexico after the winter.
C They migrate from the US to Mexico in winter.
2 How are the monarch butterfly and the milkweed
plant connected?
A The monarch is a threat to the milkweed.
B The milkweed needs the monarch to survive.
C The milkweed is necessary for young monarch
butterflies.
3 Dr Clarke says that people in Mexico
A should stop cutting down the forests.
B shouldn’t use chemicals in agriculture.
C must plant the milkweed in their gardens.
4 Dr Clarke mainly talks about
A the effects of logging on the life of monarch
butterflies.
B why monarch butterflies fly to warmer climates.
C the problems monarch butterflies are facing.
animals. In pairs, follow these steps.
• Talk to each other about the advantages and
disadvantages of these ways of helping animals.
• Decide which is the best way to help animals.
What are the
advantages and
disadvantages
of these ways
of helping
animals?
report
people
who are
cruel to
animals
help out
at animal
sanctuaries
join online
campaigns
WRITING
donate
to animal
charities
adopt pets
from rescue
centres
12 In pairs, ask and answer the questions.
8 Read the exam task and plan your essay. In pairs,
discuss your ideas.
In your English class you have been talking about adopting
a pet. Now your teacher has asked you to write an essay.
Write your essay using all the notes and give reasons for
your point of view.
Is it important for animal shelters to ask people to prove
they have space and time to look after a new pet?
1 What can people do to better protect animal rights in
your country?
2 Some people say that animals should have the same
rights as humans because they have emotions. Do you
agree? Why?/Why not?
3 What are the most popular pets? Why do you think
this is?
4 Why do you think some people keep exotic, and often
dangerous, animals as pets?
Notes
• need to be sure
• love is more important
•
(your own idea)
9 Write your essay in 140–190 words.
2
Save
a life!
HELP US LOOK AFTER WILD ANIMALS.
BECOME A
FRIEND OF THE ZOO!
M05_FOCUS_SB_03GLB_8099_U05.indd 71
H el p th e he dg eh og
sa nc tu ar y. M ake a
do na ti on to day!
Adopt – don’t buy!
71
06/07/2015 18:06
85
M05_FOC_TB_03GLB_8150_U05.indd 85
25/01/2016 09:43
6
6.1 Vocabulary
Parts of the body
Injuries
•
Body idioms
SHOW WHAT YOU KNOW
1 Look at the words in the box. In pairs, take turns to point to a part
GET WELL
of your body and ask your partner to say the word.
bottom cheek chest elbow finger fingernail
forehead heel neck shoulder stomach teeth
tongue waist wrist
Exercise 2
ankle – Cristiano
Ronaldo
calf – Cristiano
Ronaldo
eyebrows – all
jaw – all
knee – Cristiano
Ronaldo, Troy
Polamalu
lips – all
thigh – Cristiano
Ronaldo, Troy
Polamalu
thumb – Cristiano
Ronaldo, Troy
Polamalu, Julia
Roberts, Keith
Richards
•
I can talk about the body and minor injuries.
toe
2 Look at the photos of six celebrities and read the text. In which
photos can you see the parts of the body in the box?
ankle
3
eyebrows
jaw
knee
lips
thigh
thumb
CD•3.1 MP3•90 Each of the celebrities in the photos has insured
a part of their body. In pairs, guess which part. Then listen and
check your ideas.
e
r
a
h
c
u
m
How
?
h
t
r
o
w
y
e
th
An apple a day keeps the
doctor away.
PROVERB
UNIT LANGUAGE
AND SKILLS
Vocabulary:
Show what you know – parts of the body I
parts of the body II
• word families – injuries
• body idioms
• compound nouns and word families –
health issues
• Word in focus – get
•
•
Grammar:
ut what would
nt and looks. B
le
ta
r
ei
th
r
fo
Football
earn big money their appearance changed?
Big celebrities
if
or
lo
ld se a lot of
couldn’t work
advertisers wou
d
an
s
io
happen if they
ud
st
mpanies, film
r body!
clubs, record co es often insure parts of thei
iti
br
money. So cele
TOP FOOTBALL PLAYERS
RISKS: Football injuries are common and
can end a career. Most common injuries are
sprained ankle, thigh, knee and calf injuries,
broken bones and head injuries.
Second Conditional; wish/if only
• Third Conditional
•
Listening:
•
calf
people talking about charity events
Reading:
•
a story about a disease
Speaking:
•
a doctor’s appointment
Who? Cristiano Ronaldo, football player
What is insured? 1 legs
How much? $144 million
Writing:
•
an article
FOCUS EXTRA
Grammar Focus pages 122–123
WORD STORE booklet pages 12–13
• Workbook pages 68–79 or MyEnglishLab
•
•
72
REFERENCES
CULTURE
NOTES ››› p. 148
M06_FOCUS_SB_03GLB_8099_U06.indd
AUDIO SCRIPT ››› p. 159
72
EXTRA ACTIVITIES
86
• Photocopiable resource 31 (parts of
the body – 10 mins) p. 180, 219
M06_FOC_TB_03GLB_8150_U06.indd 86
• Photocopiable resource 34 (Test
yourself pairwork activities), p. 182, 222
• Elicit onto the board a part of
the body for as many letters of the
alphabet as possible, e.g. ankle,
bottom, cheek. Then rub out the
words, leaving only the letters students
Who?
Troy Polamalu, American football player
hair
What is insured? 2
How much? $1 million
were able to find words for. Students
work in pairs. They take turns to call
06/07/2015
out a letter for their partner to say a
part of the body beginning with that
letter. They get one point for each
correct answer. Check the total scores
at the end of 2–3 minutes.
18:08
11/1/16 1:54 PM
M06_F
Go to WORD STORE 6 page 13.
4
Listen again and tick the injuries that are
CD•3.1 MP3•90
mentioned.
1
2
3
4
5
6
get a few cuts ✓ / bruises ✓ / scratches
break your leg ✓ / your nose
/ a rib ✓
sprain your ankle ✓ / your wrist
/ your knee
cut your hand ✓ / your lip
burn your eyebrows
/ your finger ✓
dislocate your shoulder
/ your thumb ✓
6
what your partner can do.
Can you touch your left ankle with your right
wrist?
injuries in Exercise 4.
You can break your leg or your arm
when you go skiing.
CD•3.2 MP3•91 Complete WORD STORE 6A. Label the
picture with the words in Exercise 2. Then listen, check
and repeat.
7 In pairs, use words from WORD STORE 6A to find out
5 In pairs, discuss how people can get the different
WORD STORE 6B
8
CD•3.3 MP3•92 Complete WORD STORE 6B. Use the base
form of the words in red in Exercise 4. Then listen, check
and repeat.
9 Read the questions and cross out the injury that is
impossible or very unlikely.
TV AND FILM STARS
Have you ever:
1 broken your leg / chest / toe?
2 burnt your tongue / fingers / ribs?
3 cut your teeth / lip / heel?
4 dislocated your shoulder / eyebrows / thumb?
5 scratched your knees / neck / hair?
6 sprained your lips / ankle / wrist?
RISKS: Acting is not dangerous like football (except when
the actor insists on doing their own stunts). But for some
film and television roles, the star’s looks are important.
Who? Daniel Craig, actor
What is insured? 3 body
How much? $9.5 million
WORD STORE 6C
10
f
5 18:08
WORD STORE 6A
CD•3.4 MP3•93 Listen to six conversations and choose the
correct options to complete the idioms.
1
2
3
4
5
6
Who? Julia Roberts, actor
What is insured? 4 teeth and lips
How much? $30 million
SINGERS AND MUSICIANS
11
I’m pulling your leg / hair.
She broke his nose / heart.
I laughed my head / mouth off.
Can you give me a hand / an arm?
I couldn’t believe my mouth / eyes.
It’s on the tip of my tongue / teeth.
CD•3.5 MP3•94 Complete WORD STORE 6C. Match the
idioms in Exercise 10 with the definitions. Then listen,
check and repeat.
RISKS: Imagine a singer who loses
her voice or her attractive image, or
a guitarist who can’t use his hands.
Their career would be over.
Who?
Rihanna, singer
What is insured?
5
legs
How much?
$1 million
Who? Keith Richards, guitarist
hands
What is insured? 6
How much? $1 million
• Students discuss other celebrities
and say what parts of the body they
M06_FOCUS_SB_03GLB_8099_U06.indd 73
might insure and why.
73
NEXT CLASS
Ask students to do Show what
you know 6.2 in the WB, p. 70.
06/07/2015 18:08
WORKBOOK
p. 68–69
M06_FOC_TB_03GLB_8150_U06.indd 87
87
25/01/2016 09:45
6.2 Grammar
Exercise 5
The cat comes
into Ron’s house.
The window is
closed and it’s
hot.
The neighbours
play loud music
at night.
His foot hurts.
He doesn’t have
the doctor’s
phone number.
Second Conditional
wish/if only
•
5
I can talk about imaginary situations in the present.
the cat the window the neighbours
his foot the doctor’s phone number
1 What do you know about first aid? Do the quiz. Then compare
your answers with a partner.
6
DR. MAXWELL’S FIRST AID QUIZ
LISTEN TO DR. MAXWELL’S PODCAST TO
CHECK YOUR ANSWERS.
1 If I had a nosebleed, I’d …
hold my nose and look up.
2
✓ hold my nose and look down.
If I burnt my hand, I’d …
✓ hold it under the cold water tap.
3 If I twisted my ankle, I’d …
put it in a bowl of hot water.
put oil on it.
✓ put ice on it.
4 If I got a black eye, I’d …
5
✓ put ice on it.
If a bee stung me, I’d …
put some eye drops in.
6
✓ take some antihistamine tablets.
put a plaster on the sting.
If I cut my finger and it was bleeding, I’d …
✓ wash and dry it and then put a plaster on.
tie something around my wrist to stop the blood flowing.
2
CD•3.6 MP3•95 Listen to Dr. Maxwell’s podcast and check your
answers to Exercise 1.
3 Read GRAMMAR FOCUS I and answer the questions.
Exercise 8
I wish/If only:
2 I lived near the
beach.
3 our teacher
wouldn’t give us
a test every week.
4 I had a
motorbike.
5 I could play the
guitar.
6 my friend would
let me copy his
homework.
CD•3.7 MP3•96 Listen to Ron talking to a friend.
What problems does he have with the following?
You use the Second Conditional to talk about the present or future
result of an imaginary situation.
result
➞
If + Past Simple,
would (’d)/wouldn’t + verb
If I burnt my hand, I’d hold it under the cold water tap.
I’d put ice on the sting if I didn’t have any tablets.
4 Complete the Second Conditional sentences with the correct
form of the verbs in brackets. Then tick the sentences that are
true for you.
(go) home.
1 If I didn’ t feel (not feel) well at school, I ’d go
had
2 If I
(have) hay fever, I’d get
(get) some
antihistamine tablets.
had
3 I ’d take
(take) a cold shower if I
(have) sunburn.
4 If I
had
(have) flu, I
I wish the cat wouldn’t
If only it wasn’t
I wish they wouldn’t
I wish I wasn’t
If only I had
a
b
c
d
e
so hot.
so clumsy.
the doctor’s phone number.
come into the house.
play loud music at night.
a
e
b
c
example of each use in Exercise 6.
GRAMMAR FOCUS II
wish/if only
• You can use wish/if only + Past Simple to say that
you really want a present situation to be different.
I wish I wasn’t so clumsy. 2a, 5c
• You use wish/if only + would + verb to say that
you want somebody’s present behaviour
to change. 1d
I wish they wouldn’t play loud music at night.
Note:
If only is stronger than wish.
Write sentences using I wish or if only to show
that you are not happy with these situations.
1 I’m allergic to nuts.
I wish I wasn’ t allergic to nuts.
Second Conditional
imaginary situation
d
1
2
3
4
5
7 Read GRAMMAR FOCUS II and find another
1 Are the example sentences about real or imaginary situations? imaginary
8
2 Are they about the present/future or the past? present/future
3 Do you have to begin a conditional sentence with if? no
GRAMMAR FOCUS I
CD•3.7 MP3•96 Match the two parts of the
sentences about Ron's problems. Then listen
again and check.
wouldn’t
come (not come) to school.
5 I ’d have
(have) a cat if I wasn’t (not be) allergic to them.
6 If I heard (hear) a mosquito in my room, I wouldn’t be able
(not be able) to sleep.
2
3
4
5
6
I don’t live near the beach.
Our teacher gives us a test every week.
I don’t have a motorbike.
I can’t play the guitar.
My friend won’t let me copy his homework.
9 Complete the sentences so they are true for
you. Then write Second Conditional sentences
to explain your wishes.
1 I wish my parents/sister/brother would/
wouldn’t …
I wish my sister would get her own
laptop. If she had her own laptop, she
wouldn’ t use mine.
2
3
4
5
I wish I had/didn’t have …
If only I was/wasn’t …
I wish I knew …
If only I could …
Grammar
GrammarFocus
Focuspage
page122
122
74
REFERENCES
AUDIO SCRIPT ››› p. 160
M06_FOCUS_SB_03GLB_8099_U06.indd 74
EXTRA ACTIVITIES
88
• Photocopiable resource 32 (Second
Conditional, wish/if only – 15 mins)
p. 181, 220
M06_FOC_TB_03GLB_8150_U06.indd 88
• In pairs, students write as many
sentences as they can with wish/if only
for each of these situations: I haven’t
got any money. I don’t understand my
homework. My friend isn’t speaking to
me. My parents don’t want me to go
to the concert. I can’t sing.
WORKBOOK
p. 70
NEXT CLASS
06/07/2015 18:08
Ask students to find out about different
charity events taking place in their area
or country.
25/01/2016 09:45
M06_F
15 18:08
6.3 Listening
Sentence completion
3
I can identify details in conversations and
talks.
CD•3.9 MP3•98 Put the sentences in the correct order to describe
how Rob is going to raise money for charity. Then listen and check.
1 Rob is taking part
4
1 Read UK TODAY and answer the questions.
1 How much do UK charities raise every year?
2 How many people donate money?
3 What do people do to raise money?
3
9
2
6
7
UK TODAY
and asks his friends to sponsor
Exercise 1
8 the page with people who will donate money
5
1 over £10 billion
2 over half the
adult population
3 They run
marathons, do
bike rides, watch
telethons.
money for charity. He sets up a webpage
online. Rob will then send the money to the charity.
in a cycle race and he wants to raise
memory of his grandfather, who died from a heart
attack. He’s going to share
him. He explains that he’s doing it in
4 Complete the questions with the words in the box.
Did you know that people donate more than
£10 billion to UK charities every year?
for
Who donates money?
What sort of events raise the most money?
London Marathon
London to Brighton
Cycle
• 25,000 participants ride
100 kilometres.
• The event has raised over
£50 million for the British
Heart Foundation.
Red Nose Day
• Twelve million viewers
watch a TV ‘telethon’
organised by British
comedians.
• Over £750 million has
been raised so far.
in
money
to
webpage
Have you ever …
1 taken part
in
a fundraising event?
2 raised money
for your school?
friend
3 sponsored a
or a family member?
4 set up a webpage ?
to
5 donated money
a local charity?
for
6 trained
an important sporting event?
• Over half the adult population.
• The average amount is £10.
• Over ten percent of people donate online.
• 130,000 participants
run a marathon around
London.
• Over £500 million has
been raised for various
charities.
friend
5 In pairs, ask and answer the questions in Exercise 5.
EXAM FOCUS Sentence completion
6
Listen to someone talking about a charity and
complete the sentences with a word or short phrase.
CD•3.10 MP3•99
1 The speaker mentions an illness which people are dying
Africa .
from in ________
medicine/
vaccine to treat this
2 Unfortunately, we don’t have the right ________
illness yet.
air
3 This illness isn’t passed to other people through the ________
.
4 The school previously organised a charity event for a
hospital .
children’s ________
£5000 from the event.
5 The school hopes to get at least ________
walk
6 The event involves a very long ________
.
4.30
7 The event should be finished by ________
.
7 In pairs, think of charity events that take place in your country or
local area. How do they raise money and what do they use it for?
PRONUNCIATION FOCUS
8 Say the words. Then cross out the one word in each group that
has a different vowel sound.
2
Listen to two conversations and
a news report and choose the correct options.
CD•3.8 MP3•97
1
2
3
4
5
cheek
heel
knee
heart
waist
hay calf
sprain
ice
rib
wrist
sting
burn
thumb work
hurt
view
blood bruise
flu
1 Rob is doing the London Marathon /
London to Brighton Cycle Ride.
2 Rob’s grandfather / grandmother died of
a heart attack.
9 CD•3.11 MP3•100 Listen, check and repeat.
3 Rob is training for the event by going for a run /
to the gym.
WORD STORE 6D
4 Rob’s mother wants to buy him a new bike / helmet.
10 CD•3.12 MP3•101 Complete the compound nouns in WORD STORE
5 The London to Brighton Cycle Ride is more than
6D with the words in the box. Check if the noun is one word or
thirty / forty years old.
two. Then listen, check and repeat.
6 The London to Brighton Cycle Ride is for people
who are 40–75 / 14–75 years old.
75
REFERENCES
CULTURE NOTES ››› p. 148
M06_FOCUS_SB_03GLB_8099_U06.indd 75
AUDIO SCRIPT ››› p. 160
EXTRA ACTIVITIES
With books closed, write the numbers
from the UK Today texts on the board
M06_FOC_TB_03GLB_8150_U06.indd 89
under the heading Charity in the UK
(£10 billion, £10, £500 million,
£50 million, £750 million, 130,000
participants, 25,000 participants,
12 million viewers, 100 kilometres).
Students speculate about what each
number might refer to. Then they read
and check their guesses.
• Before Ex. 7, discuss with the class
18:08
what they found out about06/07/2015
local charity
events.
WORKBOOK
p. 71
89
25/01/2016 09:45
6.4 Reading
Multiple choice
EXAM FOCUS Multiple choice
I can find specific detail in an article.
4 Read the article again. For questions 1–5, choose the
correct answer, A, B, C or D.
1 The students went to visit Hope because
A she was ill.
B she needed some work from school.
C they didn't know why she was away.
D they lived near her village.
2 Hope’s mother realised that Hope had malaria
A because the herbal medicine didn’t work.
B after a really hot day in the sun.
C because Hope stopped eating.
D when Hope began to vomit.
3 Who understood the situation and knew what to do?
A Hope
B Hope’s mother
C Hope’s father
D nobody
4 What worried Hope’s friends most when they saw her?
A They thought they might catch malaria.
B Hope wasn’t sleeping.
C Hope wasn’t getting better.
D Hope’s bed didn’t have a mosquito net.
5 What is the main message of this story?
A Malaria is a deadly disease.
B Hope is a very lucky girl.
C Learning about malaria can save lives.
D Doctors enjoy treating malaria.
1 In pairs, decide if the statements are true (T) or false (F).
1 A child dies from malaria every hour.
2 Malaria is contagious – you can catch it from other
people.
3 You can only get malaria from a female mosquito.
4 Mosquitoes bite mainly in the afternoon.
5 If you get malaria, you will die – there is no
treatment.
F
F
T
F
F
2 Read the leaflet and check your answers to Exercise 1.
HOW TO END MALARIA
THE PROBLEM
• Malaria kills one million people every year.
• A child dies from malaria every sixty seconds.
• Malaria keeps more kids out of school than
any other disease.
THE FACTS
5 Replace get in the sentences with the correct form of
• Malaria is not contagious.
the verbs in blue in the article.
• You can only catch malaria from a female
mosquito.
• Mosquitoes bite mainly at night.
THE SOLUTION
• Education! Education! Education!
• Help us to raise money to educate kids about
malaria and buy medicine and mosquito nets!
1 You can’t get /catch malaria from other people.
2 You get / develop symptoms such as headaches,
fever and vomiting.
fall
3 If you get /
ill with malaria, you need
medicine immediately.
4 Doctors can give you an injection and get / prescribe
you medicine that will cure you.
5 With the right medicine, you can get better / recover
.
6 Complete the questions with the correct form of the
• We can prevent malaria.
verbs in blue in the article.
• We can cure malaria.
3 Read the article on page 77 and answer the questions.
1 When was the last time you caught a cold or
fell
ill?
develop
2 What symptoms did you
?
3 Did a doctor examine you, prescribe
any medicine or
give you an injection?
recover
4 How long did it take you to
?
Who:
1 visited Hope’s village? Hope’s classmates
2 was sick with malaria? Hope
7 In pairs, ask and answer the questions in Exercise 6.
3 gave Hope herbal medicine? Hope’s father
4 took her to the hospital? Hope’s mother
WORD STORE 6E
5 had died from malaria two years before? Hope’s baby brother
8 CD•3.14 MP3•103 Complete the table in WORD STORE
6 gave Hope an injection? a doctor
6E with the correct noun or verb. Then listen, check and
7 told Hope where to get a free mosquito net? Hope’s classmates
repeat.
76
REFERENCES
CULTURE NOTES ››› p. 148
M06_FOCUS_SB_03GLB_8099_U06.indd 76
EXTRA ACTIVITIES
90
• Photocopiable Resource 33 (disease –
10 mins) p. 181, 221
• Students write more multiple-choice
M06_FOC_TB_03GLB_8150_U06.indd 90
questions about the text in pairs. They
exchange with another pair and answer
the questions. Check answers with the
whole class.
• Students work in pairs and roleplay
an interview. Student A is one of
Hope’s classmates and Student B
is a journalist. They talk about what
happened.
WORKBOOK
06/07/2015 18:08
p. 72–73
25/01/2016 09:45
M06_F
15 18:08
A STORY OF HOPE
CD•3.13 MP3•102
Hope is a sixteen-year-old girl who got malaria and
recovered. Her classmate tells her story here.
Hope was one of the best students in our class. But she had
5
with malaria and died.
At the hospital, the doctor had examined Hope and diagnosed
worried. We decided to go to her village and find out what
malaria. He had given her an injection and prescribed some
was wrong.
medicine. And now she was getting better thanks to the
treatment.
When we arrived, Hope’s mother told us that Hope was
25
We asked if we could see her. We weren’t worried about
malaria could be. We asked how it had started. Hope’s
catching the disease – we knew that malaria was not
mother explained, ‘One evening, Hope was really hot and
contagious. At school we had learnt that you catch malaria
had terrible headaches. She had no appetite. This went on
at night, from female mosquitoes. So we were upset to see
for a few days. We thought that she had been in the sun too
that Hope was sleeping without a mosquito net.
long. My husband gave Hope some herbal medicine, but
it didn’t help. Her condition began to get worse and
she developed new symptoms. The fever got higher and
she started vomiting. At this point, I was sure she had malaria,
15
child. Two years before, Hope’s baby brother had fallen ill
20
been absent from school for several weeks and we were
sick with malaria. We were shocked – we knew how serious
10
took Hope to the hospital. She didn’t want to lose another
but I didn’t know what to do.’
30
We told our friend about a place where her parents could get
free mosquito nets. We told her we wanted her to come back
to school soon. We know that she was very lucky to recover
from this disease that kills one baby every sixty seconds.
Fortunately, we had learnt about malaria at school, and Hope
told her mother that she needed medicine quickly. Her mother
Real Life Stories • 2 April
77
NEXT CLASS
• Ask students to do Show what you
M06_FOCUS_SB_03GLB_8099_U06.indd 77
know 6.5 in the WB, p. 74.
• Ask students to think about disaster
films or books where something went
wrong, e.g. Titanic, The Impossible,
M06_FOC_TB_03GLB_8150_U06.indd 91
The Perfect Storm. They write down
the titles.
06/07/2015 18:09
91
25/01/2016 09:45
6.5 Grammar
Third Conditional
I can talk about imaginary situations in the past.
1
CD•3.15 MP3•104 Read and listen to an incredible
survival story. What two decisions did Simon Yates have
to make? Do you think he made the right decisions?
He had to decide (1) whether to leave Simpson with a broken leg and
(2) whether to cut the rope.
DECISION TIME
In
5
10
1985, two young climbers, Joe Simpson and Simon
Yates, were the first climbers to climb the west
face of the Siula Grande Mountain in the Andes. But as
they were coming down the mountain, Simpson fell and
broke his leg badly. Yates had to make a terrible decision:
should he leave his friend or should he try to get him down
the mountain? He chose the second option. If he had left
his friend, Simpson would have died. Yates tied himself
to Simpson with a rope and they slowly came down the
mountain together. Then disaster struck again. Simpson fell
and was hanging over a cliff. Yates couldn’t hold him. He
15
found his penknife and decided to cut the rope. Simpson
fell twenty-five metres. Yates returned to base camp alone.
He was sure Simpson was dead. But he also knew that if
he hadn’t cut the rope, he would have fallen and died too.
Miraculously, Simpson didn’t die. He pulled himself slowly
along the ground with a broken leg for three days and nights.
He arrived back at base camp just in time. Yates would have
already left if Simpson had arrived a few hours later.
Exercise 2
1 If Yates had left
Simpson with a
broken leg, he
would certainly
have died.
2 If Yates hadn’t
cut the rope, he
would have fallen
to his death.
3 Yates would
have already left
if Simpson had
arrived a few
hours later.
2 Answer the questions about the story.
1 Why didn’t Yates leave Simpson when he broke his leg?
2 Why did Yates cut the rope?
3 Why did Simpson arrive at base camp ‘just in time’?
3 Read the GRAMMAR FOCUS and underline the three
Third Conditional sentences in the story.
A
In 2003, Aron Ralston went hiking alone in a canyon in Utah.
He trapped his arm under a rock and couldn’t move. He had
a penknife. He cut off his own arm. Ralston survived.
B In 1996, Pete Goss was leading a round-the-world yacht
Third Conditional
race. During a terrible storm, he got an emergency call.
Another competitor, Rafael Dinelli, was in trouble and
Goss’s boat was the only one in the area. Goss turned
back. He saved Dinelli’s life but lost the race.
You use the Third Conditional to talk about the imaginary
past result of an imaginary past event.
imaginary past event
➞
imaginary past result
would/wouldn’t have +
past participle
… if he hadn’t cut the rope, he would have fallen and died too.
(real past event: he cut the rope ➞
real past result: he didn’t fall and die)
1 wouldn’t have
broken
2 hadn’t broken,
would have come
down
3 had been able,
wouldn’t have
had to
4 wouldn’t have
been able, hadn’t
found
5 wouldn’t have
left, had known
and write Third Conditional sentences to describe
alternative outcomes for each story.
GRAMMAR FOCUS
If + Past Perfect,
Exercise 4
5 Read three more survival stories. Use your imagination
4 Complete the Third Conditional sentences about the
story with the correct form of the verbs in brackets.
1 If Simpson hadn’ t fallen (not fall), he
(not break) his leg.
(not break) his leg, the climbers
2 If Simpson
(come down) the mountain without
a problem.
(be able) to hold Simpson, he
3 If Yates
(not have to) cut the rope.
(not be able) to cut the rope if he
4 Yates
(not find) a penknife.
(not leave) Simpson on the mountain
5 Yates
(know) he was still alive.
if he
C
In 1972, the pilot of a plane carrying a Uruguayan rugby team
miscalculated his position and crashed 3,600 metres up in the
Andes. The plane was white and the rescue teams couldn’t see it.
There was no food and the survivors had to eat their dead team
mates. Only sixteen people survived.
A If Ralston had gone hiking with a friend, his
friend would have helped him.
6 In pairs, compare your sentences from Exercise 5. Then
discuss: which story do you like best?
7 In pairs, complete the Third Conditional sentences.
1
2
3
4
5
… I would’ve been much happier.
… I would’ve had a great weekend.
… I wouldn’t have felt so tired this morning.
… I wouldn’t have enjoyed it.
… I wouldn’t have bought one.
If I had got a bike for my last birthday,
I would’ve been much happier.
Grammar Focus page 123
78
REFERENCES
CULTURE NOTES ››› p. 148
M06_FOCUS_SB_03GLB_8099_U06.indd 78
EXTRA ACTIVITIES
92
• Photocopiable resource 34 (Test
yourself pairwork activities), p. 182, 222
M06_FOC_TB_03GLB_8150_U06.indd 92
• Students talk about the disaster
films or books they noted down. They
briefly say what went wrong and then
they write Third Conditional sentences
about them, e.g. If there had been
more lifeboats on the Titanic, more
people would have survived.
WORKBOOK
p. 74
06/07/2015 18:09
25/01/2016 09:45
M06_F
15 18:09
6.6 Speaking
A doctor’s appointment
2 Cross out the options that are impossible or unlikely.
I can talk about health, illness, symptoms and
treatment.
1
1 Do you feel well / dizzy / temperature today?
2 Do your knees / feet / eyebrows hurt sometimes?
3 Did you have a sore throat / a headache / a diet
yesterday?
4 Have you ever had a virus / a hospital / a rash?
5 What is the best thing to do if your tooth / ankle / wrist
is swollen?
6 When was the last time you had a pain in your neck /
hair / chest?
CD•3.16 MP3•105 Read the Symptoms section in the
SPEAKING FOCUS, look at the pictures and complete
the sentences. Then listen, check and repeat.
3 In pairs, ask each other about health and illness. Choose
three questions from Exercise 2 or use your own ideas.
3 I’ve got a temperature
.
sore
5 I’ve got a
sick
2 I feel
1 I’ve got a rash .
4 I feel
throat.
.
dizzy
Diagnosis
When did the pain start?
I’m going to examine you/1 take your temperature.
a blood test.
Open
wide.
Lie down, please.
I think you’ve got indigestion/flu/an infection/a virus.
You’re probably allergic to …
If I press here, does it hurt?
CD•3.17 MP3•106 Choose the correct options to
complete the conversation. Then listen and check.
Doctor:
Andrew:
Doctor:
Andrew:
Doctor:
Andrew:
Doctor:
Hello, Andrew. What’s the problem?
I’ve got a 1 pain / sore in my chest.
I see. And when did it start?
A few days ago.
Do you have any other 2sicknesses / symptoms?
Yes, sometimes my stomach 3hurts / is dizzy.
And how are you feeling now? Have you got
a headache? Do you 4have / feel dizzy?
Andrew: No, I feel OK. But when I have a stomach ache,
I feel a bit 5sick / hurt.
Doctor: I see. And do you have this 6illness / pain all the
time?
Andrew: No, I get it in the evening after dinner and
sometimes after lunch.
Doctor: Aha. OK, I’m going to examine you.
6 My thumb is swollen .
SPEAKING FOCUS
3
4
.
Symptoms
I’ve got a pain in my chest/back/leg.
I’ve got a headache/a stomach ache/a temperature/
a sore throat/a cough/a runny nose/a rash.
I feel ill/dizzy/sick/very weak.
My stomach/arm/neck hurts.
My ankle/thumb/toe is swollen.
do
I’m going to 2
Breathe in and out.
A: Do your feet hurt sometimes?
B: Not really. Only when I wear new shoes.
5
Listen to the second part of the
conversation and answer the questions.
CD•3.18 MP3•107
1 What does Andrew think the problem is? a heart attack
2 What does the doctor think the problem is? indigestion
3 What does the doctor suggest? eat more slowly, drink more water
6
and take a tablet after each meal
Complete the SPEAKING FOCUS with
the verbs in the box. Then listen again and check.
CD•3.18 MP3•107
do
give
make
open
take
take
7 In pairs, do a roleplay. Use the SPEAKING FOCUS to
help you.
Student A: You’re a student. You are doing a language
course in the UK. You fall ill and go to see a doctor. Tell the
doctor your symptoms and answer any questions.
Student B: You’re a doctor. Your patient is a foreign
student. Find out about his/her symptoms, ask questions
and give advice.
Treatment
You should eat more slowly/go on a diet.
You need to drink more water.
I’m going to 4
give
I’m going to 5
make
6
Take
you a prescription.
an appointment for you.
one tablet after each meal.
79
REFERENCES
AUDIO SCRIPT ››› p. 161
M06_FOCUS_SB_03GLB_8099_U06.indd 79
EXTRA ACTIVITIES
• Discuss the silent letters and
pronunciation questions with the
class and remind students throughout
M06_FOC_TB_03GLB_8150_U06.indd 93
the lesson as necessary: thum(b),
temp(e)rature, (w)rist, ne(c)k, si(c)k;
stomachache, headache – ‘ch’ = ‘k’,
cough – ‘gh’ = ‘f’.
• Students read the conversation in
Ex. 4 again and roleplay it.
WORKBOOK
p. 75
06/07/2015 18:09
93
25/01/2016 09:45
6.7 Writing
An article
1 Read the announcement in an international
students’ magazine. In pairs, discuss the
questions.
I can write an article for a student magazine.
1 What do you think are the advantages and
disadvantages of being a doctor or a nurse?
2 Who would you choose to write about? What
would you mention in your article?
This week’s profile:
the medical profession
Exercise 2
1 Because he has
overcome the
difficulties and
graduated.
2 He’s patient,
understanding
and cares about
people.
3 He/She can’t
stand the sight of
blood and gets
dizzy if he/she
has an injection.
4 a long time to
study, working
long hours,
difficult subject
2 Read the article and answer the questions.
As you know, every week we publish articles about people in
different professions and this week it’s the turn of the medical
field! So, if someone in your family or someone you know is in
the medical profession, we’d like you to send us an article and
tell us something about him/her.
1 Why is Micky’s family proud of him?
2 What qualities does Micky have that make
him a good doctor?
3 Why couldn’t the writer be a doctor?
4 What difficulties of becoming and being
a doctor are mentioned?
mily!
fa
A doctor in the
After studying for an enormously long time,
my brother has now graduated and we are
very lucky to have a doctor in the family! My
mum and dad, and me and my sisters are all
interested in arts and languages. No one in the
family has ever taken Medicine as a subject
before – it’s so difficult and takes such a long
time to study. So, we’re all very proud of him. As
well as this, we have a doctor of our own to ask
about any medical problems we have! How good
it that?
I think Micky will make an excellent doctor.
He’s patient and understanding and he cares
a lot about people. He’s already helped at car
accidents and done some minor operations. I
admire him very much. I can’t stand the sight of
blood and I get dizzy if I have an injection, so I
could never do what he does!
Micky says he wants to wants to work in
hospitals where he can help people with
serious illnesses. Although he knows doctors in
hospitals work very long hours, he doesn’t mind.
In my opinion, it’s wonderful if you can have
a job that you really enjoy and Micky’s found
one. I just hope he isn’t SO busy that the rest of
us have to make an appointment to say hello!
80
94
EXTRA ACTIVITIES
WORKBOOK
NEXT CLASS
Before the Writing task, students work
M06_FOCUS_SB_03GLB_8099_U06.indd 80
in groups
to plan the article together.
They decide what information to
include, in what order and which
phrases from the Writing focus to use.
p. 76
Ask students to study the Word list on
06/07/2015
p. 133.
M06_FOC_TB_03GLB_8150_U06.indd 94
18:09
25/01/2016 09:45
M06_FO
15 18:09
3 Complete the WRITING FOCUS with the words and
phrases in pink in the article.
WRITING FOCUS
An article
Title
• Try to give your article a catchy title.
1
Writing task
You have seen this announcement about an article
writing competition on an international students’
website.
A doctor in the family!
Body
• Engage the reader by addressing them directly at times
(e.g. ask a question).
2
We are looking for articles about people’s favourite
TV doctor or nurse. Write an article about YOUR
favourite character saying what makes him or her
so special and you could see your article on out
website!
How good is that?
• Show a range of vocabulary and avoid repeating words.
proud
We’re all very 3
of him.
admire
I4
him very much.
• Use a range of linking expressions.
• to add something: 5
As well as this
Although
• to show a contrast: 6
so
• to show a result: 7
Ending
• Write an ending that is funny or interesting.
8
Do you enjoy TV medical soaps?
the rest of us have to make an appointment to say hello!
4 Complete the sentences with the words and phrases
from the box.
although
wellinasmy but
in mysoopinion so
as
well as as
but
opinion
1 She studied medicine in London. She also studied in
Paris. As well as this she studied for a year in New York.
In my
2 I think she’s the best doctor in the hospital. opinion she
should get promotion!
but
3 The medicine was expensive,
he still bought it.
4 Because visiting hours at the hospital finished at 4.30,
we couldn’t see my mum. It was getting dark,
so
we took a taxi home.
A
Write your article in 140–190 words. Follow these
steps.
•
•
•
•
Give your article a catchy title.
Start with a sentence that will interest the reader.
Say who you are writing about.
Explain which programme he/she is in and what
their job is.
• Describe the good (and maybe bad) points about
the person.
• Say what his/her colleagues and patients think
about him/her.
• Summarise why he/she is your favourite character.
Useful language
• I’m a real medical soap addict. I don’t usually
watch medical soaps, but ...
• The person I’ve chosen is …
• I never miss an episode.
• I absolutely love her because …
• Her work involves ….
• She isn’t always popular because …
• If she ever leaves the programme, I’ll be …
• I wish my doctor were like her!
B Use the ideas in the WRITING FOCUS and the
model to help you.
C Check.
✓
✓
✓
✓
✓
✓
✓
Have you given your article an interesting title?
Have you addressed the reader directly?
Have you organised your article into paragraphs?
Have you avoided repetition?
Have you used a range of linking words?
Have you given your article an interesting ending?
Have you checked grammar, spelling and
punctuation?
81
WORD LIST ACTIVITIES
• Divide the class into teams. Call out a category e.g.
M06_FOCUS_SB_03GLB_8099_U06.indd
81
health issues, injuries
, body idioms, parts of the body.
The teams write down as many words as they can for that
category. The team with the most words writes them on the
board and gets one point for each correct answer. Other
teams add other words they have. Check spelling and
M06_FOC_TB_03GLB_8150_U06.indd 95
pronunciation. Continue with more categories.
• Students play a memory game. On the board, write:
Doctor, I’ve got a problem, I … Student 1 completes
the
06/07/2015 18:09
sentence in any way he/she wants. Student 2 repeats his/
her answer and adds another problem. Student 3 repeats
what they said and adds his/her own idea, etc.
95
25/01/2016 09:45
FOCUS REVIEW 6
VOCABULARY AND GRAMMAR
LANGUAGE IN USE
1 Complete the sentences with the correct form of the
5 Complete the second sentence so that it has a similar
Exercise 5
1 you could take
2 wouldn’t have
reached
3 who has been
sick
4 he develops
new symptoms
5 my brother
would tell me
words in capitals.
meaning to the first.
dislocate their
1 It’s quite common for a sportsperson to ________
elbow or shoulder during a game. LOCATE
2 The government want to lower speed limits as part of
safety campaign. SAFE
a new road ________
diagnosis –
3 It’s too early to make an absolutely certain ________
we’re waiting for more test results. DIAGNOSE
recovery
4 John will need a few months to make a full ________
after the car accident. RECOVER
bleed , she felt weak and
5 When her nose started to ________
had to sit down. BLOOD
1 It’s a pity you can’t take part in the first aid training.
If only ________ part in the first aid training.
2 Mark reached the hospital on time only because he had
left home very early.
If Mark hadn’t left home very early, he ________ the
hospital on time.
3 Kim’s still recovering from flu. She’s been sick for a month.
Kim, ________ for a month, is still recovering from flu.
4 If he doesn’t develop new symptoms tonight, we’ll be
able to save his life.
We’ll be able to save his life unless ________ tonight.
5 My brother never tells me when he’s angry with me.
I wish ________ when he’s angry with me.
2 Complete the sentences with words from the unit. The
first letter of each word is given.
xamine
1 What’s the name of the doctor who’s going to e________
ip
me? Oh, it’s on the t________
of my tongue.
escue
2 The r________
team arrived minutes after the accident.
ain
3 If you feel a p________
in your chest, call an ambulance
ttack
immediately – it might be a heart a________
.
upport
4 If you want to express your s________
for the campaign,
onate
d________
some money or second-hand clothes.
5 The accident looked serious but, in the end, Jo just got
cratches on her arms and twisted her a________
nkle
a few s________
.
3 Complete the sentences with the correct form of the
verbs in the box.
can have not call not let sponsor
Exercise 4
1 wouldn’t have
helped, hadn’t
raised
2 hadn’t gone,
wouldn’t have felt
3 would have
learned, had
done
4 had put, would
have stopped
5 would have
won, hadn’t lost
1 If I painted my lips bright red, I’m sure that my teacher
wouldn’t let me stay in the classroom.
_________
2 My mum often worries about everyone. If only she
wouldn’t
call me so often.
_________
3 I want to go to New York to run the marathon. I wish
would
sponsor my attempt.
someone _________
had
4 My school is very small and old. I wish it _________
a sports centre with a swimming pool.
could
5 I hate cycling to school. If only I _________
get a driving
licence at the age of sixteen.
4 Match the sentence halves. Then complete the Third
Conditional sentences with the correct form of the verbs
in brackets.
d
1
2
3
4
5
We _________ (not help) so many families
If you _________ (not go) on such a strict diet,
You _________ (learn) how to treat a cut,
If Andy _________ (put) some ice on his head,
Sally _________ (win) the singing competition
a
b
c
d
e
if you _________ (do) a first aid course.
he _________ (stop) the bleeding.
if she _________ (not lose) her voice last week.
if we _________ (not raise) so much money for the charity.
you _________ (not feel) dizzy yesterday.
e
6 Read the text and choose the correct answer, A, B, C
or D.
VEGETABLES AND VITAMINS
I don’t think I was a very fussy eater as I child. I simply
didn’t like carrots, broccoli or other vegetables. After eating
my meat and potatoes quickly, I would spend hours looking
at the handful of peas on my plate. My mother, like most
parents, would force me 1_____ everything. She wouldn’t
let me go even when I held my stomach and said I had
2
_____ .
At that time I didn’t know that my mum wanted me to eat
vegetables to make sure that I was getting all the vitamins
I needed. She was so worried about my health that every
now and then she made 3_____ at the doctor’s and asked
him to do a blood test on me. Blood tests were even worse
than broccoli, as I’ve been afraid of injections all my life.
Even today, I wish my mum hadn't been so concerned about
me. After all, I’m a healthy adult.
A few days ago, I found a book about the history of
science. I couldn’t 4_____ when I found a chapter
explaining that some 100 years ago people didn’t know
anything about vitamins! It was a Polish-born scientist,
Kazimerz Funk, who formulated the concept of vitamins in
1912. It was a great discovery, but I keep thinking that if
Funk 5_____ vitamins, my mum wouldn’t have made me eat
all those vegetables!
a
b
c
1 A eat
B eating
2 A a rash B indigestion
3 A an appointment
B a diagnosis
4 A pull my leg
B believe my eyes
5 A didn’t discover
B would discover
C
C
C
D
C
D
C
D
to eating D to eat
hay fever D an infection
a prescription
an injury
give me a hand
laugh my head off
hadn’t discovered
haven’t discovered
82
96
EXTRA ACTIVITIES
WORKBOOK
NEXT CLASS
• Photocopiable resource 35
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(Speaking
– 7 mins) p. 182, 223
• Photocopiable resource 36
(Writing – 7 mins) p. 182, 224
Use of English 6.8, p. 77;
Self-assessment 6.9, p. 78
• Ask students to do Self-check 6.10
06/07/2015
in the WB, p. 79.
• Ask students to prepare for Unit test
6 and Review test 3 (Focus Assessment
Package).
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READING
SPEAKING
7 Read the article and choose from the sentences
8 In pairs, discuss the questions.
(A–F) the one which fits each gap. There is one extra
sentence.
ALL ABOARD THE SMILE TRAIN!
S
1 What do you do to get better when you have a cold?
2 What do you do to relax after a stressful day?
3 Do you ever worry about your health? Why?/Why not?
WRITING
mile Train is a charity that is dedicated to helping the
millions of children around the world, including India,
who suffer from a specific facial defect. The defect occurs
when a baby’s top lip or mouth doesn’t form properly before
F
The charity provides free surgery, which
birth. _____________
1
gives these children a new smile and with it, new hope and
a new beginning.
Children with the defect certainly need all the help they can
get. Although many sufferers are accepted by their families,
sadly, others are not. In India children with this defect are
often abandoned at birth because their parents feel ashamed
of them or cannot afford the surgery that will improve their
lives. The good news is that the surgery which can change
C
The
a child’s life forever is not complicated. 2_____________
charity raises money to buy medical supplies and finds the
9 Write answers to the following questions.
1 Why is it important to know something about first aid?
2 What do you remember from the first aid quiz in lesson 6.2?
10 You have seen this announcement in an international
students’ magazine.
Have you ever given first aid or seen
someone else give it?
We’re looking for articles about times when first aid
really helped people.
Write an article about your experience, saying what
happened and why knowledge of first aid was
important. Your article could be in the magazine!
right medical volunteers to perform the surgery.
A Smile Train doctor from the UK said, ‘Each child who
has surgery is given a second chance at life. After years
Write your article in 140–190 words.
of living their lives in isolation, the children can finally go
to school and be happy. Every year I go to India, where I
have performed hundreds of surgeries free of cost through
Smile Train. Some of the stories I have heard are quite
B
Luckily for her, she was found
shocking. 3_____________
hungry and crying by a passenger who took her home and
adopted her. This lady then heard about Smile Train and
brought the baby to our hospital. I felt honoured to perform
A
I know that I am making a real
the surgery. 4_____________
difference in the world and that is more important than
making money all the time.’ The doctor continued, ‘There
are many benefits, and not just for the child. The family no
longer feels shame and it’s good for the medical community
too. Experienced doctors like me share our skills with local
E
doctors. 5_____________
A I cannot describe the satisfaction and joy I feel when
I help a child.
B One newborn baby girl was found abandoned on a train.
C It takes only forty-five minutes and costs the family
nothing, thanks to Smile Train.
D This doctor has changed many lives for the better.
E In this way we make sure that this surgery will always be
available.
F Eating and drinking is very difficult for these babies, and
their families are often unable to cope with the problem.
83
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7
7.1 Vocabulary
Television • Modifiers with base and extreme
adjectives
I can talk about and give my opinion about TV programmes.
SHOW WHAT YOU KNOW
IN THE
SPOTLIGHT
1 In pairs, discuss how often you watch these different types of
TV programmes.
1
2
3
4
5
chat shows
documentaries
TV series
music programmes
the news or current affairs
6
7
8
9
10
quiz or game shows
reality shows
sitcoms
soap operas
sports programmes
2 In pairs, discuss the questions.
1 How many hours a week do you spend watching TV?
2 Who watches television the most/least in your family?
3 What is your favourite/least favourite TV programme at the moment?
Exercise 4
1 The other
contestants vote
them off.
2 by telephone,
by text or online
3 four
4 over twelve
5 They coach the
contestants.
6 Survivor:
$1 million,
American Idol:
$1 million,
The X Factor:
£5 million
Most people buy the highest
quality television sets, only
to watch the lowest quality
television shows.
JAROD KINTZ (B.1982),
A SELF-PUBLISHED AUTHOR
UNIT LANGUAGE
AND SKILLS
3 Look at the photos of some popular reality shows and answer
the questions.
1 Do you have them in your country?
2 Which reality shows do you watch?
4 Read the text and answer the questions.
1
2
3
4
5
6
How are contestants eliminated from Survivor?
Survivor
How can viewers vote for their favourite contestant in American Idol?
How many judges are on the panel in American Idol?
How old do you have to be to audition for The X Factor
Factor?
How do judges help the contestants in The X Factor
Factor?
What can you win on each show?
Vocabulary:
Show what you know – TV programmes
TV shows
• word families; modifiers with base and
extreme adjectives
• words with two meanings; phrasal verbs
• Word in focus – in
•
•
Grammar:
•
Reported Speech – statements,
questions and imperatives
Listening:
•
people talking about viral videos
Reading:
•
a text about vlogging
Speaking:
•
asking for permission; polite requests
Writing:
•
a review of an event
FOCUS EXTRA
Grammar Focus pages 124–125
WORD STORE booklet pages 14–15
• Workbook pages 80–91 or MyEnglishLab
•
•
84
REFERENCES
CULTURE
NOTES ››› p. 149
M07_FOCUS_SB_03GLB_8099_U07.indd
AUDIO SCRIPT ››› p. 161
84
EXTRA ACTIVITIES
98
• Photocopiable resource 37
(TV shows – 15 mins) p. 182, 225
M07_FOC_TB_03GLB_8150_U07.indd 98
is a type of TV
programme that
presents situations
without scripts
5 and uses unknown
people instead of
professional actors.
The producers of
these programmes
10 guarantee
entertainment by
choosing interesting
people and editing the
episodes carefully.
15 Here are three of the
most popular:
SURVIVOR
A group of sixteen to twenty people from
different backgrounds are sent to a tropical
island and divided into tribes. The tribes
20 have to win challenges. Contestants vote off
tribe members until only one final contestant
remains and wins the title of Sole Survivor
and a prize of $1 million. All players receive
$10,000 to appear on the reunion show.
• Photocopiable resource 40 (Test
yourself pairwork activities), p. 183, 229
• Students write a description of
a reality TV show. They include
information about the participants, past
winners and the other people involved
and what participants have to do. The
rest of the class guess the name of the
show.
06/07/2015
• Students number the TV programmes
in Ex. 1 in order of preference (1 is their
favourite and 10 is their least favourite).
They compare with a partner.
18:11
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M07_F
5 18:11
Go to WORD STORE 7 page 15.
5
CD•3.19 MP3•108 Listen to an interview with a media
expert and choose the correct answer, A, B or C.
WORD STORE 7A
According to the interview, people watch reality TV because …
A they like watching talented people.
B they don’t like regular TV series.
C they are interested in the characters.
6
Listen again and answer the questions.
Write P (Presenter) or R (Ruth Wilson).
CD•3.19 MP3•108
Who thinks that reality shows:
1 are absolutely fascinating?
2 have contestants who are rather unpleasant?
3 have contestants who are absolutely awful?
4 aren’t as enjoyable as a really good detective series?
5 are quite similar to a well-written TV series?
6 have contestants who are extremely talented?
8
9 Complete the facts with the correct form of the words in
WORD STORE 7A.
1 China has the largest number of TV viewers – 1.2 billion.
2 The BBC was the first European network to broadcast in
colour in 1966.
3 In 1954, Elvis Presley failed a singing audition at a local
radio station.
4 Each rehearsal for an Oscars ceremony is over four hours
long.
5 The worst contestant on UK quiz show Mastermind got only
one correct answer!
R
P
R
P
R
R
7 In pairs, discuss the questions.
1 Do you agree or disagree with the
opinions in Exercise 6?
2 Which are the best or worst
reality TV shows in your
country?
CD•3.20 MP3•109 Complete WORD STORE 7A with the
base form of the words in red in the text. Then listen,
check and repeat.
WORD STORE 7B
10
CD•3.21 MP3•110 Complete WORD STORE 7B with the
base form of the underlined words in the text. Then
listen, check and repeat.
11 Complete the questions with words from WORD STORE
7B. The first letter of each word is given.
1 Who is your favourite TV presenter ?
2 Do you use ‘spell check’ to e dit
essays?
3 Has anybody you know ever entered a talent c ompetition?
4 Who is the most famous TV/film p roducer in your country?
5 Have you ever taken part in a p erformance?
6 What sort of TV entertainment do your parents like?
WORD STORE 7C
12
CD•3.22 MP3•111 Complete WORD STORE 7C with the
modifiers in red in Exercise 6. Then listen, check
and repeat.
13 Cross out the incorrect adverb. Which sentences are
true for you?
AMERICAN IDOL
25
30
The aim of the show is to find the best new solo pop
singer. Viewers can vote by telephone, by text or online.
Auditions take place around the country and are open to
anybody aged 15–28. A panel of four judges discuss the
performances and the results are broadcast live. The prize
is a one-million-dollar recording contract.
THE X FACTOR
35
This is another music competition to find new talent. It’s the
biggest television talent competition in Europe. Anybody
over twelve can audition. Contestants are divided into four
groups: female solo artists under thirty, male solo artists
under thirty, singers over thirty and bands. Each judge takes
one group and coaches them during rehearsals. The prize is
a five-million-pound recording contract.
1
2
3
4
5
6
I find documentaries extremely / absolutely interesting.
The latest TV reality show is very / absolutely awful.
My sister sings well. She’s quite / absolutely talented.
I know some twins who are really / absolutely identical.
Our neighbours are rather / absolutely unpleasant.
My uncle tells jokes. He’s very / absolutely hilarious.
14 Look at the example. In pairs, have similar conversations
using adjectives from WORD STORE 7C. Then act out
your conversations and compare them with other pairs
in the class.
A: He’s a really funny actor.
B: Funny? He’s absolutely hilarious!
85
WORKBOOK
p. 80–81
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NEXT CLASS
Ask students to do Show what you
know 7.2 in the WB, p. 82.
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99
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7.2 Grammar
Reported Speech – statements
I can report what other people said.
1 In pairs, look at the painting in the photo. Is it possible
for a three-year-old child to paint something like this?
Read the text and find out.
Marla Olmstead
They said she was a genius
W
Exercise 5
2 He claimed
(that) it was worth
hundreds of
dollars.
3 He added (that)
a three-year-old
girl had painted
it.
4 I told him (that)
little girls couldn’t
paint like that.
5 I suggested
(that) it was
probably a fake.
6 He replied
(that) he didn’t
care and was
keeping it.
7 He added (that)
it would look
great in his office.
Exercise 6
1 … (that) he had
met her there the
month before.
2 … (that) she
had given them
that painting the
day before.
3 … (that) they
couldn’t speak to
us then.
4 … (that) she
was meeting her
friends later that
day.
5 … (that) he
would see
her there the
following day.
6 … (that) they
were going to
fly to Paris the
following week.
5
10
hen Marla was three years
old, a woman saw one of
her paintings in a coffee shop and
asked how much it cost. Marla’s
mother wanted to keep the
painting, so she told her that it
cost $250. The woman bought it!
After that a gallery owner
started showing Marla’s paintings.
He told her parents that their
15
20
daughter was a genius. Her
paintings began to sell for
thousands of dollars. But not
all of the attention was positive.
Art critics pointed out that a
child could not produce those
paintings. One critic suggested
that her father had painted them.
A TV channel contacted
Marla’s parents and told them
2 Who said what? Match the people from the story with
that they wanted to film their
daughter the following week.
They explained that they wanted
to prove that Marla was not a fake.
25 Marla’s parents said that their
daughter would be uncomfortable
in front of the cameras, but the
TV director told them not to
worry. He added that he was
30 going to use a hidden camera.
4 Look at the reporting verbs in blue in the text and read
the note in the GRAMMAR FOCUS. Then choose the
correct reporting verbs in the sentences.
what they said.
a gallery owner
a TV channel
Marla’s parents
one critic
some art critics
the customers
the TV director
1
2
3
4
5
6
7
‘Your daughter is a genius,’ said a gallery owner .
‘A child can’t produce these paintings,’ said art critics
.
‘Her father painted them,’ said one critic
.
‘We want to film your daughter next week,’ said a TV channel
.
‘Our daughter will be uncomfortable,’ said Marla’s parents
.
5
‘I’m going to use a hidden camera,’ said the TV director
.
‘We don’t care who has done them,’ said the customers
.
3 Find the reported statements in the text for the
direct statements in Exercise 2. Then complete the
GRAMMAR FOCUS.
Over the next few days, Marla
did a painting, but it was not
as good as her other paintings.
Her critics claimed that this
35 proved someone else finished
her paintings. The customers
replied that they didn’t care
who had done them – they liked
them anyway.
1
2
3
4
5
6
7
‘I’ve bought a painting,’ Jim told / explained me.
‘It’s worth hundreds of dollars,’ he claimed / told.
‘A three-year-old girl painted it,’ he told / added.
‘Little girls can’t paint like that!’ I pointed out / told him.
‘It’s probably a fake,’ I told / suggested.
‘I don’t care, I’m keeping it!’ he replied / told me.
‘It’ll look great in my office,’ he added / told.
Report the statements in Exercise 4.
1 Jim told me that he had bought a painting.
6 Read REMEMBER THIS. Then report the statements
using the time expressions in the box. Begin with the
words in brackets.
the month before the day before that day
then the following week the following day
GRAMMAR FOCUS
Reported Speech
In reported statements verb forms change depending on
the context.
Direct Speech
➞ Reported Speech
Present Simple
Present Continuous
Present Perfect
Past Simple
Past Perfect
can/can’t
will/won’t
am/is/are going to
➞ Past Simple
➞ Past Continuous
➞ 1 Past Perfect
➞ 2 Past Perfect
➞ Past Perfect
➞ 3 could/couldn’t
➞ 4 would/wouldn’t
➞ 5 was/were going to
1
2
3
4
5
6
‘I met her here last month.’ (He claimed)
‘She gave us this painting yesterday.’ (They replied)
‘We can’t speak to you now.’ (They told us)
‘I’m meeting my friends later today.’ (She explained)
‘I’ll see you here tomorrow.’ (He told her)
‘We’re going to fly to Paris next week.’ (They pointed out)
REMEMBER T HIS
In reported statements there may be other changes
depending on the context. For example:
• time: yesterday ➞ the day before
Note:
• place: here ➞ there
tell sb sth – She told me (that) I was wrong.
• pronouns: I/me ➞ he or she/him or her
say sth – She said (that) I was wrong. (NOT She said me I
was wrong.)
Other reporting verbs:
• possessive adjectives: my ➞ his or her
add, claim, explain, point out, reply, suggest
7 In pairs, discuss your own attitudes towards art. What
do you like/dislike? What pictures do you have in your
bedroom/home?
Grammar Focus page 124
86
EXTRA ACTIVITIES
100
• Photocopiable
resource 38 (reported
M07_FOCUS_SB_03GLB_8099_U07.indd
86
statements – 15 mins) p. 182, 226–227
• Photocopiable Resource 39
(Reported Speech – 15 mins) p. 183,
228
M07_FOC_TB_03GLB_8150_U07.indd 100
• On the board, make a list of reporting
verbs, e.g. explain, inform, claim,
promise, add, point out, suggest,
tell, reply, deny. Students rewrite the
reported sentences in the text using as
many different reporting verbs as they
can, making any necessary changes.
WORKBOOK
p. 82
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7.3 Listening
4 In pairs, choose the correct options. Then
Multiple matching
answer the questions.
I can understand the main points of a short monologue.
1 How many / much things do popular videos
have in common? three
2 How long / often is a typical viral video? three minutes
3 How many / old is the boy who sings
Paparazzi by Lady Gaga? thirteen or fourteen
4 How happy / long is the baby who bites his
brother’s finger? very pleased
5 How many / much time does Nigel Brown
spend watching videos? all day
6 How big / often does a video get more than
one million views? not very often
1 Read UK TODAY. How similar or different do you think the
situation is in your country?
UK TODAY
In the UK
• over sixty percent of the population shop online at least three
times a month.
• men spend more money online than women.
• over thirty percent of all advertising is online.
Most UK homes have
• super-fast broadband connections.
• at least three different devices connected to the Internet (TV,
laptop, tablet, smartphone, etc.).
• at least six different types of screen.
5
CD•3.24 MP3•113 Listen again and check your
answers to Exercise 4.
6
CD•3.25 MP3•114 Complete the text with the
words in the box. There are two extra words.
Then listen and check.
6
The average UK teenager
• admits he/she is ‘addicted’ to his/her smartphone.
• never switches his/her smartphone off.
• uses his/her smartphone everywhere (including the toilet!).
5
1
engage
get
go
tell
text
upload
7
2
3
post
view
4
share
Viral videos
Nobody knows exactly why online videos 1 go viral. It’s
videos to the net. People 3
videos
really easy to 2
the
on social networking sites all the time and then 4
over one million
links with their friends. Videos that 5
hits are quite rare. Usually, viral videos are short, they 6
a simple story.
your emotions in some way and 7
7 Think about an online video you have viewed
recently. In pairs, take turns to tell each other
about it.
2
1 When, where and how did you see it?
2 What was it about? What happened?
3 How would you describe it? (funny? amazing?
inspiring?)
What is a viral video? In pairs, discuss and
choose the correct options. Then listen and check your ideas.
CD•3.23 MP3•112
1 A viral video becomes popular very slowly / quickly.
2 It’s shared online / offline.
3 It’s short / long.
EXAM FOCUS Multiple matching
3
PRONUNCIATION FOCUS
8 Write the noun forms of the verbs. Then
practise saying the words and mark
the stress.
Listen to four people talking about online
videos. Choose from the list (A–G) what is true about each
speaker. Use the letters only once. There are three extra
letters.
CD•3.24 MP3•113
Speaker 1:
Speaker 2:
C
A
Speaker 3:
Speaker 4:
1 adapt
compete
2 explain
produce
3 suggest
present
E
D
The speaker:
A
B
C
D
E
F
G
talks about a video he/she would like to make.
describes how an online video can help your career.
talks about his/her own experience of producing a viral video.
has become famous because of a video.
suggests a few reasons why some videos go viral.
has to watch online videos as part of his/her job.
enjoys watching videos of people doing silly things.
9
– adaptation connect –connection
– competition
– explanation inform – information
– production
– suggestion inspire – inspiration
– presentation
CD•3.26 MP3•115 Which noun has fewer
syllables in each group? Listen, check
and repeat. 1 connection, 2 production, 3 suggestion
WORD STORE 7D
10
CD•3.27 MP3•116 Complete WORD STORE 7D
with the words in the box. Then listen, check
and repeat.
87
REFERENCES
CULTURE NOTES ››› p. 149
M07_FOCUS_SB_03GLB_8099_U07.indd 87
AUDIO SCRIPT ››› p. 161
EXTRA ACTIVITIES
After Ex. 5, students read the audio
script and prepare another matching
M07_FOC_TB_03GLB_8150_U07.indd 101
exercise in pairs, like the one in Ex. 3.
They exchange exercises with another
pair. Play the recording again for
students to complete the exercise.
WORKBOOK
p. 83
NEXT CLASS
Ask students to find out about
06/07/2015
vlogging.
18:11
101
25/01/2016 09:46
7.4 Reading
Multiple matching
THE
THE RISE
RISE OF
OF
I can find specific detail in an article.
1 Match questions 1–5 about vlogging with answers a–e.
a
b
c
d
e
CD•3.28 MP3•117
Who can do it?
How does it become popular?
What is it?
How do you make money from it?
When did it start?
VLOGGING – Q & A
1 Q.
c
A. Vlogging is short for video blogging. A blog that uses
video is called a vlog. Vloggers post their vlogs online.
2 Q. e
A. The first vlog was posted by American Adam Kontras
in 2000, but vlogging only became popular after
2005, when YouTube was created. The first vlogger
conference was held in New York in January 2005.
3 Q. a
A. Anybody! You just need a webcam, an Internet
connection and a few hours every day to keep your
vlog updated.
4 Q. d
A. Vlogs with large numbers of subscribers can earn a lot
of money from advertisers.
5 Q. b
A. Vloggers use social networking to publicise their
vlogs.
Charlie McDonnell
A
Charlie McDonnell was the first British online
superstar – he got into vlogging in 2007, when he
was a shy sixteen-year-old schoolboy, and since then
his videos have been viewed more than 250 million
5 times. His viewers recognise him in the street and
when he attends vlogging events, thousands of fans
come so that they can see ‘the real him’. His vlogs
have been so successful that when he was eighteen,
instead of going to university, he decided to make a
10 living from his vlogs. He became a full-time vlogger
and now earns more than his parents. His vlogs cover
all sorts of topics, including ‘How to make tea’ and
‘How to speak English’.
2 Would you rather make a vlog or watch one? In pairs, discuss,
giving reasons for your answers.
EXAM FOCUS Multiple matching
3 Read the article about vlogging. For questions 1–7, choose
from the vloggers (A–C). You can choose each vlogger more
than once.
Which person:
1 went to university?
2 made a lot of money from a particular ability?
3 directs his/her vlogs at a certain age group?
4 helps people learn a language?
5 used vlogging to advertise something he/she created?
6 was not originally very outgoing?
7 has changed the sort of thing he/she vlogs about?
C
B
B
C
A
B
A
C
4 Read the article again. Are the statements true (T) or false (F)?
1
2
3
4
Famous vloggers never have a chance to meet their viewers.
Charlie McDonnell continued vlogging at university.
Charlie McDonnell lives with Alex Day.
Alex Day wouldn’t have had a hit single without the
help of a big company.
5 Lex Croucher's blogs are successful because they are
autobiographical.
McDonnell’s friend and housemate is twenty-five-yearold vlogger and talented singer-songwriter Alex Day.
He created his YouTube channel Nerimon for fun. He
uploads songs and music videos and his single, Forever
Yours, reached number four in the UK charts. Without
20 having a recording contract with a major music label,
his first two royalty cheques came to more than
£100,000. His success is because of his musical talent
alone. He did not have the marketing department of
a big company behind him, but simply used social
25 networking to publicise his music.
15
F
F
T
F
F
88
REFERENCES
CULTURE NOTES ››› p. 149
M07_FOCUS_SB_03GLB_8099_U07.indd 88
EXTRA ACTIVITIES
102
• Students share their ideas about
what vlogging is and then do Ex. 1.
• Students write true/false statements
M07_FOC_TB_03GLB_8150_U07.indd 102
about the texts, exchange with a
partner and answer them.
• Students roleplay an interview with
either Charlie McDonnell or Alex Day.
NEXT CLASS
Ask students to do Show what you
know 7.5 in the WB, p. 86.
06/07/2015 18:11
WORKBOOK
p. 84–85
25/01/2016 09:46
M07_F
n
r
r
THE
THE VLOGGERS
VLOGGERS
Making good videos is not as easy as it looks.
Successful vloggers like Charlie, Alex and Lex are
bright and creative. They 1became interested in
vlogging because they genuinely enjoy what they
do and they are just a little bit funnier and cooler
than their audience. They have to work
being bright
and creative,
funny and
cool, enjoying
what they do,
working hard,
interacting with
the audience,
thinking of good
topics
hard 2to match the expectations of their fans –
most of them post new vlogs several times a
week. Vloggers interact with their audience –
they ask them questions and they get immediate
feedback. The vlogger has to 3manage to read
all this feedback so that he or she knows what
viewers like most. If the viewers like the vloggers
and their vlogs, they are more likely to share their
videos – the more shares a vlogger gets, the
Lex Croucher
more money they will make from advertising. It’s
easy to make a vlog, but the successful ones are
successful because they 4think of good stuff –
C
Maybe you’ve come across Lex Croucher? She’s
a twenty-two-year-old student. The number of
subscribers to her channel Tyrannosauruslexxx comes to
30 76,000. She got into vlogging because she was bored.
When she started out, her vlogs were autobiographical.
But then they became serious discussions of issues.
For example, her university course did not live up to
her expectations, so she vlogged about it. It’s hard to
35 imagine how she keeps up with her studies as she not
only vlogs, but you can also see her on Twitter, Tumblr
and Facebook. But she manages to come up with
amusing and interesting vlogs. Her success is based
on her talent, but also her choice of topics that other
teenagers can relate to.
ear.
e
ver
ut
l,
very good stuff. Their earnings can 5total more
than $100,000 a year! If you 6find one of their
vlogs by chance and then decide to follow them,
you are helping to make them just a little more
money.
6
Exercise 6
Replace the underlined words in the
text in Exercise 5 with the correct form of the phrasal
verbs in blue in the article. Then listen and check.
CD•3.29 MP3•118
7 Complete the questions with one word in each gap.
1 What’s the best website you’ve ever come across ?
2 For a typical smartphone, what would the monthly bill
normally come to ?
3 Did you get into any particular video games as
a child?
4 Are you good at keeping up with new computer
technology?
5 Would it be easy for you to come up with an idea for
a vlog?
6 When was the last time you saw a film that didn’t live
up to your expectations?
1
2
3
4
5
6
got into
live up to
keep up with
come up with
come up to
come across
8 In pairs, ask and answer the questions in Exercise 7.
nt
15 18:11
Exercise 5
5 Read the text. What makes successful vlogers?
WORD STORE 7E
9
Alex Day
M07_FOCUS_SB_03GLB_8099_U07.indd 89
CD•3.30 MP3•119 Complete WORD STORE 7E with the
synonyms in the box. Then listen, check and repeat.
89
06/07/2015 18:11
103
M07_FOC_TB_03GLB_8150_U07.indd 103
25/01/2016 09:46
7.5 Grammar
Exercise 6
They asked her:
2 if/whether she
had seen her ex
recently.
3 where she had
bought her dress.
4 to help herself
to tea or coffee.
5 who was going
with her to
the Oscars the
following week.
6 why she was
leaving so early.
7 if/whether they
could interview
her again the
following month.
8 not to leave
before the photo
session.
Reported Speech – questions and imperatives
I can report questions and imperatives.
1 In pairs, name some popular magazines in your country.
6 Report more questions and imperatives
from Darina’s interview. Begin with They
asked her … .
1 ‘Did your fiancé end your relationship?’
They asked her if her fiancé had ended
their relationship.
Discuss which magazines you have read and what topics you
like reading about.
2 Darina Parfitt did an interview for a lifestyle magazine. Read the
interview questions and guess what she does for a living.
a fashion designer
a film director ✓
a model
a singer
Questions
• What are you going to wear to the Oscars?
• Who are you dating?
• Why did you split up with your fiancé?
• Have you put on weight?
• Are you on a diet?
Photo instructions
• Don’t look too serious.
• Blow a kiss at the camera.
3
2
3
4
5
6
7
8
‘Have you seen your ex recently?’
‘Where did you buy your dress?’
‘Help yourself to tea or coffee.’
‘Who is going with you to the Oscars next week?’
‘Why are you leaving so early?’
‘Can we interview you again next month?’
‘Don’t leave before the photo session.’
7 Read the report of another interview Darina
gave. Which question did she refuse to
answer? the one about dating/her private life
Meet Darina Parfitt
CD•3.31 MP3•120 Listen to Darina talking to a friend about her
interview. Check your ideas in Exercise 2. Why is she so upset?
Because the interviewer asked silly questions.
Exercise 8
I: Do you think
you can win?
D: Well, I’m
very proud of
my film and I
think I’ve got
a good chance
of winning. But
I haven’t seen the
other films yet.
I: When did you
start making
films?
D: Only last year,
but I’ve been
in the movie
business for ten
years.
I: What is your
next project
going to be?
D: I’m writing
a screenplay but
I hope I’ll get the
chance to direct
another film.
I: Who are you
dating?
D: Please don’t
ask me about my
private life.
4 Read the GRAMMAR FOCUS. Then put the words in the
correct order to form reported questions and imperatives
from the conversation.
They asked me:
1 what / wear / going to / to the Oscars / was / I
what I was going to wear to the Oscars.
2
3
4
5
6
7
I / dating / who / was who I was dating.
had / why / split up with / I / my fiancé why I had split up with my fiancé.
if / put on / I / weight / had if I had put on weight.
was / I / whether / on a diet whether I was on a diet.
serious / to look / too / not not to look too serious.
a kiss / at / to blow / the camera to blow a kiss at the camera.
GRAMMAR FOCUS
Reported questions and imperatives
When you report questions, the subject comes before the verb. You
use ask as the reporting verb. You don’t use do/does/did. You use if or
whether for yes/no questions.
Direct Speech
‘Do you live near here?’
‘Are you happy?’
8 In pairs, rewrite the report in Exercise 7 as
➞
➞
He asked me if I lived near there.
He asked me whether I was happy.
• wh- questions
I asked him what his name was.
I asked him who had written those
questions.
When you report imperatives, you use ask or tell sb (not) to do sth.
• imperatives
➞ They asked me to say ‘cheese’.
‘Say “cheese”.’
➞ She told me not to move.
‘Please don’t move.’
‘What is your name?’
‘Who wrote these
questions?’
CD•3.31 MP3•120
had the pleasure of meeting Darina Parfitt
today and talked to her about her work. We
asked her if she was excited about being nominated for
an Oscar, and whether she thought she could win. She
5 told us that she was proud of her film and thought she
had a good chance of winning. But she added that she
hadn’t seen the other films yet. We asked her when she
had started making films and she told us it had only
been the year before, but that she had been in the movie
10 business for ten years. We asked her what her next
project was going to be and she told us she was writing
a screenplay, but she hoped she would get the chance to
direct another film. We asked her who she was dating,
but she asked us not to ask her about her private life.
➞ Reported Speech
• yes/no questions
5
We
➞
➞
Listen again and check your answers to Exercise 4.
a conversation.
Interviewer: Thanks for agreeing to do the
interview.
You’re welcome.
Interviewer: So, are you excited about being
nominated for an Oscar?
Darina:
Yes, it’s wonderful …
Darina:
9 In pairs, act out your conversation. Vote for
the best conversation in the class.
Grammar Focus page 125
Grammar Focus page 125
90
REFERENCES
AUDIO SCRIPT ››› p. 162
EXTRA ACTIVITIES
M07_FOCUS_SB_03GLB_8099_U07.indd 90
104
• Photocopiable resource 40 (Test
yourself pairwork activities), p. 183, 229
• Divide students into groups of six,
pairs A, B and C. In their pairs, students
M07_FOC_TB_03GLB_8150_U07.indd 104
think of a celebrity. They write a short
conversation including questions and
imperatives. Pair A give their conversation
to Pair B, Pair B give theirs to Pair C and
Pair C give theirs to Pair A. They rewrite
the conversations in Reported Speech.
Finally, groups compare the original and
reported versions.
WORKBOOK
p. 86
06/07/2015 18:12
25/01/2016 09:46
M07_F
15 18:12
7.6 Speaking
Asking for permission • Polite
requests
4
1
I can ask for permission and make polite
requests.
Patty: Excuse me, Miss Roberts. Is 1 it OK if we film your class
today? It’s for the school Facebook page.
Miss R: Well, I’m 2 sorry but I’m going to give you a test and that
won’t be very interesting on film. How about tomorrow?
Patty: We only have the camera today. 3 Could we do the test
tomorrow?
Miss R: Well, OK, I 4 suppose so .
Patty: Thanks, Miss Roberts – that’s great.
2
Patty: Mrs Baker!
Mrs B: Yes, hello, Patty. What can I do for you?
Patty: Do 5 you mind if we film our class today, please?
Mrs B: No, 6 not at all, go ahead. Is this for a project?
Patty: No, it’s for the school Facebook page.
Mrs B: Oh right, I’ll go and tidy up the classroom then.
3
Mr O: Come in.
Patty: Excuse me, Mr Osborne.
Mr O: Yes, what is it?
were
Patty: Um, we 7 wondering if we could film your class today. We’re
making a film for the school Facebook page.
to
Mr O: Oh, I see. Well, I’d like 8
help, but I’m afraid I’ve
got meetings all day and Ms Marks is taking my classes.
Patty: Oh OK, sorry to bother you, sir.
1 In pairs, look at the list of things you may
want to do at school. Which things would you
need permission for? Who would you ask?
•
•
•
•
•
•
•
•
not do PE
go home early
open a window
use your phone
eat or drink in the classroom
change your seat during a lesson
use a dictionary in an English test
leave the classroom during a lesson
2 Read the email and answer the questions.
1
2
3
What has Patty got permission to use?
What is she going to use it for?
filming her classes for the school Facebook page
What does she have to do next?
the school video camera
ask teachers for permission and students to sign a copy
of the document attached
To: Patty Class 9
Subject: class Facebook page
Dear Patty,
You can use the school video camera on
Thursday 4th April to film your class for the
school Facebook page. You must ask your
teachers POLITELY for permission to film their
classes during the day. All students must sign
a copy of the document attached.
3
CD•3.32 MP3•121 Complete the conversations with words and
phrases from the SPEAKING FOCUS. Then listen and check.
SPEAKING FOCUS
CD•3.32 MP3•121 Listen to three conversations.
Which teacher doesn’t give Patty permission
to film the class? Why?
Teacher 3 – Mr Osborne. He won’t be there.
Asking for permission Giving permission
Can/Could I/we ...?
Well, OK, I suppose so.
Is it OK if I/we ...?
Yes that’s fine. No
problem.
We were wondering if Sure, I don’t see why
not.
I/we could ...?
Refusing permission
I’m sorry, but …
I’d like to help, but …
I’m afraid …
Do you mind if I/we ...? No, not at all, go ahead. Yes, I do, actually.
I’m afraid …
Mrs Baker
Exercise 5
5 Rewrite the exchanges using language from the SPEAKING
FOCUS. Begin with the words given.
Patty
1 A: Lend me your calculator.
A: Could …
2 A: Let me use your phone.
A: Is …
3 A: I want to open the window.
A: Do …
4 A: We want to leave early.
A: We …
6
B: Right.
B: Well, …
B: No, the battery is flat.
B: I’m …
B: OK.
B: No, …
B: Fine.
B: Sure, …
CD•3.33 MP3•122 Listen and check your answers to Exercise 5.
Then, in pairs, act out the exchanges.
7 In pairs, write a conversation asking for permission to do
something at school. Follow these steps.
• Decide on the situation, why you need permission and who from.
• Use the information in Exercise 1 or your own ideas.
• Practise your conversation. Then act it out to the class.
1 A: Could you
lend me your
calculator?
B: Well, OK,
I suppose so.
2 A: Is it OK of
I use your phone?
B: I’m sorry, but
the battery is flat.
3 A: Do you
mind if I open the
window?
B: No, not at all,
go ahead.
4 A: We were
wondering if we
could leave early?
B: Sure, I don’t
see why not.
91
EXTRA ACTIVITIES
WORKBOOK
Students write three things they
want to ask permission for, e.g. have
a school disco, organise a charity
day, make a film. Then they work
in pairs and take it in turns to ask.
Their partner should give or refuse
permission.
p. 87
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M07_FOC_TB_03GLB_8150_U07.indd 105
06/07/2015 18:12
105
25/01/2016 09:46
7.7 Writing
1 Read the announcement and answer the
A review of an event
questions.
I can write a review of an event.
1 What does the announcement ask you to do?
write a review of a festival
2 What could you win?
two tickets to next year’s Glastonbury festival
opening
Winner of this year’s festival
review competition
My friends and I, and the other lucky festival-goers
at this year’s Silverfest festival, drank 25,000 bottles
of water, created nearly two tonnes of rubbish and
raised £20,000 for charity. We did this while listening
to some of the most talented bands around and
enjoying delicious food from all over the world. What
an amazing experience!
body
We arrived early, but as we queued to get in, we
could already hear the music and smell the food.
The sun was shining on the colourful tents and a
DJ had already begun to entertain the crowd. This
year, the music was brilliant; from the beats of
the Chemical Brothers to the punk rock of Vampire
Weekend. I’ll never forget the sight and sound of
10,000 happy people with their arms in the air.
As all festival-goers know, dancing makes you
extremely hungry, especially when the air is filled
with the fabulous smells of Thai, Indian, Mexican
and many other world cuisines. To be honest, I was
expecting terrible festival food, but I was wrong – it
was absolutely delicious.
The only thing I’d suggest changing next year is
the number of rubbish bins. There should be twice
as many – by the end of the day there was litter
everywhere.
closing
www.festivalwatch.co.uk
Have you been to a fabulous festival this
summer? We would love to hear all about it!
Send us an article reviewing a festival that
you attended this season and suggesting
improvements for next year. The best article
will be published on our website and the
winner will receive two free tickets to next
year’s Glastonbury festival.
2 Read the winning review and choose the
most interesting title.
1 My festival review
2 Smells, smiles and sounds at sunny Silverfest
3 What I did and didn’t enjoy about Silverfest
3 Read the review again. Then, in pairs, tick
If you are looking for a really friendly festival with
fantastic bands and tasty food (and if you don’t mind
a bit of rubbish!), then try Silverfest next year. You
won’t be disappointed.
the items the writer has included.
1 an introduction which holds the
reader’s attention
2 a reason for writing
3 language which describes what the writer
saw, heard, smelled and tasted
4 a variety of adjectives and modifiers
5 personal opinions
6 suggestions and recommendations
✓
✓
✓
✓
✓
92
REFERENCES
CULTURE NOTES ››› p. 149
M07_FOCUS_SB_03GLB_8099_U07.indd 92
EXTRA ACTIVITIES
106
Students prepare questions about
the text, e.g. How many bottles of
water were drunk? What could they
M07_FOC_TB_03GLB_8150_U07.indd 106
smell when they arrived? In pairs, they
ask each other the questions without
looking at the text.
NEXT CLASS
Ask students to study the Word list on
06/07/2015
p. 134.
M07_FO
18:12
WORKBOOK
p. 88
25/01/2016 09:46
15 18:12
4 Read the WRITING FOCUS and check your answers to
Exercise 3.
WRITING FOCUS
A review of an event
Opening
• Begin with an interesting, funny or unusual title to catch
the reader’s attention.
• Hold the reader’s attention with an introduction which
asks a question or gives interesting facts.
Body
• Describe the event using a variety of adjectives
and modifiers.
• Make your descriptions interesting by saying what
you saw, heard, smelled and tasted.
• Include personal opinions and suggestions.
Closing
• Finish with a recommendation for the reader.
5 Find examples in the review of descriptions of what the
writer saw, heard or smelled.
6 Look at the words in pink in the review and find:
1 one adjective which means ‘very bad’ terrible
2 two adjectives to describe nice tasting food tasty, delicious
3 three modifiers absolutely, extremely, really
4 four adjectives which mean ‘very good’
brilliant, amazing, fantastic, fabulous
7 Make these descriptions more interesting. Replace the
underlined words with words from Exercise 6. Use each
word only once.
1 This year’s Charity Fun Day was very good/ brilliant
and we raised lots of money.
2 The birds were singing and the weather was very good/
fabulous .
3 There were some very bad/ terrible singers in the
competition – that was the best bit!
4 Unfortunately, not all of the food was nice tasting/
tasty
. Avoid the hot dogs next year!
5 I’d recommend the very nice tasting/ delicious
homemade ice cream.
6 If you’re looking for a very good/ fantastic day out,
come to next year’s Charity Fun Day.
Writing task
You have seen this announcement on an
international students’ website.
Reviews wanted: Charity events
Have you recently been to or helped organise a
charity event? Write a review of the event for our
website, explaining what happened during the day,
how successful it was and what changes you would
suggest for the next time this event is held.
A Write your review in 140–190 words. Follow these
steps.
• Begin with something to attract the reader’s
attention.
• Describe and give your opinion on the various
events of the day.
• Make the descriptions interesting by including
things you saw, heard, tasted, etc.
• Make some suggestions for next year’s event.
• Conclude with a personal recommendation.
Useful language
• My school friends and I were able to … in this
year’s …
• During the day I heard various …
• The sun was shining and everybody was …
• This year there were many …
• I was expecting … , but there wasn’t …
• I’d suggest they change … for next year’s event.
• If you are looking for a … , then I would definitely
recommend the …
B Use the ideas in the WRITING FOCUS and the
model to help you.
C Check.
✓ Have you written three or four paragraphs?
✓ Have you put something interesting in the
introduction to get attention?
✓ Have you used a variety of adjectives and modifiers?
✓ Have you mentioned what you heard, saw, smelled
or tasted?
✓ Have you given your opinions and made some
suggestions?
✓ Have you finished with a personal recommendation?
93
WORD LIST ACTIVITIES
• Students work in pairs. Student A says a word, Student
B spells it and gives the translation. Then Student B says
a word for A to spell and translate. Pairs continue for five
minutes. Discuss any problems with the class.
M07_FOCUS_SB_03GLB_8099_U07.indd 93
M07_FOC_TB_03GLB_8150_U07.indd 107
• Students work in pairs. They write anagrams for their
partner, e.g. cabordts (broadcast), ilrva (viral), ferorcpamen
06/07/2015 18:12
(performance). They can tell their partner the word category
to help them.
107
25/01/2016 09:47
FOCUS REVIEW 7
VOCABULARY AND GRAMMAR
LANGUAGE IN USE
1 Choose the word that does not collocate with the
5 Complete the sentences with the correct form of the
underlined word in each group
verbs in brackets.
1
2
3
4
5
6
going to
1 Angie explained _____________
(be going to) install a
camera to observe her cat’s behaviour at night.
2 I saw a man taking photos of our back garden, so I
had asked (ask) for permission.
asked him if he _____________
3 There’s an audition for a musical in our city next week. If
could
only I _____________
(can) sing and dance well!
have gone to (go) the ceremony
4 I’m sure Andrew would
_____________
yesterday if he had been nominated for an award.
5 Cindy would have a good chance of winning if she
took
_____________
(take) part in a music competition.
6 My sister borrows my clothes without asking. I wish she
would stop (stop) doing that.
_____________
cable / satellite / affairs television
solo / judge / male artist
episode / reunion / quiz show
follow / interact / update a vlog
published / connected / addicted to sth
channel / session / network TV
2 Choose the correct options.
1 How many editors / contestants / viewers will compete in
the new reality show?
2 Do you try to come / keep / do up with the news when
you’re on holiday?
3 The show didn’t match my expectations / subscribers / hits.
It was OK, but it wasn’t as funny as I had hoped.
4 Jo looks absolutely ridiculous / gorgeous / hilarious in that
dress. She’s the most beautiful woman in the room.
5 This film is an adaptation / edition / audition of a novel.
3 Report the statements using the reporting verbs in
(that) she was
6 Complete the text with the correct form of the words
in the box. There are two extra words.
addict broadcast
document expect
contest
view
brackets.
1 ’I’ll talk to the producer of your programme about this
issue too,’ said Mark. (add)
Mark
added (that) he would talk to the producer of his/her
__________________________________________________
programme about that issue too.
2 ’Hank can win an Oscar next year,’ said Kim. (suggest)
Kim
suggested (that) Hank could win an Oscar the following year.
__________________________________________________
3 ’Someone uploaded this video a week ago,’ said
Thomas. (point out)
Thomas
pointed out (that) someone had uploaded that video a
__________________________________________________
week before.
4 ’I’m interviewing Mike O’Hara today,’ said Eve. (explain)
Eve
explained (that) she was interviewing Mike O’Hara that day.
__________________________________________________
5 ’Modern Family is the best sitcom I’ve ever seen,’ said
Andy. (claim)
Andy
claimed (that) Modern Family was the best sitcom he had
__________________________________________________
ever seen.
6 ’We’re going to have a rehearsal here,’ said Joan. (reply)
Joan
replied (that) they were going to have a rehearsal there.
__________________________________________________
4 Report the questions and requests.
1 ’How did you get so much information about our new
film?’ the producer asked me.
how I had got so much information .
The producer asked me
__________________________________
about their new film
2 ’Please bring me the DVDs which I left on the desk,’
Frank said to his secretary.
his secretary to bring him the DVDs which he had.
Frank asked _________________________________________
left on the desk
3 ’Do you want to become a professional actress?’ the
journalist asked Helen.
if she wanted to become a
The journalist asked Helen
__________________________________
.
professional actress
4 ’Where are we going to have lunch today?’ Jo asked me.
where we were going to have lunch that day
Jo asked me
____________________________________________
.
5 ’Don’t move!’ the photographer told everyone.
not to move
The photographer asked everyone
_____________________________
.
6 ’Will you help me write the article about viral videos?’
Kelly asked her friend.
friend if he/she would help her write the article.
Kelly asked her
__________________________________________
Reality TV:
A new phenomenon?
F
or many people reality television seems to be a
viewers still associate with
modern invention as most 1________
it the highly popular shows from the 1990s and early
2000s, such as Big Brother and Survivor. In fact, reality
television is much older. The very first programmes
showing ordinary people in unscripted situations
were
2broadcast
________ in the 1940s and they’ve been with us ever
since. One of the most influential programmes of this
type was An American Family. It was intended to be a
3 documentary
________ showing the life of an ordinary family in the early
1970s. However, it managed to engage the audience’s
emotions on a deeper level when the parents decided
addicted to
to split up. Thousands of Americans got 4________
the show and watched the couple end their relationship
and ask for a divorce. More than forty years ago, it was
a groundbreaking programme.
about viral videos
94
REFERENCES
AUDIO
SCRIPT ››› p. 162
M07_FOCUS_SB_03GLB_8099_U07.indd
EXTRA ACTIVITIES
108
• Photocopiable resource 41
(Writing – 7 mins) p. 183, 230
M07_FOC_TB_03GLB_8150_U07.indd 108
94
• Photocopiable resource 42
(Speaking – 15 mins) p. 184, 231
WORKBOOK
Use of English 7.8, p. 89;
Self-assessment 7.9, p. 90
NEXT CLASS
• Ask students to do Self-check 7.10 in
06/07/2015
the WB, p. 91.
• Ask students to prepare for Unit test 7
(Focus Assessment Package).
18:12
25/01/2016 09:47
M07_FO
5 18:12
LISTENING
7
11 Look at the photos. They show people playing music
CD•3.34 MP3•123 Listen to four people talking about the
Notting Hill Carnival. Choose from the list (A–G) what
each speaker says about the carnival. Use the letters
only once. There are three extra letters.
Speaker 1: C
Speaker 2: E
in different places. Choose two of the photos. Then, in
pairs, take turns to compare the photos and say what
you think the people are enjoying about playing music
in these places.
Speaker 3: A
Speaker 4: G
This speaker:
A has participated in the carnival as a performer.
B enjoys dressing up.
C says people need to protect themselves from injuries.
D has been to similar festivals.
E believes the carnival adds something to the city.
F would like to avoid the crowds and noise of the carnival.
G explains why some people don’t enjoy it as much as
others.
WRITING
8 In pairs, discuss the questions.
1 Have you or a friend been to a festival recently?
2 What did you/they like or not like about it?
3 What do you think makes a good, fun festival? Why?
9 You have seen this advertisement in a students’
magazine.
Review competition!
It’s summer and it’s the festival season. Have you
been to a good festival recently? Write a review
of the event, describing what happened during the
day, what you enjoyed or didn’t enjoy about it and
suggest what could be changed to make next year’s
event better. Send us your review and you could see
it in the magazine and win £500!
Write your review in 140–190 words.
SPEAKING
10 In pairs, discuss the questions.
1 What instruments do children often learn to play at
school?
2 What instruments do bands often play on stage?
3 What instruments can you sometimes see played in
the street?
12 Which type of music would you prefer to listen to?
95
M07_FOCUS_SB_03GLB_8099_U07.indd 95
06/07/2015 18:12
109
M07_FOC_TB_03GLB_8150_U07.indd 109
25/01/2016 09:47
8
8.1 Vocabulary
Human qualities
•
Suffixes
•
Verb phrases
I can talk about human qualities and acts of kindness.
SHOW WHAT YOU KNOW
1 Write the noun forms of these adjectives.
GOOD CITIZENS
1
2
3
4
5
6
7
8
courageous – courage
determined – determination
enthusiastic – enthusiasm
generous – generosity
honest – honesty
loyal – loyalty
modest – modesty
optimistic – optimism
2 In pairs, discuss these questions about the human qualities listed in
Exercise 1.
1 Which three human qualities do you value most?
2 What other human qualities can you think of?
3 Which human qualities do you have or would you like to have?
Kindness is a language which
the deaf can hear and the
blind can see.
AND HERE
HERE IS
IS THE
THE GOOD
GOOD NEWS
NEWS …
…
AND
MARK TWAIN (1835–1910),
AN AMERICAN WRITER
UNIT LANGUAGE
AND SKILLS
5
Vocabulary:
Show what you know – human qualities
suffixes – forming nouns and adjectives
• verbs phrases
• verb-noun collocations
• collocations with make
• Word in focus – good
The news is often full of tragedy and disaster. But here are two
true stories that will warm your heart and put a smile on your
face. They may suddenly inspire you to be kind to someone,
even a stranger. Go on, commit a random act of kindness and
make someone’s day!
•
•
HONEST, HONOURABLE
AND NO LONGER
HOMELESS
Grammar:
•
•
the Passive
have something done
Listening:
•
A
Homeless Billy Ray Harris was begging on
the streets of Kansas City. Sarah Darling
walked past and dropped some coins into
his collection cup.
an interview with a young ex-offender
Reading:
•
an extract from a novel
Speaking:
•
10
opinions: talking about advantages and
disadvantages
Writing:
•
an opinion essay
15
FOCUS EXTRA
Grammar Focus pages 126–127
WORD STORE booklet pages 16–17
• Workbook pages 92–103 or
MyEnglishLab
•
•
20
The next day she realised that her
diamond engagement ring had dropped
into the cup with the coins. She went back
to find Harris, not feeling very hopeful. But
she was surprised when he remembered
her and returned the ring. A jeweller had
offered Harris $4,000 for the ring. But he
was an honourable man and he kept the
ring in case the woman returned. To show
their appreciation, Sarah Darling and
her husband collected money for Harris.
The story went viral online and donations
arrived from all over the world. The final
total was $185,000. Harris doesn’t sleep
30
35
25
rough now and is no longer jobless. He
has part-time employment, has been
reunited with his family and has a new
friendship with the Darlings.
40
96
EXTRA ACTIVITIES
110
• Photocopiable
resource 43 96
(word
M08_FOCUS_SB_03GLB_8099_U08.indd
formation – 15 mins) p. 184, 232
• Photocopiable resource 44 (word
formation – 10 mins) p. 184, 233
M08_FOC_TB_03GLB_8150_U08.indd 110
• Photocopiable resource 46 (Test
yourself pairwork activities), p. 185, 235
• Students choose six words they want
to remember from Word store A and B.
They invent a short story using all the
words they have chosen.
• Students make a spidergram of word
suffixes, grouping words by ending and
06/07/2015
trying to add more words, e.g. -ation:
education, station, donation.
18:13
11/1/16 2:01 PM
M08_F
Go to WORD STORE 8 page 17.
3 Read the headlines and the introduction to the stories.
Then choose the best definition for the expression a
random act of kindness.
6
a sending a regular sum of money to charity
b doing something unexpected to help someone
c looking after a family member who is old or ill
4 Read the stories. Are the statements true (T) or false (F)?
1 Darling didn’t intend to put her ring in Harris’s
collection cup.
2 Harris tried to sell Darling’s ring for $4,000.
3 The Darlings gave Harris $185,000 of their own money.
4 Officer DePrimo didn’t have to buy the man shoes.
5 A neighbour took a photo of DePrimo and put it
on Facebook.
6 Very few people saw the photo on Facebook.
WORD STORE 8A
T
F
F
T
F
F
5 In pairs, take turns to tell each other which story you
like best and why.
…
…
BUYING BOOTS
FOR A BAREFOOT
BEGGAR
CD•3.35 MP3•124 Complete WORD STORE 8A with the
nouns in red in the stories. Then listen, check and repeat.
7 Complete the questions about the stories with nouns
from WORD STORE 8A. Then answer the questions
about the article.
Exercise 7
1 engagement
($4,000)
2 appreciation
A
1 How much was Sarah Darling’s engagement ring worth? (They raised
money for Harris.)
2 How did the Darlings show their a
to Harris?
3 employment
3 Does Harris now have full-time or part-time e
?
(part-time)
B
4 neighbourhood
4 What is the name of the n
in New York where
(West Village)
DePrimo was working?
5 cruelty,
5 What acts of c
and s
shocked DePrimo?
stupidity
6 Who was impressed by DePrimo’s k
and h
? (laughing at
a barefoot
homeless man
WORD STORE 8B
in the street on
a freezing cold
8 CD•3.36 MP3•125 Complete WORD STORE 8B with the
night)
underlined adjectives in the stories. Then listen, check
6 kindness,
and repeat.
helpfulness
9 Complete the sentences with the adjective form of the (another police
officer)
words in brackets.
1 A good friend should be reliable (rely).
2 Homeless (home) people need food, shelter and kindness.
3 Young people are not very hopeful (hope) about the future.
4 Jobless (job) people don’t try hard enough to find work.
5 Being a police officer is a very stressful (stress) job.
sympathetic
6 Parents aren’t usually very
(sympathy) listeners.
WORD STORE 8C
10
CD•3.37 MP3•126 Complete the verb phrases in WORD
STORE 8C with the words in the box. Then listen, check
and repeat.
11 Find the verb phrases from WORD STORE 8C in the
Exercise 11
to make someone
feel good or
• ‘to make somebody feel good or happy’?
happy: warm your
• ‘to help somebody or do something helpful’?
heart, put a smile
on your face,
12 In pairs, talk about the last time you helped somebody make someone’s
or somebody helped you. Use verb phrases from WORD day
STORE 8C.
to help somebody
Last weekend, my friend gave me a hand with
or do something
helpful: help the
tidying my room. It made my day!
man out, give
the man a hand,
doing a good
deed
stories. Which phrases mean:
B
30
35
40
O
fficer DePrimo was working
in the West Village area of
New York when he saw some
people laughing at a homeless
man because he had no shoes
on. The officer was shocked
by the people’s cruelty and
stupidity. It was freezing cold
that night, and the officer
decided to help the man out.
He asked him for his shoe size
and went into a store where
he bought a pair of boots and
some socks, and then gave the
man a hand to put them on.
Another police officer was
in the neighbourhood that
45 night and she was impressed
by the officer’s kindness and
helpfulness. She took a photo
of the officer doing a good deed
and sent it to the New York City
50
Police Department. They put
it on their Facebook page to
show that police officers can be
sensitive and sympathetic. The
photo went viral and attracted
55
500,000 likes and 200,000
shares.
97
WORKBOOK
18:13
p. 92–93
M08_FOCUS_SB_03GLB_8099_U08.indd
NEXT CLASS
97
Ask students to do Show what you
know 8.2 in the WB, p. 94.
06/07/2015 18:13
111
M08_FOC_TB_03GLB_8150_U08.indd 111
25/01/2016 09:48
8.2 Grammar
Exercise 3
2 will probably
be remembered
3 have never
been discovered
4 have been sent
5 was found
6 will be kept
7 is used
The Passive
I can understand and use the Passive.
2 was being
followed
3 was stolen
4 has been
arrested
5 are being
questioned
6 will be held
CD•3.38 MP3•127 Read about another famous island prison.
Complete the text with the passive form of the verbs in brackets.
Then listen and check.
1 Read the text about Robben Island. How many
different things has the island been used for?
prison, hospital, museum, tourist attraction
5
Exercise 4
3
10
15
Robben Island is situated nine
kilometres from Cape Town. From the
seventeenth to the twentieth century, the
island was used as a prison. During World War
II, prisoners were sent to Robben Island, but at
that time it was also being used as a hospital.
Later, Nelson Mandela was imprisoned there
for eighteen years. After a total of twenty-seven
years in prison, Mandela was elected as the
first black president of South Africa.
Robben Island isn’t used as a prison any more.
It has been made into a museum and at
the moment is being promoted as a popular
tourist attraction. There is a large African
penguin colony there now, but Robben
Island will always be remembered as the
place where Mandela was imprisoned.
Alcatraz 1is located (locate –
Present Simple) in San Francisco
Bay. It was a prison from 1934 to
1963 and during that time there
were just fourteen escape attempts.
The attempted escape in 1962
2
(probably/remember –
will) as the most famous one. Frank
Morris and the Anglin brothers dug
a tunnel out of their cells and then
disappeared. The three men may have drowned, but their bodies
3
(never/discover – Present Perfect). Over the years,
several postcards in the men’s handwriting 4
(send –
Present Perfect) to their families. After the escape, a stolen car
5
(find – Past Simple) and police believe it could have been
used by the three men to escape. The case 6
(keep – will)
open until the 100th birthday of the three men. Today, Alcatraz
island 7
(use – Present Simple) as a recreation park.
4 Complete the sentences with the correct passive form of the
verbs in brackets.
1
2
3
4
5
6
The prisoners are locked (lock) in their cells at 9 p.m. every night.
John looked back. He thought he
(follow).
Last time Tina went clubbing, her phone
(steal).
Police are investigating the robbery but nobody
(arrest) yet.
As I’m writing this, three suspects
(question).
A press conference
(hold) tomorrow.
5 Read the fact file and cross out the agent (by + person/thing) if it
is not necessary.
UK and USA crime facts
2 Read the GRAMMAR FOCUS and complete
the examples with the passive forms in blue
in the text.
GRAMMAR FOCUS
The Passive
• You use passive forms when it isn’t important or
you don’t know who performed the action.
• You use by + person (or thing) if you want to
mention who (or what) performed the action.
Tense
➞ Example
Present Simple
Present Continuous
Past Simple
Past Continuous
Present Perfect
future with will
➞ Robben Island is situated
It is being promoted
➞
Mandela was elected
➞
it was being used
➞
It
has been made
➞
RI
will
be remembered
➞
1 500,000 crimes in the UK are committed by ex-prisoners.
2 Each year in the USA, around 100 prisoners are sentenced to
death by judges.
3 In the UK, the death penalty was abolished by the government
in 1998.
4 Around ten percent of murders in the USA are committed
by women.
5 On average, murderers are released from UK prisons by the
authorities after sixteen years.
6 Rewrite the sentences in the passive. Use an agent only if necessary.
1 The head teacher has never taught me.
I’ve never been taught by the head teacher.
2
3
4
5
6
People often invite me to parties.
I’m often invited to parties.
An old childhood friend has contacted me on Facebook.
I’ve been contacted by an old childhood friend on Facebook today.
People gave me money for my last birthday.
I was given money for my last birthday.
My father taught me how to ride a bicycle.
I was taught how to ride a bicycle by my father.
My mother is picking me up from school today.
I’m being picked up from school today by my mother.
7 Tick the sentences in Exercise 6 that are true for you. Then
compare with a partner.
Grammar Focus page 126
98
REFERENCES
CULTURE NOTES ››› p. 150
EXTRA ACTIVITIES
M08_FOCUS_SB_03GLB_8099_U08.indd 98
112
• Photocopiable resource 46 (Test
yourself pairwork activities), p. 185, 235
• Students choose one of the two texts
and write questions in the Passive,
M08_FOC_TB_03GLB_8150_U08.indd 112
e.g. When was Mandela elected?
What else was Robben Island being
used for when Mandela was sent
there? Is Robben Island still used as
a prison?
NEXT CLASS
Ask students to write a description
of the photo on p. 99.
06/07/2015 18:14
WORKBOOK
p. 94
25/01/2016 09:48
M08_F
15 18:14
8.3 Listening
Multiple choice
EXAM FOCUS Multiple choice
I can identify specific detail in an interview.
4
1 In pairs, read UK TODAY and discuss which
Listen again and choose the correct answer,
1 The government are planning to
A write a special report about prisons for young offenders.
B educate young offenders more effectively.
C make young offenders’ prisons harder.
2 In prison, young offenders
A can watch TV in a room with others.
B are allowed a few luxuries.
C receive money for studying.
3 When they behave badly, young offenders
A are not allowed to watch television.
B are locked in their cells all evening.
C have to attend lessons.
4 One of Daniel's friends damaged a few cars
A because he wanted to steal them.
B in a supermarket car park.
C in order to go back to prison.
5 Daniel believes that the best way to make young offenders
into better citizens is to
A lock them in cells and punish them.
B give them hope for the future.
C show them that life is simple.
facts you find most surprising.
UK TODAY
• A ‘young offender’ can be anybody aged
10–17 (12–17 in Scotland) who commits
a crime.
• Each year, over 3,000 young offenders
are sent to young offenders’ prisons.
• The most common crimes are theft,
violence and criminal damage.
• The average sentence is three months.
• It costs over £100,000 a year to keep a
young offender in prison.
• Fifty percent of young offenders are
aged seventeen.
• Ninety-four percent of young offenders
are boys.
• Eighty-eight percent of young offenders
have been excluded from school.
• Nearly seventy-five percent of young
offenders commit another crime within
twelve months of leaving prison.
CD•3.39 MP3•128
A, B or C.
5 Complete the questions with the words in the box.
break
commit
locked
released
sentenced
Should young offenders:
1 be sentenced to a longer time in prison?
2 be locked in their cell at night?
3 be returned to prison if they commit another crime?
4 always go to prison if they break the law?
5 be released if they don’t have a home or family to go back to?
6 In pairs, discuss the questions in Exercise 5.
PRONUNCIATION FOCUS
7
appreciation
determined
investigation
offender
sympathetic
unexpected
2 Guess the correct options.
1 The government want more / less education in
young offender prisons.
2 Young offenders are locked up in their cells
during the day / night.
3 Young offenders are / aren’t paid if they attend
lessons in prison.
4 Not every / Every young offender wants to be
released from prison.
5 Some people / The government think young
offenders should be punished more.
3
CD•3.39 MP3•128 Listen to an interview with
Daniel, an ex-offender, and check your ideas
in Exercise 2.
CD•3.40 MP3•129 Listen and put the words in the box in the
correct group, A, B, or C, depending on the stress.
A
8
B
C
determined
sympathetic
appreciation
offender
unexpected
investigation
CD•3.41 MP3•130
Listen, check and repeat.
WORD STORE 8D
9
CD•3.42 MP3•131 Complete WORD STORE 8D. Complete the
collocations with the nouns in the box. Then listen, check and
repeat.
99
REFERENCES
AUDIO SCRIPT ››› p. 163
EXTRA ACTIVITIES
M08_FOCUS_SB_03GLB_8099_U08.indd 99
• Use students’ descriptions of the
photo to lead in to the lesson. Ask
questions, e.g. Why do you think he’s
cleaning the floor? Where do you think
M08_FOC_TB_03GLB_8150_U08.indd 113
he is? Why do you think he’s wearing
these clothes? Is the room like your
bedroom?
• Ask students to try and add more
words to the three groups in Ex. 7.
WORKBOOK
p. 95
06/07/2015 18:14
113
25/01/2016 09:48
8.4 Reading
Gapped text
I can understand the structure of a text.
1 Read the text about The Curious Incident of the Dog in the
Night-Time and answer the questions.
1
2
3
4
5
6
How old is the narrator? fifteen
What’s Christopher like? He has a unique way of reacting to events.
What has happened to the neighbour’s dog? It has been killed.
What is Christopher’s first reaction? He takes the dog in his arms.
How does Mrs Shears, the neighbour, react? She screams.
he doesn’t
Why does Christopher put his hands over his ears? Because
like loud noises.
5
1
2 Read an extract from the book and answer the questions. Use
maybe if you are not sure.
1 Was Christopher afraid of the policeman and policewoman? no
2 Did the policeman understand why Christopher was holding
the dog? no
3 Did the policeman suspect that Christopher had killed the dog? yes/
maybe
4 Was Christopher able to answer all the policeman’s questions? no
5 Did Christopher feel stressed in the situation? yes
6 Do you think Christopher hit the policeman because he didn’t
like him? no
EXAM FOCUS Gapped text
5
The main character and the narrator of The Curious
Incident of the Dog in the Night-Time is Christopher
Boone, a fifteen-year-old boy. Christopher has a unique
and sometimes surprising way of reacting to events.
He is extremely good at Maths and has a logical way
of looking at the world around him, but he sometimes
finds it difficult to deal with other people. In the book,
he describes everything exactly as he sees it, in clear,
direct sentences.
1
2
The story begins one night. Christopher finds his
neighbour’s dog dead in her front garden, with a garden
fork sticking out of it. Most people would run away from
such a scene, but Christopher does not behave like most
people. He knows exactly what he likes and what he
15 doesn’t like, and he likes dogs.
He goes into the neighbour’s garden and takes the dead
dog in his arms. When the dog’s owner, Mrs Shears,
sees Christopher with the dog in his arms, she screams
and tells him to put the dog down. Christopher hates
20 loud noises – he puts his hands over his ears, closes his
eyes, and puts his head on the grass.
10
3 Read the extract again. Choose from the sentences (A–F) the
one which fits each gap. There is one extra sentence.
A I didn’t like him touching me like this.
B ‘And what, precisely, were you doing in the garden?’ he asked.
C I like policemen too and I wanted to answer the question
properly.
D Dogs do not tell lies because they cannot talk.
E He was asking too many questions and he was asking them
too quickly.
F The policeman said, ‘I’m going to ask you once again.’
2
4 Underline the sentences in the extract that describe the situations in pictures A–E.
A
B
C
E
D
100
REFERENCES
CULTURE NOTES ››› p. 150
EXTRA ACTIVITIES
M08_FOCUS_SB_03GLB_8099_U08.indd 100
114
• Students talk about books and films
they know related to crimes.
• In teams, students write questions
M08_FOC_TB_03GLB_8150_U08.indd 114
about the text, e.g. Does Christopher
like dogs? How many policemen were
there? Teams take turns to ask their
questions. They score one point for
each correct answer.
WORKBOOK
p. 96–97
NEXT CLASS
• Ask students to do Show what you
know 8.5 in the WB, p. 98.
06/07/2015
• Ask students to make a list of all the
things other people do for them or
other family members, e.g. cut their
hair, repair the car, pierce their ears.
18:14
25/01/2016 09:48
M08_F
15 18:14
CD•3.43 MP3•132
5
A
10
15
hen the police arrived. I like the police. They have
uniforms and numbers and you know what they are meant
A
to be doing. There was a policewoman and a policeman. The
policewoman had a little hole in her tights on her left ankle and
a red scratch in the middle of the hole.BThe policeman had a
big orange leaf stuck to the bottom of his shoe which was
poking out from one side.
B
The policewoman put her arms round Mrs Shears and led her
back towards the house.
I lifted my head off the grass.
The policeman squatted down beside me and said, ‘Would
you like to tell me what’s going on here, young man?’.
I sat up and said, ‘The dog is dead.’
‘I’d got that far,’ he said.
I said, ‘I think someone killed the dog.’
‘How old are you?’ he asked.
I replied, ‘I am fifteen years and three months and two days.’
1
20
30
35
40
C
F I rolled back onto the lawn and pressed my forehead to
the ground into the grass again and made the noise that Father
calls groaning. I make this noise when there is too much
E
information coming into my head from the outside world. It is
like when you are upset and you hold the radio against your ear
and you tune it halfway between two stations so that all you
get is white noise and then you turn the volume right up so that
this is all you can hear and then you know you are safe because
you cannot hear anything else.
4
B
50
C
55
But the policeman did not give me enough time to work
out the correct answer.
The policeman took hold of my arm and lifted me onto my feet.
A And this is when I hit him.
5
5 Match pictures A–E in Exercise 4 with descriptions 1–3.
1 two pictures that illustrate Christopher’s way of
observing very small details about people
2 an image Christopher sometimes uses to
explain what is happening in his head
3 two pictures of things Christopher does to feel
safe when he can’t understand
E
They were stacking up in my head like loaves in the
factory where Uncle Terry works. The factory is a bakery and
he operates the slicing machines.CAnd sometimes the slicer is
not working fast enough, but the bread keeps coming and there
is a blockage. I sometimes think of my mind as a machine, but
not always as a bread-slicing machine. It makes it easier to
explain to other people what is going on inside it.
3
‘I was holding the dog,’ I replied.
‘And why were you holding the dog?’ he asked.
This was a difficult question. It was something I wanted
to do. I like dogs. It made me sad to see that the dog was
dead.
25 2
‘Why were you holding the dog?’ he asked again.
‘I like dogs,’ I said.
‘Did you kill the dog?’ he asked.
I said, ‘I did not kill the dog.’
‘Is this your fork?’ he asked.
I said, ‘No.’
‘You seem very upset about this,’ he said.
7 Complete the verb phrases with the verbs in the box.
Then find and underline the phrases in the extract.
A, E
hold
1 squat
put
2
3 make
hold
4
take
5
lift
6
C
D , B
6 Read the description of Christopher’s way of seeing the
world and choose the correct options.
Christopher’s way of seeing the world is 1the same as /
different from most people. He 2sees / doesn’t see small
details about people’s appearance. He 3 doesn’t like /
likes numbers and facts, but he 4likes / doesn’t like too
many questions. 5Christopher / Uncle Terry imagines that
questions are like slices of bread and his mind is like
a machine in a bread factory. When there are too many
questions, the machine stops. Then he gets upset and
makes a strange 6face / noise. This is because he 7wants /
doesn’t want to listen to the questions. He 8sometimes /
never hits people when they touch him.
lift
make
put
squat
take
down beside somebody
your arms round somebody
a noise
something against your ear
hold of somebody’s arm
somebody onto their feet
8 Write an example sentence for each phrase in Exercise 7.
1 I squatted down beside my little sister because
she was crying.
9 In pairs, decide whether you would like to continue
reading The Curious Incident of the Dog in the NightTime. Give reasons for your answer.
WORD STORE 8E
10
CD•3.44 MP3•133 Complete WORD STORE 8E. All the
collocations are possible. Find the one that is correct
according to the text. Then listen, check and repeat.
101
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115
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8.5 Grammar
have something done
4 Read the GRAMMAR FOCUS. Did Judy and Mike make
I can understand and use the structure have
something done.
1 In pairs, read the text and guess the correct answers.
BURGLARY: THE FACTS
According to statistics, the highest number of burglaries
happen to 1terraced / detached / semi-detached houses,
2
halfway down a street / at the end of a street /
in the countryside with a 3purple / brown / green door
and the number 488 / 66 / 13.
the changes to their house or did they arrange for
somebody else to do it? Someone else did it for them.
GRAMMAR FOCUS
have something done
You use the structure have something done when you
arrange for somebody to do something for you. (You don’t
do it yourself.)
Compare:
They had the locks changed. (Somebody did it for them.)
They changed the locks. (They did it themselves.)
have + object + past participle
2
Listen to Judy and Mike’s story and
check your answers to Exercise 1. Are Judy and Mike
going to move house? no
CD•3.45
3
MP3•134
Listen again and number the pictures
in the correct order.
Exercise 5
2 We had a new
door fitted.
3 We’ve been
having a bigger
wall built.
4 We’ve just had
the front door
painted.
5 We’re having
new security
lights put in.
6 We’re going
to have a new
burglar alarm
installed.
They’ve had the door painted green.
–
They didn’t have a garage built.
?
Are they going to have the house number changed?
Yes, they are./No, they aren’t.
CD•3.45 MP3•134
3
A
+
T
Note:
You can usually use get instead of have with no change in
meaning.
He’s getting the door painted. = He’s having the door painted.
5 Judy is explaining some of the changes to a new
B
neighbour. Rewrite the sentences using we and have
something done.
4
1 A carpenter changed all the locks.
He
w
Ar
pa
yo
pu
We had all the locks changed.
2
3
4
5
6
Judy and Mike had
a wall built.
C
5
A carpenter fitted a new door.
A builder has been building a bigger wall.
A decorator has just painted the front door.
An electrician is putting in new security lights.
A security firm is going to install a new burglar alarm.
6 Use the prompts to write sentences with have
They’ve had the door
painted green.
something done. Which sentences are true for you?
1 we / redecorate / our house / last year
We had our house redecorated last year.
D
2
3
4
5
1
They’re going to have the
house number changed.
I / never / pierce / my ears
I’ve never had my ears pierced.
my mother / service / her car / every year
My mother has her car serviced every year.
I’d like / colour / my hair
I’d like to have my hair coloured.
I / take out / a tooth / the next time I go to the dentist
I’m going to have a tooth taken out the next time I go to the dentist.
7 Do you have these things done or do you do them
yourself? Use the prompts to write sentences that are
true for you.
1 tidy / bedroom
E
2
I tidy my bedroom.
2 repair / laptop or phone
3 charge / phone
4 test / eyes
They had the locks
changed.
They had a sign about their
dog put on the gate.
5
6
7
8
check / teeth
cut / hair
take / passport photo
update / Facebook profile
8 Use the prompts in Exercise 7 to write questions.
Begin with How often do you ...? Then, in pairs, ask and
answer the questions.
A: How often do you tidy your bedroom?
B: Not very often – about once a week.
Grammar Focus page 127
102
REFERENCES
AUDIO SCRIPT ››› p. 163
M08_FOCUS_SB_03GLB_8099_U08.indd 102
EXTRA ACTIVITIES
116
• Photocopiable resource 45 (have
something done – 15 mins) p. 184, 234
• Students write sentences about
themselves and family members using
M08_FOC_TB_03GLB_8150_U08.indd 116
the lists they made, e.g. I have my
hair cut once every eight weeks.
• Prepare six sentences using have
something done – four correct and two
with mistakes, e.g. I had my ears pierced
yesterday. Write them on the board. In
pairs or groups, students discuss the
sentences and correct the mistakes.
WORKBOOK
p. 98
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25/01/2016 09:48
M08_F
5 18:14
8.6 Speaking
Opinions: talking about advantages and
disadvantages
4 In pairs, discuss which activity from Exercise 2
I can give my opinion and identify advantages and
disadvantages.
5 In pairs, look at the motion for a school
you would choose to do and why.
debate. Think of three reasons for and three
reasons against doing voluntary work.
1 Complete the sentence in as many ways as you can think of.
Then, in pairs, discuss your ideas.
home
A good person is someone who …
A good person is someone who is honest and kind.
2
CD•3.46 MP3•135 Read the texts and listen to Robert and Sonia.
What do they decide to do? Robert – 2, Sonia – 3
teachers
students
1
2
Help younger pupils
with school subjects.
Are you good at a
particular subject? Are
you patient? Younger
pupils need your help.
3
3
Help the elderly in your
community.
Elderly people are often
lonely. Promise to call
on an elderly person two
or three times a week.
Raise money for charity.
Organise a sale:
second-hand clothes,
cakes or books.
CD•3.46 MP3•135 Complete section A of the SPEAKING FOCUS
with the words in the box. Then listen again and check.
good
into
not
rather
thing
SPEAKING FOCUS
A Talking about your skills and interests
(Teaching) isn’t my 1thing at all.
You’re really 2
I’m
3
not
good
at (Maths/swimming).
7
CD•3.47 MP3•136 Read sections B and C of the
SPEAKING FOCUS and complete the texts.
Then listen again and check.
FOR
In my opinion, there are a lot of 1advantages
to doing voluntary work. 2 One benefit is that it
makes people think about other people who are
less fortunate than they are. What I 3 mean is that
if you do voluntary work, you will understand the
problems that exist in society. Another 4benefit of
doing voluntary work is that you become a better
person – less selfish and more generous.
AGAINST
First of all, I agree that there are a lot of
advantages to doing voluntary work, but
drawbacks
I think there are 5
too. One of the 6 main
disadvantages of voluntary work is that it can
take up a lot of time. What I mean is, voluntary
work could stop you helping your own family or
friends, or take time away from your studies.
7Another
disadvantage of voluntary work is that you
don’t earn money, so you are still dependent on
your parents for everything. To be 8honest, I think
we should learn to be independent from our
parents as soon as possible.
(patient) enough.
I’d 4 rather (visit an elderly person).
I’m really 5
parents
CD•3.47 MP3•136 Listen to two people talking
about reasons for and against doing voluntary
work. Do they mention any of your points
from Exercise 5?
parents
THREE EASY WAYS TO BE A GOOD CITIZEN!
students
6
PRINCE JAMES SCHOOL
home
teachers
SCHOOL DEBATE
Motion:
Everybody should do voluntary work.
into
8 In pairs, choose a topic. Student A: make
(vintage clothes).
notes about the advantages. Student B: make
notes about the disadvantages. Then discuss
your ideas.
B Giving and explaining an opinion
In my opinion, …/What I mean is …/In fact, …
To be honest, I think/don’t think …
C Talking about advantages and disadvantages
There are a lot of advantages/disadvantages …
One/Another benefit is that …
The main advantage of voluntary work is that …
There are drawbacks too.
One of the main disadvantages of voluntary work is that …
Another disadvantage of voluntary work is that …
•
•
•
•
•
•
being an only child
single-sex schools
taking part in sports competitions
wearing a school uniform
being a man/woman
having a pet
103
REFERENCES
AUDIO SCRIPT ››› p. 163
EXTRA ACTIVITIES
M08_FOCUS_SB_03GLB_8099_U08.indd 103
Students work in pairs. They
make a list of the advantages and
M08_FOC_TB_03GLB_8150_U08.indd 117
disadvantages of doing the three
things in Ex. 2. They decide which
would be the best activity for them.
WORKBOOK
p. 99
NEXT CLASS
Ask students to think about which of
the things they do regularly
they enjoy
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doing.
117
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8.7 Writing
An opinion essay
1 Read the news report and discuss the
questions.
opening
I can present and support my personal point of view.
It is not unusual for older generations to criticise
younger people’s lifestyles. For instance, a politician
said recently that the young people in this country
were lazy and did not know how to enjoy life. In my
view, these comments are incorrect and unfair.
body
To begin with, I would like to point out that not all
young people are addicted to the Internet. Many
youngsters communicate and share interests online,
but most of us do not spend all our free time there.
For example, my friends and I regularly meet and
spend time doing and talking about the things we
enjoy. In other words, we have real lives.
Next, as far as I am concerned, most young people
are not lazy. For instance, like many of my friends, I
am studying for my final exams and learning to drive
at the moment. In addition, I play the guitar and go
mountain biking most weekends. Put another way,
we are too busy to be lazy.
closing
Lastly, it seems to me that the majority of young
people do enjoy life. Many of us have social lives
which include a range of sports, hobbies and
interests. Moreover, plenty of these activities involve
spending time with friends and making the most of
our beautiful country.
In summary, I do not think the politician who made
these comments understands today’s young people.
I think he should visit some local schools, talk to
some teenagers and find out what their lives are
really like.
1 What is your opinion of the politician’s
comments?
2 Do you know anyone who you think is
addicted to the Internet?
Are young people
enjoying life?
A politician has upset young people with the
comments he made during a television interview
this week. He said, ‘Today’s teenagers have forgotten
the simple pleasures of life such as conversation
with friends and family, and time spent outdoors in
our beautiful country. If something isn’t available
in a three-minute YouTube video or can’t be liked
on Facebook, then it is of no interest to anyone
under the age of eighteen. We live in a nation of
lazy, Internet-addicted young people who have no
idea how to really enjoy life.’
2 After a class discussion on this news item,
Oliver wrote an opinion essay. Read the essay.
Do you agree with the points he makes?
3 Complete the list below with the linkers in
pink in Oliver’s essay.
Use linkers to:
• introduce the main paragraphs: To begin with,
Next, 1 Lastly
• give personal opinions: I would like to point
In my As far as I’m
out that, It seems to me that, 2 view , 3 concerned
• give examples: For example, For instance
• add further support: In addition, 4 Moreover
• emphasise a point by repeating it: in other
words, 5 Put another way
In
• introduce the conclusion: In conclusion, 6summary
104
EXTRA ACTIVITIES
118
• Read
the title of the text in Ex. 1 and
M08_FOCUS_SB_03GLB_8099_U08.indd 104
ask students what things they enjoy
doing and how they would answer the
question.
M08_FOC_TB_03GLB_8150_U08.indd 118
• Ask comprehension questions about
the two texts, e.g. What did the
politician say? What did the politician
say recently?
NEXT CLASS
Ask students to study the Word list on
06/07/2015
p. 135.
18:14
WORKBOOK
p. 100
25/01/2016 09:48
M08_FO
5 18:14
4 Replace the underlined words with linkers from
Exercise 3, adding commas where necessary.
Sometimes more than one answer is possible.
Writing task
1 I think/It seems to me that the celebrity’s comments
were extremely negative and unhelpful.
2 First/
, although some young people may be
unfriendly, this is not true for all of us.
3 My parents taught me to be well-mannered. And/
, we are expected to be polite at school.
4 In my opinion/
, there are many selfish people in
the world and not all of them are young.
5 For example/
, lots of young people do voluntary
work or raise money for charity.
6 Another way to say this is/
, most young people
are aware of the importance of being a good citizen.
In your English class you have been talking about
politeness and manners. Now your teacher has asked
you to write an essay. Write your essay using all the
notes below and give reasons for your point of view.
5 Read the WRITING FOCUS and complete it with the
words in the box.
linkers
point of view
summary
support
Exercise 4
Young people today are unfriendly and selfish because
their parents and schools don’t teach them manners.
Do you agree?
Notes
• only a minority
• influence of TV and films
•
(your own idea)
2 To begin with
3 In addition/
Moreover
4 I would like to
point out that/
It seems to me
that/In my view/
As far as I am
concerned
5 For example/
For instance
6 In other words/
Put another way
A Write your essay in 140–190 words. Follow these
steps.
• Start by stating your opinion on the comment.
reader
• Write about all the notes in the question.
• Support your reasons with examples.
WRITING FOCUS
• Use linkers to help the reader follow your essay.
• In the last paragraph, include a summary of your
An opinion essay
Opening
• Introduce the topic and give a clear statement of your
main 1 point of. view
Body
• Include two or three paragraphs with more detailed
personal opinions and 2 support these with reasons and
examples.
Closing
• Include a 3 summary of your main point of view. Use
different words to the statement in the introduction.
• Include a final comment which leaves the 4 reader with
something to think about.
• Remember to use 5 linkers to make your essay easier
to follow.
view with different words to your opening opinion
statement.
• End with a final comment to give the reader
something to consider.
Useful language
•
•
•
•
•
•
•
It is not unusual for young people to …
To begin with, I’d like to point out …
Next, as far as I am concerned, most …
For example, many of my friends like to …
In addition, many young people today …
Lastly, it seems to me that …
In summary, I do not think that …
B Use the ideas in the WRITING FOCUS and the
model to help you.
C Check
Have you started by clearly stating your opinion?
Have you written about all the notes in the question?
Have you supported your reasons with examples?
Have you used linkers to introduce main
paragraphs, add ideas or emphasise points?
✓ Have you included a summary of your view
using different words to your statement in the
introduction?
✓ Have you left the reader with something to
consider?
✓
✓
✓
✓
105
WORD LIST ACTIVITIES
Divide students into teams. Call out a word or expression
for the first team. Students have to explain the meaning and
use it in a sentence. Give one point for the meaning and two
points for using it correctly. Continue round the teams. The
team with the most points at the end wins.
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FOCUS REVIEW 8
VOCABULARY AND GRAMMAR
LANGUAGE IN USE
1 Complete the sentences with words from the unit. The
5 Complete the sentences with the correct form of the
Exercise 5
1 it had been
robbed
2 have his car
serviced
3 claimed (that)
he had never
seen
4 how old she
would be
5 Was Daniel
released from
6 would not/
wouldn’t have
arrested
first letter of each word is given.
words in brackets.
1 I’m sorry I behaved badly yesterday – I made
a f ool
of myself!
2 No one knows the exact number of people who sleep
r ough
in the streets of London.
3 When I was a student and couldn’t pay the rent, my
parents h elped
me out a few times by sending
some money.
4 On a verage
, women tend to donate more money
to charities than men.
5 Jenny is a very w ell
-m annered
young lady –
she always knows how to behave.
6 Journalists from all major TV stations are going to attend
the president’s p ress
c onference tomorrow.
1 My uncle decided to install a burglar alarm in his shop
after (it/rob)
twice.
2 John is going to (car/service)
by a mechanic.
3 When the police officer interviewed him, the man
(claim/he/never/see)
the victim.
4 The judge asked the younger offender (how old/she/be)
the following month.
5 (Daniel/release)
hospital yesterday?
6 The police (not/arrest)
the suspect if he
hadn’t been to prison before.
6 Complete the text with one word in each gap.
CHRISTMAS JUMPER DAY
2 Complete the sentences with the correct form of the
words in capitals.
cruelty
1 Many people don’t realise that
to animals is
a crime. CRUEL
beggar
2 A
asked me for spare change. BEG
3 Has anyone ever shown their appreciation for your hard
work? APPRECIATE
4 My father is an honest and honourable man. HONOUR
5 Gina has lost her engagement ring. ENGAGE
3 Complete the second sentence so that it has a similar
meaning to the first using the Passive.
Exercise 4
1 have my teeth
checked
2 was having her
nails painted
3 has never had
her hair cut
4 Did you have
your flat painted
5 are having the
grass in their
garden cut
1 The government will release five political prisoners.
Five political prisoners will be released.
2 A prison guard took John to his new cell.
John was taken to his new cell.
3 The lawyer’s speech has impressed the jury.
have been
The jury impressed by the lawyer’s speech.
4 A private detective is investigating the disappearance of
the princess.
is being
The disappearance of the princess investigated by a private
detective.
5 Many drivers break the new rules regarding speed limits.
The new rules regarding speed limits are broken by
many drivers.
4 Complete the sentences with the correct form of the
words in brackets. Use have something done.
1 I follow my dentist’s advice and I
(check/my
teeth) twice a year.
2 Helen couldn’t answer when you phoned because she
(paint/her nails).
3 My younger sister
(never/cut/her hair) by
a professional hairdresser. My mum always does it.
4
(paint/your flat) or did you do it yourself?
5 My neighbours
(cut/the grass in their
garden) right now – that’s why it’s so noisy.
C
hristmas is traditionally the
time of giving. Apart from
looking for perfect gifts for friends
and family members, a lot of
people also think about those
less
who are 1___________
fortunate.
At this time of the year, most
charities encourage us to donate
some money so that they can
help the homeless or the elderly.
One of the most interesting
campaigns in the UK is the
Christmas Jumper Day,
2
which
___________
usually takes
place on the second Friday
of December. The idea is that
people should wear a special
Christmas jumper on this day and
donate at least £1 to Save the
Children, the charity organising
3
the/this
___________
event. Every year
are
the donations 4___________
used to help children in 120
countries by providing them
with health care and the food
they need to be healthy.
Why do people support this
In
campaign? 5___________
my view, they do so because
it’s a fun and easy way of
6
doing
___________
a good deed!
Almost everyone in the UK has
got a Christmas jumper. Many
people don’t buy them –
they are a popular Christmas
present.
106
120
EXTRA ACTIVITIES
WORKBOOK
NEXT CLASS
• Photocopiable resource 47
M08_FOCUS_SB_03GLB_8099_U08.indd 106
(Speaking
– 15 mins) p. 185, 236
• Photocopiable resource 48
(Writing – 12 mins) p. 185, 237
Use of English 8.8, p. 101;
Self-assessment 8.9, p. 102
• Ask students to do Self-check 8.10 in
06/07/2015
the WB, p. 103.
• Ask students to prepare for Unit test
8 and Review test 4 (Focus Assessment
Package).
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M08_F
15 18:15
READING
SPEAKING
7
8 Look at the diagram. It shows advice about how people
Read the texts about charity events. For questions 1–5,
choose from the texts (A–C). You can choose each text
more than once.
Which text mentions:
1 a previous effort to give help?
2 a place for an event?
3 a way to help that does not involve money?
4 a solution for those who can’t do the main activity?
5 a specific way money will be spent?
A
B
C
A
B
B
DOG SHELTER
WE ARE SEEKING PEOPLE IN THE COMMUNITY
TO HELP AT OUR DOG SHELTER.
The dogs we care for have many different stories. Some
have been found injured or have been abandoned by
their owners, some have suffered cruelty. All of them
deserve love. At our place we provide them with food
and our experienced vets look after any medical issues,
but we need caring walkers to give them exercise. By
donating only a few hours of your time a week, you can
make a difference to their lives. When they are strong and
healthy, they are adopted by loving families.
B
can protect their homes from theft. In pairs, follow
these steps.
• Talk to each other about how useful this advice is.
• Decide which piece of advice is the most useful.
leave a light
on when
you’re out
hide your
valuable things
when you’re out
How useful
is this advice
for protecting
people’s homes
from theft?
lock doors and
windows before going out
d doors
Close all windows an
before you go out
Fun Run
put in
security alarms
and cameras
tell neighbours
when you’re out
Your neighbour
m!
is your best alar
Next Sunday put your running shoes on and help
raise money for children with serious illnesses.
Ask family, friends and businesses to donate money
for every kilometre you complete. If you are unable to
run, please give generously to those who are going to
compete. The money that is collected will be used to pay
for medical treatment that some families cannot afford.
Our school has a long history of community service that
we are very proud of. Last year, our talent contest raised
over £10,000, which was donated to the children’s
hospital. Let’s continue that fine tradition on Sunday.
C
For one night only, the musical Grease
will be performed by the Seaford Youth Club
at the Seaford Theatre.
All ticket sales will be donated to the Sunshine Club for the
Elderly. The club, in Cambridge Street, has been welcoming
elderly members of the community for over fifty years. It’s
where they can meet to enjoy each other’s company and never
feel lonely. For such a worthy cause, go along and support the
Youth Club as they support our senior citizens.
At only £10 a ticket for a great show, it’s worth every penny.
9 In pairs, discuss the questions.
1 In your opinion, what is the right thing to do when you
suspect your house has been burgled? Why?
2 How can you develop a good relationship with your
neighbours?
3 Do you think that a city monitoring system would make
your town or city a safer place to live? Why?/Why not?
4 Some people say that there were fewer crimes in the
past. Do you agree? Why?/Why not?
WRITING
10 In your English class you have been talking about
celebrities and role models. Now your teacher has
asked you to write an essay. Write your essay using all
the notes and give reasons for your point of view.
Are celebrities good role models for young people
today?
Notes
• positive and negative influence of celebrities
• other role models
•
(your own idea)
Write your essay in 140–190 words.
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0.1 Present tenses – review
Present Simple
We use the Present Simple to talk about:
I
• actions which are repeated regularly:
I make my bed every morning.
play.
He/She/It
plays.
I/You/
don’t
We/They (do not)
He/She/ doesn’t
It
(does not)
Yes / No questions
Do
Does
I/you/we/
they
play.
I
You/
cleaning. We/
They
play?
he/she/it
Yes, I/you/we/they do.
No, I/you/we/they don’t.
Yes, he/she/it does.
No, he/she/it doesn’t.
do
I/you/
we/they
does
he/she/it
aren’t
(are not) cleaning.
Yes / No questions
Short answers
Am
I
Yes, I am.
No, I’m not.
Are
you/we/
they
Is
he/she/
it
Yes, you/we/they are.
cleaning? No, you/we/they aren’t.
Yes, he/she/it is.
No, he/she/it isn’t.
Wh- questions
live?
What
lives here?
SPELLING RULES – THIRD PERSON SINGULAR:
• general rule: infinitive + -s, e.g. run – runs
• verbs ending in a consonant and -y: y + -ies,
e.g. carry – carries
• verbs do and go and verbs ending in -ss, -x, -ch, -sh:
+ es, e.g. do – does, go – goes, push – pushes
• have: has
Common time expressions used with the Present Simple:
• always
’m not
(am not)
He/
isn’t
She/It (is not)
Short answers
Subject questions
Who
am
He/She/
is
It
Wh- questions
Where
Negative
You/We/
are
They
Negative
I/You/We/
They
We use the Present Continuous to talk about actions, events
and changes happening at the moment of speaking:
My dad is painting the kitchen right now.
Affirmative
• states and permanent situations:
We live in the centre of Sydney.
Affirmative
Present Continuous
am
I
are
you/we/
they
is
he/she/ it
cleaning?
Subject questions
Who
is cleaning the windows?
SPELLING RULES – THE -ING FORM:
• general rule: infinitive + -ing: cook – cooking
• verbs ending in a consonant + -e: e + -ing,
e.g. make – making
• regularly
• one-syllable verbs ending in a single vowel + a consonant:
the consonant is doubled + -ing, e.g. swim – swimming
• usually
Common time expressions used with the Present Continuous:
• often
• sometimes
• never
• every day / week / month
• at the moment
• now
• today
• this morning/afternoon
• this year
• these days
• at present
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Present Perfect
Irregular verbs
We use the Present Perfect to talk about actions and events
which:
Many verbs have an irregular past participle form (e.g. write,
go, lose). A list of irregular verbs can be found in the WORD
STORE on page 25.
• finished in the past, but we don’t know or it’s not important
exactly when they happened:
My friends have seen my new house.
• started in the past and continue up to now:
We’ve had this TV for three years.
When describing actions which started in the past and
continue into the present, we often use since and for:
• since describes when the action or state began:
since 2012/Sunday/last month/my birthday/I moved here
• for describes how long the action or state has continued:
for five minutes/a week/a long time/ages/most of my life
Affirmative
Negative
I/You/
We/
They
’ve
(have)
haven’t
I/You/We/
(have
They
not)
He/
She/It
’s
(has)
finished.
He/She/It
Yes / No questions
Have
Has
I/you/
we/they
he/she/
it
1 Complete the sentences with the verbs in the boxes.
doesn’t work
hasn’t worked
isn’t working
isn’t
1 Monica working today. She’s sick.
doesn’t
2 Fred work on Fridays. He’s in the office from Monday
to Thursday.
hasn’t
3 John worked for a long time. He can’t find a job.
have been to
have gone to
have
finished.
hasn’t
(has not)
4 My parents aren’t at home – they gone to that new Italian
restaurant.
have
5 We been to that new Italian restaurant twice – we really
like it.
have
6 There been many changes to my town over the years.
Short answers
finished?
Yes, I/you/we/they have.
No, I/you/we/they haven’t.
Yes, he/she/it has.
No, he/she/it hasn’t.
are you doing
do you do
have you done
are you
7 Why doing your homework now? It’s Friday evening.
do
8 How often you do experiments in your Chemistry class?
have you
9 What done to my dress? It looks awful now!
2 Complete the sentences with the correct present form
of the verbs in brackets.
have
I/you/we/they
has
he/she/it
don’t/doesn’t
learnt?
Subject questions
Who
Monica has been to the USA. (Sometime in the past, she is not
there now).
Monica has gone to the USA. (She is there right now).
have been
Wh- questions
What
Pay attention to how we use the forms been and gone:
has studied French before?
SPELLING RULES – PAST PARTICIPLE FORM
Regular verbs
1 Lucy’s family come (not come) from the USA – they’re
English.
have you
2 How long lived (you/live) in the countryside?
3 My brother has gone to Austria for a few days. I’m sure
he is skiing (ski) now.
does your older brother usually
4 How often visit (your older brother/usually/visit) your
parents?
have
5 I had (have) this armchair for ages. It’s old but
comfortable.
is
6 Gillian wearing (wear) a big cap and a long scarf because
it’s cold today.
• general rule: infinitive + -ed, e.g. work – worked
• verbs ending in -e: + -d, e.g. like – liked
• verbs ending in a consonant + -y: y + -ied, e.g. cry – cried
• one-syllable verbs ending in a single vowel + consonant*:
the consonant is doubled + -ed, e.g. stop – stopped
*except -x and -w, e.g. boxed, flowed
• two-syllable verbs ending in a vowel + consonant: the
consonant is doubled when the stress is on the second
syllable, e.g. refer – referred
• travel: although the stress is on the first syllable, -l is
doubled, e.g. travel – travelled
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1 Choose the correct options.
0.2 Quantifiers
Nouns can be countable or uncountable.
Countable nouns:
• have both singular and plural forms:
This apple is very sweet.
These apples are very sweet.
• can be used with a/an/the or a number:
an egg, the egg, the eggs, two eggs
Uncountable nouns
1 How many / How much butter do I have to buy?
2 You’ve written a great essay. There are much / lots of
good ideas.
3 My grandparents live on a farm and have some / a little
chickens.
4 I can give you a few / a little tips if you need my help.
5 How many / much time do you need to clean the flat?
6 I have to get another job. At the end of the month I’ve
got very little / a little money left.
2 Complete the sentences with quantifiers. Sometimes
more than one answer is possible.
• have no plural form:
Milk is very healthy.
• can be used with the, but not with a/an or a number:
water, the water a water, one water
We often use the following quantifiers with countable and
uncountable nouns:
Countable nouns
Uncountable nouns
how many?
How many eggs are there?
how much?
How much sugar is there?
many
Are there many eggs?
We haven’t got many eggs.
much
Is there much sugar?
We haven’t got much sugar.
1
2
3
4
5
6
A lot of people find it difficult to eat healthily.
some/
I’m sure there was a little chicken in the freezer.
Have you got any friends in London?
How
many days off school do we get for Christmas?
There aren’t any cakes left – we’ve sold everything.
a few/
I’ve read some reviews for that new sushi restaurant in
High Street.
a lot of/lots of
There are a lot of/lots of
eggs in the fridge.
There is a lot of/lots of
sugar in the cupboard.
a few
I need a few eggs.
a little
I need a little sugar.
some
There are some eggs in the
fridge.
There is some sugar in the
cupboard.
few
There are few eggs in the
fridge.
little
There is little sugar
in the cupboard.
any (?)
Are there any eggs in the
fridge?
Is there any sugar in the
cupboard?
any (–)
There aren’t any eggs in the
fridge.
There isn’t any sugar in the
cupboard.
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SPELLING RULES – PAST SIMPLE FORM
Present Perfect and
Past Simple
0.3
Regular verbs
Present Perfect
We use the Present Perfect to talk about actions and events
which finished in the past, but we don’t know when or it’s not
important when exactly they happened:
My dad has been to many concerts.
Common time expressions used with the Present Perfect:
The rules for forming the Past Simple form of regular verbs are
the same as those for the past participle form of regular verbs.
(See section 0.1 on page 109.)
Irregular verbs
Many verbs have an irregular Past Simple form (e.g. write, go,
lose). There is a list of irregular verbs in the WORD STORE on
page 25.
• ever – used in questions:
Have you ever danced in a shopping centre?
Common time expressions used with the Past Simple:
• never – used in negative sentences:
My grandparents have never watched a film online.
• last
• already and just – used in affirmative sentences, between
have and the past participle form of the main verb:
I have already read this book. They have just arrived.
• yet – used in negative sentences or questions, at the end of
the sentence:
She hasn't called yet. Has she called yet?
• yesterday
• ago
• when
• in the past
• then
1 Use the prompts to write two Present Perfect
sentences for each question: an affirmative one with
already and
a negative one with yet.
Past Simple
We use the Past Simple to talk about actions and events
which started and finished in the past. We often say when they
happened:
My dad went to a concert yesterday.
Affirmative
Negative
I/You/He/
She/It/
We/They
danced.
Yes / No questions
Did
1
2
3
4
5
6
I/You/He/
didn’t
She/It/
(did not)
We/They
dance.
2 Complete the conversations with the Present Perfect or
Past Simple form of the verbs in brackets.
Have you
1 A: bought (you/buy) a new dress for the party yet?
B: No, not yet. But I went (go) shopping last weekend
and I saw (see) two really nice dresses.
did Lea
2 A: When start (Lea/start) writing her fashion blog?
B: Three months ago, I think. She talks a lot about it, but
haven’t
I read (not read) it yet!
Have you ever
3 A: heard (you/ever/hear) about Scarlett Thompson?
B: Oh yes, she’s a British novelist. My sister read (read)
all her books when she was (be) in hospital.
’ve just
4 A: I cooked (just/cook) some pasta. Would you like some?
B: No, thank you. We had (have) a three-course dinner
just an hour ago.
Short answers
I/you/
Yes, I/you/he/she/it/we/they
he/she/
did.
dance?
it/we/
No, I/you/he/she/it/we/they
they
didn’t.
Wh- questions
Where
did
I/you/he/she/it/we/they dance?
Subject questions
Who
danced
in the shopping centre?
I / see / a flashmob
Sam / buy / a new jacket
we / shop online
you / have / a swimming lesson
Fiona and Frank / open / an online store
Sally / post / a video / on YouTube
3
Complete the sentences with the Present Perfect or
Past Simple form of the verbs in brackets.
1 I learned (learn) to play the guitar three years ago.
Have you
2 bought (you/buy) a new suit yet?
3 Rob had (have) his first driving lesson yesterday.
did Helen
4 When write (Helen/write) this song?
Has Mary ever
5 visited (Mark/ever/visit ) Chicago before?
hasn’t
6 Tom opened (not open) a bank account yet.
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and superlative
0.4 Comparative
adjectives – too and enough
• We use the comparative form of adjectives and the word
than when we want to compare two people or things:
This shirt is cheaper than the sweater.
• We use the superlative form of adjectives to show that a
person or thing has the highest degree of a certain quality
(compared to at least two other people or things):
This is the most expensive ring in the shop.
• To compare two people or things, we can also use (not) as +
adjective + as:
This jacket is not as comfortable as that coat.
Adjectives
Comparative
Superlative
one-syllable
adjectives
young
nice
hot
younger
nicer
hotter
the youngest
the nicest
the hottest
two-syllable
adjectives
ending in -y
pretty
dry
prettier
drier
the prettiest
the driest
two-syllable
or longer
adjectives
expensive more
expensive
dangerous more
dangerous
irregular
adjectives
good
bad
far
better
worse
further
the most
expensive
the most
dangerous
the best
the worst
the furthest
We often use too (= more than you need or want) and not
enough (= less than you need or want) with adjectives. The
patterns are: too + adjective and not + adjective + enough:
The designer was too busy to talk to the press.
The horse wasn’t fast enough to win the race.
1 Complete the sentences with one word in each gap.
1 Are women more careful with money than men?
2 I’m bad at football, but I’m even worse at tennis.
3 Black skinny jeans are the most fashionable trousers
this season.
4 Shopping with friends is better than shopping alone.
5 This is the biggest shopping centre in our town.
6 Denim jackets are as popular as leather jackets this
season.
2 Complete the sentences with the adjectives in brackets
and too or enough.
comfortable
enough (comfortable) for two people.
1 This bed isn't ______
too
scared (scared) to
2 I understand a lot of German, but I'm _____
speak it.
too
close (close) to the
3 You can't park your car there. It is _____
edge of the cliff!
talented
4 I'm afraid Jenny isn't enough
_____ (talented) to become a
famous singer.
too
heavy (heavy) for me; I can't lift it.
5 This box is _____
0.5 Future forms
We use the Present Continuous for future plans and
arrangements, usually with a time reference:
I’m leaving tomorrow, so I can’t go to the cinema with you.
We use be going to + infinitive for:
• intentions and future plans which may change:
What are you going to prepare for lunch?
• predictions about the future based on what we know and
can see now:
We’re not going to get to the station on time.
We use will + infinitive for:
• decisions made at the time of speaking:
Wait for me! I’ll help you with the shopping.
• predictions about the future based on opinions, intuition or
experience:
You can borrow my dictionary, but I’ll probably need it back
next week.
1 Complete the sentences with the verbs in the box.
There are three extra verbs.
isn’t going to rain ’ll be ’ll laugh
’m going to laugh ’re announcing ’re taking
’s going to read ’s having isn’t raining
isn’t going
1 The clouds have gone and the sky is clear. It to rain .
’s going to
2 Your father read your school report after lunch.
’re
3 We taking a taxi to get to the airport. I’ve already
phoned for one.
4 I’m sure Tom ’ll be disappointed that we didn’t win the
dancing competition.
’re
5 Weannouncingthe winners of the competition on Friday.
6 I promise I ’ll laugh at all your jokes.
2 Choose the correct options.
1 A: Will you help / Are you helping me fix my car this
weekend?
B: Yes, why not?
2 Don’t worry! I’m sure all your problems will disappear /
are disappearing soon.
3 A: Does your sister like music?
B: She loves it. Actually, she will take / is taking part in
a singing competition on Thursday.
4 I need a new pair of trainers because we ’re playing /
’ll play football next weekend.
5 A: The chicken salad is very good in this restaurant.
B: OK. I ’m going to have / ’ll have it.
6 It’s possible that in 2100 there won’t be / aren’t going to
be any official school exams.
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and Second
0.6 First
Conditionals
1 Choose the correct answer, A or B.
1 If I get a pay rise,
A I’ll spend some money on a tablet.
First Conditional
B I’d buy a new mobile phone.
We use First Conditional sentences to talk about things which
may happen in the future under certain conditions:
If you don’t switch on the printer, it won’t work.
We use the Present Simple in the if-clause (describing the
condition) and will/won’t in the main clause (describing the
effect). Either of the two clauses can come first in the sentence.
If the if-clause comes first, we use a comma after it.
2 If you weren’t so tired,
A we can play a game together.
B we could watch a film on my laptop.
3 What would you tell Phil
A if he asks to be your Facebook friend?
B if he asked to borrow your camera?
4 Will Rebecca be angry
A if we comment on her blog?
If + Present Simple,
(condition)
will/won’t + infinitive
(effect)
If he starts a blog,
I’ll read it.
will/won’t + infinitive
(effect)
if + Present Simple
(condition)
I’ll read his blog
if he starts one.
B if we posted a few of her photos online?
5 If you were my true friend,
A you won’t talk to me like that.
B you wouldn’t ignore my text messages.
6 If we were in London today,
A we could go to a concert.
B we can visit my friends.
2 Complete the First and Second Conditional sentences
with the correct form of the verbs in brackets.
would
Second Conditional
We use Second Conditional sentences to talk about present
situations or states which are impossible or very unlikely, or
about something that could happen in the future but is rather
improbable:
If I had more time, I would learn programming.
We use the Past Simple in the if-clause (describing the
condition) and would/wouldn’t or could/couldn’t in the main
clause (describing the effect). Either of the two clauses can
come first in the sentence. If the if-clause comes first, we use a
comma after it.
If + Past Simple,
(condition)
would/wouldn’t/could/
couldn’t + infinitive
(effect)
If your laptop crashed,
who would you ask for help?
would/wouldn’t/could/
couldn’t + infinitive
(effect)
if + Past Simple
(condition)
Who would you ask for help
if your laptop crashed?
1 If your family had (have) a pet dog, who take (take) it
for a walk every morning?
2 If my parents knew (know) more about computers,
would
they understand(understand) why I need a new laptop.
doesn’t
won’t
3 Hank become (not become) an IT specialist if he go
(not go) to university.
would
4 We wear (wear) T-shirts and shorts all the year round if
we lived (live) in a hot country.
will
doesn’t
5 If he hurry (not hurry up), he miss (miss) the beginning
of the film.
don’t
6 What’s wrong with you? If you eat (not eat) your lunch,
you will be (be) hungry soon.
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verbs for obligation
0.7 Modal
and permission
To express obligation or necessity, we use:
• must, especially when we refer to something the speaker
feels is necessary or important:
I must phone Mum.
• have to, especially when we refer to something that is
necessary because of a rule or law, or because someone
else says so:
We have to wear a uniform at school.
• need to:
Ann often needs to look after her younger sister.
To express lack of obligation or necessity, we use:
• don’t have to:
My dad doesn’t have to wake up early. He starts work
at twelve.
• don’t need to/needn’t:
You don’t need to go to university this year.
• You needn’t do the washing up. We’ve got a dishwasher.
To express permission, we use:
• can:
You can invite some friends if you want.
• be allowed to:
Students are allowed to work part-time.
To express lack of permission or prohibition, we use:
• can’t:
You can’t leave the classroom without permission from
your teacher.
• mustn’t:
You mustn’t play loud music after 10 p.m.
• not be allowed to:
You aren’t allowed to speak during the exam.
1 Complete the sentences with the verbs in the box.
are allowed to can’t doesn’t have to
don’t have to have to is allowed to
must needs to
is allowed
1 Helen to stay at home today because she was in the
office on Saturday.
doesn’t
2 Richard have to walk his dog now – his dad has already
done it.
3 I’m afraid you can’t use a dictionary during the test.
Please put it back on the shelf.
4 I have to go now – my friends are waiting for me.
5 It was great to meet you, Alex. We must do it more
often.
6 My sister is a student, but she still needs to phone my
parents every day.
don’t
7 Ally and Mike have to be at home at 9 p.m. on Saturdays,
so they usually stay out until 10 or 11 p.m.
are allowed
8 My younger brothers to play video games for an
hour a day only, but they would like to do it more often.
2 Choose the correct options.
1 John is allowed to / can’t / must go on holiday on his
own – he’s too young.
2 Students don’t have to / mustn’t / can call their teachers
by their first names – it’s a very modern school.
3 You can’t / needn’t / need to be by the school gate at 3
o’clock. Don’t be late!
4 We are allowed to / have to / mustn’t stand up when the
headmaster enters the room – he’s very formal.
5 Teenagers have to / mustn’t / needn’t study hard for
their exams if they want to get into university.
6 He has to / is allowed to / mustn’t phone them when he
is going to be home late or they get worried.
7 You must / need to / don’t have to bring any food. My
aunt is going to prepare everything.
8 Victor isn’t allowed to / needn’t / can go out during the
week. His parents are very strict.
3 Complete the sentences with must or have/has to.
1 We have to go to school this Saturday – we’re having
a rehearsal for a new play.
2 I’ve heard it’s a great novel. I must read it!
3 All students have to wear uniforms in my school.
4 Does Amy have to work in the café three times a week?
5 I’m really tired. I must go to bed early tonight.
6 I don’t think Jo has heard the news yet. You must text
her as soon as possible.
7 Visitors have to switch off their mobiles here.
8 What do we have to prepare for our next English class?
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0.8 Defining relative clauses
We use defining relative clauses to give important information
about a person, thing, place, etc., so that it's clear which one
we are talking about. We use the following relative pronouns:
• who and that to refer to people:
I have a friend who/that works as a console game teacher.
• which and that to refer to objects:
The computer which/that I use at work is very slow.
• where to refer to places:
This is the office where I work.
1.2 Dynamic and state verbs
Dynamic verbs like do, work and play describe actions and
can be used in both types of tenses – simple (e.g. the Present
Simple) and continuous (e.g. the Present Continuous):
I often listen to classical music.
I’m listening to Mozart now.
State (or stative) verbs include:
• attitude verbs (describing feelings, emotions, preferences,
etc.). e.g. hate, like, love, prefer
• mental/thinking verbs, e.g. believe, know, need, remember,
think, understand, want
• whose to show possession:
I don’t know whose book this is.
• why to give to a reason or explanation:
Can you tell me the reason why you are late?
We can leave out the relative pronouns who, which and that
when they are followed by a noun or pronoun:
Are you reading the report (which/that) I have written?
1 Match the sentence beginnings 1–6 with the
endings a–f.
1
2
3
4
5
6
This is the professor e
Most of the products a
An IT company b
This letter comes from a company
I know a lot of people c
This is the university f
a
b
c
d
e
f
which we buy come from China.
which offers good services doesn’t need advertising.
who come from South America.
which wants to employ me.
who teaches me a lot of useful things.
where I studied business.
• sense/perception verbs, e.g. feel, hear, see.
State verbs are mostly used in simple tenses, even if they refer
to something happening at the moment of speaking:
Do you understand me?
Does she want to go to the music festival?
Some state verbs can be used in the continuous form, but with
a change in meaning (e.g. think, have, look):
Do I look good in this dress?
What are you looking at?
1 Choose the correct options.
d
2 Choose all the answers that are possible.
1 This is the company car
I told you about.
A who
B which
C where D that
E Ø
2 The woman
is talking to the receptionist is the
manager’s wife.
A who
B which
C where D that
E Ø
3 All the people
work in my department are from
the USA.
A who
B which
C where D that
E Ø
4 The hotel
we’re staying is in Wellington Street.
A who
B which
C where D that
E Ø
5 I’d like to buy a printer
is quick and quiet.
A who
B which
C where D that
E Ø
6 During my gap year I stayed in a village
there
were no doctors.
A who
B which
C where D that
E Ø
1 I think / ’m thinking about going to a fashion show
tomorrow.
2 I don’t think / ’m not thinking the show was a success.
3 Do you have / Are you having a favourite fashion
designer?
4 Does Tim have / Is Tim having breakfast right now?
5 What does Sally look / is Sally looking like? Is she tall?
2 Complete the conversations with the correct form of
the verbs in brackets.
Is George
1 A: talking (George/talk) to that fashion journalist in
French?
doesn’t
B: No way! He speak (not speak) any foreign languages.
Do you
2 A: like (you/like) reading fashion magazines?
B: Of course. I buy (buy) a few every month.
does he
3 A: Why want (he/want) to buy that expensive suit?
B: Because he believes (think) it will make him look
smarter.
4 A: You look (look) miserable. What’s wrong?
don’t usually
B: I wear (not usually/wear) high-heeled shoes and the
’m
ones I wearing (wear) today are very uncomfortable.
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Perfect Simple
1.5 Present
and Continuous
1 Use the prompts to write sentences in the Present
Perfect Continuous. Add since or for where necessary.
We use the Present Perfect Continuous to talk about:
• actions which started in the past and continue into the
present:
I have been waiting for her since 8 o’clock.
• events which lasted for some time (and may continue into
the present) and whose results can be seen now:
I’m tired because I’ve been painting all day.
Like the Present Perfect Simple, common time expressions
used with the Present Perfect Continuous include for and
since.
Affirmative
Negative
I/You/We/
’ve (have)
They
I/
You/
We/
They
haven’t
(have
not)
He/
She/
It
hasn’t
(has
not)
He/She/It
been
crying.
’s (has)
Yes / No questions
Short answers
Have
I/you/we/
they
Has
he/she/it
Wh- questions
How long
been
crying?
Yes, I/you/we/they have.
No, I/you/we/they
haven’t.
Yes, he/she/it has.
No, he/she/it hasn’t.
he/
she/it
been
Who
crying?
has
I / study / art / 2009
how long / you / wear / your glasses?
you / swim / all afternoon?
it / rain / two hours now
we / not watch / the match
my parents / study / English / five years
how long / Joanna / work / in that café?
amy / surf / the Internet / all day?
my sister / work / as a photographer / three years
Hannah and Eve / revise / for their exam / all evening?
2 Choose the correct options.
1 I’ve looked / been looking for you for an hour!
2 How many paintings have you sold / been selling?
3 We have travelled / been travelling for a couple of
weeks now.
4 The professor has answered / been answering more
than 100 questions about the Louvre.
5 John has known / been knowing Cynthia since
primary school.
6 I’ve seen / been seeing most of his paintings.
They are all amazing!
7 How long have you waited / have you been waiting?
8 Have you written / been writing your essay all morning?
9 How many art galleries has Dan been visiting / visited
today?
10 How long have you had / been having this painting by
van Gogh?
3 Complete the sentences about you. Use the Present
Perfect Simple or Continuous.
I haven’t eaten any
Subject questions
I/you/
have we/
they
has
been
crying.
1
2
3
4
5
6
7
8
9
10
been
crying?
1 sweets since last weekend.
I haven’t
2 seen Johnfor at least a month.
I’ve been listening to
3 this bandsince my last birthday party.
I’ve been trying to
4 talk to hersince yesterday.
I’ve been
5 doing yogafor more than a year.
I’ve known my
6 half-sister since I was ten.
I’ve had
7 a cold for two days.
I’ve been learning to play
8 the piano since I was a small child.
Present Perfect Continuous or Present Perfect Simple?
1.5 Exercise 1
• We use the Present Perfect Continuous to focus on an
action or process (which may or may not be complete).
Questions in the Present Perfect Continuous often begin
with how long:
How long has she been writing books?
1 I have been studying art since 2009.
2 How long have you been wearing your glasses?
3 Have yo been swimming all afternoon?
4 It has been raining for two hours now.
5 We haven’t been watching the match.
6 My parents have been studying English for five
years.
7 How long has Joanna been working in that cafe?
8 Has Amy been surfing the Internet all day?
9 My sister has been working as a photographer for
three years.
10 Have Hanna and Eve been revising for their exam
all evening?
• We use the Present Perfect Simple to focus on an
achievement or the result of an action. Questions in the
Present Perfect Simple often begin with how many:
How many books has he written?
• We don't use when in questions in either of the two tenses.
• State verbs are generally used in the Present Perfect
Simple only.
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2.2 Narrative tenses
2.5 Verb patterns
We use the Past Continuous:
Verbs which follow other verbs follow different patterns:
• to describe a background scene in a story or in a description
of a main event:
On the day of the match it was raining and the fans were
getting wet.
• after aim, arrange, attempt, can’t afford, decide, expect,
hope, intend, manage, offer, plan, refuse, remember, seem,
tend, try, want: to-infinitive:
They decided not to work with the sports psychologist.
• to talk about an action that was in progress when another
action took place (for the shorter action, which happened
while the longer one was in progress, we use the Past
Simple):
I was riding my bike when the policeman stopped me.
• after advise, allow, encourage, force, remind, teach, urge,
warn: object + to-infinitive:
She taught me to believe in myself.
We use the Past Simple for a series of actions that happened
one after the other:
Julia got up and put on her trainers.
We use the Past Perfect to talk about an action that happened
before another action in the past (for the action that came
second, we use the Past Simple):
In the taxi I realised that I had left the ticket at home.
1 Complete the sentences with the Past Simple or Past
Continuous form of the verbs in brackets.
was
1 John walking (walk) towards the stadium when he heard
(hear) a loud explosion.
2 The play ended (end) and everyone left (leave) the
theatre.
Was Sue
3 working (Sue/work) at the restaurant when she met
(meet) Frank?
were
4 We crossing (cross) High Street when we saw (see) a
bank robbery.
were
was
5 While I watching (watch) tennis on TV, my sisters playing
(play) a computer game.
were you
6 What doing (you/do) when I called (call) you last night?
2 Join the sentences using the word in capitals and the
Past Simple or Past Perfect.
1 I saw Lionel Messi in the street. Nobody believed it.
THAT
Nobody believed that I had
. seen Lionel Messi in the street
2 The match started. Then I got back home. WHEN
started when I got back home
The match had (already)
.
3 Jack’s team didn’t train enough. They lost the match.
BECAUSE
because they hadn’t trained enough
Jack’s team lost the match
.
4 Ann looked at her watch. She realised she was late for
the meeting. AND
Ann looked at. her watch and realised she was late for the meeting
5 Andrew didn’t lock his car. Somebody stole it. BECAUSE
Somebody stole Andy’s
. car because he hadn’t locked it
6 The film finished. Then Mark switched the TV on.
ALREADY
When Mark switched. on the TV, the film had already finished
• after avoid, can’t help, can’t stand, don’t mind, enjoy, fancy,
finish, imagine, keep, miss, stop, waste time: -ing:
Just imagine winning the competition!
• after modal verbs: can, could, might, should: infinitive:
You should answer his question right now.
• after make and let: object + infinitive:
They let me visit the stadium.
1 Choose the correct options.
1 Can you imagine playing / to play tennis with Rafael
Nadal?
2 Howard managed to score / scoring four points in the
match.
3 My sports teacher advised me not to train / not to train
so hard.
4 Mum and Dad are encouraging me trying / me to try
the exam.
5 They can’t make you do / doing your homework!
6 I think Manchester City might win / to win the cup this
season.
2 Complete the sentences with the correct form of the
verbs in brackets. Add me or you where necessary.
1 I can ski (ski) really well, but I’ve never tried
snowboarding.
2 Did your parents make you play (play) the piano when you
were a child?
3 I can’t afford to buy (buy) a new tennis racket. It’s too
expensive.
4 This pool is OK, but I miss swimming (swim) in the ocean.
me to
5 My PE teacher at school encouraged pursue (pursue) my
passion for swimming.
6 The footballer refused to join (join) the national team.
7 You shouldn’t waste so much time watching (watch) TV.
me not
8 The doctor has warned to go (not go) running for
a month.
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and past
3.2 Present
speculation
Speculating about the present
When speculating about a present situation, we use a modal
verb + infinitive. We use:
• must, to express a strong belief that something is true:
John must be happy working at the zoo.
• might, may and could, when we think that it’s possible that
something is true:
The lions might / may / could be hungry now.
• can’t, to express a strong belief that something isn’t true:
It can’t be a domestic cat. It’s too big.
Speculating about the past
When speculating about a past situation or event, we use a
modal verb + have + the past participle form of the main verb.
We use:
• must have, to express a strong belief that something
happened:
You must have lost your mobile at the zoo.
• might have, may have and could have, when we think that
it's possible that something happened:
Lucy might / may / could have missed the train.
• can’t have and couldn’t have, to express a strong belief
that something didn’t happen:
Peter can’t / couldn’t have gone home.
1 Choose the correct options.
1 The key can’t / must be somewhere here, but I can’t find
it right now.
2 You can’t / may remember me – we met on a trip to
China last year.
3 What? You forgot your ticket and passport? You might /
can’t be serious!
4 You failed the exam, so your answers must / can’t have
been wrong.
5 I’m not sure if you are right. You could / can’t have made
a mistake.
2 Complete the sentences with the correct form of the
verbs in brackets.
have
1 I might left (leave) my mobile at the hotel, but
I don’t remember.
2 Susan has been travelling for the last two weeks – she
must be (be) very tired by now.
3 Wendy’s accent is a bit strange. She could be (be)
Northern Irish, but I’m not sure.
have
4 You can’t seen (see) Joe in town at noon – he was at
home with me.
have/be
5 Thomas has been really upset recently. He must having
(have) problems at home.
3.5 Exercise 1
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132
1
2
3
4
5
6
7
8
Jill would get home at 7 p.m. every day.
We didn’t use to have a lot of money in those days.
My family used to live next to a luxury hotel.
Damian didn’t use to drink coffee in the past.
As a child, I used to like reading adventure novels.
My grandparents didn’t use to travel by car.
When I was a child, I used to be very shy.
They would go on summer camps at primary school.
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3.5 used to and would
We use used to / would (+ infinitive) to talk about past states
or actions that happened regularly in the past:
• We use used to for states (e.g. be, have, believe, like, love,
live) or actions:
I didn’t use to like travelling by plane. (But I do now.)
She used to write travel guides. (But she doesn't any more.)
• We use would for actions (but not states), usually in
affirmative sentences:
As a teenager, I would visit my grandma every Sunday.
Affirmative
I used to go backpacking every summer.
I would go backpacking every summer.
Negative
I didn’t use to buy flight tickets online.
Yes / No questions
Did he use to go on holiday in August?
Wh- questions
What did he use to eat?
Subject questions
Who used to go camping?
When we talk about a single past action or when we don't
want to emphasise the difference between the past and the
present, we use the Past Simple instead of used to/would:
I often travelled to China.
We don’t use used to or would for single past actions:
Two years ago they went on holiday to France.
1 Use the prompts to write sentences with would. If
would is not possible, use used to.
1
2
3
4
5
6
7
8
Jill / get / home / at 7 p.m. every day
we / not have / a lot of money / in those days
my family / live / next to a luxury hotel
Damien / not drink / coffee / in the past
as a child / I / like / reading adventure novels
my grandparents / not travel / by car
when I was a child / I / be / very shy
they / go / on summer camps / at primary school
2 Choose all the answers that are possible.
1 Like many boys, I
to be a pilot when I grew up.
A wanted
B used to want
C would want
2 I
like jazz when I was at school.
A didn’t
B didn’t use to
C wouldn’t
3 Last Sunday Jack
too late to catch the train.
A turned up
B used to turn up C would turn up
4 My parents
me to the seaside every summer.
A took
B used to take
C would take
5 Dad,
a happy child?
A were you
B did you use to be C would you be
6 Yesterday we
our flight back to Australia.
A missed
B used to miss
C would miss
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4.2 Future time clauses
In sentences referring to the future, we use the Present Simple
after the following conjunctions:
• if
If you don’t have breakfast at home, you will feel hungry
very soon.
• when
We will cook the pasta when Luigi arrives.
• unless
You won’t lose weight unless you eat fruit and vegetables
every day.
• before
I’ll brush my teeth before I go to bed.
• after
We’ll have some coffee after we get back home.
• until
I’ll wait for you until you finish your homework.
• as soon as
I’ll call you as soon as I finish.
• as long as
I’ll make breakfast as long as you do the washing-up.
1 Choose the correct options.
1 The chef won’t get / doesn’t get a pay rise unless she
will start to cook / starts to cook better.
2 We will wait / wait for you until you will finish / finish
work.
3 Sally won’t eat / doesn’t eat anything unless you
will cut / cut her food up.
4 Sir, the waiter will serve / serves you the food when it
will be / is ready.
5 You ’ll love / love this dessert as soon as you ‘ll try / try it.
6 Sarah and Jane go / will go to that new Greek restaurant
to celebrate as soon as they finish / will finish their final
exams.
7 Tim works / will work part-time in a café until he finds /
will find a new job.
8 I will go / go to a cooking school when I will finish / finish
secondary school.
4.2 Exercise 2
1
2
3
4
5
6
7
8
unless you exercise
unless you help
Unless you hurry up
unless I phone you
unless one of the kids wants it
unless I ask him
unless she has to babysit
unless we buy fresh fish today
2 Complete the second sentence so that it has a similar
meaning to the first. Use unless.
1 You won’t get fit if you don’t exercise regularly.
You won’t get fit
regularly.
2 I won’t finish cooking on time if you don’t help me!
I won’t finish cooking on time
me.
3 If you don’t hurry up, we’ll be late!
, we’ll be late!
4 If I don’t phone you to say I can’t come, I will see you
at ten.
I’ll see you at ten
to say I can’t come.
5 I’ll have the last piece of the cake if none of the kids
want it.
I’ll have the last piece of the cake
.
6 Jerry won’t help me if I don’t ask him.
Jerry won’t help me
.
7 Denise will come with us tomorrow if she doesn’t have
to babysit.
Denise will come with us tomorrow
.
8 If we don’t buy fresh fish today, we won’t be able to
make sushi for the party.
We won’t be able to make sushi for the party
.
3 Join the sentences using the words in capitals.
1 I’ll eat my breakfast. It will get cold. BEFORE
2 I’ll find a can of tuna. I will make a tuna salad.
AS LONG AS
3 We’ll go to the market tomorrow. We’ll buy some meat.
IF
4 We won’t order any food. Jack will get here soon. UNTIL
5 You’ll be able to check your emails later. Finish your
lunch first. AFTER
6 Jack will work as a waiter. He’ll be promoted to
restaurant manager. UNTIL
7 Monica will finish lunch. She’ll call you back.
AS SOON AS
8 Eric will help you with your homework. He will come
home. WHEN
4.2 Exercise 3
1 I’ll eat my breakfast before it gets cold.
2 I’ll make a tuna salad as long as I find a can of tuna.
3 We’ll buy some meat if we go to the market
tomorrow.
4 We won’t order any food until Jack gets here.
5 You’ll be able to check your email after you finish
your lunch.
6 Jack will work as a waiter until he is promoted to
restaurant manager.
7 Monica will call you back as soon as she finishes
lunch.
8 Eric will help you with your homework when he
comes home.
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Continuous and
4.5 Future
Future Perfect
1 Choose the correct options.
Future Continuous
We use the Future Continuous to talk about actions which will
be in progress at a particular time in the future:
We will be making a cake at 5 p.m.
Affirmative
Negative
I/You/He/
’ll
She/It/We/
(will)
They
I/You/
won’t
be working He/She/
(will
at 10 a.m.
It/We/
not)
They
Yes / No questions
Will
Short answers
Yes, I/you/he/she/it/we/
I/you/he/ be
they will.
she/it/we/ working
No, I/you/he/she/it/we/
they
at 10 a.m.?
they won’t.
Wh- questions
What
be
working
at 10
a.m.
2 Complete the sentences with the Future Continuous or
Subject questions
be
I/you/he/
doing
will she/it/
at 10
we/they
a.m.?
Who
will
Future Perfect form of the verbs in brackets.
be
working
at 10
a.m.?
Future Perfect
We use the Future Perfect to talk about actions or situations
which will be completed before a particular time in the future:
I will have cooked all the dishes by 3 o’clock.
Affirmative
I/You/He/
She/It/
We/They
’ll be
1 Don’t phone me before 9 a.m., I sleeping (sleep)!
’ll have
2 By the end of the month she finished (finish) her training
as a waitress.
will you be
3 Peter, using (you/use) the oven this evening? I’d like to
make pizza.
4 I’m going to do a cookery course in September. So
’ll have
now I’m helping at my mum’s restaurant. I hope I learnt
(learn) something useful by the end of the summer.
will you have
5 How many exams taken (you/take) by the end of the
academic year?
will Sam be
6 What doing (Sam/do) this time tomorrow?
Negative
’ll
(will)
have
finished
lunch by
2 p.m.
Yes / No questions
Will
1 A: Can we meet at 1 p.m. on Saturday?
B: Sorry, I ’ll be having / ’ll have had lunch with my
family.
2 A: Do you need a lot of time to finish this birthday cake?
B: No, I ’ll be decorating / ’ll have decorated it by 12
o’clock.
3 A: What is John so worried about?
B: Getting a new job. If he doesn’t find one, he ’ll be
spending / ’ll have spent all his money by the end of
the year.
4 A: Tom, I really need to return that library book
tomorrow.
B: No problem. I’ll be finishing / ‘ll have finished it by
then.
5 A: Will you be seeing / Will you have seen your
boyfriend tonight?
B: Yes, he’s taking me out to a restaurant.
6 A: What will you be doing / will you have done at 7 p.m.
tomorrow?
B: I don’t have any plans. Shall we go to the cinema?
I/you/
he/
she/
it/we/
they
have
finished
lunch by
2 p.m.
Short answers
have
finished
lunch by
2 p.m.?
Wh- questions
I/you/
he/
What will she/
it/we/
they
I/You/
won’t
He/
(will
She/
It/We/ not)
They
Yes, I/you/he/she/it/we/
they will.
No, I/you/he/she/it/we/they
won’t.
Subject questions
have
finished
lunch
by 2 p.m.?
Who
will
have
finished
lunch by
2 p.m.?
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a/an or the,
5.2 Articles:
no article
We do not use an article:
• when we are talking about something in general:
Primary education is compulsory in this country.
Farmers in poor countries earn very little money.
• before the names of continents and most countries and towns:
in Europe, in Spain, in Berlin
Exceptions: in the United States, in the United Kingdom, in
the Netherlands, in the Hague
We use a/an:
• when we mention something for the first time or to refer to
any one of a kind or group:
I’ve bought a new car. London is a big city.
• when talking about someone's job:
Lucy is a doctor.
We use the:
• to refer to something that we have mentioned before:
He lived in a big city. The city was polluted.
• to refer to something specific or unique:
I like the colour of that shirt. Who is the King of Spain?
• to refer to a period in history:
the Renaissance
• with the superlative forms of adjectives:
the worst
• with ordinal numbers:
the third
1 Complete the sentences with a/an or the.
1 My mum’s a secondary school teacher.
2 I was born on the 16 January.
3 What do you want for lunch: a chicken sandwich
or a piece of pizza?
4 Is Sydney the biggest city in Australia?
5 It’s the first time I’ve been to the USA.
6 Leonardo da Vinci lived during the Renaissance.
2 Complete the sentences with a/an, the or Ø (no article).
1 Wendy is a famous artist. You can see her paintings
in the best museums in the world.
2 I think that Ø private health care is going to become
more popular soon.
3 The capital of the Netherlands isn’t the Hague.
It’s Ø Amsterdam.
4 A scientist has said recently that Ø cities haven’t
changed much since the nineteenth century.
5 Yesterday my brother asked me a question about
natural disasters. I didn’t know the answer.
6 Do you think Ø secondary school students should
wear Ø uniforms?
ning relative
5.5 Non-defi
clauses
• Non-defining relative clauses give additional information
about the person, thing, place, etc. we are talking about.
The sentence still makes sense without this information.
Giant pandas, which are endangered species, live in the
mountains in central China. ➞ Giant pandas live in the
mountains in central China.
• We use commas to separate a non-defining relative clause
from the rest of the sentence.
• We use who, which, where and whose (but not that) in
non-defining relative clauses:
Last year we visited our friends on the Aran islands, where
you can see lots of bird species.
• We can't leave out the relative pronouns in non-defining
relative clauses.
1 Complete the sentences with who, which, where or
whose.
1 That young man over there, whose name I can’t
remember at the moment, is a famous ecologist.
2 We went on an expedition to the Amazon, where none
of us had ever been before.
3 The doctor, who can’t have been older than thirty,
examined Lisa’s leg carefully.
4 Mrs Janet McGregor’s favourite holiday destination is
London, where people don’t recognise her.
5 One of my friends, whose wife runs a big business, has
made a big donation to an environmental charity.
6 The elephants, which were drinking water from the river,
suddenly became very anxious.
2 Use the information in brackets to add a non-defining
relative clause to each sentence.
1 The company plans to build a skyscraper here.
(The company’s owner is Tania Hillman.)
2 This T-shirt is a prize in the competition.
(This T-shirt is made of organic cotton.)
3 Sandra saw giant pandas last year in China.
(Sandra studies zoology.)
4 I’m moving to Belfast.
(I’ll work at a travel agency there.)
5 Padua attracts many tourists in the summer.
(Padua is very close to Venice.)
6 Frank studies science.
(His brother is a biologist.)
5.5 Exercise 2
1 The company, whose owner is Tania Hillman, plans
to build a skyscraper here.
2 This T-shirt, which is made of organic cotton, is a
prize in the competition.
3 Sandra, who studies zoology, saw giant pandas last
year in China.
4 I’m moving to Belfast, where I’ll work at a travel
agency.
5 Padua, which is very close to Venice, attracts many
tourists in the summer.
6 Frank, whose brother is a biologist, studies science.
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Conditional;
6.2 Second
wish/if only
Second Conditional sentences
We use Second Conditional sentences to talk about present
situations or states which are impossible or very unlikely or
about something that could happen in the future but is
rather improbable. Either of the two clauses can come first in
the sentence. When the if-clause comes first, we use a comma
after it.
If you had an accident, who would you call first?
If + Past Simple,
(condition)
would/wouldn’t +
infinitive
(effect)
If he cycled to work every
day,
he would feel healthier.
would/wouldn’t +
infinitive
(effect)
if + Past Simple
(condition)
He would feel healthier
if he cycled to work every
day.
1 Complete the Second Conditional sentences with the
correct form of the verbs in brackets.
wouldn’t
1 I take up (not take up) jogging if I had (have) breathing
problems.
would
2 People in my city do (do) sport more often if
there were (be) more sports centres.
would
3 What you do (you/do) if your teacher asked (ask) you to
play in the school basketball team?
would
4 If my grandfather had (have) a dog, he go (go) for
walks more often.
would
5 If you saw (see) an accident, you be (you/be) able to
give someone first aid?
wouldn’t
6 I apply (not apply) for this job as a nurse in France if
didn’t
I know (not know) the language.
2 Choose the correct options.
1 My neighbours are very annoying. If only they stopped /
would stop their dog chasing after my cat!
2 My sister usually makes wrong decisions. If only she
follows / would follow my advice!
3 I wish this pain went / would go away.
4 I want to go to school today. I wish I didn’t have /
wouldn’t have a temperature.
5 If only I can / could go to school by motorcycle!
6 I wish my leg didn’t / doesn’t hurt so much.
3 Match sentences 1–5 with sentences a–e.
wish/if only
We use wish/if only + Past Simple to express dissatisfaction
with a present situation:
I wish/If only people cared more about their health.
We use wish/if only + would + infinitive to talk about a
present situation that we would like to be different, usually
when we find it annoying. It usually refers to things we can't
change or control:
I wish/If only my sister would hurry up!
c 1 It smells in here because Terry smokes.
e 2 You don’t look very well these days.
a 3 I can’t afford to go on holiday.
d 4 I have a lot of problems with my neighbours.
b 5 Sarah knows that I don’t like that boy Andrew!
a
b
c
d
e
If only I earned more money.
I wish she would stop seeing him.
I wish he wouldn’t do it in the house.
If only they didn’t argue so much.
If I were you, I’d see a doctor.
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6.5 Third Conditional
2 Complete the Third Conditional sentences with the
correct form of the verbs in brackets.
1
We use Third Conditional sentences to talk about possible
events in the past that did not happen. We often use them to
express regret or criticism.
We use the Past Perfect in the if-clause (describing the
condition). In the main clause (describing the effect, we use)
would/wouldn’t + have + the past participle of the main verb.
Either of the two clauses can come first the sentence. When
the if-clause comes first, we use a comma after it.
If I had worn a helmet, I wouldn’t have got hurt so badly.
If + Past Perfect,
(condition)
would/wouldn’t have
+ Past Participle
(effect)
If I had cycled more carefully, I wouldn’t have broken my
arm.
would/wouldn’t have
+ Past Participle
(effect)
if + Past Perfect
(condition)
I wouldn’t have broken
my arm
if I had cycled more carefully.
1 Match the sentence beginnings 1–5 with the endings
a–f.
1
2
3
4
5
We would have lost our way c
If you had left earlier, e
They wouldn’t have got into difficulties a
If she had known his real character, d
If I had prepared for that trip better, b
a
b
c
d
e
she wouldn’t have married him.
if the rescue team had arrived earlier.
you would have caught the train.
if we hadn’t had our GPS with us.
I would have enjoyed it much more!
2
3
4
5
6
(the explorers/survive) if they
(take) better
equipment?
If Liu
(not warn) me, I
(make) a serious
mistake.
If you
(leave) an hour earlier,
(you/miss) the
plane?
If I
(not take) a torch with me, I
(not find) my
way out.
What
(you/do) if your parents
(not let) you
take a gap year?
If Tom
(not find) a hospital quickly, he
(die)
after the snake bite.
3 Write a Third Conditional sentence for each situation.
1 They didn’t reach the North Pole because they ran out
of food.
2 I was tired yesterday, so I didn’t go out with my friends.
3 It took us ages to get to the airport because there was
a lot of traffic.
4 Ann didn’t phone me, so I didn’t know about her
problems with the equipment.
5 He had an accident in the mountains and had to go to
hospital.
6 Gina didn’t use a mosquito net, so a mosquito bit her
and she became ill with malaria.
7 Joe didn’t wear warm clothes last weekend, so he
caught a cold.
8 We didn’t reach our destination because the weather
conditions were very bad.
6.5 Exercise 2
1
2
3
4
5
6
Would the explorers have survived, had taken
hadn’t warned, would have made
had left, would you have missed
hadn’t taken, wouldn’t have found
would you have done, hadn’t let
hadn’t found, would have died
6.5 Exercise 3
1 If they hadn’t run out of food, they would have
reached the North Pole.
2 If I hadn’t been tired yesterday, I would have gone
out with my friends.
3 If there hadn’t been a lot of traffic, it wouldn’t have
taken us ages to get to the airport.
4 If Ann had phoned me, I would have known about
her problems with the equipment.
5 If he hadn’t had an accident in the mountains, he
wouldn’t have had to go to hospital.
6 If Gina had used a mosquito net, a mosquito
wouldn’t have bit her and she wouldn’t have become
ill with malaria.
7 If Joe had worn warm clothes last weekend, he
wouldn’t have caught a cold.
8 If the weather conditions hadn’t been so/very bad,
we would have reached our destination.
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7.2
Reported Speech –
statements
When we want to report what someone said, we can use Direct
or Reported Speech.
In Direct Speech the speaker’s words are not changed in any way:
‘Your son draws very well.’ ➞ They said, ‘Your son draws very
well.’
In Reported Speech we often report the speaker’s words using
verbs like add, claim, explain, point out, reply, say, suggest,
tell and the pronoun that (which can be omitted). The verb tell
takes an object (me, us, John, my friend, etc.).
‘I sell paintings.’ ➞ She told me/said (that) she sold paintings.
We make the following changes in Reported Speech:
• tenses:
• time expressions and words referring to places (depending
on the context):
now ➞ at that time/then
today ➞ that day
yesterday ➞ the day before
two hours ago ➞ two hours earlier/before
tomorrow ➞ the following day
here ➞ there
• demonstrative pronouns, personal pronouns, object
pronouns and possessive adjectives (depending on the
context):
this/these ➞ that/those
I/we ➞ he/she/they
me/us ➞ him/her/them
my ➞ his/her
our ➞ their
Direct Speech
➞ Reported Speech
Present Simple
Ann: ‘I paint
pictures.’
Past Simple
➞ Ann said (that) she painted
pictures.
Present Continuous
Past Continuous
Ann: ‘I am painting ➞ Ann said (that) she was painting
a picture.’
a picture.
Present Perfect
Ann: ‘I have painted
two pictures.’
Past Perfect
➞ Ann said (that) she had painted
two pictures.’
Past Simple
Ann: ‘I didn’t paint
that picture.’
Past Perfect
➞ Ann said (that) she hadn’t painted
that picture.
Past Perfect
Ann: ‘I hadn’t
painted before.’
Past Perfect
➞ Ann said (that) she hadn’t painted
before.
can/can’t
Ann: ‘I can paint.’
➞
will/won’t
Ann: ‘I won’t paint
anymore.’
would/wouldn’t
➞ Ann said (that) she wouldn’t paint
anymore.
am/is/are going to
Ann: ‘I’m going to
paint.’
was/were going to
➞ Ann said (that) she was going to
paint.
could/couldn’t
Ann said (that) she could paint.
1 Report the statements.
1 ‘I’ve never heard of this artist,’ said Susan.
Susan said she had .never heard of that artist
2 ‘Dad, I’m meeting Ann tomorrow,’ said Helen.
Helen told her dad that she was meeting Ann the following day
3 ‘Yesterday someone painted some graffiti in my street,’
said Olga.
that someone had painted some
Olga said graffiti in
. her street the day before.
4 ‘I can sell you some of my pictures,’ Paul said to me.
Paul told me that.he could sell me some of his pictures
5 ‘My wife doesn’t collect paintings,’ said George.
George said that his .wife didn’t collect paintings
6 ‘You cannot take photos here,’ the guard told me.
take photos there
The guard said that I couldn’t
.
2 Report what John and Amanda said. Choose the
correct verb and complete the sentences.
1 Journalist: In your opinion, who is the most talented
British painter?
John: Of course, I’m the most talented painter in
the UK.
that he was the most
John claimed / added talented. painter in the UK
2 Teacher: Are you interested in the arts?
Amanda: I like opera. And I like modern art too.
that she liked
that she liked
Amanda said opera and she added / replied modern .art too
3 Nancy: You’ve lived here for about a year now,
haven’t you?
John: No, we moved here in 2010.
John told / explained that they
. had moved there in 2010
4 Wendy: Will your parents let you go to the club?
Amanda: No, my parents will never let me go to
the club.
that her parents would
Amanda replied / suggested never let. her go to the club
5 John: Someone has made a mistake.
Tina: Let me check it.
had made a mistake
John pointed out / replied that someone
.
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Speech –
7.5 Reported
questions and imperatives
Questions
To report questions, we use the verb ask and make the same
changes as in reported statements (tenses, pronouns, time
expressions, words referring to places, etc.).
The word order in reported questions is the same as in
affirmative sentences (the subject comes before the verb).
When we report yes / no questions, we use if or whether:
‘Has Darina answered all the questions?’ ➞ Jan asked me
if/whether Darina had answered all the questions.
‘Do you often watch television?’ ➞ I asked her if/whether she
often watched television.
When we report wh- questions, we keep the question word
(e.g. what, who, how, where, when):
‘How old are you?’ ➞ The policeman asked the boy how old
he was.
‘When did John and Mary split up?’ ➞ Sam asked us when
John and Mary had split up.
Imperatives
To report imperatives, we use the verbs ask or tell, an object
and (not) to + infinitive:
‘Please stop talking!’ ➞ The director asked us to stop talking.
‘Don’t take any photos of me!’ ➞ Darina told the reporter
not to take any photos of her.
1 Complete the reported questions and imperatives with
the correct pronouns.
1 ‘Has your cousin directed a film before?’ Sue asked Tom.
She asked him whether his cousin had directed a
film before.
2 ‘Switch on your tablets,’ Miss Smith asked her students.
She asked them to switch on their tablets.
3 ‘What are you doing with my DVDs?’ Jake asked Mary.
He asked her what she was doing with his
DVDs.
4 ‘Don’t use your mobile phones in class!’ the teacher told
us.
The teacher asked us not to use our mobile
phones in class.
5 ‘Where did you first meet your best friend?’ Ann asked
me.
I
She asked me where
had first met my best
friend.
6 ‘Join us!’ Jake and Ron told us.
They told us to join them .
2 Report the questions.
1 ‘Are you interested in art?’ the teacher asked Jack.
The teacher asked
in art.
2 ‘How often does your boss update his Facebook
profile?’ Jen asked me.
Jen asked
Facebook profile.
3 ‘Are you going to see this film again?’ Jim asked Ann.
Jim asked
again.
4 ‘Will you give us an autograph?’ the boys asked the
actress.
The boys asked
an autograph.
5 ‘When did you lose your mobile phone?’ Nick asked
Eve.
Nick asked
her mobile phone.
6 ‘Has Paula painted all these pictures herself?’ I asked
Olga.
I asked
herself.
3 Report the imperatives.
1 ‘Please, close the window,’ the teacher said to Sara.
the window
The teacher asked Sara to close
.
2 ‘Don’t interrupt me!’ she told John.
She told John not. to interrupt her
3 ‘Don’t be late for lunch again, Helen,’ said Dad.
Dad asked Helen not
. to be late for lunch again
4 ‘Stop watching television and do your homework!’ my
mum said to me.
My mum told me to stop
. watching TV and do my homework
5 ‘Please, come in and wait for me in the living room,’
Gary told us.
Gary asked us to come
. in and wait for him in the living room
6 ‘Don’t ask me about my ex-husband again,’ the film star
told the journalist.
the journalist not to ask her
The film star told about her
. ex-husband again
7.5 Exercise 2
1
2
3
4
5
6
Jack if/whether he was interested
me how often my boss updated his
Ann if/whether she was going to see that film
the actress if/whether she would give them
Eve when she had lost
Olga if/whether Paula had painted all those pictures
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8.2 The Passive
We use the Passive when we are more interested in the action
itself than the ‘doer’ (the agent) of the action:
The bank has been robbed three times.
However, if we want to mention the agent, we need to use the
word by:
The bank was robbed by three men.
We form the passive with an appropriate form of the verb to
be and the past participle form of the main verb:
The robbers will be arrested soon.
The robbers have been arrested.
The robbers were arrested last night.
Present
Simple
Too many crimes are committed every year.
Present
Continuous
Tony is being questioned by the police.
Past Simple
When was the money stolen?
Past
Continuous
The police station was still being built
in 2005.
Present
Perfect
A homeless shelter has just been opened
in my town.
Past Perfect Someone told me I had been seen at the
crime scene.
will
He will be sentenced to at least ten years
in prison.
8.2 Exercise 1
1 My bicycle has been stolen.
2 The office will be cleaned later.
3 A new computer system is being used by the police
to investigate crimes.
4 Twenty books were destroyed at the city library last
month.
5 A lot of questions were being asked by journalists.
6 Ten silver rings have been sold today.
7 A wallet full of money was found yesterday.
8 Miss Jenkins, the head teacher, will be
remembered by students at our school.
1 Rewrite the sentences in the Passive. Use an agent only
if necessary.
1 Somebody has stolen my bicycle.
2 Somebody will clean the office later.
3 The police are using a new computer system to
investigate crimes.
4 People destroyed twenty books at the city library last
month.
5 Journalists were asking a lot of questions.
6 We have sold ten silver rings today.
7 Somebody found a wallet full of money yesterday.
8 Students at our school will remember Miss Jenkins,
the head teacher.
2 Complete the sentences with the correct active or
passive form of the verbs in brackets.
1 a We didn’t know anything about the results of the new
project because we
(not inform) about it.
b Our boss didn’t know anything about the results of
the new project because we
(not inform) him.
2 a I
(follow) him. I’m right behind him.
b I
(follow). They’re right behind me.
3 a I regularly
(donate) money to this charity.
b How much money
(donate) to this charity
every year?
3 Complete the sentences with the correct passive form
of the verbs in the box.
elect employ exclude find
investigate offer organise raise
is being
1 A new president elected at the moment.
being
2 Was the case stillinvestigatedby the police officers two days
ago?
been
3 Amy has just employed as the manager of the local animal
shelter.
4 How often is the charity bake sale organised at your
school?
had been
5 Tim told us he offered a job as a prison psychologist two
days before.
6 When was Peter excluded from school?
will be
7 I don’t think the stolen painting found very soon.
has been
8 How much money raised for charity since last month?
8.2 Exercise 2
1
2
3
4
5
6
has his grass cut
had his roof repaired
is going to have his locks changed
was having his garden wall painted
has just had some apple trees planted
is having a tree house built
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8.5 have something done
We use have + object + past participle to talk about things
that we don't do ourselves but arrange for someone else
(usually a professional) to do for us.
Present
Simple
I have my house cleaned every Friday.
(by a professional cleaner)
Present
Continuous
Are you having the locks changed?
(by a locksmith)
Past Simple
We had the kitchen painted.
(by a professional painter)
Past
Continuous
Last week Jack was having his bathroom
remodelled.
Present
Perfect
They have just had a pool installed in the
garden.
will
When will Helen have the paintings hung
in her flat?
be going to
When are you going to have a garage built?
We can use get instead of have:
We will get/have our living room redecorated next spring.
We had/got new windows fitted last year.
1 Complete the sentences with the correct form of have.
1 Last weekend I had my bike repaired, so I couldn’t go
for a bike ride.
2 A: Are you having your wedding organised?
B: Yes, we are. We’re too busy to do it on our own.
3 Aunt Sophie is eighty years old and she doesn’t cook
any more. She has her meals delivered every day.
4 The windows look really shiny! Have you had them
cleaned recently?
5 A: Where did you buy your new wooden furniture?
B: I had it designed and made by a carpenter.
’m
6 Hi, Sandra. Sorry, can I call you back later? I having my
hair cut at the moment.
2 Will and Bill are neighbours. Complete the sentences
about Will using have something done.
1 Bill cuts his grass twice a week.
Will
twice a week.
2 After the storm last week Bill repaired his roof.
After the storm last week Will
.
3 Bill is going to change his locks because of burglaries in
the area.
Will
because of burglaries in the area.
4 At 10 a.m. Bill was painting his garden wall.
At 10 a.m. Will
.
5 Bill has just planted some apple trees.
Will
.
6 Bill is building a tree house for his children.
Will
for his children.
3 Complete the sentences with the correct form of the
words in brackets. Use have something done where
necessary.
1 a Susan is a hairdresser. She
(cut/people’s hair)
for money.
b I’m afraid you can’t see Joan yet. She’s in her room
with her hairdresser – she
(style/her hair).
c When I was a little kid, I once
(cut/my hair)
myself.
2 a Excuse me, could you
(take/a photo) of us,
please?
b I need to
(take/a photo) for my new passport.
c You have to pay €10 if you want to
(take/
photos) inside the museum.
3 a I’m using public transport this week because my car
is at the mechanic’s. I
(it/repair).
b Tom’s a mechanic. He
(repair/cars).
c We can
(repair/your car) at our garage.
Here are our prices.
8.5 Exercise 2
1
2
3
4
5
6
has his grass cut
had his roof repaired
is going to have his locks changed
was having his garden wall painted
has just had some apple trees planted
is having a tree house built
8.5 Exercise 3
1 a
b
c
2 a
b
c
3 a
b
c
cuts people’s hair
is having her hair styled
cut my hair
take a photo
have a photo taken
take photos
’m having it repaired
repairs cars
repair your car
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Culture notes
Culture notes
0.2
A national dish is a food that is strongly associated with
a country. Fish and chips is considered to be the English
national dish. Usually, the fish is cod or haddock, fried
in batter, with fried chips. In many parts of the country
people eat their chips with vinegar and in the north of
England mushy peas are common. The UK has around
10,500 fish and chips shops. They are called chippies.
Australia doesn’t have a national dish, but people often
eat barbecues. It is also famous for unusual food such
as kangaroo, ostrich or crocodile steaks and the native
Aborigines have their own traditional foods such insects
or frogs. Potatoes are the basis of many Irish dishes,
and the national dish is probably Irish stew. It is a stew
with lamb and potatoes, often with other vegetables
too. Many people consider hamburger and chips to be
the American national dish. Hamburgers are made with
ground cooked beef and they are usually served with
cheese, lettuce, tomato, onion and pickle. The national
dish of Scotland is haggis, a savoury pudding made of
sheep’s heart and liver and oatmeal, onion and spices. It
is traditionally eaten with mashed potatoes and mashed
turnip. Most people think the national dish of Wales
is Welsh rarebit – a dish of cheese on toast. It is usually
made with Cheddar cheese and grilled.
0.3
A flashmob is a relatively recent phenomenon: the first
one was in 2003. In a flashmob, a group of people get
together suddenly in a public place to do something
for a short time and then disperse. Their performance
is usually something unusual and pointless, to entertain
people. Social media, text messages and emails are
frequently used to organise flashmobs. Videos are often
made of flashmobs and uploaded onto sites such as
YouTube.
0.5
The Hunger Games is a popular series of science
fiction films, based on The Hunger Games books by
Suzanne Collins. The films for the first two books were
The Hunger Games (2012) and The Hunger Games:
Catching Fire (2013). The third book was split into two
films: The Hunger Games: Mockingjay – Part 1 (2014)
and The Hunger Games: Mockingjay – Part 2 (2015). The
films star Jennifer Lawrence, Josh Hutcherson and Liam
Hemsworth as the three leading characters.
0.6
Twitter is a social networking service which was created
by Jack Dorsey, Evan Williams, Biz Stone and Noah Glass
in 2005. Users can send short messages of up to 140
characters. These messages are called tweets. Once you
have signed up to the site, you can read and post tweets,
but you can only read tweets if you are not a member.
The site now has over half a million registered users.
0.7
The term hipsters first appeared in the 1990s and
became popular around 2010. It is used to describe
a subculture in the USA and Europe of young people
(usually in their 20s or 30s) who live in urban areas.
Hipsters are associated with creativity, intelligence,
progressive politics, independent thinking and
indie music.
0.8
Louis Barnett (b. 1991) is a young British entrepreneur
who has become very successful despite leaving school
at the age of 11 due to learning difficulties. Barnett
started making chocolate for family and friends and
then set up his company Chokolit in 2005, when his
products proved to be very popular. By the time he was
14, his company was supplying two important British
supermarket chains, Waitrose and Sainsbury’s. In 2011
he won an Entrepreneur of the Year award. Barnett tries
to ensure the Chokolit products are environmentally
friendly. For example, he won’t use palm oil because
of the deforestation and destruction of animal habitats
caused by growing it.
Unit 1 Looks
1.1 Vocabulary
Facebook is a social networking service founded in 2004
by Mark Zuckerberg. You can join for free and after you
create your personal profile you can upload photos and
videos and keep in touch with your contacts by posting
messages on their Timeline (a virtual bulletin board) or
sending private messages which are similar to emails.
You can also post your status updates (a microblogging
feature) and comment on your contacts’ posts.
1.4 Reading
Genes act like an instruction manual which the body can
follow when building every body part. This is because
they contain the information needed to manufacture
proteins, which are the basic building blocks for all
cells. As these genetic instructions are specific to each
individual, they determine their unique appearance.
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Culture notes
1.5 Grammar
The Mona Lisa, or La Gioconda as it is also called, was
painted by the Italian artist Leonardo da Vinci between
1503 and 1506. It is a portrait of a woman, famous for
her enigmatic smile. Nobody knows for sure who she
is, but she is most probably Lisa Gherardini, the wife of
a merchant from Florence. Leonardo never delivered the
painting to the merchant, but instead took it with him
to France, where King Francis I bought it. It has been on
display in the Louvre Museum in Paris since 1804 and
now millions of people visit it every year.
The Louvre Museum in Paris is one of the most famous
and important museums in the world. It is in the Louvre
Palace and was originally established as the private
collection of King Francis I. However, it became a national
art museum at the time of the French Revolution (1793).
The Mona Lisa is one of its most famous paintings, but
it has a collection of over one million works of art and
around 35,000 of these are on display.
Unit 2 Just do it!
Bert Trautmann (1923–2013) was a German professional
footballer who played in over 500 games as the
goalkeeper for Manchester City from 1949 to 1964. He
arrived in Britain as a German Prisoner of War in 1945
and stayed after the war ended. He made his name (and
ensured his everlasting popularity as City’s goalie) in
1956, after he stayed to finish the game despite suffering
a serious injury 17 minutes before the end of the match.
His injury was later discovered to be a fracture to three of
the vertebrae in his neck.
The FA Cup, or Football Association Challenge Cup, is
the oldest annual football competition in the world. It has
been held in England since the 1871–1872 football season
and is organised by the Football Association. Clubs of all
standards can take part, providing they qualify, and the
tournament has become famous for the fact that teams
from the lower divisions get the chance to beat and
eliminate top clubs from the tournament and could then
theoretically go on to win the Cup. For example, in 2012–
2013, 758 clubs took part in the FA Cup tournament and
Luton Town beat Norwich City, but were unfortunately
knocked before reaching the final.
2.3 Listening
2.1 Vocabulary
Cricket is a team bat and ball sport played between two
teams of 11 players on a field. At the centre of the field is a
rectangular pitch. Each team takes it in turns to bat or bowl
from opposite ends of the pitch. The batsman from the
batting team must hit the ball hard enough to allow him
to run to the other side of the pitch and score a run for his
team. The bowling team, however, needs to try and stop
him from scoring a run, by retrieving the ball and getting it
back to their bowler before the batsman manages to reach
the other side of the pitch. The team with the highest
number of runs at the end of the match wins the game.
Cricket originated in England around the 16th century
and by the end of the 18th century it had developed into
the national summer sport of England. It spread overseas
during the expansion of the British Empire and is now also
played in Australia, India, Pakistan, Bangladesh, the West
Indies, New Zealand and South Africa. These countries
form the official Test Cricket nations with England for
International Test cricket matches. The most famous
International Test cricket series is the Ashes, which is
played every two years between England and Australia.
The Burj Al Arab hotel in Dubai was designed by
architect Tom Wright. It is on a small island, so it seems
to rise out of the sea. It resembles the sail of a traditional
Arab boat and is 321 metres tall and 280 metres from the
coast. It is one of the most luxurious hotels in the world. It
is an icon of Dubai and it is also famous because in 2005
its rooftop helipad was temporarily turned into a tennis
court. Tennis stars Andre Agassi and Roger Federer
played a friendly game on the court before the opening
of the Dubai Men’s Open – 211 metres above sea level!
2.2 Grammar
Chris Stewart was a British middle- and long-distance
runner who made his mark in the mid-70s to 80s. He
moved to Los Angeles after his first few events and
became American before his first big win in 1981 at the
Baltimore Marathon.
Jessica Ennis (b. 1986) is a British athlete who specialises
in combined track and field events such as the
heptathlon, a seven-event contest. She won the gold in
the women’s heptathlon in the 2012 Olympics and is the
current British national record holder for the heptathlon,
the indoor pentathlon, the high jump and the 100 m
hurdles.
Robert Kubica (b. 1984) is the first Polish racing driver
ever to compete in Formula One (F1) races. He won his
first and only F1 victory in 2008 in the Canadian Grand
Prix in Montreal. In 2011 he was seriously injured during
the Ronde di Andora Rally and although he has made
a good recovery, he has not been able to return to F1
racing. He has instead focused on rallying and has since
won the World Rally championships in 2013.
Roger Federer (b. 1981) is a professional Swiss tennis
player who began playing tennis at the age of eight. He
is the first Swiss man to win a grand slam tournament
and has also won over 260 matches in men’s Grand Slam
tournaments, the most that anyone has ever won. He is
a very popular player with fans and fellow players alike.
He won the Stefan Edberg Sportsmanship Award for the
ninth time and ATP World Tour Fans’ Favourite award for
the eleventh time in 2013.
2.4 Reading
The Paralympic Games were originally started in
1948 by Sir Ludwig Guttmann for people with a spinal
cord disability. Now the Paralympics are a multi-sport
event for athletes with all types of disabilities, physical,
mental and sensory. Like the Olympics, they take place
every four years. The first Olympic-style international
Paralympic Games were held in Rome in 1960.
Ludwig Guttmann was a famous German neurologist
who moved to Britain in 1939 because of the Nazi
persecution of Jews. In September 1943 he was asked
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to become director of a new national Spinal Injuries
Centre at Stoke Mandeville. Guttmann pioneered a new
approach using sport and physical therapy as his main
therapy. In 1948 he established sports events to motivate
and encourage those with spinal injury, called The Stoke
Mandeville Games. Just 12 years later, these games were
expanded to become the first international Paralympic
Games.
Katy Sullivan is a Paralympic track and field athlete from
America. She broke world records in 2007 in the 100 and
200 m events. She was born without both lower legs but
decided that her mottos would be ‘No is not a possibility’
and ‘Can’t is a four-letter word’. She started out as an
actress and got a degree from Webster University in
Louis. She had parts in several TV shows and plays.
When she got new prosthetic limbs which were made
of carbon graphite, she realised how fast she could run
and decided to take up running. She is one of the fastest
amputees in the world.
Prosthetic legs are artificial legs which replace legs lost
in accidents or through disease. The first artificial legs
were made of iron, wood and leather. Nowadays, through
the advancement in technology and robotics, the legs
are made from extremely light material such as plastic
and carbon fibre and some even have microchips in
them so that they ‘learn’ how the person walks with their
prosthetic leg.
his travelling by writing books and giving talks, designing
T-shirts and consulting with businesses. He tries to
become as integrated as possible into the countries he
stays in.
Charley Boorman (b. 1966) is an English actor, travel
writer and TV presenter. He is best known for his passion
for motorbikes and has made several documentaries
about his travels such as The Long Way Round and
The Long Way Down which he made with his friend,
actor Ewan McGregor. They travelled from London to
New York and then from Scotland to South Africa by
motorbike. In 2008 he made a documentary called By
Any Means, where he travelled from Ireland to Sydney,
Australia. He tried to use the local transport in each
place he travelled through and only used planes when
there was no other way to travel. He used 112 different
types of transport, including a tractor and elephants, and
travelled through 24 countries in 102 days.
3.2 Grammar
Essex is a county in south-east England, just to the north
of London. Colchester, in the north of the county, is said
to be the oldest town in Britain. Southend-on-Sea on
the coast is a popular holiday resort and has the longest
leisure pier in the world, at 2.16 km. Essex is also home to
Epping Forest, which covers 2,476 hectares and is often
used for filming.
2.5 Grammar
3.3 Listening
Sports psychology is a science which mixes psychology
and the study of human movement. People who are
qualified in sports psychology can help people who
have difficulty in moving, had accidents or athletes who
have suffered injuries regain their quality of life through
physiotherapy and psychological therapy. A sports
psychologist studies lots of different factors which affect
physical performance such as team work, collaboration,
personality and coaching.
The Andes is a mountain range on the west coast of
South America and is the longest mountain range in the
world. It is approximately 7,250 km long and crosses
through seven different countries, from the Caribbean
coast in the north to Tierra del Fuego in the south. The
highest mountain in the range is Aconcagua in Argentina,
which is 6,959 m high. There are many active volcanoes
in the Andes and the temperatures are also extreme. The
largest cities in the Andes are Bogota in Colombia and
Santiago de Chile.
2.6 Speaking
Cristiano Ronaldo (b. 1985) is a Portuguese footballer.
He showed great talent from an early age and was
signed by his first club when he was only 16 years old.
Manchester United signed him in 2001 and when he
moved to Real Madrid in 2009, they paid the highest
transfer fee ever. Ronaldo is now one of the highest-paid
footballers in the world.
Unit 3 Going places
3.1 Vocabulary
Colin Wright (b. 1986) is originally from California
and is a businessman, author and traveller. He writes
a travelogue about the countries he visits so that his
readers can learn about the history, geography and
culture of each country. Every four months he moves to
a new country. What is strange about this is that he allows
his readers to choose where he goes next. He pays for
The Canaries are a group of volcanic islands in the
Atlantic Ocean. Although they are nearer to Africa, they
belong to Spain. There are 13 islands in total, but not
all of them are inhabited. The main islands are Tenerife,
Fuerteventura, Gran Canaria and Lanzarote. The climate
in the Canaries makes them a popular tourist destination
as the temperature is usually about 23 degrees all year
round. Mount Teide, the highest peak in Spain at 3,718 m,
can be found on Tenerife.
Cyprus is the third largest island in the Mediterranean
Sea after Sicily and Sardinia. It has a population of
approximately 1,138,000 and the capital is Nicosia.
Because of its strategic location Cyprus was taken over
by many different nations such as the Greeks, Egyptians,
Romans, Turks and the British, which has caused many
problems and disputes over the years. It finally became
independent in 1960. It is rich in history and culture due
to all the different influences it has had over the centuries
and is a popular tourist destination.
The Danube is the second longest river in Europe after
the Volga. It is 2,850 km long and flows from the
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Black Forest in Germany to the Black Sea in Romania
and Ukraine. It crosses or is part of the border of ten
countries. Because it forms part of the frontiers of many
countries, there are many fortresses and castles along
its banks. Throughout history, it has been important in
trading between countries. Johann Strauss II composed
a piece of classical music about it in 1867 called The
Blue Danube. Four capital cities lie on the banks of the
Danube: Vienna in Austria, Belgrade in Serbia, Bratislava
in Slovakia and Budapest in Hungary. It is a source of
drinking water for approximately 20 million people and is
also a source of hydroelectric power.
Barcelona is the second largest city in Spain and the
capital city of the autonomous community of Catalonia.
Catalonia is in the north-east of Spain, bordered by
Andorra and France to the north and the Mediterranean
Sea to the east. Barcelona has a rich cultural heritage and
is a major cultural centre and tourist destination.
Hawaii is a group of islands in the Pacific Ocean. It is the
newest of the 50 states of the USA. It has hundreds of
islands, although there are only eight main ones. Until
around 1820 there was no written Hawaiian language.
The history and culture was passed on by oral tradition
only until American missionaries wrote a language
based on the sounds they heard. Hawaii is a popular
tourist destination because of its warm climate, beautiful
beaches and volcanoes. It is the only state which is not in
the Americas. The highest mountain in Hawaii is Mauna
Kea and is 4,205 m high. However, if you measure the
mountain from its base on the seabed of the Pacific Ocean
to the top, it is higher than Mount Everest, at 10,200 m!
The country of South Africa is at the southern tip of
Africa. Its coastline stretches more than 2,500 km along
two oceans (the South Atlantic and the Indian). It is a
large multicultural country – the 25th largest country
in the world – and has 11 official languages, including
English and Afrikaans (which derives from Dutch). In the
18th century many Dutch settlers moved there and until
the 1990s a small white minority descended from these
settlers ruled the majority black African population.
There was a system of apartheid, separating blacks
and whites. In 1994 Nelson Mandela became the first
black elected president of South Africa. The climate and
landscape vary and include the very dry Kalahari Desert
in the north and the famous Kruger National Park in the
east. This park is one of the largest game reserves in
Africa. It covers 19,633 km2 and it became South Africa’s
first national park in 1926.
Naples is a city on the south-east coast of Italy. It is the
capital of the Campania region and is the third largest
city in Italy after Rome and Milan. It is one of the oldest
cities in the world to be continuously inhabited and was a
very important city during the time of the Roman Empire.
It has the largest historic city centre in Europe. Naples is
also famous for the fact that pizza originated there.
The Pyrenees is a 430-kilometre-long mountain range
between France and Spain, which goes from the
Mediterranean Sea in the east to the Bay of Biscay in the
west. The highest mountain is Aneto Peak, which is 3,404 m
high. The name comes from Greek mythology: Pyrene was
a woman who gave birth to a snake. She was so afraid that
she ran to the forest and died. Hercules made a tomb for
her by piling rocks on top of her and so the Pyrenees were
formed. There are many natural mineral springs and some
of them are hot. The area is famous for its ski resorts and
also very popular with cyclists and mountaineers.
Vienna is the capital of Austria and lies on the Danube
River. It is often called the City of Music and many famous
musicians were born or lived there, including Schubert,
Strauss and Mozart. Art and culture have a long tradition
in Vienna. The city has more than 100 museums and
galleries. Vienna is also famous for its cafés and delicious
apfelstrudel, or apple cake.
3.4 Reading
The Lake District is a 2,292-square-kilometre national
park in the north-west of England. It is a popular holiday
destination, famous for its lakes and mountains. It is the
most visited national park in the United Kingdom, with
15.8 million visitors annually. The Lake District contains
the highest mountain in England, Scafell Pike (978 m), the
deepest lake, Wastwater (79 m deep), and the longest
lake, Windermere (18.08 km long).
Tibidabo is a mountain north-west of Barcelona,
Catalonia, Spain. It is 512 m high and there are spectacular
views of the city and the surrounding coastline from the
top. There is a popular 100-year-old amusement park
there and the famous Church of the Sacred Heart.
3.5 Grammar
Global Positioning System (GPS) is a space-based
satellite navigation system. It provides location and
time information anywhere in the world with sufficient
GPS satellites. It is maintained by the United States
government and is freely available to anyone with a GPS
receiver. It is commonly used in car navigation systems
but also has many commercial and military uses. It has
been in operation since 1993 and uses more than 24
satellites in various orbits around the globe. Other
countries such as Japan, Russia, India and China are now
developing their own GPS systems. The European Union
is also developing the Galileo positioning system.
Unit 4 Eat up
4.2 Grammar
A balanced diet contains sufficient quantities of all
the nutrients our bodies need. Everyone’s bodies are
different and may require different amounts or types of
nutrients. A healthy diet should contain carbohydrates
(e.g. potatoes, rice and pasta), fruit and vegetables,
proteins (e.g. meat, fish and pulses), some milk and dairy
foods and a little fat, salt and sugar. For a healthy diet,
balance is very important. This means eating a wide
variety of foods in the right proportions and consuming
the right amount of food and drink to achieve and
maintain a healthy body weight.
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4.4 Reading
Tristram Stuart (b. 1977) is an English author and
campaigner on global food waste. He has won
international environmental awards for his ongoing
campaign to solve the global food waste scandal.
Nowadays, supermarkets only want to sell fruit and
vegetables that look good. Every year tonnes of
vegetables and other food are thrown away because they
don’t look perfect. In December 2009, Stuart launched a
food waste campaign by organising Feeding the 5000 in
Trafalgar Square in London. At this event, 5,000 people
were served free curry and smoothies. All the food and
drink was made using vegetables and other food that
otherwise would have been wasted to raise awareness
for reducing food waste. Feeding the 5000 has now
started to campaign and hold events in other countries.
Both the European Commission and the United Nations
Environment Programme (UNEP) have commissioned the
organisation to spread the campaign globally.
Unit 5 One world
5.1 Vocabulary
Zhengzhou is the biggest and most important city in
Henan province in China and has a population of over
8 million. It dates back to the Shang dynasty, who ruled
in the Yellow River valley in the second millennium bc.
Archaeologists found remains of a walled city there
in 1950, which is over 3,500 years old. It is the main
transportation centre for central China valley. Nowadays
it is one of the major industrial cities in China and it
manufactures textiles, trains, agricultural machinery
and tobacco.
The Yellow River is in China. It starts in the west and
flows through nine provinces until it ends at the Bohai
Sea. It is the second longest river in China, after the
Yangtze and is 5,454 km long. It is believed to be where
ancient Chinese civilisation started and is often called
the cradle of Chinese civilisation. It often suffers from
terrible flooding, which has killed millions of people over
the years.
San Francisco is a city and port in California on the
south-west coast of the USA. It is famous for its hills,
cable cars, the Golden Gate Bridge and the Alcatraz
prison, which is now closed. It was given its name by
Spanish settlers in 1796. When it became independent
from Spain in 1821, it became part of Mexico until 1846.
It attracted many fortune hunters during the Californian
Gold Rush in the 1840–50s and the population rose from
200 to 36,000 in just six years. A terrible earthquake in
1906 left half of the population homeless. In the 1960s it
was famous for its hippy culture. In the 1990s it became
the place to start up new Internet and technology
businesses.
Mount Vesuvius is a volcano in southern Italy, about
9 km east of Naples and is said to be one of the most
dangerous active volcanoes in the world because
so many people live near it. It is about 1,281 m high.
The area around it was declared a national park in 1995.
It is famous for its eruption in 79ad, which destroyed the
cities of Pompeii and Herculaneum and killed thousands
of people.
Pompeii was an ancient Italian city about 23 km southeast of Naples. It was destroyed when the volcano
Vesuvius erupted in 79ad. At the time of the eruption it
had approximately 20,000 inhabitants. It was covered in
four to six metres of ash and was lost for almost 1,500
years. When people began to excavate, they could
understand what life had been like in this Roman city
at the time of the eruption because the lack of air and
moisture had preserved everything well. Today Pompeii
attracts many tourists curious to see what life was like so
many years ago.
Herculaneum was an ancient Roman town which was also
destroyed by Vesuvius when the volcano erupted in 79ad.
As a result of the eruption, the city was covered with
about 20 metres of ash. Historians believed that most
of the inhabitants had been able to escape. However, in
1981 when more excavations took place, archaeologists
found lots of skeletons near the beach. The people
were probably waiting to escape to safety when the
next eruption took place. Herculaneum was very well
preserved by the ash for almost 1,500 years.
Dallas is the third largest city in the state of Texas, USA,
and has a population of nearly 1,200,000. It was founded
in 1841. It is famous for oil and cotton industries, banking,
commerce and telecommunications. It is also the city
where President JF Kennedy was assassinated by Lee
Harvey Oswald in 1963. It is a popular destination for
business travel and has one of the busiest airports in the
world.
5.2 Grammar
The United Nations was established by 51 countries
after World War II. It is an international organisation
which was set up to help maintain peace, safety and
security in the world. It also tries to help countries have
friendly relationships and to respect human rights. It
promotes the improvement of life for people in poor
countries. It now has 193 member states and its work
reaches around the world. Its headquarters are in
New York.
Singapore is a sovereign city state in Southeast Asia. It
is made up of one main island and more than 60 smaller
islands and has a population of about 5,312,000. It
was founded in 1819 as a trading post and came under
British rule in 1824. It became fully independent in 1965
and is now one of the biggest financial and commercial
centres in the world. Singapore also has one of the
world’s busiest ports. It is one of the most corruption-free
countries in the world and has been called the easiest
place to do business by the World Bank. It has the world’s
highest percentage of millionaires. All exams and courses
at schools and universities are in English.
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5.3 Listening
Solar panels are panels with photovoltaic cells – these
are electrical devices which change light from the sun
into electricity. The cells can work even on a cloudy day;
they do not need direct sunlight. The electricity can
then be used, for example, for lighting, heating water or
household appliances. Many people want to use solar
power panels to power their houses because it is better
for the environment.
Recycling is converting waste products into materials
or things that can be used again. The main materials
which are recycled are glass, paper, plastic, textiles and
electronic products. Recycling helps to prevent waste
and to protect the environment.
In organic gardens, no chemicals, pesticides or manmade fertilisers are used on the vegetables, fruit and
plants. Organic gardeners try to work in harmony with
nature, so they usually plant native species and also take
into consideration the water they use and the wildlife in
their gardens.
Low-energy light bulbs use around 80 percent less
energy to give off light and last up to much longer than
ordinary light bulbs. With ordinary light bulbs, the heat
they give off wastes a lot of electricity. This does not
happen with low energy bulbs. A 15-watt low energy
bulb gives about the same amount of light as a 60-watt
ordinary bulb.
Renewable energy is produced using natural resources
such as sunlight, wind or waves. These resources
generate themselves and will never run out, unlike
nuclear energy or fossil fuels. Renewable energy is
environmentally friendly and more and more countries,
businesses and industries are interested in using it
because of the problems of global warming.
Climate change is the change in global weather and
climactic conditions. The term is usually used to talk
about the changes from the middle of the last century
onwards that many scientists believe have been caused by
the growing amount of carbon dioxide released into the
atmosphere from using fossil fuels such as coal and gas.
Many people are worried about climate change as they
believe it will be dangerous for the future of the planet.
5.4 Reading
Google is an Internet search engine. It allows you to
search all the websites on the Internet to find information
using key words and phrases. It was started in 1998 by
Larry Page and Sergey Brin, two American students who
wanted to organise the world’s information and make
it easy to use. By 2000, Google was the world’s largest
search engine. Now Google also offers other software
applications such as Gmail (email), a blogging site and a
social networking site called Google+. Google has over
one billion search requests every day and we now often
use the verb to google when we mean ‘to look someting
up on the Internet’.
Google Earth is a free virtual world map which allows the
user to look at any part of the world. The images of land,
sea and buildings are taken by satellite and many can be
seen in 3D. In many countries, there are street views of
cities and towns. It is often used for teaching and finding
directions. Some countries have criticised Google Earth
as being an invasion of privacy and blocked it completely.
Google Maps is a useful web mapping tool provided by
Google. It offers maps and route planners and is one of
the world’s most popular applications for smartphones.
The images used on Google Maps are regularly updated
and are rarely more than three years old.
Rebecca Moore is a computer scientist at the company
of Google. She works in research. She started the Google
Earth Outreach and Google Earth Engine programmes.
Google Earth Outreach supports communities and
indigenous peoples around the world by enabling them
to use Google’s mapping tools to deal with important
issues such as conservation and human rights. Google
Earth Engine also uses satellite images to help society.
Chief Almir Narayamoga is the head of the Surui
Amazon tribe in Brazil. He is an environmentalist and
activist. His tribe’s environment was being badly affected
by logging companies cutting down trees. Chief Almir
decided to do something about it. He first saw Google
Earth in 2007 and understood it could be used to inform
the world about what was happening to his tribe’s
environment. He travelled to meet Rebecca Moore and
convinced Google to help. Google showed the tribes
people how to create blogs, upload videos and share
their culture with the world and to use mobile phones
to record illegal logging. Because of his efforts, Chief
Almir’s people can now look forward to a 50-year plan
to improve their environment through reforestation and
have beneficial contact with the outside world.
The Surui are an indigenous tribe in Brazil. When they
first had contact with the outside world in 1969, they
suffered from diseases which killed many of them. They
are now famous as the tribe which used Goggle Earth
to protect their territory and teach the rest of the world
about their environment. They began reforestation and
their rainforest is once again intact. They now sell their
carbon offsets to a Brazilian cosmetics company and will
use the money they earn in a 50-year plan to help and
manage the development of the tribe.
The Grand Canyon is one of the largest canyons in the
world. It is in Arizona in the USA. The canyon is 446 km
long and up to 29 km wide in some parts. The river
Colorado runs through it. Some scientists claim that it
is 70 million years old. It became a national park in 1919
and is home to a wide variety of animals and plants.
The weather in the Grand Canyon suffers from extreme
changes ranging from 37.8 to -17.8 degrees Celsius,
which can cause problems for visitors if they are not
prepared. It is one of the world’s most popular natural
tourist attractions, with around 5 million visitors per year.
People go there to sightsee, hike, go rafting or horse
riding and take helicopter rides.
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Unit 6 Get well
6.1 Vocabulary
Troy Polamalu (b. 1981) is a retired American football
player who played his entire 12-year career for the
Pittsburgh Steelers. He was named the best NFL
Defensive Player of the Year in 2010 and has received
many honours. He played baseball and basketball at
school. He won an athletic scholarship to study at the
University of Southern California. He is also famous for
his long hair, which he rarely cuts. His hobbies include
playing the piano and making furniture. He has a degree
in History.
Daniel Craig (b. 1968) is an English actor. He moved
to London when he was 16, to study at the National
Youth Theatre. He then studied at the Guildhall School
of Drama and Music. He played many roles on stage
before he moved into TV and film work. He became
internationally famous when he got the part of James
Bond. He was the sixth actor to play the role. During the
2012 Olympics in London, he played the part of James
Bond, escorting Queen Elizabeth II to the opening
ceremony.
Julia Roberts (b. 1967) is a hugely successful American
actress. She became internationally famous for her role
in Pretty Woman with Richard Gere in 1990. She has won
many awards for her acting, including an Oscar and three
Golden Globes.
Rihanna (b. 1988) is the stage name of Robyn Rihanna
Fenty, a singer, actress and fashion designer. She was born
in Barbados, but moved to America in 2005 to pursue
her career as a singer. By the age of 25, she had released
seven albums and had 13 number one songs in the US
charts – the youngest artist to have achieved so many
Billboard hits. She has sold over 30 million albums and
120 million singles worldwide and won many awards. In
2011 she brought out her first fashion range for Armani.
She also does a lot of work for charity and in 2006 she
created her Believe Foundation to help children with
terminal illnesses.
Keith Richards (b. 1943) is an English singer, songwriter
and musician with The Rolling Stones, one of the most
successful bands ever. He went to school with Mick
Jagger, who became the lead singer with the band. Years
after Jagger’s family had moved to a different area, Keith
met Mick on a train and they eventually began sharing
a flat together and formed The Rolling Stones along with
Brian Jones, Bill Wyman, Charlie Watts and Ian Stewart in
1962. He has also worked with many other artists and on
solo projects. He has a collection of about 3,000 guitars
and a passion for books and history.
6.3 Listening
There are over 180,000 registered charities in England
and Wales, as well as other smaller charity organisations.
To be a charity, an organisation must only have a charitable
purpose for public benefit. These charities raise over 60
billion pounds every year for a huge variety of causes.
The London Marathon is one of the most popular
marathons in the world. It was started by John Disley and
Chris Brasher after they had run in the New York marathon
and realised what an exciting event a city marathon could
be. In 1981, 7,747 runners took part in the first London
Marathon and in 2012 it became the world’s largest
marathon – 36,748 runners finished the race. The London
Marathon is an important charity event and has raised over
£450 million since it began. It holds the Guinness world
record as the world’s biggest annual fundraising event.
The London to Brighton Cycle Ride is an annual
fundraising event organised by Do It For Charity. It starts
in London and finishes on the coast in Brighton, a distance
of over 86 km. Participants raise money for any of the 500
charities that the organisation works with.
Red Nose Day (RND) is a UK charity event that happens
once every two years as part of Comic Relief, a charity
founded in 1985. The money raised is used to help
people living in difficult conditions in the UK and other
countries. On Red Nose Day people wear red noses and
take part in fun events to raise money, for example, by
selling cakes or holding bring-and-buy sales. There is an
evening of comedy and entertainment on television to
support the event.
6.4 Reading
Malaria is a disease which is transmitted by the female
mosquito of some of the species of the genus Anopheles.
When the mosquito bites and takes blood from a victim,
it also releases parasites into the bloodstream. The
parasites multiply in the liver. Symptoms usually begin
one to four weeks later. The patient usually suffers from
vomiting, headaches and fever. If it is not treated, the
patient can die. Malaria is not infectious and can only be
passed from human to human through blood transfusions
or organ transplants. The disease is completely curable
with specialised medicines. About half the world’s
population is at risk of malaria and over half a million
people die every year from it. 90 percent of these live in
Africa and most are children under five years old.
6.5 Grammar
Simon Yates (b. 1963) and Joe Simpson (b. 1960) are both
English mountaineers. Yates is the author of three books
about his mountaineering experiences, Against the Wall,
The Flame of Adventure and The Wild Within. Simpson
has also written several books about his mountaineering
expeditions, such as The Beckoning Silence and Touching
the Void, and a novel, The Sound of Gravity.
Siula Grande is a mountain in the Andes, the longest
mountain range in the world. It is in Peru and it is 6,344 m
high. In 1985 Joe Simpson and Simon Yates climbed Siula
Grande, but on the way down disaster struck. While they
were still around 6000 m, Simpson fell and broke his leg.
In terrible weather conditions, Yates managed to lower
Simpson part of the way down the mountain on a rope.
However, he had to cut the rope to save his own life when
Simpson fell into a crevasse. Simpson survived the fall
and made his way back to base camp. His book Touching
the Void tells the story of their climb and his survival. It
was made into a film in 2003.
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Culture notes
Aron Ralston (b. 1975) is an American mountaineer. In
2003 he set off to do a day’s canyoning in Utah without
telling anyone his plans. His right arm was trapped by a
falling rock and he managed to survive for five and a half
days with very little food or water. Finally, he cut off his
arm to escape and then had to rappel down a 20-metre
cliff. His book about this experience, Between a Rock and
a Hard Place, was made into the film 127 Hours in 2010,
directed by Danny Boyle.
Survivor is the British version of a Swedish TV series
called Expedition Robinson. It was first on TV in 1992.
Contestants are sent to an isolated place and divided
into groups called tribes. They compete to win money
and other prizes. Each week the tribes vote off members
and the losers leave. The final contestant left wins the
competition.
Pete Goss (b. 1961) is a British yachtsman. In 1996 he
became the fastest Briton to sail around the world alone
in just 126 days and 21 hours. He is famous for his design
project of a catamaran (a type of sailing boat) Team
Philips and for turning back in a solo round the world
yacht race to rescue Raphael Dinelli, another competitor
whose boat had sunk. Since then he has taken part in
many sailing challenges such as sailing from England to
Australia without a modern navigation system.
Viral videos are videos that become incredibly popular.
They are shared online through social networking sites,
video sharing sites such as YouTube, texts and email. It
is impossible to predict what will make a video go viral.
There are now various viral video websites where you can
find the latest viral videos.
The Andes flight disaster happened on 13 October
1972. A plane carrying 45 people crashed 3,600 m up
the Andes Mountains. 29 of the passengers were killed
in the crash, died shortly after or in an avalanche eight
days after the crash. The survivors discovered from the
radio that the rescue operation to find them had been
abandoned. After eating all the food on the plane, they
had to eat the flesh of the dead passengers to live. The
two strongest survivors, Nando Parrado and Roberto
Canessa, walked ten days across the Andes to get help.
The other 14 survivors were then rescued ten weeks after
the crash.
Unit 7 In the spotlight
7.1 Vocabulary
Reality television is a kind of TV programme. Reality
TV shows usually use ordinary people and they are not
scripted. The shows are meant and became popular after
the internationally famous show Big Brother was first
shown in 1999. Since then, many different reality shows
have been created.
The X Factor is a British reality show to find talented
musical performers. It was created by the presenter
Simon Cowell. It was first shown on TV in 2004 and
quickly became very successful. In the show, individuals
and groups compete to win a recording contract. Several
British pop stars have become famous after winning,
for example, the singer Leona Lewis and the group
Little Mix. It is now on TV in over 25 countries including
Australia, Poland and Russia.
Idols is another British music competition reality show
created by TV producer Simon Fuller. It was first on
TV in 2001. Unlike The X Factor, only individuals can
compete. The public vote every week for their favourite
singer. The final is between the last two or three singers
and the prize is also a recording contract. The show has
been adapted for many different countries and billions of
people worldwide watch it.
7.3 Listening
7.4 Reading
Vlogging is creating a blog with video content. You
only need a camera and Internet connection to create
one. Some vlogs have been turned into businesses
and vloggers can earn thousands of pounds through
advertising. The most popular vloggers can have
thousands of followers, so businesses use their sites to
advertise their products.
Adam Kontras (b. 1975) was probably the first vlogger.
In 2000 he included a video in his blog, which has since
become the longest-running vlog in the world.
YouTube is a popular video-sharing website started in
2005 by Steve Chen, Chad Hurley and Jawed Karim.
People upload video clips to share with others. Some TV
companies also upload clips. In 2006 the website was
bought by Google.
Charlie McDonnell (b. 1990) is an English vlogger, filmmaker and musician. He has his own channel on YouTube,
called Charlieissocoollike, which was the first YouTube
channel to get over a million subscribers. Charlie is also a
member of the band Chameleon Circuit.
Alex Day (b. 1989) is an English musician, vlogger and
writer. He started making YouTube videos when he was
17 years old and in 2011 he became the first singer to
get into the UK top ten without being signed to a record
label. Since then he has released his own albums and had
hit singles. He now has his own very popular YouTube
channel.
Lex Croucher (b. 1992) is a British musician and has her
own YouTube channel, Tyrannosauruslex, with millions of
views and thousands of subscribers. On her video blog she
often deals with social issues. She is also an ambassador
for the charity organisation Save the Children.
7.7 Writing
Glastonbury Festival is the biggest music and
performing arts festival in the world. It has taken place
in Somerset in England every year since 1970. Now the
festival lasts three days and around 175,000 people go
every year and stay in tents there. It has been organised
by Michael Eavis and his daughter since 1981.
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Culture notes
The Chemical Brothers is a British band that started in
Manchester in 1991. The two members of the band Ed
Simons (b. 1970) and Tom Rowlands (b. 1971) started it
when they were both working as DJs for the same club –
they couldn’t find enough good electronic music, so they
began to record their own. Their albums have been very
successful and a number of their singles have been in the
UK Top 20 charts. They also have a live album and several
compilation albums.
Vampire Weekend is an American rock band. The
members are Ezra Koenig (lead vocalist and guitarist),
Rostam Batmanglij (singer, guitarist and keyboard player),
Chris Tomson (drummer) and Chris Bajo (bass guitar). The
band formed in 2006.
Unit 8 Good citizens
8.2 Grammar
Robben Island is an island near Cape Town in South Africa.
It was used as a prison for many years between the 17th
and 20th centuries. Nelson Mandela was in prison there for
18 years. The island is now a World Heritage Site and you
can visit the prison museum.
Nelson Mandela (1918–2013) became the first black
president of South Africa in 1994. He grew up there at the
time of apartheid, when the minority white population,
mostly descended from Dutch settlers, ruled the country.
Apartheid was a system of racial segregation – black
and white people had to live in separate areas. Mandela
trained as a lawyer and fought for black people’s rights.
As a result, he was sent to prison for life and spent a
total of 27 years in prison before being released in 1990.
He became the leader of the African National Congress
party (the ANC) in 1991. In the 1994 elections all black
people were able to vote for the first time and Mandela
won. Mandela always supported racial equality and won
the Nobel Peace Prize in 1993.
Barack Obama (b. 1961) became the 44th US President
and the first black President in 2008. He was reelected
for a second term as president in 2012. In 2009 he won
the Nobel Peace Prize. He is known for reforming health
care laws and for working to end US military involvement
abroad.
The National Parliament of South Africa is in Cape Town,
making it the legislative capital of the country. The city
was originally founded as a trading post by the Dutch
East India Company. Today it is a multicultural city with a
population of over 3.7 million, making it the second most
populous city after Johannesburg. It is famous for its
beautiful harbour and landmarks such as Table Mountain
and Cape Point.
Alcatraz Island is near the city of San Francisco, in
California, USA. The first lighthouse on the west coast of
the USA was built there and it was a bird sanctuary, but
it is most famous for its prison. It was used as a federal
prison from 1933 to 1963 – notorious prisoners included
the gangster Al Capone and Robert Franklin Stroud, ‘the
Birdman of Alcatraz’. Several films have been made about
the prison and escape attempts from it. Today it is a
National Historic Landmark and you can visit the museum
and the seabird colony.
Frank Morris and brothers John Anglin and Clarence
Anglin were all American criminals who were in prison
in Alcatraz. They escaped together in June 1962 but it is
not known if they survived the trip to the mainland. None
of them have been seen since the escape. The 1979 film
Escape from Alcatraz tells their story.
8.4 Reading
The book The Curious Incident of the Dog in the NightTime was written by Mark Haddon, a British writer. It was
published in 2003. It tells the story of a 15-year-old boy,
Christopher Boone, who has Asperger Syndrome, a form
of autism. However, the book is not about autism – it is a
mystery story in which Christopher sets out to discover
who murdered a dog. It won 17 book prizes. There is now
a play version of the book.
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Students’ Book audio script
Students’ Book audio script
Starter unit
0.1 Home sweet home
CD ∙ 1.2 MP3 ∙ 2
Exercises 3 and 4, page 4
P = Presenter J = Jason E = Ellie M = Michael
P: Welcome to Home Sweet Home. Today we’re
interviewing people who have unusual homes.
Jason, can you tell us where you live?
J: I live in a hotel. In fact, I’ve lived in this hotel since
I was born. My parents run the hotel – that’s their job.
P: Have you ever lived in a house or an apartment?
J: No, I haven’t. But I love living in a hotel. You meet
lots of interesting people and the neighbours
change all the time! Sometimes it’s hard because
I become friends with people who stay for a while
and then they leave. It’s hard when they’ve gone.
But there are lots of good things about living
in a hotel – I can use the swimming pool every day
and I never have to make my bed. It’s great.
P: Thanks, Jason. Our next guest is Ellie. Where do you
live, Ellie?
E: I’m living on a boat at the moment.
P: Have you ever lived in a house or an apartment?
E: Oh yes, I live in a house with my parents half the year,
and half the year we live on the boat. It’s too cold
in winter. I’ve been on the boat for two months now.
P: Do you move around much?
E: Not very much, but it’s nice to know that we can
move if we want to.
P: Thank you, Ellie. Our third and final guest for today
is Michael. Where do you live, Michael?
M: I live in a school. My father is a head teacher of
a boarding school, so we live there.
P: What’s it like living in a school?
M: It’s OK. I enjoy living near my friends.
P: Have you ever been late for class?
M: Ha ha! No, I’m always on time.
0.2 National dishes
CD ∙ 1.3 MP3 ∙ 3
Exercise 4, page 5
Did you recognise the national dishes and where they
come from?
The first one is a simple dish: you cook some lamb, a lot
of potatoes and a few onions together. Some people add
carrots and other vegetables, but experts say that the
real stew doesn’t have any other vegetables. This simple
but delicious stew is the national dish of Ireland.
In the next English speaking country, roast beef and
Yorkshire pudding is a popular dish for Sunday lunchtime,
but most people say that fish and chips is the national
dish. Unfortunately, it’s been so popular that there isn’t
much cod left in the sea! Of course, this is the national
dish of England.
Moving on, it’s hard to choose one national dish for this
huge country because there are so many regional dishes.
But few people can resist the most popular dish in this
country: a big hamburger with lots of chips and tomato
sauce. Yes, you’ve guessed – we’re talking about the USA.
Finally, in our last country there aren’t any national dishes,
but there are a few favourites: meat pies, roast lamb and
vegetables, barbecued steak and sausages. Where will
you find all that meat? In Australia, of course.
0.5 At the movies
CD ∙ 1.6 MP3 ∙ 6
Exercises 3 and 4, page 8
L = Luke E = Emma
L: Hey, I really want to see the new Hunger Games film.
It’s coming out on Friday evening. Let’s go and
see it!
E: OK, but I can’t go Friday evening. I’m babysitting.
L: Right, what about Saturday? I’m going to the dentist
in the morning, but I’m free after that.
E: I can’t go Saturday. I’m going to a wedding.
L: A wedding?
E: Yes, my cousin’s getting married. I’m a bridesmaid.
What about Sunday? I’m not doing anything
on Sunday.
L: Um, I’m playing football in the afternoon. But I’m
free in the evening. It starts at 7.30.
E: Great! Let’s do it!
0.6 My technology
CD ∙ 1.8 MP3 ∙ 8
Exercise 4, page 9
P = Presenter SR = Susan Redwood
P: Good morning and welcome to Connected, our
weekly technology programme. Today we have
Susan Redwood in the studio. Susan’s a psychologist
and she studies the effect of technology
on the brain. Susan, we read a lot of negative stuff
about technology. What do you think?
SR: Technology is wonderful but we must use it carefully.
If technology rules your life, you won’t be a happy,
healthy person. For example, if you spend a lot of
time playing video games and you don’t get any
exercise, you won’t be healthy. But I don’t know
many people like that. Most young people I know
play video games but they also play sports.
P: What about people who are addicted to video
games?
SR: Some people have addictive personalities and they
don’t know when to stop. In these cases, their studies
will suffer. But it’s a very small percentage of people
who are addicted to video games. Most people play
video games when they’ve finished their homework,
and they continue to get good marks at school.
P: Do you think social networking makes people antisocial?
SR: I get really annoyed when people say that social
networking replaces real friends. It’s just not true.
In fact, social networking is all about communicating
and connecting with other people. It helps shy
people and it’s a very good thing.
P: But if you use social networking, will you lose your
privacy?
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SR: If you don’t use social networking carefully, you’ll
lose your privacy. It’s very simple: if you want to
keep something secret, don’t write about it online.
P: Some people say you shouldn’t use technology for
a few hours before bedtime.
SR: That’s true. If you use the Internet or play video
games in bed, you won’t sleep very well because
your brain will be stimulated. My advice is: put
technology away a couple of hours before bedtime
and read a book in bed.
CD ∙ 1.9 MP3 ∙ 9
Exercises 7 and 8, page 9
M = Maria J = Jake
M: Do you fancy doing a questionnaire about
technology, Jake?
J: Yeah, why not?
M: OK. Question one: what would you buy if you had
500 euros to spend on technology?
J: Er, I love listening to music really loud. So if I had
500 euros to spend, I’d buy new speakers.
M: I don’t suppose your parents would be very happy
about that. If I had 500 euros, I definitely wouldn’t
buy speakers – I’d buy a laptop so I didn’t have
to borrow my mum’s. Could you live without your
laptop?
J: Erm, yes. If I had to live without one of my devices,
I’d probably give up my laptop. I could do
everything on my phone.
M: Ah, it’s OK for you – I’ve only got one device, my
phone. So if I had to give up my phone, I wouldn’t
be able to go online or text or anything.
J: Oh dear! So what would you do if you were
with a friend and she texted someone else the
whole time?
M: If there were only two of us, I’d be really annoyed.
I think it’s rude.
J: Really? I wouldn’t care if my friend texted someone
else the whole time. I’d do the same.
M: Well, please don’t do it when you’re with me.
Anyway, next question: if you had a blog, what
would you blog about?
J: If I had a blog, I’d blog about food. What about you?
M: I don’t have time to blog, but if I had time, I’d blog
about music.
J: Oh yes, you’d be good at that. And the last
question: if you could time travel, what time would
you travel to?
M: I think I’d go to 1970 if I could. I really like the music
of that time.
J: Oh, if I could time travel, I’d go to the future,to the
year 3000!
M: The year 3000? There may not be a world then!
Unit 1 Looks
1.1 Vocabulary
CD ∙ 1.13 MP3 ∙ 13
152
Exercises 4 and 5, pages 12 and 13
A = Angie T = Tim B = Becky J = Jon
A: My friend took this photo. In fact, she took about
fifty photos before we got a good one. But I like
it, and I think I look OK. I’m not smiling because
I look better when I don’t smile. I wanted to change
my profile photo because I’ve changed my hair.
I’m blond now and I think it suits me! I’m wearing
Z03_FOC_TB_03GLB_8150_TAPE.indd 152
T:
B:
J:
vintage sunglasses, my favourite silver ring and
some bangles from India. I’m also wearing a scarf
in my hair, but you can’t see it in this photo.
I love this photo – it was a great party. That’s me
in the middle and the others are my classmates. We’re
wearing formal clothes because it’s the end of school
party. The girls are wearing designer dresses. They
look so glamorous. Even the teachers looked elegant!
This is the first time I’ve worn a suit to a party – when
we started dancing, I got really hot! So later I took
my jacket, waistcoat and tie off, and at the end of
the party I couldn’t find them. My mum was furious!
My dad took this photo of me on my third birthday.
I uploaded it because my friends don’t believe
I had fair hair when I was little. I don’t look like that
any more – I was better-looking then! But I still
have the same smile. I love the woollen hat I’m
wearing – it matches my winter coat. I’ve always
been fashionable! I still wear thick tights, but not
pink ones, and my mittens aren’t attached to my
coat now. I think I look really sweet, but my parents
say I was a naughty child. Some things don’t change!
This is me in the Sierra Nevada. It’s really sunny, so
I’m just wearing a sweatshirt and shorts. Of course,
I’ve got warm clothes in my backpack because
camping at night can be cold – in the evening
I get changed into trousers and a fleece. The most
important thing is the hiking boots – they have to fit
perfectly. I love camping in the mountains, but it’s
too cold to get undressed and put pyjamas on at
night. I usually sleep in my clothes.
1.3 Listening
CD ∙ 1.20 MP3 ∙ 20
Exercises 2 and 4, page 15
P = Presenter J = Jenny F = Fraser
P: Welcome to That’s Life. Our topic for today is
friendship, and we’re gonna talk to two young
people, and ask them what their friendships mean to
them. So hello, Jenny and Fraser.
J: Hello.
F: Hi.
P: Jenny, let’s talk to you first. You’re sixteen.
J: Seventeen.
P: Oh sorry, seventeen. Jenny, how many friends do
you have?
J: Well, if you mean close friends, about five or six. But
I’ve got 313 online friends.
P: Let’s talk about the online friends first, shall we? 313!
That’s a lot of friends. How well do you know them?
J: Some of them I know pretty well, but I look at some
of the names and think, ‘Who are these people?’
P: It’s so easy to make new online friends isn’t it? They
ask to be your friend, and you accept. It’s not as easy
to make real life friends, is it?
J: That’s right. Making friends online takes a few
minutes. But a real friend is somebody you get to
know over a long period of time. You meet, you
spend time together, you get to know one another –
it takes a long time to become close friends.
P: That’s right. But some friendships don’t last forever.
And when you don’t want to continue a friendship,
you can simply de-friend them, can’t you?
J: I’m not sure I agree with that, actually. I find it really
hard to de-friend online friends. It seems really
mean. I suppose that’s why I’ve got over 300 online
friends. In real life, if you fall out with a friend, you
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Students’ Book audio script
stop seeing them. Or sometimes you decide that
you no longer have much in common. You no longer
like the same things or you’ve changed. Then you
lose touch. You don’t have to make the decision – it
just happens naturally.
P:Yes, I see what you mean. Fraser, what do you think?
How do you make the difference between close
friends and online friends?
F:Well, all my close friends are also online friends.
When we don’t see one another, we chat online.
But I’d say my closest friends are the ones I socialise
with. We all have a lot in common – we support
the same football team, we listen to the same music
and we go hiking and camping at the weekend. We
get on really well together.
P:Do you think there’s any difference between friendship
between girls and friendship between boys?
F:
Um, I don’t know, really. I don’t go shopping with my
friends and we don’t paint one another’s nails! But
I think the important things are the same. I know
I can rely on my friends in a crisis. A good friend is
always there for you.
P:
Yes, I suppose that’s right. What about friendship
between girls and boys? Are any of your close
friends female, Fraser?
F:Um, yeah, of course. There are three or four girls as
well as boys in the group of friends I hang out with.
P:What about you, Jenny?
J:Yes, I get on well with boys. But I think it’s different –
girls understand one another better. And you’re
never sure if the boys really want to be friends or if
they just fancy you.
CD ∙ 1.21 MP3 ∙ 21
Exercise 5, page 15
1
J = Janet R = Rachel
J:
Hi, Rachel.
R:Oh, hello, Janet.
J:Um, I haven’t seen you since that party.
R:Yeah, that’s right. You were really rude.
J:I know, I’m really sorry. I was just …
R:Listen, I’m not going to forgive you, so forget it.
J:Oh, right. OK, well, I suppose …
R:Goodbye, Janet.
2
A = Amy S = Sarah
A:Anyway, I was just watching this thing on TV and
the phone rang and …
S:It was him!
A:Yes. It was him!
S:No! What did you say?
A:Well, you know me.
S:Oh no, you didn’t …
A:I did. I was so nervous!
S:Oh you always do that. I’ve told you, take a deep
breath and …
A:I know. But I was so excited! Anyway, …
3
T = Teacher J = Jon K = Kevin
T:Right, that’s all for today. Don’t forget your
homework on Monday …
J:
Thank goodness, it’s Friday!
K:Ha ha, yeah. What are you up to this weekend?
J:Not sure. I might play football on Saturday and go
for a cycle on Sunday. What about you?
K:Oh, that’s too energetic for me. I’ll probably go to
the library and then see a film.
J:Well, have a good one and see you on Monday.
K:OK, Jon, see you.
4
A = Annie S = Sal
A:Hi, Sal. Coming to the party tonight?
S:Um, no, I don’t think so.
A:What’s up? You don’t look very happy.
S:Sorry, I just … well, I um … Things aren’t very good
at the moment.
A:Has something happened?
S:No. Well, yes. Not exactly.
A:Come on, let’s go and get a cola and have a chat.
S:Oh thanks. I’d really like that. I’m afraid I’m not very
good company at the moment.
A:Listen, it doesn’t matter. I’m too tired to go to
the party tonight anyway. Let’s get a DVD and stay in.
Unit 2 Just do it!
2.1 Vocabulary
CD ∙ 1.27 MP3 ∙ 27
Exercise 6, page 25
Welcome to Sport on Saturday. It’s quiz time! Let’s start
with the answers to last week’s Sports Quiz. There were
six questions.
OK, number one: we asked you which is the biggest:
a football pitch, a golf course or an athletics track.
The answer, is of course B, a golf course.
Number two: where will you not see a man with a beard?
The correct answer is C, in a boxing ring. Why? Because
it’s difficult to see injuries on the face if the boxer has
a beard.
Number three: in which sports do you hit a ball
with a racket on a court? The correct answer is A,
squash and tennis. For cricket and table tennis, you play
with a bat. For golf you use clubs, and in hockey you play
with a stick.
Number four: which piece of equipment is made of
metal, rubber and sometimes wood? The answer is A,
a golf club. A table tennis bat and a hockey stick are
made of wood and rubber. No metal.
Number five: where is the highest ski resort in the world?
If you’re good at Geography, you’ll know the answer – it’s
A, Bolivia. Chacaltaya resort is about 5,290 metres high.
The highest ski resort in Canada is Sunshine Village,
at about 2,159 metres, and Val Thorens in France is
the highest ski resort in Europe, at about 2,300 metres.
And finally, number six: what can you find on the roof
of the famous Burj Al Arab hotel in Dubai? The correct
answer is B, a tennis court. You can have a game of tennis
and admire the view at the same time!
Well, that’s it. How did you do? Did you get a gold, silver
or bronze?
And now it’s time for this week’s quiz: the topic is …
2.3 Listening
CD ∙ 1.33 MP3 ∙ 33
1
Exercises 2 and 3, page 27
The sports person I look up to most is Federer. He’s
always been passionate about tennis, but he’s also
a caring and generous human being. He’s given a lot
of time and money to charities, especially children’s
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charities. He’s a real inspiration. In fact, he has his
own charity in South Africa for poor children. His
charity pays for them to go to school and have two
meals a day and encourages them to take up sport.
2
Jessica Ennis inspires me. She’s a brilliant athlete,
but she’s also a normal, lovely person who is
realistic about life. What I like most about her is
that she’s an Olympic champion, but she’s also
very modest. She says there are things she dislikes
about herself when she looks in the mirror, and
everybody can relate to that. I think she’s a much
better example for young girls than skinny fashion
models. She’s a healthy role model and a lot of girls
follow her example and take up sport as a hobby or
professionally.
3
I think Robert Kubica’s story is inspiring. He was
the first Polish racing driver to win a Formula One
Grand Prix, but then he had a terrible accident and
he nearly lost his arm. In spite of his serious injuries,
he has stayed positive and returned to racing. He
inspires young people because he’s so courageous
and determined.
CD ∙ 1.34 MP3 ∙ 34
Exercises 5 and 6, page 27
Hi! My name’s Jackie Smith. I’m here today to tell you
about how I became the international under-eighteen
windsurfing champion at the age of sixteen. It’s
something I’m really proud of. I think I’ve been successful
because of two people, really. My mum and my cousin
Rachel have been my role models.
I first went windsurfing with my mum. We lived near the
sea and we spent every summer on the beach. My mum
had entered windsurfing competitions when she was a
teenager. She didn’t win anything but she really enjoyed
it. She started to teach me windsurfing as soon as I could
swim. I was only about seven years old. My cousin Rachel
was there too. She and her family lived near us. My mum
gave us lessons together. Rachel’s two years older than
me and I’ve always looked up to her. I still do. Rachel was
good at everything. She was a really good example for
me – I wanted to be sporty like her.
I did a lot of different water sports because I grew up near
the sea and it was natural. At first, windsurfing wasn’t my
favourite thing. I liked other water sports, like swimming
and sailing. I used to go sailing with Rachel and then we
joined a children’s sailing club. We spent all our weekends
there, even in winter. We did lots of sailing and then we got
into rowing. I wasn’t sure about rowing at first but my mum
thought it was a good idea. Now I’m glad I did it because it
made my arms strong and that helped my windsurfing.
Windsurfing became my number one sport thanks to
Rachel. She entered a windsurfing competition when she
was fifteen – I always wanted to do the same as her, so
I entered the competition too. She came second and I
came fifth. But I really enjoyed myself and that was the
moment when I decided that windsurfing was my sport.
My mum and Rachel are still important role models for
me. I think I take after my mum – I hope I have some of the
same qualities, anyway. And Rachel is like a big sister to me.
Focus review 2
CD ∙ 1.43 MP3 ∙ 43
Exercise 7, page 35
Hi, everyone! My name’s Lily and I’m a swimmer. And
I’m talking to you today because I want to encourage
lots of you to take up swimming. It’s a great sport, it
isn’t expensive to do and it keeps you really healthy. I
started swimming when I was very young. I think I learnt
to swim when I was about five. I didn’t learn at the local
leisure centre, but when I was in Spain on holiday with
my parents! Then, when we came home, my parents
paid for lessons for me and I went once a week. I loved it
straight away and I got better and better. When I started
secondary school, I joined a swimming club and then I
started going swimming two times a week. I had a lovely
trainer called Vesla, who came from Norway, I think. She
was really good. We trained very hard – sometimes we
were swimming non-stop for two hours! She encouraged
me to enter competitions and I did quite well. Nearly
every Saturday a group of us from the swimming club
went by coach to other towns to have competitions. That
was brilliant fun. After I’d won quite a lot of competitions,
I moved into the advanced class at the club and I had
a trainer who was once an Olympic winner! He wanted
me to go training every day before school for an hour
and a half. My parents didn’t agree because I needed
to be awake for my school work. But they let me go two
mornings a week. In the holidays I can go every day. I
love my swimming and I would really recommend it as
a sport to everyone. It isn’t important to enter lots of
competitions like me, but just do it for fun and to keep fit!
Unit 3 Going places
3.1 Vocabulary
CD ∙ 2.3 MP3 ∙ 46
Exercise 11, page 37
1
A: Who’s got the passports?
B: You have, haven’t you?
A: No! You put them in your handbag.
B: Oh yes, here they are.
A: Phew!
C:Thank you. What is the purpose of your visit?
B: Oh, we’re visiting our family in a little place near …
C:OK, thank you. Next.
2
A: Any bags?
B:Yes, just one.
A:Hmm … Thirty-five kilos. It’s five kilos too heavy.
B:Five kilos! Oh no! I didn’t know what to pack, so
I packed everything!
A:That’s twenty euros per kilo – a total of 100 euros.
B:Oh no, that’s all my spending money! Can I take
something out?
3
A: We are pleased to announce that Flight number
5200 to Abu Dhabi is ready to board at Gate 16.
Please proceed to gate sixteen for Flight number
5200 to Abu Dhabi.
B:
Where’s Sharon?
C:
I don’t know. She went to buy some perfume.
B:
Go and find her. Tell her we’re boarding!
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4
A:
There’s mine. What colour’s yours?
B:
Black. Like all the other bags.
A:
Oh dear!
B:They all look the same. Time to buy a new suitcase –
a pink one!
5
A:
The captain has switched on the seat belt signs for
landing. Please return to your seats and fasten your
seat belts.
B:
Michael, wake up.
C:Hmmm?
B:We’re there.
C:What? That was quick!
B:It was three hours but you’ve been asleep the whole
time!
6
A:Take your jacket and shoes off, please. OK, come
through. OK, take your belt off, please, and go
through again. Do you have anything in your pocket?
B:No, nothing.
A:Take your earrings off, please.
B: All of them?
A:OK. Next, please.
3.2 Grammar
CD ∙ 2.5 MP3 ∙ 48
Exercise 5, page 38
I = Interviewer W1 = Woman 1 M1 = Man 1
W2 = Woman 2 M2 = Man 2 W3 = Woman 3
I:What do you think about the news that there’s a lion
in the holiday resort?
W1:I’m terrified! I heard it. I was just making the tea
when I heard a loud roar – it must be a lion. I’ve
never heard anything like that before. It’s very
frightening, but I’m pleased the police are looking
for it. I hope they find it before it finds them!
I:And you, sir?
M1:I don’t really know what to think. Several people say
they saw a lion, so I suppose it might have escaped
from the zoo. There’s a zoo about twenty miles from
here.
I:How about you, madam?
W2:Well, it’s a bit worrying isn’t it? I’ve got young
children, and a dog. It’s the dog I worry about – if
the lion has escaped from a zoo, it could be very
hungry by now. It might not have eaten for a while,
and my dog would make a nice snack for a lion! I’m
keeping the dog and the kids inside the caravan.
I:And you, madam?
W3:It’s exciting isn’t it? I think it could have been
somebody’s pet. There are some strange people
round here. I know that some people have snakes
and crocodiles as pets – why not lions? They’re cute
when they’re young. It may have grown too big, and
they let it go.
I:Sir? What about you?
M2:I don’t believe it. It can’t be a lion, that’s ridiculous!
I think it’s probably a cow.
I:
And the roar?
M2:Cows make loud noises.
CD ∙ 2.6 MP3 ∙ 49 Exercise 6, page 38
A:And now the news from where you are.
B:Thank you. This is Radio Essex. The search for
an escaped lion has now been called off. Police were
called to a popular holiday resort two days ago after
receiving calls from worried residents. Several people
reported seeing or hearing a lion. The local zoo has
confirmed that no lion has escaped. The police found
no footprints or any other signs that a large wild
animal was in the area, and so they have concluded
that it must have been a large domesticated cat.
And now for today’s sport …
3.3 Listening
CD ∙ 2.7 MP3 ∙ 50
Exercises 2 and 3, page 39
1
A:So, how was your family cruise?
B:Oh, it was OK. Pretty good, really. We all got on well
most of the time. We didn’t have any arguments.
Well, not until the last day, and then I had a really
big argument with my sister. It was stupid, really.
I wanted to get off the ship and visit Naples, but my
sister was tired and wanted to stay on the ship by
the pool. She always does what she wants and she
doesn’t think of other people. I had to go to Naples
on my own with our parents. It was really boring.
2
A:I just don’t think we should stay here. It’s not a very
nice campsite. I think we should go and find a youth
hostel.
B:A youth hostel? That’s so boring! This is supposed to
be an adventure.
A:I know, and I really want to have an adventure, but
putting a tent up in this weather is horrible.
B:It’s raining a bit but we’ll be lovely and warm
in the tent. It’s going to be more comfortable than
a three-star hotel, I promise.
3
A:Yes, can I help you?
B:Er, yes, I’ve booked a single room for two nights. My
name’s Baker. James Baker.
A:Baker. Yes, here you are. Two nights. Would you like
breakfast?
B:Oh yes, please.
A:That will be an extra £16.
B:Oh, I thought it was included.
A:Did you book online?
B:Yes, I did.
A:Oh, right. We have an online special offer at
the moment. Your first breakfast is free, so you just
need to pay for the second day. Can you fill in this
form, please?
4
A:For today’s ski update, we go over to Mark Eden
in the French Alps.
B:Thank you. Yes, I’m here in the wonderful French
Alps, beneath Mont Blanc. I’m in the village of
Megève, one of the oldest ski resorts in the world.
The weather is perfect today but last week we
had a few warm rainy days when skiing was not
much fun. But it’s impossible to be disappointed
with Megève – there are so many different things to
do here. There are more than ninety restaurants and
cafés. Fortunately, the rain has turned to snow. It’s
time to get out of the cafés and go skiing.
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5
6
It’s time to leave ordinary beach holidays behind and
take a trip that you will remember for the rest of your
life. With Overland Tours, you will see the real world.
Overland Tours believe that travelling is not only
about the destination. The journey is an important
part of the experience. Come with us on one of our
Overland buses and travel to places other travel
companies don’t reach. You will meet local people
and learn about their culture. Our tour leaders will
take care of you and make sure you have everything
you need. Come and join an Overland tour. You’ll
be in a small group, but we can guarantee that you’ll
have big experiences.
You’re too young to go backpacking on your own.
You’ve never been abroad before – you have no
idea what to expect. You might not like it – you’ll
probably be lonely. And anything could happen –
you could get ill, or somebody could steal your
money. I know you want to get away and have
new experiences, but I’d feel much happier if you
were with friends. You could stay with your aunty
Margaret in Canada or your penfriend in France.
I just don’t understand why you want to go trekking
in Nepal on your own.
3.5 Grammar
CD ∙ 2.13 MP3 ∙ 56
Exercise 2, page 42
When my parents got their first car, we were really
excited. There weren’t so many cars on the road
then, and nobody used to worry about pollution or
the environment. There was plenty of clean air. We didn’t
use to have seat belts then either. I remember my baby
sister would sit in the front with my mother. My father
smoked a pipe while he was driving and the car used to
be full of smoke!
We used to go on holiday to France every summer by
car. It was a bit boring because we didn’t have computers
or DVDs – we’d listen to the radio and look out of
the window. In France, my father followed a map. We
didn’t have GPS then. We’d stop to look at the map, but
we couldn’t ask for directions because we didn’t speak
French and nobody used to speak English in those days.
CD ∙ 2.14 MP3 ∙ 57
Exercise 5, page 42
Air travel didn’t use to be very common when I was a young
man. It was very expensive, so travelling by air was a luxury.
I used to work for an American company and I would travel
from London to New York regularly. Then, the flight was
just four hours by Concorde. It takes eight hours now!
On Concorde the cabin crew would look after you really
well. They’d offer you food, drinks or even cigarettes.
Lots of people would smoke. It’s funny – people would
dress up to go on a plane. They’d put their best clothes
on – men would wear suits and women would wear their
smartest outfits. It used to be a glamorous way to travel.
Not like now! It’s so stressful. We didn’t use to go through
security at the airport. I would carry my Swiss army knife
everywhere. That’s impossible now. Are planes safer now?
Probably, but travelling by air is a very different experience.
3.6 Speaking
CD ∙ 2.16 MP3 ∙ 59
Exercises 2 and 3, page 43
M = Mark S = Sophie
M:Hi, Sophie. Can you do me a big favour? I really
need your help.
S:Why? What’s the problem?
M:You know I’m going to England to do an English
course and stay with a family. Well, I don’t know
what to pack. Can you give me some advice?
S:Oh right. Don’t worry! I had the same problem last year,
when I went to London. How long will you be there?
M:I’m going for a month.
S:OK, the first thing you should do is check
the weather forecast. I know it’s summer, but
the weather changes quickly in England. If I were
you, I’d pack lots of T-shirts and a couple of
pullovers. How big is your suitcase?
M:It’s not very big. I don’t want to check it in.
S:Hm, I think you should check it in – if you don’t, you
can’t take shampoo and shower gel.
M:Oh, I didn’t think of that. Right, I’ll take my mum and
dad’s suitcase. How many pairs of jeans do I need?
S:You probably don’t need to take more than two
pairs of jeans. But you really ought to take some
smart trousers for going out. Now, what about
a present for the family? You mustn’t forget to take
them something.
M:Oh yeah, of course. What do you think I should take?
S:The best thing would be to get something at
the airport like a box of chocolates.
M: Good thinking.
S:Oh, just one more thing. It’s a good idea to write
a list of things you might forget, like your phone,
tickets, money, etc.
M:Thanks, Sophie. That’s really helpful.
S:You’re welcome. And don’t forget your phone
charger – I want to see lots of photos of England!
Focus review 3
CD ∙ 2.17 MP3 ∙ 60
Exercise 7, page 47
1
A:May I help you, madam?
B:Yes. I waited for ages at the baggage reclaim area to
collect my luggage, but it never arrived. I’m afraid it
might be lost.
A:Don’t worry. Most luggage is usually found within
an hour. Could I have your name and flight details,
please?
B:Yes. My name is Lucinda Healan, that’s H-E-A-L-A-N.
I was on Alpha Airlines flight from Manchester.
A:OK, let’s see now. Oh … I’m afraid a mistake
was made when you checked in. Your luggage is
in Edinburgh.
B:Oh dear!
2
I’ve just come back from the Greek islands. Best
holiday ever! First, I flew to Mykonos. That was
a non-stop party and I met loads of great people
there! Then I took a ferry to Santorini. Wow! There
are traditional white houses, stunning views over
the Aegean and the famous blood-red sunset. After
that, I sailed to Crete, where I visited an incredible
ancient palace and swam at amazing beaches. Crete
is a big place and I needed my own transport, so
I rented a scooter and explored! I couldn’t have had
a better holiday!
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3
A:Hello, Terence Jones speaking.
B:Oh, Terry, I’m so glad I caught you before you left
the office.
A:Gina, hello. What’s up? Aren’t you on your way to
New York?
B:I was, but traffic has stopped on the motorway.
Nothing’s moving!
A:There could have been an accident.
B:Maybe, but right now I need you to check what
other flights there are for New York tonight. Just
in case I miss mine, you know.
A:No problem. I’ll find out and call you back.
4
On today’s segment of Where Have You Been? I’m
asking the question, ‘Which is the most visited city
in the world?’ It must be Paris! Right? Wrong! Is it
London? Wrong again! The most popular destination
is … Bangkok, the capital of Thailand. It’s the first
time that an Asian city has been the most popular.
This year it had nearly sixteen million international
visitors, only slightly more than London, which was
the previous number one city destination. Will it still
be so popular next year?
5
A:Oh, do hurry up! The woman on the ferry said we
can get the best seats if we’re there first.
B:I’m walking as fast as I can and I’m carrying a heavy
backpack!
A:Well, you’re the one who wanted to bring a big fancy
camera as well as a video camera.
B:Yes, because we’ll have a great view from the top
and I can take shots of all the important sights.
Anyway, we haven’t even got tickets.
A:We can get them from the driver.
6
It’s so easy to plan a trip these days, isn’t it? That’s
because of the Internet, of course. When I used to
travel as a young man, I would find a travel agent
to book a hotel room abroad. I would ask the agent
a lot of questions and he would give me some ideas
for the trip. He had brochures and things like that,
but the photos in them were always glossy and
professional, taken from the best angles. I had no
real idea what the hotel would be like; there was
nowhere to read comments by other tourists. Now
I know exactly where I’m going and what to expect.
diet is a balanced one. You need a bit of everything,
but not too much of anything. Especially salt or
sugar – a little salt and sugar is OK but you shouldn’t
eat too much. For instance, there is a lot of salt
in crisps and fast food, and a huge amount of sugar
in fizzy drinks. I don’t think people realise this.
If you have a balanced diet, you get enough
protein and vitamins. One of the healthiest diets
in the world is the Mediterranean diet, and that’s
because Mediterranean people eat a huge variety
of fresh food. Their diet is rich in fruit, vegetables,
cereals, pasta, olive oil and fish. Just think about
all the different Mediterranean vegetables: green
peppers, red tomatoes, lettuce, purple aubergines,
yellow corn, black olives. A healthy meal is
a colourful one. Even if you can’t find Mediterranean
vegetables, try to make your meals as colourful and
varied as you can. Finally, one of the most important
things about a healthy diet is that it must not be
an obsession. Thinking about food is good, but if
you become a very fussy eater, then your diet is
probably not healthy.
CD ∙ 2.22 MP3 ∙ 65
I’m interested in having a natural diet and so
for the last two years, I’ve only eaten raw food.
I believe that when you cook fresh food, you lose
the goodness and vitamins in the food. I eat raw
vegetables, but of course I need protein. So I eat
raw eggs. For dessert I eat fruit. I feel healthy
and I have lots of energy, but it’s difficult to eat
with the rest of my family, and that’s a problem.
2
I love desserts – cakes, puddings, chocolate –
anything sweet. But one day I read an article about
sugar and how bad it is for you. I thought about giving
up desserts but I couldn’t do it – it’s impossible! So
I decided to divide the week into dessert days and
non-dessert days. Now there are five days in the week
when I don’t eat desserts but at the weekend I can eat
as many desserts as I like. On non-dessert days I eat
more fresh fruit, which is much healthier.
3
I only eat food that is grown or produced near my
home. That means there’s less choice because
I don’t live in a Mediterranean country! But the fruit
and vegetables I eat are really fresh and they taste
so good. I do eat a lot of vegetables but I’m not
vegetarian. I tried once when I was about fourteen,
but I missed meat, especially roast chicken. Now, my
parents have hens in the garden and so we have fresh
eggs every day. The best thing about eating locally
produced food is that it’s good for the environment –
no planes or lorries are involved in transporting food
for long distances. I think that’s a good thing.
4
I’m a vegan. That means that I don’t eat or use any
animal products for any purpose. I don’t eat meat,
fish, dairy or anything that comes from animals.
I don’t wear clothes made from animals either.
When I was a child, I ate meat and drank milk like
most people. But then when I was thirteen, I started
thinking about where my food came from. I learnt
about how animals suffer and I was shocked.
I decided to become a vegan and I’ve become
very good at cooking lovely vegan meals. I respect
animals and I don’t want them to suffer.
Unit 4 Eat up
4.3 Listening
CD ∙ 2.21 MP3 ∙ 64
Exercise 3, page 51
I = Interviewer N = Nutritionist
I:Good morning and welcome to the Food
Programme. Today our guest is nutritionist Sandra
Duffy. Hello and welcome to the programme, Sandra.
N:Hello. Thanks for inviting me.
I:Sandra, how do I know if my diet is healthy or not?
N:Well, that’s a good question, and the easy answer is:
do you feel well? Do you have plenty of energy? And
secondly, do you look well? Does your skin and your
hair look healthy? If you don’t feel or look well, your
diet may not be healthy. I always say that a healthy
Exercises 4 and 5, page 51
1
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4.4 Reading
CD ∙ 2.27 MP3 ∙ 70
Exercise 4, page 53
1
My mum makes a fantastic bread and butter
pudding. She gave me the recipe and it’s very easy.
You slice the stale bread and put butter on it. Put
the slices of bread and butter in a dish. You can add
some dried fruit too if you like. It’s up to you. Oh,
and if you have some bananas that are too ripe, chop
them up and put them in the pudding. Then heat
some milk in a small pan. Don’t boil it. Mix three eggs
with three large spoons of sugar and add the warm
milk. Then you pour the mixture over the bread.
Put it in the oven for forty-five minutes and that’s it!
Delicious!
2
My favourite recipe for stale bread is French toast.
It isn’t really a recipe! You just need one egg and
you mix it up in a bowl. Then you dip a slice of
bread in the egg mixture, and fry it in a frying pan
for a couple of minutes. I love it with sugar on, but
I know I shouldn’t.
3
I like baguettes but they don’t stay fresh for very
long. But when I was on holiday in France, I learnt
a trick to recycle the old baguette instead of
throwing it away. You hold it under the tap and let
cold water pour on the surface. Then you put it
in a hot oven for ten minutes. When you take it out,
it’s nice and crispy again.
4.6 Speaking
CD ∙ 2.31 MP3 ∙ 74
Exercise 4, page 55
W = Waiter A = Alex
W:Was everything OK with your meal?
A:Yes, thanks. I’m writing a review for my online food
blog.
W:Oh! I see. Are you sure you don’t want to see
the dessert menu? We have a delicious chocolate
mousse – you should try it.
A:No, thanks. I’m allergic to chocolate. Just the bill,
please.
W:Certainly! Just one moment, please.
Unit 5 One world
5.3 Listening
CD ∙ 2.37 MP3 ∙ 80
Exercises 3 and 4, page 63
P = Presenter M = Michael
P:Hello and welcome to The Future is Green. Today
we’re talking about a special project to make schools
more environmentally friendly. We have a pupil from
Year 12, Michael James, to tell us about it.
Hi, Michael, and thanks for talking to us today.
M:That’s OK. I’m missing a few lessons, so I don’t mind
at all.
P:Ha ha! Now, can you tell us about your project? How
did it begin?
M:About a year and a half ago, one of our teachers
started an after-school club called Friends of
the Planet. At first, it was just for pupils from our
school, but then we contacted other schools in our
area. Now our Friends of the Planet group has
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members from six other secondary schools. We
meet once a week and for the last six months, we’ve
been working on this special project.
P:I see. What exactly is this special project?
M:Basically, we’ve designed an eco-school of
the future. We worked with a group of architects
who are planning to build a school that is more
environmentally friendly. The architects contacted
our group because they wanted to involve young
people and together, we’ve made a model of how
this eco-school will look.
P:It sounds very exciting. Michael has brought
the model of the eco-school into the studio with him.
Can you explain it to our listeners, please, Michael?
M:Sure. First of all, we have solar panels on the roof of
the school – there are fifty panels altogether.
P:And will they provide power for the whole school?
M:Yes, that’s the idea. It will save a lot of money
on electricity.
P:Ah yes, I can imagine. Tell me about the garden.
M:Our eco-school will grow vegetables and we’ll use
them for school dinners. So our school dinners will
be very organic and much cheaper than buying food
from the local supermarket or even from a local
farm. We’ll also have chickens, rabbits and ducks.
P:And will they go into the school dinners too?
M:Ha ha, no! That would be terrible. They’ll be pets
and they’ll be useful. They’ll eat the leftovers from
the kitchen and the chickens will provide eggs.
P:Very good. So what other plans do you have to make
the school more environmentally friendly?
M:We’ll use low-energy light bulbs in all
the classrooms. We’ll also have recycling bins
in every classroom and in the school grounds.
P:And what about your lessons – will they be different
from non-eco-schools?
M:Most of our lessons will be similar to lessons in any
secondary school. But in our Science lessons we’ll
focus more on environmental issues like climate
change and global warming. Then, in our Technology
lessons we’ll learn about things like renewable
energy and even how to make solar panels.
P:I see. Well, we’ve almost run out of time. Thank you
for talking to us about your project. It’s very nice
to meet a teenager who is so concerned about
the environment. In my experience, most
seventeen and eighteen-year-olds are only
interested in gadgets and games.
M:Well, I like gadgets and games too, but I probably
worry about the environment more than my friends.
P:We must stop there – thank you, Michael. Your
project sounds fascinating, and I’ll look forward to
visiting your eco-school when …
Focus review 5
CD ∙ 2.46 MP3 ∙ 89
Exercise 7, page 71
P = Presenter JC = Jenna Clarke
P: Today our guest is Doctor Jenna Clarke. Doctor
Clarke, who is a biologist, has studied the monarch
butterfly. She’s going to tell us about its life and why
it is in danger of disappearing. Welcome, Doctor
Clarke.
JC: Thank you, it’s good to be here. Let me begin by
giving the listeners some basic information about
the monarch butterfly. It is recognised by its unique
orange and black pattern. And though it is found
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in Australia, New Zealand and Indonesia, the largest
population is in the United States. The monarch is
famous for its long migration in the late summer
from the United States to Mexico, where it goes to
spend the winter. Millions of butterflies go to forests
there, where they are protected from rain and
freezing cold temperatures. Otherwise, they will die.
P: But there’s a problem.
JC: Yes, there is. The monarch is in danger. A recent report
said the number of butterflies that arrived in Mexico
this year was sixty percent less than last year. In fact,
numbers have been falling for the last seven years. If
numbers continue to fall, the monarch butterfly will
completely disappear from North America.
P:
So if fewer butterflies are reaching Mexico, does that
mean the problem is in the United States?
JC: Partly, yes. You see, the monarch butterfly depends
on a plant called milkweed to survive. It’s the only
food young monarch butterflies eat. In the United
States, the chemicals that farmers use on crops
are destroying the milkweed plant. So if we want
to save the monarch butterfly, we have to protect
the milkweed plant.
P: What else is making it difficult for the monarch
butterfly to survive?
JC: The monarch goes to a specific forest area in Mexico.
Unfortunately, logging in that area is reducing
the number of trees. The trees, which are cut down
illegally and sold, are the homes of the monarch.
P: So, many are dying in the US because they don’t
have enough food and then the ones that manage
to arrive in Mexico have a smaller area to live in.
JC: That’s right. Finding a solution is hard because it
involves two different countries and two different
problems. If we can persuade farmers in the US
not to use certain chemicals, that will be a big step
forward. But if the logging in Mexico isn’t stopped,
the number of monarchs will continue to drop.
Both problems are serious and must be solved at
the same time.
P: Is there any good news for the monarch?
JC: Actually, there is. The monarch is becoming more
common in Bermuda because people are planting
milkweed in their gardens. And monarch butterflies
born in Bermuda stay there all year due to the warm
weather. Perhaps these island monarchs will save
the species.
Unit 6 Get well
6.1 Vocabulary
CD ∙ 3.1 MP3 ∙ 90
Exercises 3 and 4, pages 72 and 73
A:Woah, that’s crazy!
B:What are you reading?
A:I’m reading about famous people and which parts of
their body they’ve insured for loads of money. It says
here that Ronaldo’s legs are insured for 144 million
dollars! Those are expensive legs.
B:144 million! Well, football’s a dangerous game, isn’t
it? You don’t just get cuts and bruises. You could
break your leg or sprain your ankle.
A:I know. I can understand why Ronaldo has decided
to insure his legs, but why do you think Rihanna has
insured her legs?
B:Rihanna, the singer?
A:No, Rihanna the football player! Of course I mean
Rihanna the singer. Why hasn’t she insured her voice?
B:Hmm. Good question. She probably thinks her looks
are more important than her voice.
A:Yes, I suppose so. Who’s Keith Richards? Is he
the old guy in Pirates of the Caribbean?
B:Keith Richards? Yeah, and he’s a guitarist in a band –
the Rolling Stones.
A:Well, his hands are insured for one million dollars.
They look terrible. What could happen to your
hands?
B:Lots of things. You could burn your fingers
with a cigarette, for instance, or dislocate your thumb.
A:Ah right. Hey, did you know that James Bond does
all his own stunts?
B:You mean Daniel Craig? Yes, I think I read that
somewhere. What has he insured? His face?
A:No, his body. He insured it after he broke a rib and
cut his hand. Oh, this is funny.
B:What?
A:There’s an American football player who’s insured
his hair for a million dollars. His hair? Oh, he’s got
an advertising contract with a shampoo company.
His name’s Troy Polamalu.
B:Never heard of him. Is that it?
A:There’s one more. What do you think Julia Roberts
has insured?
B:Her teeth and her lips?
A:Yes, you’re right!
B:Well, it is a lovely smile!
A:Like mine …
CD ∙ 3.4 MP3 ∙ 93
Exercise 10, page 73
1
A:I’ve got tickets to see One Direction!
B:Again? You’re obsessed!
A:I know, I’m going to tattoo their name on my arm.
B:What? Are you crazy?
A:Don’t worry. I’m pulling your leg!
B:Oh, very funny.
2
A:Did you hear that Mark and Naomi broke up?
B:Yeah, I think she broke his heart.
A:No, she didn’t. He’s fine. I saw him with Amy
yesterday and they looked very happy.
B:Oh!
3
A:Why does Pete wear sunglasses all the time, even
when it isn’t sunny?
B:He thinks it looks cool. The other day he walked into
a door and hurt his nose. It was so funny. I laughed
my head off.
A:Oh dear! That’s really mean.
4
A:Oh dear, this homework’s really hard! Can you give
me a hand?
B:Sorry, I’m late. Ask Mum to help you.
A:Oh, thanks …
5
A:So what did you get for your birthday?
B:Well, you know that leather jacket I tried on downtown?
A:The red one?
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B:Yes. Well, my parents bought it for my birthday.
When I looked in the bag, I couldn’t believe my
eyes. It’s the best present I’ve ever had.
A:You lucky thing!
6
A:I really want to go and see that film. What’s it called?
B:I don’t know. Who’s in it?
A:Oh, you know. What’s her name? Oh dear, it’s
on the tip of my tongue! It begins with K.
B:Um, Kristen Stewart?
A:No, um … Keira Knightley! Her new film.
6.2 Grammar
CD ∙ 3.6 MP3 ∙ 95
Exercise 2, page 74
A:Welcome to our online first aid course. First of all,
we’d like to check you got the right answers to
the quiz. We gave you six minor accidents and asked
you what you would do. Here’s Dr Maxwell to tell
you what she would do.
B:Thank you. OK, number one: if I had a nosebleed,
I’d hold my nose and look down. If I looked up,
the blood would go down my throat, and that would
be horrible. Number two: if I burnt my hand, I’d hold
it under the cold water tap. Cold water would take
the pain away. Don’t put oil or butter on the burn –
this will make it worse. Number three: if I twisted my
ankle, I’d put ice on it very quickly – ice is fantastic
for ankles and other muscle injuries. You shouldn’t
put heat on a twisted ankle – that would make it
worse. Number four: if I got a black eye, I’d put ice
on it for the same reasons as number three. Eye
drops could make it worse. Number five: if a bee
stung me, I’d take some antihistamine tablets. I’m
allergic to bee stings, so I always have antihistamine
tablets with me. I’d put ice on the sting if I didn’t
have any tablets. It’s probably not a good idea to
put a plaster on because the sting might still be
in the skin. Finally, number six: if I cut my finger, I’d
wash it, dry it and put a plaster on. It’s not a good
idea to stop the blood flow to the hand, so don’t tie
something around your wrist.
A:Thank you, Dr Maxwell. If you got those right, you’re
ready to move on to the next part of this online first
aid course.
CD ∙ 3.7 MP3 ∙ 96 Exercises 5 and 6, page 74
R = Ron F = Friend
R:Atishoo! Oh no, I wish the cat wouldn’t come into
the house. I’m allergic to cats!
F:Why don’t you close your window?
R:It’s too hot in my house. I have to keep the window
open. If only it wasn’t so hot.
F:Are you tired?
R:Yes. I wish I could sleep, but the neighbours are so
noisy. I wish they wouldn’t play loud music at night.
F:What’s the matter?
R:
Oh, I dropped a saucepan on my foot yesterday and
it hurts. I wish I wasn’t so clumsy.
F:Do you think it’s broken?
R:The saucepan?
F:No, your foot!
R:Oh, I don’t know, I haven’t called the doctor. If only
I had the doctor’s phone number!
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6.3 Listening
CD ∙ 3.8 MP3 ∙ 97
Exercise 2, page 75
1
A = Anna R = Rob
A:Hi, Rob!
R:Oh hi, Anna. Listen, I need some advice.
A:Sure, what do you need to know?
R:Well, I’m taking part in the London to Brighton Cycle
ride and I want to raise some money for charity. Do
you know how I can do that?
A:Sure, I did the London Marathon last year. You have
to ask your friends to sponsor you. In other words,
they support you by giving you money. You have to
set up a webpage first.
R:OK, what sort of information do I put
on the webpage?
A:You explain what event you’re doing – so you’re
going to do the London to Brighton Cycle. Then you
put some information about the charity you want to
support. Which charity are you interested in?
R:I want to do it for the British Heart Foundation.
A:OK, great. Do you have any particular reason?
R:Yes, it was my grandmother’s idea – my grandfather
died of a heart attack.
A:OK, so you can say on the webpage that you’re
doing it in memory of your grandfather. Then you
share the page with all your friends and family. It’s
a good idea to send it to all the adults you know
because people our age don’t have any money!
R:OK, that’s good advice. Do they pay by credit card?
A:Yes. Most people give between five and twenty
pounds.
2
M= Mum R = Rob
M:Where are you going, Rob? There’s no time to go to
the gym. Dinner’s in half an hour.
R:I’m just going for a quick run. You know I’m training
for the big cycle – the London to Brighton Cycle –
next weekend.
M:Oh yes. I must get you a new helmet this week.
R:What for? I’ve already got one.
M:You’ve had that one for years – and you need a new,
brightly coloured one.
R:Oh Mum!
M:Bright colours are safer on the road – cars can see
you better. I know you don’t think they’re cool, but
I want you to come back alive.
R:Oh, don’t be so dramatic. My old helmet’s fine and I’ll
be very careful. And there are thousands of people
doing this cycle – don’t worry about me! OK, I’m off.
M:Don’t be late. Take care on the road!
3
P1 = Presenter 1 P2 = Presenter 2
P1:Over to James Marsden at the start of the London to
Brighton Cycle Ride.
P2:Thank you. Yes, it’s nine o’clock in the morning and
the London to Brighton Cycle Ride is about to begin.
This ride is eighty-seven kilometres long and it has
been going for more than forty years. Over the years
it has raised more than fifty million pounds for charity.
There are more than 25,000 people here and most of
them are wearing red T-shirts. There are people of all
ages here, from fourteen to seventy-five, ready to get
on their bikes and cycle to the coast. Most people will
complete the ride in about six hours.
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CD ∙ 3.10 MP3 ∙ 99
Exercise 6, page 75
I’m sure everyone here knows all about the terrible illness,
Ebola, which is affecting thousands and thousands of
people in Africa. There have been a few cases in Europe
and America, but the problem is still mainly in African
countries. At the moment scientists are working very hard
to find a vaccine because normal medicines don’t work.
People don’t catch the illness from the air but from touching
other people who have it. This makes it hard for doctors
and nurses who are looking after them. We really need to
help them. They need more money for research, hospitals
and more doctors. So, that’s why I’m talking to you today.
The school is planning to have a walk for charity next
weekend. Last year we organised a marathon swim and we
raised over £3,000 for the local children’s hospital. This time
we hope to get more, perhaps over £5,000! The event will
start at the school on Saturday morning at 10.30. The route
will go through the forest and across the hills to Brockfield.
The fastest walkers should take about three hours. The
slowest, like me, will take quite a lot longer! But we hope
the last people will arrive in Brockfield before 4.30. So get
your trainers on and join us on Saturday to help fight Ebola!
6.6 Speaking
CD ∙ 3.18 MP3 ∙ 107
Exercises 5 and 6, page 79
D = Doctor A = Andrew
D:Now, breathe in and out for me. Good, thank you.
Now, open wide – hmm, that looks fine. Right, I’m
just going to take your temperature. OK, that seems
normal. Now lie down, please. If I push here, does it
hurt?
A:Ow! A little bit. Do you think it’s my heart, doctor?
D:Your heart? Why would it be your heart? You’re
sixteen years old.
A:My mum says I eat the wrong things and I eat too
quickly and she thinks I’ll have a heart attack before
I’m twenty.
D:I see. Well, your heart is fine. We don’t need to
operate just yet. I think you’ve got indigestion. But
your mother’s right – you need to eat more slowly
and you should drink more water. I’m going to give
you a prescription – take one tablet after each meal.
And then I’m going to make an appointment for you
in a month.
A:Aren’t you going to do a blood test?
D:No, I don’t think that’s necessary.
A:Oh good, thank you very much.
Unit 7 In the spotlight
7.1 Vocabulary
CD ∙ 3.19 MP3 ∙ 108
Exercises 5 and 6, page 85
P = Presenter RW = Ruth Wilson
P:Good evening and welcome to the Media Show.
Last week we discussed nature documentaries and
today, we are looking at another popular kind of
programme – reality television. In the studio with us
is Ruth Wilson, media expert and head of Wilson
television studios. Hello, Ruth.
RW:Hello.
P:Ruth, you’re very intelligent – you don’t watch reality
TV, do you?
RW:Well, no, not all the time. Of course not. But I am
interested in people, so I find some reality shows
absolutely fascinating.
P:OK, but do you think we should allow children to
watch reality TV? Some of the people on these
programmes are rather unpleasant.
RW:Well, yes, you’re right. In fact, some people can be
absolutely awful. So I don’t think they’re suitable for
young children.
P:Personally, I’d rather watch a really good detective
series. But reality TV shows are very popular. Why is
that?
RW:Well, reality TV is all about story-telling, and
everybody loves a good story.
P:So you think reality shows and a well-written TV
series are quite similar?
RW:Yes, I do. The success of a television series depends
on a good script and a good cast of actors. It’s
the same for a reality series and that’s really difficult.
It’s absolutely essential to have characters that people
are interested in. They may be really likeable or they
may be really horrible, but people want to watch
the programme and see what happens to them.
P:So what kind of people make a good reality TV show?
RW:The best reality TV characters get a reaction from
the viewers – they could be very funny or rather
silly or absolutely gorgeous. It helps if they are not
what they seem to be. For instance, a very ordinarylooking man comes on stage for his X Factor
audition and you think it’s going to be a disaster,
but then his voice is absolutely amazing. And don’t
forget there are some extremely talented people
in these programmes.
P:That’s right. It’s not all bad. Well, thank you very
much for joining us …
7.3 Listening
CD ∙ 3.23 MP3 ∙ 112
Exercise 2, page 87
A viral video is a video that becomes popular very
quickly through the Internet. People share the video
through social media and email. There isn’t a formula for
a viral video hit. But the most popular ones have three
things in common. Firstly, they’re really short. People
have short attention spans, especially when they’re
looking at websites, so the most successful viral videos
are around three minutes long. Secondly, they engage
your emotions – they may be funny, sad, shocking,
entertaining or even extremely annoying, but they make
viewers feel something. The third ingredient is story.
Many of the most popular viral videos tell a simple story
and the ones with an inspirational ending are the most
memorable.
CD ∙ 3.24 MP3 ∙ 120
1
Exercises 3 and 5, page 87
A viral video is a video that becomes popular
very quickly through the Internet. People share
the video through social media and email. There
isn’t a formula for a viral video hit. But the most
popular ones have three things in common. Firstly,
they’re really short. People have short attention
spans, especially when they’re looking at websites,
so the most successful viral videos are around three
minutes long. Secondly, they engage your emotions;
they may be funny, sad, shocking, entertaining or
even extremely annoying, but they make viewers
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feel something. The third ingredient is story. Many
of the most popular viral videos tell a simple story
and the ones with an inspirational ending are
the most memorable.
2
3
4
I have to tell you about this video I saw – somebody
sent me the link yesterday and I think I’ve watched
it thirty times. It’s absolutely amazing! It’s this boy,
he must be thirteen or fourteen, playing the piano
at a school concert. At first I thought, ‘Why has she
sent me this?’ Then the boy started singing. Wow,
his voice! He sings Paparazzi by Lady Gaga, which is
one of my favourite songs anyway, but he sings it so
well! I watched an interview with the boy afterwards
and he’s got a recording contract now, all because
of this video that his mum posted on YouTube. He’s
so inspiring!
My favourite videos are the ones that make
you laugh. It’s usually because somebody does
something stupid – for instance, there’s a video of
a man who dives into a frozen swimming pool. Well,
I say he dives, but of course, he hits the ice and
slides across the swimming pool. How can you be so
stupid? Then there’s another hilarious video of a girl
walking along in a shopping mall. She’s texting and
she isn’t looking where she’s going. And she trips
over and falls into a fountain. I couldn’t believe it!
And I love the one where a baby bites his brother’s
finger. The little brother puts his finger in his baby
brother’s mouth, and surprise surprise, the baby
bites it. I love the expression on the baby’s face –
he’s very pleased with himself.
Hi. My name is Nigel Brown and I’m in advertising.
I watch videos all day, especially videos that get
more than one million hits on the web. These are
the kind of viral videos that our clients want. I love
my job, but when I was growing up, I dreamt of
being a famous singer. My parents told me that
you had to know somebody famous or you had to
have famous parents. But that’s all changed now.
Anybody can post a video of himself on the web and
any of you could be famous by next Saturday. Of
course, it isn’t that easy – there are over 100 hours
of video uploaded to the net every minute and only
a few have more than one million views. So how do
you predict the kind of video that will go viral? I’d
like to give you some examples of successful …
D:They didn’t ask me about my work – they asked me
what I was going to wear to the Oscars. They asked
me who I was dating and why I’d split up with my
fiancé. They asked if I’d put on weight and whether
I was on a diet.
J:They asked you what?
D:Yes … And that’s not all. They wanted to take
photographs and they asked me to wear something
feminine. Then they asked me not to look too
serious and to blow a kiss at the camera. Blow a kiss!
Who do they think I am? Marilyn Monroe?
Focus review 7
CD ∙ 3.34 MP3 ∙ 123
1
I love Caribbean culture and the festival is great
fun, but you can enjoy it even more if you go well
prepared, and believe me, I learnt the hard way!
Most importantly, you need to wear comfortable
shoes. Leave the high heels at home because you
can’t dance in them and never, ever wear sandals.
You won’t come across a bigger street festival
in Europe; it’s crowded, and I promise you other
dancers will step on your toes. You don’t want to
spend the rest of the day with sore feet like I did.
2
What is absolutely fantastic about the Notting Hill
Carnival is it changes the mood in London. There’s
an amazing party atmosphere and a lot of it is thanks
to the parade. It looks like the Rio carnival in Brazil
with the floats and the crowds of people dancing
in the streets. And although everyone would agree
that London is a great city, it isn’t exactly famous
for its vibrant colours. Well, for one weekend a year,
it just explodes with every colour under the sun.
The make-up and costumes of the performers are
the brightest I’ve ever seen!
3
I love the crowds, the noise and the carnival
atmosphere! Everyone’s so happy and lively. Every
year, our dance teacher makes us work hard and we
practise until our feet are sore. When our families
come to watch us in the parade, we want to make
them proud. Mum always tells me that I’m the best
dancer in the group, which probably isn’t true,
but that’s OK, I enjoy it anyway! The Notting Hill
Carnival was, and still is, a time for people to get
together and have fun. I’m really glad someone
came up with the idea!
4
I’m extremely lucky! I live in Notting Hill, so
the carnival is practically on my doorstep.
It gets fairly noisy here, but I don’t mind all
the performers and the Caribbean music at all. Of
course, the streets are pretty crowded too with all
the visitors – apparently, over a million people
attended this year. Some local residents told me that
they found the carnival rather annoying because it
made it difficult for them to come and go, but really,
it’s only on for three days. I love every minute and
always look forward to it!
7.5 Grammar
CD ∙ 3.31 MP3 ∙ 120
Exercises 3 and 5, page 90
D = Darina J = Jessica
D:Jessica! Is that you?
J:Yes. What’s the matter? You sound upset.
D:Upset? I’m absolutely furious! That’s it, I am never
going to give an interview to that magazine again.
J:Oh dear! What happened?
D:They know I’m serious about my profession. I’ve
done Shakespeare. I’ve made films with some of
the best actors in the world. I’ve written a screenplay
and I’ve just directed a film that’s been nominated
for an Oscar.
J:That’s right. So what went wrong?
Exercise 7, page 95
On the show today we’d like to hear your thoughts
on the famous Notting Hill Carnival in London.
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Unit 8 Good citizens
8.3 Listening
CD ∙ 3.39 MP3 ∙ 128
Exercises 3 and 4, page 99
P = Presenter D = Daniel
P:This week our special report asks, ‘Are we doing
enough to help young offenders to become better
citizens?’ Today three out of four young offenders
who are released from prison go on to commit
another crime and return to prison. The government
say they want to improve education in young
offenders’ prisons. But some people believe that
young offenders’ prisons are already too soft.
They think that you should make an example of
teenagers who break the law. They want harder and
longer punishments. To talk to us about that we
have seventeen-year-old ex-offender Daniel Smith
in the studio with us. Hello, Daniel.
D:Hello.
P:
Daniel, you’ve recently been released from a young
offenders’ prison. What’s it like inside a young
offenders’ prison?
D:Noisy. There’s a lot of shouting and fighting. We’re
locked in our cells at 8.15 at night and we can watch
television until 2 a.m. If we do something wrong,
they take our television away.
P:
I see. So, tell us about the opportunities for education.
D:We could choose from about fifty different subjects.
Everything from music production to gardening to
cooking. I did about twenty hours of lessons every
week. You’re paid for each lesson you go to and then
you can spend that money on sweets or phone calls.
P:You’re paid to go to lessons?
D:Yeah. Nobody would go to lessons if we weren’t
paid. It isn’t much – 40p a lesson. But I was
motivated because this woman came into the prison
and offered me a job when I came out. I’m working
now, and that makes a big difference.
P:
How many of the other young offenders were as
motivated as you to learn new skills?
D:Not many. A lot of them are happy the way they are
and don’t want to change.
P:
Is it true that some young offenders like being
in prison because they have a better life inside than
outside?
D:Yeah, that’s definitely true. One of my mates was
homeless before he came into prison. He was
worried about being released – in prison he got
food and clean clothes and a warm cell. Outside,
he was living in a box on the street. The day he was
released, he walked into the prison car park and
smashed the windows on five cars in the car park.
He was back here in a few days.
P:Hm, well that brings me to another point.
The government want to improve conditions
in young offenders’ prisons. But some people say
that this is wrong. They say that these are young
people who have committed crimes and they should
be punished. One prison guard said, ‘They have
education, they have a gym and television – it’s like
a holiday camp!’ What do you say to that?
D:
But it’s not a holiday camp – we can’t see our friends
or our family. Doors are locked. I don’t want to go
back there. If you want young people to change, you
can’t lock them in a cell and expect them to change.
You have to educate them and make them believe that
there is a better life in front of them. Simple as that.
8.5 Grammar
CD ∙ 3.45 MP3 ∙ 134
Exercises 2 and 3, page 102
Judy and Mike were living in a detached house halfway
down a nice street. Their house looked like the other
houses, but in fact, it was the unluckiest house
in the neighbourhood. In a period of five years, they were
burgled thirteen times! After each burglary, they had
something done to their house to make it safer and more
burglar-proof.
First, they had the locks changed. Then they had a new
front door fitted. That didn’t work, so they had a wall
built. Nothing stopped the burglaries. After the seventh
time, they bought a dog and had a big sign put
on the gate saying ‘Beware! Dangerous dog’. The dog
was too friendly and they were burgled again. After
the thirteenth time, they were desperate. Finally, Mike
found out on the Internet that, according to statistics,
the highest number of burglaries happen to detached
houses halfway down a street with a purple door and
the number eighty-eight! They couldn’t get the house
moved to a different location, but they’ve had the door
painted green and they’re going to have the house
number changed. Mike’s sure that with a green door and
the number 86B on it, they’ll never be burgled again!
8.6 Speaking
CD ∙ 3.46 MP3 ∙ 135
Exercises 2 and 3, page 103
R = Robert S = Sonia
R:I think I’m going to do voluntary work this term. How
about you?
S:Maybe. What are you thinking of doing?
R:I’m not sure.
S:You’re really good at Maths – how about teaching
younger pupils? You could help them with their
Maths homework.
R:Oh no, I’m not patient enough. Teaching isn’t my
thing at all. I don’t have any younger sisters and
brothers, so I’m not used to young children. I’d
rather visit an elderly person.
S:Well, that would be a very good thing to do. I can’t
teach younger kids either. They annoy me and, to be
honest, I’m not very good at any school subjects.
R:That’s not true. You’re good at Art. Why don’t you
help pupils with Art projects?
S:Mm, I don’t know. I’m really into vintage clothes, so
I suppose I could organise a second-hand clothes
sale. Actually, I think that would be good fun.
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Workbook answer key
0.1 Home sweet
home
0.4 Money,
money, money
1
1
2
3
4
5
6
1
Winter wear: gloves,
scarf, ski jacket
Beachwear: bikini,
sunhat, surf shorts
Footwear: ballet flats,
high heels, trainers
Accessories: belt,
handbag, wallet
detached house
bungalows
dining room
city centre
bookshelf
basement
2
1 hate
2 have moved
3 am just getting to
know
4 are packing
5 makes
6 am going
3
1
2
3
4
5
6
2
1
2
3
4
5
3
1
2
3
4
5
6
hasn’t cleaned
orders
are you waiting
’ve never lived
Do you really enjoy
Is something
burning?
soup
butter
jam
eggs
chocolate
potatoes
olive oil
chicken
2
1
2
3
4
5
so many
any
little
few
a little
3
1
2
3
4
5
some
many
few
any
much
best
more creative
most amazing
further/farther
more authentic
more popular
0.5 At the movies
0.2 National
dishes
1
1
2
3
4
5
6
7
8
drier
weaker
worse
too small
not patient enough
U
U
U
C
U
C
U
U
1
1
2
3
4
5
best-sellers
autobiography
romantic comedies
musicals
Science fiction
2
1
2
3
4
5
A
C
B
C
B
3
1
2
3
4
5
6
’ll just check
’ll pay
are going to do
’m meeting
’re going to play
’ll rain
0.6 My
technology
0.3 Flashmob
1
1
2
3
4
5
6
jeweller’s
shoe
toy
electronics/electrical
sports
clothes
2
1
2
3
4
ever
Did you look
yet
Have you tried
a
b
c
d
did
never
not yet
were
3
1
2
3
4
5
6
7
8
9
have you worked
saw
needed
contacted
offered
’ve done
has just been in
asked
’ve just decided
b
a
c
d
1
1
2
3
4
5
6
Follow
switched
click
visit
type
upload
2
1 would go crazy if he
wasn’t/was not able
to
2 last all day if she
charges
3 is late again, we’ll/will
get stuck
4 had more time, she’d/
would talk to her friends
3
1a didn’t have
1b ’d go
2a wouldn’t buy
2b were/was
3a lend
3b will you ride
4a looked
4b we’d get tired
5a eat
5b ’ll feel
0.7 Growing up
1
1
2
3
4
5
Geography
History
Languages
Art
Business
2
1
2
3
4
5
6
don’t have to
have to
need to
must
can’t
can
3
1 have to/need to
2 don’t have to/don’t
need to
3 can/are allowed to
4 can’t/aren’t allowed
to
0.8 Young
entrepreneurs
1
1
2
3
4
5
long hours
overtime
work for myself
applied for
work from home
2
1 An igloo is a
traditional type of
Inuit house which/
that is made of snow.
2 A puck is a small flat
disk which/that is
used instead of a ball
in ice hockey.
3 An ice dancer is a
performer who/that
skates to music.
4 Ski jumping and cross
country skiing are the
winter sports which/
that Poland is best at.
5 This amazing speed
skating track is the
place where three
world records were
broken yesterday.
3
1
2
3
4
5
6
7
Ø
where
Ø
where
who/that
Ø
which/that
1.1 Vocabulary
1
1
2
3
4
5
6
7
jacket
trousers
hoodie
skirt
boots
blouse
shirt
2
1
2
3
4
5
6
7
8
9
selfish
lazy
shy
modest
miserable
sensible
straight
dark
short
3
Across:
1 mittens
2 waistcoat
3 glasses
4 fleece
5 bracelet
6 woollen hat
7 bangles
8 scarf
4
1
2
3
4
5
6
7
formal
suit
a waistcoat
tie
designer dress
bracelet
vintage sunglasses
5
1
2
3
4
5
changed
fit
matches
undressed
suits
6
1
2
3
4
5
6
popular
adventurous
cute
brave
childish
immature
7
1
2
3
4
5
6
immature
adorable
sophisticated
mischievous
adventurous
imaginative
8
1
2
3
4
5
6
creative
brave
elegant
immature
popular
imaginative
9
1 B
2 C
3 A
4 B
5 A
6 C
7 A
8 B
9 C
10 B
1.2 Grammar
1
1
2
3
4
5
H
H
N
N
H
2
1
2
3
4
5
6
prefer
Are you asking
don’t like
Are you wearing
like
‘m not enjoying
3
1 Is she really needing
another new handbag?
Does she really need
2 Are these flowers for
me? Oh, Jack! I’m not
knowing what to say!
don’t know
3 ✓
4 I’m not wanting to
wear a suit. I hate
formal clothes.
don’t want
5 Laura isn’t hating
Maths, she just finds
it difficult.
doesn’t hate
6 Are you seeing the
bracelet with the
three diamonds?
That’s the one I want.
Do you see
4
1a ’m having
1b has
2a isn’t seeing
2b don’t see
3a tastes
3b is tasting
5
1
2
3
4
5
6
have
is working
don’t need
‘m wearing
don’t like
believe
1.3 Listening
language practice
1
1
2
3
4
5
6
takes
last
continue
find
stop
happens
Remember better
1 lasts forever
2 get to know one
another
3 It takes a long time
4 finds it really hard
5 continue a friendship
6 stopped seeing
2
1b good – adj
2a long – adv
2b long – adj
3a late – adj
3b late – adv
4a happy – adj
4b happily – adv
3
1
2
3
4
5
6
C
B
B
A
C
A
1.4 Reading
1
1 B
2 C
3 A
2
1 B
2 C
3 C
3
1
2
3
4
5
6
T
F
F
F
F
T
4
1
2
3
4
5
surgeries
a decade
odd
badly
huge
Remember better
1 ten years/a decade
2 operations/surgeries
3 massive/huge
4 strange/odd
5 poorly/badly
5
1
2
3
4
5
-haired
-handed
-eyed
-skinned
well
6
1
2
3
4
5
6
7
dark
short
sun
dressed
middle
left
good
1.5 Grammar
1
1
2
3
4
5
2
1
2
3
4
5
3
1
2
3
4
5
6
7
Have you known
’ve never understood
has Chloe wanted
Have they seen
hasn’t needed
has been producing
’ve been making
’ve been selling
haven’t been doing
Have you been
buying
haven’t stopped
’ve been walking
haven’t had
’s been
’ve been waiting
’ve liked
’ve been spending
4
1a have been looking
1b have looked
2a have you been saving
2b have you saved
3a has collected
3b has been collecting
4a hasn’t played
4b hasn’t been playing
5
1 have you been
wearing
2 have you changed
3 haven’t been reading
4 ’ve been helping
5 ’ve worked
6 ’ve had
1.6 Speaking
language practice
1
1 grey
2 woollen
3 lovely
4 long
5 silver-grey
6 old-fashioned
7 leather
8 smart
9 black
10 mid-length
2
1 He’s standing in the
background.
2 I think she looks very
stylish.
3 They seem to be at
a fashion show.
4 It looks as if they are
in a changing room.
5 It’s hard to make
out what the man is
wearing.
3
1
2
3
4
5
6
O
U
S
U
S
S
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4
1
2
3
4
5
6
It’s hard to say
seems to be
looks as though
imagine
don’t think
I’m not sure, but
5
1 don’t think she’s
2 ✓
3 don’t think those
trousers will
4 don’t think they
5 don’t think green
suits
6 ✓
6
1
2
3
4
5
6
7
8
see
probably
is cutting
perhaps
hard
on
seems
don’t think the blond
girl is
1.7 Writing
1
1
2
3
4
5
6
d
f
c
a
e
b
2
1 is the kind of
person who always
remembers your
birthday.
2 would make a great
doctor.
3 got beautiful long
blonde hair.
4 is a bit too slim.
5 looks kind of unusual.
6 is not really
interested in fashion.
3
1
2
3
4
5
6
7
8
3
1
2
3
4
5
dressed
there
haired
changed
aged
4
1
2
3
4
don’t believe
is dancing
needs
Are you putting/Are
you going to put
5 doesn’t know
5
1
2
3
4
5
6
1
2
3
4
5
has known
has been worrying
’ve understood
has been singing
have been meeting
C
C
A
A
C
2.1 Vocabulary
1
1
2
3
4
5
6
7
8
9
2
1
2
3
4
5
6
W
W
–
S
S
W
W
F
F
play
do
play
do
go
go
3
1 do
a athletics
b athletics track
a skiing
b ski resort
3 play a volleyball
b volleyball court
4 go a ice skating
b ice rink
5 go a cycling
b cycle track
6 play a basketball
b basketball
court
2 go
dark
friendly
height
built
looks
dresses
into
easy-going
1.8 Use of English
1
1 has been wearing
suits since/ has worn
suits since
2 always be there
3 can be inherited
4 hadn’t been
5 didn’t use to wear
6 difference in/between
the photos is
2
1 instead
2 see
3 well
4 if/when
5 each/every
6 truth
7 order
8 worse
9 always
10 being
1.10 Self-check
1
1
2
3
4
5
ring
fleece
tie
mittens
suit
2
1
2
3
4
5
B
A
B
A
C
4
1
2
3
4
5
6
7
8
bat
track
pool
resort
rink
court
baseball
volleyball
5
1
2
3
4
5
coach
team mates
fans
spectators
opponents
6
1
2
3
4
5
6
7
8
9
come
beat
broke
keeps
keeping
scoring
winning
win
scored
7
1a United
1b City
2 City
3 Radwanska
4a Radwanska
4b Williams
5 Williams
6 England
7a England
7b Sri Lanka
8 England
9 Tobin
10 Wilson
11 Tobin
8
1
2
3
4
5
6
7
C
B
A
B
C
C
B
9
1
2
3
4
5
game
coach
spectators
beat
champions
2.2 Grammar
1
3 She tried to help him
get up.
5 When the ambulance
arrived, Lisa and Ray
were chatting and
laughing.
1 He had only run
three miles when he
fell and hurt his leg.
6 When Ray’s leg was
better he asked Lisa
on a date.
4 But he couldn’t stand
because he had hurt
his ankle.
2 Lisa was watching the
race when Ray fell
over
2
1
2
3
4
5
crashed
had already crossed
finished
had forgotten
were climbing
3
1
2
3
4
5
6
7
did I do
had already blown
was watching
had missed
did you decide
asked
did
4
1
2
3
4
5
6
7
began
were cycling
Had the race finished
had begun
Was it snowing
jumped
had left
5
1 already melted
had already melted
2 watched
was watching
3 Were City beating
Did City beat
4 didn’t concentrate
wasn’t concentrating
5 was finishing finished
6 was fighting
had fought
2.3 Listening
language practice
1
1
2
3
4
5
A
D
C
E
B
2
1
2
3
4
5
6
entered
didn’t/did not win
teach
go
joined
spent
3
1
2
3
4
5
sports
a goal
first place
aerobics
athletics
4
1
2
3
4
5
6
teach
won
teach
go
join
spend
5
1
2
3
4
5
6
courageous
determination
generous
inspiration
modest
passion
6
1
2
3
4
5
6
courageous
determination
generous
inspiration
modest
passion
2.4 Reading
1
A
B
C
D
E
F
3
–
5
1
4
2
2
1
2
3
4
5
6
bring
pass
score
present
raise
complete
3
1 a condition that makes
communicating,
socialising and
reading other people’s
feelings difficult
2 (Coach) Jim Johnson
3 In the final few minutes
4 Athena (beat
their opponents
Spencerport by 79–43)
5 Jason’s father/David
McElwain
6 tell his story
7 (he completed his first)
marathon
8 across the United
States
Remember better
1a kick
1b head
2 misses
3 passes
4a throw
4b catch
5 bounce
6a fetch
6b drop
5
1
2
3
4
5
6
7
8
grew up
took up
looked up to
keep up with
give up
made up our minds
set out
make up
2.5 Grammar
1
1
2
3
4
5
d
e
b
c
a
2
1 We’d like to remind to
our viewers that this
is a very important
race for Sebastian
Vettel.
2 ✓
3 If the other drivers
let him to win again,
he’ll almost certainly
become this year’s
champion.
4 ✓
5 Remember Vettel
only just avoided to
crashing during this
year’s wet Monaco
Grand Prix.
6 ✓
7 Keep to watching
after the race for
more exciting motorracing action here on
Turbo Channel.
4
1 I’m sorry, I don’t
agree with you
2 Are you kidding
3 I’m not convinced
4 That’s true
5 don’t think
6 if you ask me
3
1a running
1b to run
2a eat
2b to eat
2c eating
3a buy
3b to buy
3c to buy
1
1b who
2a what
2b how
3 sequence
4a final
4b end
5a general
5b reader
4
1
2
3
4
5
makes us run
offered to pick us up
stopped going
can’t stand losing
need to score
5
1
2
3
4
5
6
doing
benefit
to exercise
injuring
be
show
2
1
2
3
4
5
6
7
8
4 (3)
3 (4)
1 (3)
5
2
2
3 (1)
2
3
1
2
3
4
5
At first
After
by the end of
On the first day
eventually
2.6 Speaking
language practice
1
1
2
3
4
5
thing
true
sure
agree
think
2
Conversation 1
2 The thing is it gets
a bit boring when
the same player wins
every year.
1 Did you hear that
Wilson won the tennis
again? What do you
think?
3 I agree, but nobody is
good enough to beat
her.
4 That’s true. At least
not this year.
Conversation 2
3 To be honest, I’d
prefer to wait here
until we can see again.
1 I can’t see anything!
Everything is white.
It’s impossible to ski!
4 Are you kidding? We
can’t stay here – we’ll
freeze to death.
Come on. Follow me!
2 Shall we stop at the
restaurant over there?
Conversation 3
1 I think we should go
for a run.
2 No way! It’s far too
cold for running.
3 I’m not so sure about
that, but OK. Let’s go
to the gym instead
then.
4 To be honest I’d
prefer to stay here
and watch TV.
3
1
2
3
4
5
6
7
To be honest
Are you kidding
That’s not true
I’m not convinced
The thing is
If you ask me
Personally, I don’t
feel strongly one way
or another
2.7 Writing
2.8 Use of English
1
1 C
2 D
3 A
4 D
5 A
6 B
7 C
8 B
9 D
10 A
2
1 achievement
2 especially
3 fascinated
4 determination
5 fortunately
6 interviews
7 essential
8 courageous
9 painful
10 inspiration
11 passionate
2.10 Self-check
1
1
2
3
4
5
resort
tracks
pitches
athlete
goal
2
1
2
3
4
5
coach
keeps
determined
passionate
courageous
3
1 lost the match
2 will break a world
record
3 scored 30 points
4 beat my/the
opponent
5 made up my mind
4
1
2
3
4
5
had trained
went
ended
had surfed
hurt
5
1
2
3
4
5
not to get angry
jogging
join
do
playing
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Workbook answer key
6
1
A
2
C
3
B
4
C
5
A
3
b
c
d
e
f
3.1 Vocabulary
4
1
must
2
might
3
could
4
c an’t
1
1
hot-air balloon
2
ferry
3
helicopter
4
double-decker bus
5
hovercraft
2
1
a ticket
2
a plane
3
a river
4
t he sights
5
a hotel room
6
a plane
3
1
cross
2
b oard
3
b ooked
4
reach
5
missed
4
1
b oarding
2
s ecurity
3
departure
4
gate
5
locker
6
s eat belt
5
A
B
C
D
E
F
4
2
6
3
1
5
6
a
b
c
d
e
f
g
2
3
5
4
6
1
7
7
1
s et off
2
s taying over
3
move on
4
turned up
5
going away
6
s topping over
8
1
C
2
A
3
B
4
A
5
C
6
A
9
1
Please fasten your
seat for takeoff.
seat belt
2
O ur plane is delayed
and we’ve been
waiting in this
security lounge for
hours!
departure
3
Turn left here. You
have caught your
destination.
reached
4
C an we go out on
holiday for a week in
the summer?
away
3.2 Grammar
1
1
b
2
c
3
a
2
2
must
3
c an’t
4
might
5
must
6
c an’t
4
3
1
5
2
5
1
couldn’t have
2
must have
3
may have/could have
4
may have/could have
6
1
B
2
A
3
C
4
B
5
B
6
A
3.3 Listening
language practice
1
1
Did you book
online?R
2
I thought it was
included.G
3
I’ve booked a single
room for two nights. G
4
We have a special
online offer at the
moment.R
5
C an you fill in this
form please?/Can
you fill this form in
please?/Can you
please fill in this form?/
Can you please fill
this form in?
R
6
Would you like
breakfast?R
2
1
I’ve booked a single
room for two nights.
2
Would you like
breakfast?
3
I thought it was
included
4
Did you book online?
5
We have a special
online offer at the
moment.
6
C an you fill in this
form please?/Can
you fill this form in
please?/Can you
please fill in this
form?/Can you please
fill this form in?
3
1
2
3
4
5
6
7
8
of
until
with
off
on
of
to
on
4
1
trip
2
rest
3
real
4
part
5
sure
5
1
return
2
s chool
3
agents
4
guides
5
b each
6
s ki
3.4 Reading
1
1
B
2
C
3
A
2
A
B
C
D
3
1
1
2
3
1
F
2
F
3
T
4
F
5
T
6
F
4
1
fortnight
2
get off to a very good
start
3
totally chilled
4
p osh
5
c an’t get over
5
1
p osh
2
fortnight
3
got off to a good
start
4
c an’t get over
5
totally chilled
Remember better
Scuba diving in SE Asia:
tank, underwater, reef
Europe by train: sleeper,
return ticket, buffet car,
carriage
Snowboarding in the
Alps: lift pass, piste,
après-ski, powder
6
1
lion
2
r hinoceros
3
ostrich
4
leopard
5
wolf
6
b ear
7
eagle
8
b uffalo
3.5 Grammar
1
1
S
2
A
3
A
4
A
5
S
2
1
used to wear
2
used to be
3
didn’t use to be
4
5
Did short hair use to
be
2 if I were you I’d
2c good thinking
4
1
t he first thing you
should do is
2
W hy don’t you
3
Good idea
4
t he best thing would
be to
5
really helpful
3.7 Writing
1
1
2
3
4
5
6
start
narrative
adverbs
direct
short
Finish
2
a
b
c
d
e
f
2
3
1
4
6
5
3
2
3
4
5
6
7
8
really
depressed
Unhappily
lengthy
Unfortunately
overnight
loudly
3.8 Use of English
1
1 D
2 A
3 C
4 A
5 B
6 D
7 A
8 C
9 B
10 C
2
1 of
2 top
3 smallest
4 where
5 outdoor
6 riding
7 spend
8 control
9 than
10 fasten
5
1
O n 23 May, my
brother used to be
born.
was
2 Would you use to go
abroad on holiday
when you were little?
Did
3 ✓
4
I wouldn’t love
travelling on planes
when I was younger,
but now I really enjoy
it.
didn’t use to
5
My friend’s father
used to was a pilot
before he retired.
be
6
1
2
3
4
C
B
A
C
4.1 Vocabulary
1
1
2
3
4
5
lemon, vegetable
cucumber, fruit
milk, packets
pear, vegetable
pasta, meat
2
1
prawns
2
p eppers
3
s almon
4
b eetroot
5
tuna
6
Brussels sprouts
7
s hellfish
8
s ardines
9
green beans
10c abbage
3
1
f resh
2
s picy/hot
3
unripe
4
s tale
5
rotten
6
s our
3.10 Self-check
4
1a hot/spicy
1b mild
2
r aw
3a rotten
3b sour
3c stale
4a ripe
4b sour
4c sweet
4
1
a✓ b✓
2
a✓ b✗
3
a✓ b✓
4
a✗ b✓
1
1
b ook
2
’re/are going
3
missed
4
go
5
f asten
5
1
didn’t use to be
2
wouldn’t fall out
3
used to look up to
4
used to hate
5
would start
6
used to think
5
1
grease
2
juice
3
s alt
4
s mell
5
t aste
2
1
2
3
4
5
6
1
crispy
2
grease
3
s alty
4
s mell
5
t aste
3
1
would tell
2
used to believe
3
didn’t use to feel
4
would say
5
didn’t use to know
3.6 Speaking
language practice
1
1
eG
2
d Ac
3
a Ac
4
bG
5
cA
2
2
3
4
5
6
e
b
d
a
c
3
Conversation 1
1 you don’t need to
2 I didn’t think of that
Conversation 2
1
Do you think I need
to
fasten
setting off
trip
agents
rhinoceros
3
1
B
2
C
3
A
4
B
5
C
4
1
must be
2
c an’t be
3
c an’t have been
4
could have sprayed
5
must have forgotten
7
Students’ own answers.
8
1
prawns
2
cooked
3
s melly
4
k iwi
5
t asty
6
bitter
7
unripe
8
broccoli
9
greasy
10b eetroot
4.2 Grammar
1
1
d You’ll burn that
omelette
2
e we’ll eat what’s left
tomorrow
3
a There won’t be
any cake left for
tomorrow
4
b I’ll wash up
5
c it won’t be defrosted
in time for dinner
2
1
c ake will be too sweet
if he adds any more
2
We’ll go for a walk
after we eat
3
Unless Jason takes
some sandwiches,
he’ll be
3
1
W hen
2
A s long as
3
unless
4
until
5
After
6
as soon as
7
Before
8
if
4
1a finish/’ve finished
1b take/‘ve taken
1c ’ll do
2a arrive/’ve arrived
2b ’ll text
2c use
2d won’t have to
3a is
3b ’ll be
3c isn’t
3d ’ll make
4a go
4b ’ll give
4c ’ll eat
4d have/’ve had
5
1
we get/‘ve got home,
we’ll eat
2
won’t be soft unless
you cook/’ve cooked
it
3
’ll get a coffee after
we do/’ve done
4
won’t go home until it
gets/‘s got
5
I buy the boots,
’ll check if I can afford
6
eat one block a day,
this chocolate will last
4.3 Listening
language practice
1
1
eaten
2
cook
3
have
4
eat
5
use
6
wear
7
b ecome
8
respect
2
1
respect
1a animals
2
cook
2b food
3
use
3c animal
4
feel
4d healthy
3
1
balanced
2
f resh
3
f ast
4
vegetarian
5
heavy
6
light
7
f attening
4.4 Reading
1
1 b
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Workbook answer key
5
I’d like to know if there
are olives in the pasta.
6
W here can I get the
best pizza?
2
1
C
2
D
3
A
4
C
5
B
3
1 C
2 E
3 D
4 A
5
–
6
B
4
1 offer better value
2
well worth the
investment
3
make a world of
difference
4
only take the
essentials
5 learn the basics
5
1
only take the
essentials
2
learn the basics
3
offer better value
4
s urvived on/lived off
5
make a world of
difference
6
well worth the
investment
6
1
c ut
2
gone
3
c hop
4
eat
5
go
4
1
C an/could you tell me
what the (special) is?
2
c an/could I have
3
t hat sounds good/
great
4
I’m sorry, but I’m
allergic
5
Do you have any
6
c an/could I see
4.7 Writing
1
2
informal
3a refer
3b responding
4
w hy
5a polite
5b indirect
6
clarification
7
reply
4.5 Grammar
1
1
P
2
C
3
P
4
C
2
1
P
2
P
3
C
4
P
5
C
3
1
won’t have woken up
2
’ll be waiting
3
’ll be cycling
4
W ill you have arrived
5
won’t be singing
6
W ill you have left
4
1
won’t have started
2
’ll be peeling
3
’ll have washed
4
’ll have boiled
5
’ll be serving
6
’ll be sleeping
2
1
d
2
a
3
e
4
c
5
b
6
f
Tip 6
Tip 2
Tip 7
Tip 4
Tip 3
Tip 5
3
1
T hank you for your
email regarding
2
I am writing to
enquire about
3
c an/could I ask about
4
c an/could you
confirm whether
5
I would also like to
ask if
6
I look forward to
reading your reply
4.8 Use of English
5
1
won’t have finished
2
will be waiting
3
he have finished
4
’ll have eaten
5
we be sunbathing
6
’ll be studying
4.6 Speaking
language practice
1
1
c an I 2
Do you 3
C an I 4
Do you
5
C an I
6
C an I 3
1
Do you know what
time does the
restaurant closes?
2
✓
3
C an you tell me how
long it will it take to
prepare the duck?
4
Could you tell me
what is the vegetarian
special is?
5 I’d like to know if
do you have a table
for two at 8
o’clock this evening.
6
C an you tell me what
flavours of ice cream
do you have?
7
✓
8
Do you know if is the
chicken curry is very
spicy?
W
C
C
C
C
W
2
1a What about fish?
1bT he salmon is
delicious.
2
C an you tell me what
the Chef’s Special
Lamb is?
3
Could you tell me
what the Farmer’s
Lunch is?
4a
How about the
Diavolo Pizza?
4b It’s very spicy.
1
1
2
3
4
5
6
7
8
9
scientific
nutritionists
misunderstand
balanced
vegetarian
mixture
allergic
frozen
filling
2
1
went without dinner
because
2
c an’t have pudding
until
3 will play while
4 you tell me what
5 will have finished
6 as long as they eat
4.10 Self-check
1
1
s our
2
balanced
3
s tale
4
s alty
5
dry
2
1
s nack
2
c hop
3
without
4
s melly
5
food
3
1
prawns
2
greasy
3
crispy
4
s eafood
5
s hellfish
4
1
C
2
B
3
B
4
C
5
A
5
1
will have gone down
2
you will/’ll
3
will have gone
without
4
won’t be working
5
W ill you have finished
6
1
C
2
A
3
A
4
B
5
B
5.1 Vocabulary
1
1
island
2
country/continent
3
oceans
4
continents
5
waterfall(s)
6
desert
7
mountains
2
1
glaciers
2
foothills
3
coast
4
dams
5
valley
6
p eninsula
7
bay
3
1
overlooks
2
flows
3
s trike
4
flooded
5
erupted
6
bursts
4
1
evacuation
2
location
3
prediction
4
production
5
reduction
5
1a reduction
1b reduced
2a evacuate
2b evacuation
3a located
3b location
4a Production
4b produce
5a predict
5b prediction
6
1
Hurricanes
2
Tornados/Tornadoes
3
Meteorology
4
Tsunamis
5
volcanos/volcanoes
7
1
C
2
B
3
A
4
C
5
A
6
A
7
B
8
B
9
C
10A
5.2 Grammar
1
1
Ø
2
t he
3
a
4
an
5
t he
6
t he
7
Ø
8
t he
9
t he
10a
11t he
2
1
Has Emilia visited the
Netherlands and the
Germany?
2
In January 2013, only
around 39 percent of
people in the United
States owned the
passports.
3
T he population of
the Poland is over
38 million.
4
✓
5
T he biggest city
in the China is the
Shanghai. Around 16
million people live
there.
6 T he pollution is
generally a problem
in big cities, but the
pollution in this city
is worse than most
others.
3
1
a
2
Ø
3
T he
4
T he
5
a
6
t he
7
Ø
4
1
t he
2
a
3
t he
4
a
5
t he
6
a
7
Ø
5
1
For me, Paris is a very
special city. It’s a city
where I was born.
the
2
I’d like to become the
journalist and report
on our country’s
problems.
a
3 A n economic
development is good,
but not if it destroys
the environment.
Ø
4
Pencils will not be
allowed in the exam.
Please bring the pen.
a
5 Hill that overlooks
Barcelona is the best
place to view the city.
The hill
6
Is this an only place
to eat around here?
The
5.3 Listening
language practice
1
1
provide
2
s ave
3
grow
4
eat
5
provide
6
use
7
have
8
focus
9
learn
10concerned
2
1
eats the leftovers
2
provides power
3
has recycling bins
4
concerned about the
environment
5
use low-energy light
bulbs
6
grow vegetables
7
focus more on
environmental issues
8
are learning about
things like
9
provides
3
1
A
2
C
3
A
4
B
5
A
6
C
7
B
5.4 Reading
1
1
2
A
B
C
D
E
F
3
2
–
1
5
4
3
1
F
2
T
3
F
4
F
5
T
6
F
4
1
e
2
a
3
b
4
d
5
c
5
1
cope with
2
responsible for
3
adjust to
4
t ake advantage of
5
b enefit from
6
1
global
2
local
3
outside
4
interactive
5
endangered
5.5 Grammar
1
1a ostrich
1b which/that
2a tour leader
2b who/that
3a pitch
3b where
4a bangle
4b which/that
5a embassy
5b where
2
1
w hich
2
w hich
3
w hich
4
w here
5
w ho
6
w hose
3
1
Sydney, where the
famous opera house
can be found, is not
actually the capital of
Australia.
2
Australian actress
Nicole Kidman,
whose films include
Moulin Rouge and
The Others, was
actually born in
Hawaii.
3
Hugh Jackman, who
is known for playing
Wolverine in the
X-Men films, comes
from Sydney.
4
In South Australia,
Anna Creek Cattle
Station, which is over
34,000 km2, is larger
than Belgium.
4
1
2
3
4
which
where
which,
where
5
1
Mount Vesuvius,
which last erupted
in 1944, is a popular
tourist attraction
today.
2
My cousin, who
lives in Warsaw,
has an apartment
overlooking the city.
3
O ur new car,
which my dad
bought last week,
is environmentally
friendly.
4
Poland, where I was
born, has a very
diverse climate.
5
Chief Almir, whose
people live in the
rainforest, contacted
Google.
6
T hese low-energy
light bulbs, which
use less electricity,
are actually quite
expensive.
5.6 Speaking
language practice
1
1
E
2
D
3
C
4
E
5
D
6
C
2
1
Let’s start with this
option
2 What do you think
3 you’re right
4 What about this idea
5
t his that is a great
idea
6
completely agree
with you
7 I’m not so sure
8
T he problem with
that idea
9
Perhaps I would go
for
10O ut of these ideas I
would go for
3
1
T he reason I wouldn’t
choose poster 2 is
2
Picture 3 is funnier
than picture 2.
3
I’d (definitely) choose
picture 2
4
I wouldn’t go for
picture 3
5
T he other posters are
not as interesting as
poster 3.
6
T he problem with
poster 2 is that
5.7 Writing
1
2
2
1
However
2
O n the one hand
3
Firstly
4
For instance
5
Secondly
6
For example
7
O n the other hand
8
First of all
9
Furthermore
10In conclusion
11In my opinion
167
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Workbook answer key
3
1
finally
2
give examples
3
for instance
4
s how contrast
5
give a personal
opinion
6
Personally, I think
7
introduce a conclusion
4
1
F
2
A
3
F
4
F
5
A
6
A
5.8 Use of English
1
1
2
3
4
5
6
7
8
9
C
D
A
B
C
A
C
D
B
2
1
2
3
4
5
6
7
8
scientists
endangered
destruction
global
economic
poverty
awareness
renewable
5.10 Self-check
1
1
bay
2
valley
3
foothills
4
climate
5
hurricane
2
1
d light bulbs
2
a panels
3
e rainforest
4
b species
5
c community
3
1
flows
2
erupted
3
s truck
4
locate
5
destroyed
4
1
a
2
an
3
t he
4
T he
5
Ø
5
1
Stratford-upon-Avon,
where I was brought
up, is famous as the
birthplace of William
Shakespeare.
2Singapore, which is
an island country in
South-East Asia, is an
extremely clean and
tidy place.
3
Prince George of
Cambridge, whose
great grandmother
is the Queen of
England, was born in
2013.
4
Ganesha, who is
a Hindu god, has
an elephant’s head.
5
Penang, which is
an island off the
coast of Malaysia, is
sometimes called the
Pearl of the Orient.
6
1
B
2
B
3
A
4
C
5
B
6.1 Vocabulary
1
1 shoulder
2 cheek
3 face
4 stomach
5 elbow
6 waist
7 wrist
8 bottom
9 finger/fingers
10 foot
2
1
c heek/cheeks
2
tooth
3
tongue/tongues
4
heels
5
toes
6
feet
3
1
t highs
2
c alves
3
eyebrows
4
L ips
5
t humb
6
jaws
7
ankles
8
k nees
4
1
broken
2
s prained
3
s prain
4
s cratched
5
c ut
6
c ut
7
b urn
8
bruised
9
dislocated
10
broken
11 dislocated
12
broken
13
dislocation
5
1
eyes
2
heart
3
tongue
4
leg
5
head
6
1
2
3
4
5
6
give
on
pull
laugh your
break
can’t believe
7
1
C
2
A
3
A
4
C
5
B
8
1
b urnt
2
c alves
3
tongue
4
virus
5
eyebrows
6.2 Grammar
1
1
A
2
A
3
B
4
A
5
B
2
1
’d be
2
wasn’t
3
had
4
wanted
5
’d fly
6
c hanged
7
’d make
3
1
If the exam was next
week, we’d have a bit
longer for revision.
2
I’d run much further
if my legs were
stronger.
3
If we lived on the
coast, I’d walk on the
beach every day.
4
We’d have a healthier
diet if you liked fish.
4
1
I didn’t have
2
my boyfriend would
3
our school had
4
my girlfriend would
talk
5
f ast food wasn’t
5
1
If Lucas would have
a suit, he’d wear it to
the wedding.
had
2
We save a lot of
money if we stayed
over at Karen’s house.
’d/would save
3
I wish I wouldn’t so
pale-skinned.
wasn’t
4
I’d ate it if it wasn’t
so greasy.
eat
5
If only broccoli tastes
like chocolate.
tasted
6
I wish my shoes
wouldn’t smell so bad.
didn’t
6.3 Listening
language practice
1
1 B
2 A
3 A
4 A
5 B
6 C
7 C
8 C
9 B
10 A
2
1a to
1b for
2a for
2b to
3a for
3b to
4a to
4b for
5a for
5b to
3
1
nose
2
black
3
b ee
4
sun
5
hay
6.4 Reading
1
3
2
1
D
2
C
3
B
4
D
5
A
3
A
B
C
D
E
F
G
H
4
1
6
–
3
–
5
2
4
1
r aised
2
found by chance
3
contacted
4
t hought of
5
s topped
5
1
bring up
2
c ame across
3
given up
4
c ame up with
5
got in touch with
6
1a prevention
1b prevent
2a diagnosis
2b diagnosed
3a prescription
3b prescribe
4a recovery
4b recover
5a treatment
5b treat
6a Injections
6b inject
6.5 Grammar
1
1
had broken
2
had lost touch
3
hadn’t studied
b
d
a
2
1a didn’t meet
1b didn’t recognise
2a broke
2b knew
3a lost touch
3b was
4a didn’t study
4b didn’t know
3
1
would’ve gone
2
would’ve seen
3
‘d looked
4
hadn’t lost
5
wouldn’t have cut
4
1
hurt
2
feel dizzy
3
s wollen
4
W hen did the pain
start?
5
I’m going to examine
you.
6
L ie down please.
7
t hink you’ve got
4
1
you’d phoned your
mum, she probably
wouldn’t have been
so angry
2
would’ve missed
the flight if you had
forgotten it
3
wouldn’t have hurt
himself if he’d worn
his helmet
4
wouldn’t have been
so bad if you hadn’t
used so much chilli
sauce
6.7 Writing
5
1
O ur opponents
would’ve won if you
hadn’t scored a goal.
2
You wouldn’t have
been cold if you had
worn long trousers.
3
If the clothes hadn’t
been so cheap,
I wouldn’t have
bought three jackets.
4
My boyfriend would
have left me if I’d
forgotten about his
birthday again.
5
O ur electricity bill
in 2013 would’ve
been smaller if we’d
bought low-energy
light bulbs.
6
Daisy wouldn’t have
burnt herself if she’d
been more careful in
the kitchen.
6.6 Speaking
language practice
1
1
Do you have any
other symptoms? b
2
Does it hurt if I push
here?e
3
Do you feel dizzy? d
4
Have you ever had
a rash?c
5
W hen was the last
time you were ill? a
2
1
give you
indigestion 2
temperature 3
sick 4
lie down please
5
a blood test 6
open wide 7
down 3
1
Good morning.
Please come in and
sit down. Max, is it?
7
Well let’s take a look.
Lie down please. If
I push here does it
hurt?
6
Yes, I’ve got a runny
nose and a sore
throat and I feel very
weak.
10Actually … no. Not
there either.
4
I think I’m dying
doctor. I feel terrible
and I’ve got an awful
headache.
2
Yes, doctor. Max
Cooper.
5
D ying? Oh dear. Do
you have any other
symptoms?
8
Well … no. No, it
doesn’t
3
OK Max, what seems
to be the problem?
11Well Max, I don’t
think you are going
to die just yet. I think
perhaps you have
a cold.
9
A nd here?
D
P
P
D
D
D
D
1
1
2
3
4
c
a
d
b
2
A
B
C
D
3
4
2
4
6.8 Use of English
1
1
2
3
4
5
6
7
8
2
1
2
3
4
5
6
7
8
9
C
A
D
D
C
B
A
B
panic
fever
runny
of
test
when
injection
at
were
6.10 Self-check
1
1
leg
2
heart
3
hand
4
t highs
5
t humb
2
1
black eye
2
ear infection
3
hay fever
4
s unburn
5
first aid
3
1
B
2
A
3
C
4
A
5
C
4
1
didn’t feel
2
had
3
didn’t drive
4
would pay
5
was/were
5
1a would’ve hit
1b hadn’t turned
2a wouldn’t have offered
2b had known
3a had dislocated
3b wouldn’t have played
4a hadn’t run
4b would’ve been sick
5a would’ve prescribed
5b hadn’t said
6
1
B
2
C
3
B
4
B
5
C
7.1 Vocabulary
1
1
✗
2
✗
3
A
4
C
5
D
6
B
7
✗
8
✗
9
✗
10✗
11E
2
1
broadcast
2
panel
3
viewers
4
auditions
5
rehearsals
3
1
e dition
2
entertainer
3
p erformer
4
present
5
production
4
1
p erform
2
produce
3
entertainment
4
e ditor
5
presenter
5
1
r idiculous
2
hilarious
3
identical
4
f ascinating
5
essential
6
amazing
7
gorgeous
8
brilliant
6
1
2
3
4
5
absolutely
really
very
rather
not very
7
1
absolutely
2
r ather
3
very
4
absolutely
5
extremely
6
very
7
absolutely
8
really
8
1
A
2
B
3
A
4
C
5
B
6
C
7
C
8
B
9
A
10B
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Workbook answer key
7.2 Grammar
7.4 Reading
1
1
s aid I could watch
2
s aid you could watch
3
s aid I was taking back
my television
4
I told you I had
bought
5
s ay that The X Factor
had started
1
1
2
3
4
5
6
7
2
1
television had proved
that people would
look at anything
2
television was the
most interesting
hobby he had ever
had.
3
t he young were
seeing history before
it was censored
3
1
claimed
2
replied
3
added
4
p ointed out
5
s uggested
4
1a replied
1b their
1c didn’t think
2a suggested
2b following
2c
was probably going
to be
2d there
3a suggested
3b couldn’t have taken
3c that
3d her/the
3e there
5
1
t hey were going to
be on television the
following week
2
he was meeting my
sister there later that
day
3
t hey had seen us the
month before
4
he couldn’t give me
her phone number
then
5
our audition was
cancelled
6
s he’d/would see him
the following day
7.3 Listening
language practice
1
1
common
2
s pans
3
feel
4
laugh
5
s tupid
6
expression
7
himself
2
1
makes
2
makes
3
pleased
4
on
5
done
6
in
7
s hort
3
1
s hort
2
f unny
3
simple
4
s tupid
5
annoying
6
s hocking
4
Meaning 2.
5
1
C
2
C
3
B
4
B
5
A
6
A
D
E
C
A
C
E
B
2
1
B
2
–
3
D
4
A
5
C
3
1
significant
2
s ophisticated
3
additional
4
individual
5
on-demand
6
modern
7
tricky
Remember better
1abc tricky
2abc significant
3abc modern
4
1
got into
2
c ame to
3
live up to
4
keep up with
5
come up with
7.5 Grammar
1
1
W ho are you going
(to the end-of-term
party) with?
2
Have you got
a boyfriend?
3
W hen did you start
seeing him?
4
Is he good to you?
5
W hen am I going to
meet him?
2
1
if I went there
2
could
3
my name was
4
if I had a boyfriend
5
I had met
6
w hat my boyfriend
was like
a5
b3
c2
d6
e4
3
2
not to
3
told me to
4
not to be
5
told me to
6
to stop writing/not to
write
4
1a who she was going
1b was going
2a if/whether she had
2b had
3a
w hen she had started
seeing
3b had started seeing
4a if/whether he was
4b was
5a
when she was going to
5b she was going to
5
1
asked (me) what the
flight had been/was
like.
2
asked (me) if/whether
I’d been through
passport control (yet).
3
asked (me) if/whether
I’d remembered to
collect my luggage.
4
told me not to forget
to change some
money.
5
asked (me) how I was
getting to my aunt
and uncle’s house.
6
told me to say hello
to everyone from her.
7.6 Speaking
language practice
1
1
Do you mind if I sit
here?
2
We were wondering
if we could ask you
a question?
3
C an I borrow your
toothbrush?
4
Could you lend me
your bike?
5
Do you mind
if we take your
photograph?
2
1
I’m sorry
R
2
NoG
3
I’d like to help but R
4
s oG
5
SureG
6
I do actually
R
3
1
Yes, I do.
2
No, I don’t.
3
No I don’t.
4
Yes, I do.
4
1a
Well OK, I suppose
so
1b Could
2a
was wondering if
I could
2bNo, not at all, … go
ahead.
3a Do you mind if I
3bSure, I don’t see why
not.
3c Can
3d I’d like to help but
7.10 Self-check
1
1
absolutely
2
hits
3
producer
4
compete
5
quite
2
1
s hares
2
c ame across
3
c ame up with
4
got into
5
lives up to
3
1
auditions
2
e dit
3
present
4
viral
5
rehearsal
2
1
have been kept
2
W ill the student
meeting be held
3
weren’t being given
4
wasn’t designed
5
aren’t being watered
6
A re the school gates
unlocked
6
1
B
2
A
3
C
4
B
5
C
1
1
courageous
2
enthusiasm
3
honest
4
Modesty
5
determined
6
generous
7
loyal
8
optimism
1
1
2
3
4
5
6
7
8
9
documentary
director
invention
entertainment
autobiography
imaginative
presenters
professional
reality
2
1 only I knew how
2 if I had
3
wondering/was
wondering if I could
4 live up to my
5
had been playing
guitar for
6
asked/told Fiona not
to play
8.2 Grammar
5
1
I was sure
2
I had ever studied
drama
3
hadn’t
4
I could act
5
to show him
8.1 Vocabulary
7.8 Use of English
A
B
C
A
C
A
1
1
was created
2
wasn’t posted
3
is/are uploaded
4
has been watched
5
was bought
6
has been made
1
1
brilliant
2
terrible
3
absolutely
4
amazing
5
f antastic
6
lovely
7
extremely
8
delicious
9
awful
3
1
extremely
2
delicious
3
terrible/awful
4
terrible/awful
5
brilliant/amazing/
fantastic
6
brilliant/amazing/
fantastic
7
brilliant/amazing/
fantastic
8
absolutely
8
1
2
3
4
5
6
4
1
I was watching she
was watching
2
didn’t go hadn’t been
3
✓
4
we’ll meet we’d meet
5
c an’t be couldn’t be
7.7 Writing
2
A 2
B 4
C 1
D 5
E 3
Title 3
7
1 appreciation
2 employment
3 cruelty
4 neighbourhood
5 sensitive
6 reliable
7 kind
8 donation
9 stupidity
10 friendship
2
1
donation
2
k indness
3
appreciated
4
helpful
5
neighbourhood
6
employment
7
engages
3
1
donate donations
2 engage engagement
3
✓
4
Helpful Helpfulness
5
cruel cruelty
6
s tupid stupidity
7
✓
8
neighbourhood
neighbour
4
1
s tressful
2
materialistic
3
jobless
4
homeless
5
s ensitive
6
honourable
7
reliable
8
imaginative
9
hopeful
5
1
puts
2
make
3
gave
4
warmed
5
do
6
1
pass
2
available
3
used
4
give out
3
1
isn’t being held
2
is being renovated
3
will be held
4
hasn’t been paid
5
is recommended
6
was invited
7
will be picked up
4
1
Les Miserables is
being performed this
year by the amateur
theatre group.
2
I was injected with
a steroid by the
nurse.
3
T he film was being
edited at the studio
by the director and
the editor.
4
T he marathon world
record has been
broken again by
a Kenyan runner.
5
T he exam papers
will be given out in
five minutes by the
Physics teacher.
5
1
will/is going to be
turned off
2
is being cleaned
3
was stolen
4
is collected
5
hasn’t been collected
6
weren’t being used
8.3 Listening
language practice
1
a
b
c
d
e
f
g
being
to improve
be punished
lock
to change
educate
believe
2
1
B
2
C
3
A
4
C
5
B
6
A
7
C
3
1
don’t want to leave
2
don’t expect anyone
to visit
3
have to spend
4
made us clean
5
likes sharing
6
c an’t remember
4
1a offering
1b offered
2a committed
2b committing
3a released
3b releasing
4a making
4b make
8.4 Reading
1
1
1
2
A
B
C
D
E
3
1
–
4
2
3
1
F
2
F
3
T
4
F
5
F
6
T
7
F
8
T
4
1
convict, inmate
2
jail
3
convicted
4
s entenced to life
imprisonment
5
cell
6
released
7
reoffended
Remember better
1a group
1b discuss
2a wall
2b river
2c flowing
3a allergy
3b plants
4a money
4b help
5
1
My dad’s company
makes low-energy
light bulbs.
2
Modern meteorology
makes it easier to
predict where and
when hurricanes
might strike.
3
T he starting gun
makes a loud noise
and the race begins.
4
T he customs officer
made Matthew open
his bag.
6
1
s tay
2
excuse
3
s eats
4
nervous
8.5 Grammar
1
1
w hitened
2
massage
3
pierce
4
fi x
2
1a
is going to have her
teeth whitened
1b dentist
2a
didn’t have his back
massaged
2b masseuse
3a have her ears pierced
3b body piercer
4a
had his computer fixed
4b technician
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Workbook answer key
3
1
gets her nails painted
2
had her eyebrows
shaped.
3
get her legs waxed
4
is having/is going
to have her back
massaged.
5
has (already) had
a tattoo removed this
year.
6
had her skin treated
7
hasn’t had her teeth
whitened
4
1
haven’t had plastic
surgery
2
’ve had some nice
clothes made
3
have my shoes
designed and fitted
4
are having our house
redecorated
5
is having her teeth
completely redone
6
is having a new
garage built
5
1
has her hair coloured
green
2
is having her nose
pierced
3
didn’t have a picture
of his mum tattooed
4
don’t have their teeth
whitened.
5
having their kitchen
redecorated
6
had your bike
repaired
8.6 Speaking
language practice
1
1AA nother benefit is
that …
1BT he main advantage
of …
1a B
2AT here are a lot of
drawbacks too.
2BTo be honest, I don’t
think …
2b A
2
1
you’re really good at
2
I’m not patient
enough
3
I’d rather
4
To be honest, I think
5
were really into
8.7 Writing
1
2
I would like to point
out
3
For instance
4
It seems to me that
5
L astly
6
In conclusion
7
Put another way
8
Moreover
2
A
B
C
D
E
F
introduce
0, 1
opinions
1, 3
examples2
support7
emphasise6
introduce5
3
1
4
1
2
3
4
5
6
7
0
1 or 3
7
2
4
6
5
8.8 Use of English
1
1
2
3
4
5
6
7
8
A
C
B
D
B
A
A
C
2
0 since
1 was
2 which
3 include
4 over/around
5 is
6 because /since
7 against
8 one
9 been
10 sentence
8.10 Self-check
1
1
f riendship
2
materialistic
3
s mile
4
prison
5
product
2
1
C
2
C
3
B
4
A
5
C
3
1a
disadvantages/
drawbacks
1bdisadvantage/
drawback
1c
advantage/benefit
2a advantages/benefits
2bdisadvantages/
drawbacks
2c advantage/benefit
2ddisadvantage/
drawback
3
1
We appreciate
2
neighbourhood
3
cruel
4
hopeful
5
s tupidity
4
A
B
C
D
E
4
1
was hunted
2
has been burgled
3
is being renovated
4
was being washed
5
will be missed
4
6
2
5
3
5
1
opinion
2
b enefits
3
advantages
4
f act
5
W hat
6
honest
7
drawbacks
5
1
has had her phone
fixed
2
is having his/its
health checked
3
has (only) had her
legs waxed
4
Have you (ever) had
your phone taken
away
5
Did Helen have her
tattoo done
6
1
B
2
C
3
A
4
C
5
A
VOCABULARY
BANK –
PRACTICE
EXERCISES
People
1
1
2
3
4
5
6
7
8
freckles
Curly
Flared jeans
bracelet
beard
Leather
sweatpants
silver ring
2
1
2
3
4
5
6
B
C
A
C
B
A
Home
1
1
2
3
4
c
b
a
d
2
1 home town
2 modern
3 detached
4 neighbours
5 flat
6 redecorate
7 front door
8 gate
9 wall
10 burglar
11 make
12 tidy
13 bill
14 running
15 gardening
16 cut
17 mower
School
1
1
2
3
4
5
C
A
A
D
C
2
1
2
3
4
5
6
college
pass your exams
skip lessons
get better marks
do a course
learn new skills
Work
1
1 model
2 tour leader
3 scientist
4 police officer
5 judge
6 politician
7 doctor
8 nurse
9 chef/cook
10 reporter
11 dentist
2
1
2
3
4
5
a
c
b
d
e
Family and social
life
1
1
2
3
4
5
6
B
A
B
C
A
C
2
1
2
3
4
5
6
fall out
looks after
put up
looks up
call on
took up
Food
1
1
2
3
4
5
6
7
8
lunch
sandwiches
delicious
tinned
heat
vegetable
curry
sauce
2
1
2
3
4
5
6
7
8
B
A
C
D
C
A
A
C
Shopping and
services
1
1 size
2 changing
3 try
4 reduce
5 bag
6 malls
7 online
8 reductions
9 account
10 Customers
11 advertising
12 advertisers
Travelling and
tourism
1
b gate
c seat belt
d took
e boarded
f luggage
g locker
h control, security
I pass
Order:
5, 8, 9, 6, 2, 7, 4, 3
2
1 T
2 F
3 T
4 F
5 T
6 F
7 F
8 T
9 T
10 F
11 T
12 F
Culture
1
1
2
3
4
5
6
B
C
D
D
B
A
2
1 performance
2 competition
3 presenter
4 entertainer
5 hidden
6 recording
7 adaptation
8 contestants
9 edition
10 narrator
2
1 drought
2 volcanic
3 predictions
4 unspoilt
5 pollution
6 recycling
7 location
8 overlooking
9 deforestation
10 natural
Sport
State and society
1
1
2
3
4
5
6
7
martial arts
motor racing
helmet
windsurfing
golf
extreme
trainer
2
1
2
3
4
5
6
C
D
C
D
B
C
1
1 demonstration
2 overpopulation
3 majority
4 donate
5 participant
6 voluntary work
7 constitution
8 fake
9 beggar
10 elect
Health
1
1
2
3
4
5
6
7
8
hay fever
infection
rash
malaria
plaster
toe
wrist
sunburn
2
1 pain
2 lose
3 symptoms
4 coughing
5 asthma
6 stomachache
7 feel sick
8 fall
9 nosebleed
10 injured
Science and
technology
1
1 blog
2 text
3 password
4 files
5 print
6 earphones
7 app
8 charger
9 upload
10 vlogger
11 social networking site
2
1
2
3
4
5
6
7
8
ancestor
scientists
inherit
identical
evolution
genes
passed
image
2
1
2
3
4
5
6
C
C
A
D
C
A
3
1 thief
2 press
3 care
4 statistics
5 burgled
6 burglary
7 criminal
8 escape
9 foundation
10 collection
11 event
12 cycle
13 organising
14 second-hand
15 memory
16 begged
17 arrest
18 offender
19 council
20 leader
21 immigrant
22 awareness
23 citizens
4
0 C
1 A
2 A
3 B
4 C
5 A
6 B
7 B
8 A
9 B
10 A
11 C
12 A
13 A
The natural world
1
1 change
2 floods
3 Forecasters
4 tornadoes/tornados
5 hurricanes
6 evacuated
7 warming
8 damages
9 energy
10 glacier
11 whales
12 dolphins
170
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Photocopiable resources – Teacher’s notes
Photocopiable resources
Contents
Resource
Time
(minutes)
Language point
When to use
Words related to clothes and
accessories
After 1.1 Vocabulary, p. 12–13
10
Personality adjectives
After 1.1 Vocabulary, p. 12–13
10
Present Perfect Continuous
After 1.5 Grammar, p. 18
10
Vocabulary and grammar from the unit
After 1.1 Vocabulary, p. 12–13;
after 1.2 Grammar, p. 14
10
5
What are they
wearing?
Facebook profile
photos
Busy people
Test yourself pairwork
activities
How do I look?
Describing photos
Before Focus review 1,
Speaking, Ex. 8 and 9, p. 23
5
6
In vogue
Describing hobbies, interests,
personality and a style of clothing
Before Focus review 1,
Writing, Ex. 10, p. 23
10
A sports crossword
Andy Murray
An article
Test yourself pairwork
activities
11 Family sports day
Words related to sport
After 2.1 Vocabulary, p. 24–25
15
Narrative tenses
After 2.2 Grammar, p. 26
10
Narrative tenses
After 2.7 Writing, p. 32
10
Vocabulary and grammar from the unit
After 2.1 Vocabulary, p. 24–25;
after 2.5 Grammar, p.26
10
Words related to sport, disagreeing,
asking for clarification and suggesting
Before Focus review 2,
Speaking, Ex. 9, p. 35
15
12 School events
Expressing and justifying an opinion,
explaining things and describing
events
Before Focus review 2,
Writing, Ex. 10 and 11, p. 35
14
Unit 1
1
2
3
4
Unit 2
Looks
Just do it!
7
8
9
10
Unit 3
Going places
13 Travel time
Collocations, phrasal verbs and other
words related to travel
After 3.1 Vocabulary, p. 36–37
15
14 Travelling for a living
15 True or false?
16 Test yourself pairwork
activities
17 A holiday with a
difference
18 Getting around
Phrasal verbs and/or compound nouns
After 3.1 Vocabulary, p. 36–37
10
used to and would
After 3.5 Grammar, p. 42
15
Vocabulary and grammar from the unit
After 3.1 Vocabulary, p. 36–37;
after 3.2 Grammar p. 38
10
Elements of a good story
Before Focus review 3,
Writing, Ex. 8 and 9, p. 47
20
Phrases related to travelling
Before Focus review 3,
Speaking, Ex. 10–13, p. 47
12
Food, food, food!
My food blog
Future food
Test yourself pairwork
activities
23 You are what you eat
Words related to food
After 4.1 Vocabulary, p. 48–49
15
Words related to food
After 4.4 Reading, p. 52–53
10
Future Continuous and Future Perfect
After 4.5 Grammar, p. 54
15
Vocabulary and grammar from the unit
After 4.1 Vocabulary, p. 48–49;
after 4.2 Grammar, p. 50
10
Describing photos and sentence
formation
Before Focus review 4,
Speaking, Ex. 8 and 9, p. 59
10
24 Polite letters
Thanking and asking for information,
expressing interest and suggesting
Before Focus review 4,
Writing, Ex. 10 and 11, p. 59
12
Unit 4
Eat up
19
20
21
22
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Photocopiable resources – Contents
Resource
Time
(minutes)
Language point
When to use
25What is it?
Words related to geographical
features and the weather
After 5.1 Vocabulary, p. 60–61
10
26Quiz
27Google Earth
28Test yourself pairwork
activities
29Pluses and minuses
Articles: a/an, the and no article
After 5.2 Grammar, p. 62
10
Articles: a/an, the and no article
After 5.4 Reading, p. 64–65
10
Vocabulary and grammar from the unit
After 5.1 Vocabulary, p. 60–61;
after 5.5 Grammar, p. 66
10
Linkers used for listing arguments,
giving examples, contrasting, giving
a personal opinion and concluding
Before Focus review 5, Writing,
Ex. 8–10, p. 71
12
30What do you think?
Expressing and justifying opinions
Before Focus review 5,
Speaking, Ex. 11–13, p. 71
10
31All about the body
Body idioms and words related to
body parts and injuries
After 6.1 Vocabulary, p. 72–73
10
32Just imagine!
33A story of Hope
34Test yourself pairwork
activities
35A few words about
myself
36A worthwhile
experience
Second Conditional, wish and if only
After 6.2 Grammar, p. 74
15
Words related to disease
After 6.4 Reading, p. 76–77
10
Vocabulary and grammar from the unit
After 6.1 Vocabulary, p. 72–73;
after 6.5 Grammar, p. 78
10
Phrases related to health and ways of
spending one’s free time
Before Focus review 6,
Speaking, Ex. 8, p. 83
7
Unit 5
Unit 6
Unit 7
One world
Get well
Describing an experience, encouraging Before Focus review 6, Writing,
somebody to do something and
Ex. 9 and 10, p. 83
explaining the importance of something
7
In the spotlight
37Taboo words
38What did they say?
39A genius?
40Test yourself pairwork
activities
41To blog or to vlog?
Words related to TV shows
After 7.1 Vocabulary, p. 84–85
15
Reported statements
After 7.2 Grammar, p. 86
15
Reported Speech
After 7.2, 7.5 Grammar, p. 86, 90
15
Vocabulary and grammar from the unit
After 7.1 Vocabulary, p. 84–85;
after 7.5 Grammar, p. 90
10
Words related to blogs and talking
about the advantages of blogging
Before Focus review 7, Writing,
Ex. 8 and 9, p. 95
7
42What shall I watch?
Words related to TV, comparing,
contrasting, choosing one option and
explaining the reasons for rejecting
the others
Before Focus review 7,
Speaking, Ex. 10–13, p. 95
15
Unit 8
Good citizens
43Help!
44Good news
45Can you help me?
46Test yourself pairwork
activities
47To help or not to help?
Word formation
After 8.1 Vocabulary, p. 96–97
15
Word formation
After 8.1 Vocabulary, p. 96–97
10
have something done
After 8.5 Grammar, p. 102
15
Vocabulary and grammar from the unit
After 8.1 Vocabulary, p. 96–97;
after 8.2 Grammar, p. 98
10
Talking about skills and interests,
giving and explaining an opinion,
talking about advantages and
disadvantages
Before Focus review 8,
Speaking, Ex. 8 and 9, p. 107
20
48As far as I am
concerned, …
Ways of structuring paragraphs
in an opinion essay
Before Focus review 8, Writing,
Ex. 10, p. 107
12
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Photocopiable resources
Teacher’s notes
Unit 1 Looks
1 What are they wearing?
(1.1 Vocabulary)
Aim: to practise words related to clothes and
accessories
Interaction: pairs
Type of activity: describing and drawing
Time: 10 minutes
Materials: one worksheet per student (A or B)
In class: (1) Divide students into pairs, Student A and
Student B. (2) Give Students A their worksheet and
Students B their worksheet. (3) Explain that students
should not look at each other’s worksheets. Student
A has to describe the clothes and accessories that
Sam is wearing for their partner to draw on their
blank model. Then Student B describes the clothes
and accessories that Lucy is wearing for their partner
to draw on their blank model. (4) Choose a strong
Student A and demonstrate the activity, e.g. B: So
what is Sam wearing? A: He’s wearing shorts and …
(5) At the end of the activity, students compare
pictures and check they got all the details right.
Optional follow up: Bring different pictures of
people from magazines and stick them on the walls.
In pairs, students take turns to describe one of
the people’s clothes and accessories for their
partner to identify the person they are describing.
Suggested answers:
Sam is wearing shorts, hiking boots, a sweatshirt,
a baseball cap, sunglasses, a ring and he’s carrying
a fleece in his hand.
Lucy is wearing winter boots, a woollen hat, a winter
coat over a vintage dress, a scarf, sunglasses, three
bangles on her left arm and gloves.
2 Facebook profile photos
(1.1 Vocabulary)
Aim: to practise personality adjectives
Interaction: individual
Type of activity: gap-filling
Time: 10 minutes
Materials: one worksheet per student
In class: (1) Tell students that they are going to
work individually. Hand out the gapped text.
(2) Tell students to fill in the gaps with personality
adjectives from the lesson using the jumbled
letters given in brackets. Give them eight
minutes to complete the task. (3) Check answers
with the whole class.
Answers:
1 gorgeous 2 cheeky 3 creative 4 stylish
5 charming 6 popular 7 dynamic
8 adventurous 9 immature 10 childish
3 Busy people
(1.5 Grammar)
Aim: to practise the Present Perfect Continuous
Interaction: pairs
Type of activity: completing information
Time: 10 minutes
Materials: one worksheet per student (A or B)
In class: (1) Divide students into pairs, Student
A and Student B. (2) Give Students A their
worksheet and Students B their worksheet.
(3) Explain that students should not look at each
other’s worksheets. They should first look at
the pictures and complete the gaps with the verbs,
using the Present Perfect Continuous. (4) Students
then work in pairs. They ask and answer questions
using How long …? in order to complete the times
in the boxes. Choose a strong student B and
demonstrate the activity, e.g. A: How long has Matt
been cooking? B: He’s been cooking all morning.
(5) If you like, elicit the question form and write
examples on the board:
how long + has/have + subject + been + -ing?
How long has Jane been working?
How long have they been studying?
Optional follow up: Students write sentences about
themselves, some true and some false, e.g. I’ve
been learning Chinese for a year. I’ve been going
to this school for six years. I’ve been wearing this
watch for ten years. They work in pairs or groups and
read out their sentences. Their partner or the others
in the group guess if the sentences are true or false.
Answers:
1 Jane and Sarah have been running for forty
minutes. 2 Matt has been cooking all morning.
3 They have been waiting for a bus for nearly
an hour. 4 Katie has been learning Spanish for
three years. 5 Mike has been riding his bike all day.
6 Debbie has been listening to music for two hours.
7 Sam has been going to the same hairdresser’s for
six years. 8 Dan and Maggie have been playing
computer games all afternoon.
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4 Test yourself pairwork
activities
(1.1 Vocabulary; 1.2 Grammar)
Aim: to practise words related to clothes and
personality adjectives; dynamic and state verbs
Interaction: pairs
Type of activity: word completion, matching,
sentence completion
Time: 10 minutes
Materials: one worksheet per student
In class: (1) Student A and B each do their
exercises. (2) Students read their answers to each
other to check them.
5 How do I look?
(Focus review 1, Speaking)
Aim: to practise describing photos
Interaction: individual/pairs/groups
Type of activity: gap-filling
Time: 5 minutes
Materials: one worksheet per student
In class: (1) Tell students that they are going to
work individually. Hand out the worksheet and
tell them to take three minutes to fill in the gaps
in the text. (2) Then ask students to check the task
in pairs. (3) Check answers with the whole class.
(4) You can expand the task by getting students to
add more information about the photo.
Answers:
1 shows 2 in the background 3 white silk
4 is commenting 5 as if 6 their late teens 7 hair
8 medium height 9 imagine 10 get on well
11 a lot in common 12 on the right 13 matches
6 In vogue
(Focus review 1, Writing)
Aim: to practise describing hobbies, interests,
personality and a style of clothing
Interaction: individual/pairs
Type of activity: word completion
Time: 10 minutes
Materials: one worksheet per student
In class: (1) Tell students that they are going
to work individually. Hand out the worksheet
and tell them to complete the missing letters
in the expressions, which are grouped into four
categories. (2) Get students to compare answers
in pairs. (3) Check answers with the whole class.
Optional follow up: (1) To expand the task, get
students, in pairs, to come up with an example
sentence for each word/expression. (2) Check
answers with the whole class.
Answers:
Describing hobbies and interests: into, fancy,
fond, keen, enjoy, fan
Describing a style of clothing: smart, stylish,
casually, sense, suitable
Describing personality: adventurous, creative,
mature, reliable, kind, caring, friendly, easy-going,
dynamic, outgoing, hard-working
Guaranteeing something: positive, assure
Unit 2 Just do it!
7 A sports crossword
(2.1 Vocabulary)
Aim: to practise words related to sport
Interaction: pairs
Type of activity: crossword and guessing game
Time: 15 minutes
Materials: one worksheet per student (A or B)
In class: (1) Divide students into pairs, Student
A and Student B. (2) Give Students A and Students
B their worksheets and ask them not to show them
to each other. (3) Students look at the pictures and
individually complete their part of the crossword.
(4) Students work in pairs. They take turns to define
the nouns they already have in their crosswords so
that the other student can complete the missing
words, e.g. A: It’s a place where you can play
a game with a ball and a club. It’s big and it’s got
a lot of grass. B: Is it a golf course? A: That’s right!
(5) When everyone has finished, check answers
with the whole class.
Answers:
Across: 1 golf course 5 referee 7 athlete 8 stick
9 pitch 10 racket
Down: 2 opponent 3 spectator 4 ski resort
6 fan
8 Andy Murray
(2.2 Grammar)
Aim: to practise narrative tenses
Interaction: groups of three
Type of activity: ordering
Time: 10 minutes
Materials: one worksheet per student (A, B or C)
In class: (1) Divide students into groups of three,
Student A, Student B and Student C. (2) Give each
student their worksheet and ask them not to show
them to each other. (3) Explain that they are going
to orally order a text about tennis star Andy Murray.
To do this, they will have to listen carefully to each
other. Point out that they should pay attention to
the tenses used and the time expressions.
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(4) Students silently read the parts of the text they
have. (5) Student A starts by reading out part 1
(marked on the worksheet). The other students
listen and then the student who thinks they have
the next part of the text reads it out. If the others
agree, they mark it as part 2. They continue in this
way until they have ordered the whole text. Then
they read it all again and check. (6) When they are
happy they have the text in the correct order, they
put their worksheets on the table and check again.
(7) Check the order by asking different students to
read out the parts in turn.
Answers:
1 c 2 g 3 i 4 e 5 a 6 j 7 f 8 d 9 l 10 b
11 k 12 h
9 An article
(2.7 Writing)
Aim: to practise narrative tenses
Interaction: individual
Type of activity: gap-filling
Time: 10 minutes
Materials: one worksheet per student
In class: (1) Tell students that they are going to
work individually. Hand out the gapped text. (2) Tell
them to read the text first and underline any time
expressions, e.g. last month, before. (3) Tell students
to fill in the gaps with the correct form of the verbs
in brackets in the narrative tenses from Lesson 2.2,
paying attention to the underlined time expressions.
Give them eight minutes to complete the task.
(4) Check answers with the whole class.
Answers:
1 went 2 tried 3 had both skied 4 was 5 had
booked 6 arrived 7 hired 8 were both feeling
9 took 10 was 11 fell over 12 were 13 were
aching 14 didn’t give up 15 felt 16 were really
starting 17 tried 18 got 19 had both fallen
20 didn’t want
10Test yourself pairwork
activities
(2.1 Vocabulary; 2.5 Grammar)
Aim: to practise words related to sport and verb
patterns
Interaction: pairs
Type of activity: completing collocations,
gap-filling
Time: 10 minutes
Materials: one worksheet per student
In class: (1) Student A and B each do their
exercises. (2) Students read their answers to each
other to check them.
11 Family sports day
(Focus review 2, Speaking)
Aim: to practise words related to sport and
functional language of disagreeing, asking for
clarification and suggesting
Interaction: individual/pairs
Type of activity: gap-filling and classifying
Time: 15 minutes
Materials: one worksheet per student (A or B)
In class: (1) Tell students they are going to prepare
for two different roles in the speaking task from
Focus review 2. (2) Divide students into two
groups, A and B. Give worksheet A to students
from Group A and worksheet B to students from
Group B (one worksheet per student). (3) Tell
students to work individually. Students from Group
A complete the missing elements in the mind
map. Students from Group B complete the missing
words in the sentences using the box and then put
the sentences into the right category in the grid.
(4) Now tell students to work in A/B pairs to check
each other’s answers.
Answers:
Worksheet A: 1 play 2 do 3 go 4 indoor
5 outdoor 6 individual 7 team 8 divide
9 under 10 meet 11 choose 12 make
13 objective 14 sense 15 turn 16 prize 17 beat
18 come 19 break/beat 20 set
Worksheet B: a thought b afraid c What,
unconvincing d exactly, mean e consider, options
f honest, appeal g explain
Disagreeing: b, c, f
Asking for clarification/more detail: d, g
Suggesting an alternative: a, e
12 School events
(Focus review 2, Writing)
Part 1
Aim: to practise expressing and justifying
an opinion, and explaining things
Interaction: individual/pairs
Type of activity: matching and classifying
Time: 7 minutes
Materials: one worksheet per student (A or B)
In class: (1) Tell students that they are going to
work individually and hand out the worksheet.
(2) Tell them to match sentence halves. Set a time
limit of two to three minutes. (3) Ask students to
check answers in pairs. (4) Get students to complete
the grid with the sentences. (5) Check answers
with the whole class.
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Answers:
1 h 2 i 3 k 4 j 5 d 6 f 7 c 8 a 9 g 10 e
11 b
Expressing an opinion about a sporting event: 1, 7,
4, 5 Reporting a sporting event: 3, 6, 9, 11
Explaining when you tried a sport for the first time:
2, 8, 10
Part 2
Aim: to practise describing an event
Interaction: pairs
Type of activity: guided speaking
Time: 7 minutes
Materials: one worksheet per student (A or B)
In class: (1) Tell students they are going to work in
pairs and describe an event to each other
(Student A: Family Art Day, Student B: Drama Day).
(2) Ask them to include some of the expressions
from Part 1 and Part 2. (3) Give them two minutes
to plan what they are going to say.
Example answers:
Student A: It turned out to be an unforgettable
experience because we spent a lot of time
together and enjoyed ourselves a lot. It took place
in our local park. During the opening ceremony,
our headmaster gave a speech in which he
wished everyone luck. The families competed
in a few categories. Me and my parents took part
in the category My Dream City and our task was
to prepare a poster promoting our town. We used
colourful paints and markers. In the afternoon
the winners received their prizes. I first tried
painting a long time ago, when I was in primary
school. My Art teacher said I was quite good at
drawing and suggested I should try painting.
Student B: It was the best event I’d ever attended
because we had a chance to spend some time
together and enjoy ourselves. It was a unique
experience to me. It took place in our main hall and
we had workshops with a few local actors and drama
students. I first tried performing in public in primary
school. My Polish teacher suggested I should try and
take part in the end-of-year ceremony.
Unit 3 Going places
13 Travel time
(3.1 Vocabulary)
Aim: to practise collocations, phrasal verbs and
other words related to travel
Interaction: pairs
Type of activity: interview
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Give each student a copy of the
worksheet and divide them into pairs. (2) Ask
students to read the questions and complete the
gaps with the words in the box. (3) Check with the
whole class. (4) Students answer the questions for
themselves. (5) Then they interview their partner
and take notes of their answers.
Answers:
1 double-decker 2 deal with 3 passport 4 catch
5 reach 6 fishing boat 7 go away 8 turn up
9 express train 10 set off
14 Travelling for a living
(3.1 Vocabulary)
Aim: to practise phrasal verbs and compound nouns
Interaction: individual
Type of activity: gap-filling
Time: 10 minutes
Materials: one worksheet per student
In class: (1) Tell students that they are going to
work individually and hand out one of the gapped
texts, Worksheet A or B. (2) Tell students to fill
in the gaps with the second part of the phrasal verbs
(Worksheet A) or the first part of the compound
nouns (Worksheet B) from Lesson 3.1. The words to
choose from are given in the boxes above the texts,
but there are two extra words in each. Give students
about five minutes to complete each task. (3) Check
answers with the whole class.
Answers:
Worksheet A: 1 away 2 with 3 off 4 over 5 on
6 up 7 over
Worksheet B: a check-in b departure c passport
d overhead e fishing f double-decker g cargo
h traffic i express j twenty-four hour
15 True or false?
(3.5 Grammar)
Aim: to practise used to and would
Interaction: groups of four
Type of activity: gap-filling and information finding
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Divide students into groups of four.
(2) Give each student a worksheet. Ask them to
complete the sentences with used to or would. If
both are possible, they should write both.
(3) Check answers with the class. (4) Students guess
if the sentences are true or false for their group
and complete the first column with their guesses.
(5) When all the group members have written their
guesses, they check to see if they are correct. To
do this, each student says a true sentence about
themselves for each of the sentences, e.g. I didn’t
use to go skiing when I was a child. I would visit
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my grandparents every summer. I used to have
long hair. The others listen and note down if each
sentence is true/false for that student. Then they
complete the final column to say if the sentence is
true or false for the group. (6) When everyone has
finished, ask different students to report to the class
about what they found out.
Optional follow up: Students interview each other
in pairs to find out different things they used to do/
didn’t use to do when they were younger.
Answers:
1 used to/would 2 used to/would 3 used to
4 used to 5 used to/would 6 used to/would
7 used to 8 used to/would 9 used to/would
10 used to
16Test yourself pairwork
activities
(3.1 Vocabulary; 3.2 Grammar)
Aim: to practise words, collocations and phrasal
verbs related to travel, and speculating about the
present and past
Interaction: pairs
Type of activity: gap-filling, error correction
Time: 10 minutes
Materials: one worksheet per student
In class: (1) Student A and B each do their exercises.
(2) Students read their answers to each other to
check them.
17 A holiday with a difference
(Focus review 3, Writing)
Aim: to draw students’ attention to the elements of
a good story
Interaction: pairs
Type of activity: ordering and gap-filling
Time: 20 minutes
Materials: 1 worksheet per student
In class: (1) Put students in pairs and hand out the
worksheets. (2) Students unjumble the story by
putting A–F in the correct order. (3) Check answers
with the class. (4) Ask students to complete gaps
1–11 with the phrases in the box. (5) Check answers
with the class.
Answers:
Story: F, D, E, B, C, A
1 easily the most exciting 2 were crossing
3 absolutely unforgettable 4 boarded another
5 isn’t it 6 was desperately 7 aren’t you afraid
8 got off 9 complete surprise 10 had forgotten
11 never expected
18 Getting around
(Focus review 3, Speaking)
Part 1
Aim: to revise phrases related to travelling
Interaction: individual
Type of activity: gap-filling and matching
Time: 5 minutes
Materials: one worksheet per student
In class: (1) Hand out the worksheets and tell
students to take two minutes to fill in the gaps
in 1 and 2 with the correct words from the boxes.
Explain that in each box there is one word they do
not need. (2) In categories 3 and 4, get students to
match items from columns A and B to create correct
expressions. (3) Check answers with the whole class.
Answers:
1 reach travel catch board arrive
2 youth four-star, upmarket chalet cottage
campsite
31c 2e 3a 4f 5b 6d
41c 2e 3a 4b 5d 6f
Part 2
Aim: to practise asking questions.
Interaction: individual/pairs
Type of activity: question formation
Time: 7 minutes
Materials: one worksheet per student
In class: (1) Hand out the worksheets and explain
that first students have to read the answers taken
out from a conversation in which two people are
talking about a hiking trip. (2) Now ask students to
write one question for each answer, using the word
given in brackets. (3) Give students some time
to compare their questions in pairs. (4) Check
with the whole class.
Example answers:
1 Would you like to join me? 2 How can I get
there? 3 What clothes should I take? 4 Do I have
to be very fit? 5 Where are we going to stay?
Unit 4 Eat up
19 Food, food, food!
(4.1 Vocabulary)
Aim: to practise words related to food
Interaction: groups of four
Type of activity: board game
Time: 15 minutes
Materials: one worksheet, one dice and four
coloured counters per group
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In class: (1) Divide students into groups of four.
(2) Give each group a worksheet and a dice. Each
student places a different coloured counter (or
small object, e.g. a rubber, paper clip, pen top)
on the START square. (3) Students take turns to
throw the dice. The one with the highest score
starts, throws again and moves the counter forward
the number of squares shown on the dice. When
they land on the square, they must solve the picture
or word clue, say the word and then say it in a
sentence. E.g. a student lands on square 3: Tuna:
Tuna is a big fish. If the rest of the group agree that
the word and sentence are correct, the student
stays on the square and it is the next student’s turn.
If the word or sentence is not correct, the student
moves back to the START or five spaces if they are
further along in the game.
Answers:
1 prawn 2 sweet 3 tuna 4 raw 5 sardines
6 mushroom 7 stale 8 unripe 9 beetroot
10 spinach 11 salmon 12 greasy 13 salty
14 pepper 15 grapefruit 16 smelly 17 cabbage
18 spicy 19 tomato 20 grapes 21 snack
22 shellfish 23 sour 24 Brussels sprouts 25 kiwi
26 tasty 27 green beans 28 celery 29 juicy
20 My food blog
In class: (1) Divide students into pairs, Student
A and Student B. Tell them they will be reading
some ideas about food in the future. (2) Give each
pair a set of four photos and ask each student to
choose two photos. (3) Give each pair four texts
about the inventions and ask each student to find
the descriptions about the two texts they have
chosen. (4) Students fill in the gaps with the correct
form of the verbs, using the Future Continuous or
the Future Perfect. At the same time, they try to
remember as much as possible about the topic.
(5) Students exchange the completed texts in pairs
and prepare two questions using the Future
Continuous or Future Perfect about some facts,
e.g. What will people have built in cities by 2050?
(6) In pairs, students take turns to ask each other
these questions to check how much their partner
remembers. (7) Check answers with the whole class.
Answers:
1C: 1 will be eating 2 won’t be cooking 3 will
have developed 4 will have prepared 5 will have
cut
2B: 1 will have built 2 will be growing 3 will be
farming 4 will be living 5 will have solved
3D: 1 will have tried 2 will be planting 3 will be
eating 4 will have developed
4A: 1 will be using 2 will be starting 3 will have
built 4 will be eating 5 will be generating
(4.4 Reading)
Aim: to practise words related to food
Interaction: individual
Type of activity: gap-filling
Time: 10 minutes
Materials: one worksheet per student
In class: (1) Tell students that they are going to
work individually and hand out the gapped text.
(2) Tell students to fill in the gaps with the food
nouns given in the box. Some gaps can be filled
in with more than one noun. Give students eight
minutes to complete the task. (3) Check answers
with the whole class.
Answers:
1 curry/risotto 2 risotto/curry 3 filling
4 sandwiches 5 crusts 6 olive oil 7 soups
8 potatoes 9 vegetable 10 bananas 11 sugar
12 cream
21 Future food
(4.5 Grammar)
Aim: to practise the Future Continuous and Future
Perfect
Interaction: pairs
Type of activity: completing a text and asking questions
Time: 15 minutes
Materials: one worksheet per pair
22Test yourself pairwork
activities
(4.1 Vocabulary; 4.2 Grammar)
Aim: to practise words related to food and future
time clauses
Interaction: pairs
Type of activity: word completion, providing words
for definitions, choosing the correct option
Time: 10 minutes
Materials: one worksheet per student
In class: (1) Student A and B each do their
exercises. (2) Students read their answers to each
other to check them.
23 You are what you eat
(Focus review 4, Speaking)
Part 1
Aim: to practise describing photos
Interaction: individual/pairs
Type of activity: gap-filling
Time: 7 minutes
Materials: one worksheet per student
In class: (1) Tell students that they are going to
work individually. Hand out the worksheet and tell
them to take three minutes to fill in the gaps
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in the text. (2) Students check answers in pairs.
(3) Check answers with the whole class.
Optional follow up: You can expand the task by
getting students to add more information about
the photo and/or get students to practise time
clauses. Ask: What are the women in the foreground
going to do when they finish their meal? Put
students in groups of three or four and get them
to answer the question creating a chain story. Set
a time limit and explain that they should use as
many conjunctions as possible (when, as soon as,
unless, if, before, after, as long as; e.g. When they
finish the meal, the woman on the left will move to
another table. As soon as she moves to another
table, she will …).
Answers:
1 group 2 probably 3 are standing
4 foreground 5 seems 6 wide selection
7 efficient 8 fussy eaters 9 is smiling 10 as if
Part 2
Aim: to practise sentence formation
Interaction: individual/pairs
Type of activity: ordering
Time: 3 minutes
Materials: one worksheet per student
In class: (1) Ask students put the words in order to
form questions about the photo.
(2) Check answers with the whole class.
Optional follow up: Students discuss the questions
they have just formed.
Answers:
1 Why do you think the people in the photo are
standing? 2 Would you like to work part-time
as a waiter? 3 Tell me about a time when you
attended a formal party.
24 Polite letters
(Focus review 4, Writing)
Aim: to practise thanking and asking for
information, expressing interest and suggesting
Interaction: individual/pairs
Type of activity: ordering and classifying
Time: 12 minutes
Materials: one worksheet per student
In class: (1) Tell students that they are going to
work individually. Hand out the worksheet and tell
them to take four minutes to put the jumbled words
in the correct order. The first and the last word
in each sentence should stay in place.
(2) Get students to compare the answers in pairs.
(3) Check answers with the whole class.
(4) Ask students to complete the grid by putting
the sentences in the correct category.
Answers:
Thanking sb for sth: I am writing to thank you for …
Expressing interest in sth: I found your offer very
interesting. I would be really interested in ...
Asking for information: I would like to know …
I would be grateful if you could tell me … Could
you please let me know … I would appreciate
some information about …
Suggesting sth: Perhaps it would be a good idea to …
Checking information: I would like to make sure …
Unit 5 One world
25 What is it?
(5.1 Vocabulary)
Aim: to practise words related to geographical
features and the weather
Interaction: pairs
Type of activity: information exchange
Time: 10 minutes
Materials: one worksheet per pair
In class: (1) Divide students into pairs, Student A and
Student B. (2) Give Students A their worksheet
and Students B their worksheet. Ask them not
to show them to each other. (3) Explain that they
have to match the pictures on their worksheet
with the definitions that their partner gives them.
They should listen to each clue, say the answer and
when their partner has confirmed it, write it under
the correct picture. (4) Choose a strong Student B
and demonstrate the activity, e.g. A: a. It’s an area of
the coast that curves inwards. B: Is it a bay?
A: Yes, that’s right. B: OK, that’s my picture 3.
(5) When everyone has finished, check answers
with the whole class.
Answers:
Student A: 1d valley 2b peninsula 3e dam
4a flood 5c coast
Student B: 1e glacier 2b bank 3a bay 4d tornado
5c eruption
26 Quiz
(5.2 Grammar)
Aim: to practise articles: a/an, the and no article
Interaction: small groups
Type of activity: gap-filling and quiz
Time: 10 minutes
Materials: one worksheet per student
In class: (1) Divide students into small teams
of three to five students. (2) Give each student
a worksheet. Ask them to fill in the gaps
with a/an, the or no article (Ø). Check answers
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with the whole class. Award one point for each
correct answer. (3) Teams decide the answers to
the questions. Do the quiz as a class and give
two points for each correct answer. The team
with the most points at the end is the winner.
Answers:
Articles: 1 a, the 2 the, Ø, Ø, Ø, Ø 3 a, the, Ø
4 Ø, the, Ø, Ø 5 the, the, the, Ø, Ø 6 Ø, the, Ø,
Ø, Ø 7 Ø, the 8 a, the, a
Quiz answers: 1 b 2 c 3 a 4 b 5 a 6 c 7 c 8 b
27 Google Earth
(5.4 Reading)
Aim: to practise articles: a/an, the and no article
Interaction: individual
Type of activity: gap-filling
Time: 10 minutes
Materials: one worksheet per student
In class: (1) Tell students that they are going to
work individually. Hand out the gapped text.
(2) Tell students to fill in the gaps with the
appropriate article a, an or the, or to leave the gap
empty. Give students eight minutes to complete
the task. (3) Check answers with the whole class.
Answers:
1 Ø 2 the 3 the 4 a 5 an 6 the 7 Ø 8 the
9 a 10 Ø 11 Ø 12 an
28Test yourself pairwork
activities
(5.1 Vocabulary; 5.5 Grammar)
Aim: to practise words related to geographical
features and the weather, and non-defining relative
clauses
Interaction: pairs
Type of activity: word completion, sentence
transformation
Time: 10 minutes
Materials: one worksheet per student
In class: (1) Student A and B each do their
exercises. (2) Students read their answers to each
other to check them.
29 Pluses and minuses
(Focus review 5, Writing)
Aim: to practise linkers used for listing arguments,
giving examples, contrasting, giving a personal
opinion and concluding
Interaction: individual/pairs
Type of activity: gap-filling and classifying
Time: 12 minutes
Materials: one worksheet per student
In class: (1) Tell students that they are going to
work individually. Hand out the worksheet and tell
them to take four minutes to complete gaps 1–18
with the correct word from the box. (2) Get students
to compare the answers in pairs. (3) Check answers
with the whole class. (4) Ask students to complete
the grid by putting the sentences in the correct
category. (5) Check answers with the whole class.
Answers:
1 view 2 also 3 hand 4 offers 5 minuses 6 For
7 conclusion 8 phenomenon/trend 9 positive
10 First 11 example 12 other 13 mind 14 trend/
phenomenon 15 advantages 16 sum 17 Another
18 conclude
Introducing both sides of the issue: This phenomenon/
trend has both positive aspects and drawbacks.
This trend/phenomenon has a number of advantages
but there are also some disadvantages. This situation
offers certain benefits but it has a few minuses, too.
Listing arguments: First of all, it needs stressing
that … Another benefit is that … It is also
important that …
Giving examples: For example, … For instance, ...
Contrasting: On the one hand, … On the other
hand, …
Giving a personal opinion: In my view, ... To my
mind, …
Concluding: In conclusion, … To sum up, …
To conclude, ...
30 What do you think?
(Focus review 5, Speaking)
Aim: to practise phrases for expressing and
justifying an opinion
Interaction: individual/pairs
Type of activity: ordering and gap-filling
Time: 10 minutes
Materials: 1 worksheet per student
In class: (1) Hand out the worksheets and ask
students to unjumble the phrases in Part 1. Explain
that the first words are in bold and should stay
in place. (2) Get students to compare answers in
pairs, then check with the whole class. (3) In their
pairs, students complete the conversations with
the missing words from the phrases in Part 1. They
should use one word in each gap. (4) Check answers
with the whole class.
Answers:
Part 1
a Personally, I wouldn’t go for that idea because
b I am not so sure c I completely agree with you
d I would definitely choose this one e I think those
are good ideas, but for me f Out of these ideas, I
would go for g The problem with that is h I think
this is a great idea i I think the best idea would
be j The reason I would not choose that idea is
because k Yes, you are right.
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Part 2
1 best 2 idea 3 not 4 sure 5 problem 6 that
7 are 8 right 9 are 10 ideas 11 completely
12 agree 13 out 14 these 15 go 16 would
17 choose
Unit 6 Get well
31 All about the body
(6.1 Vocabulary)
Aim: to practise body idioms and words related to
body parts and injuries
Interaction: pairs
Type of activity: gap-filling and interview
Time: 10 minutes
Materials: one worksheet per student
In class: (1) Divide students into pairs, Student A and
Student B, and give each student a worksheet.
(2) Students complete the questions using the words
in the box. Point out that there are extra words they
do not need. (3) Check answers with the whole class.
(4) Students answer the questions for themselves.
(5) Students interview their partner. (6) When everyone
has finished, check answers with the whole class.
Answers:
1 head 2 shoulder 3 leg 4 ankle 5 eyebrows
6 hand 7 calf 8 tongue 9 eyes 10 lips
32 Just imagine!
(6.2 Grammar)
Aim: to practise the Second Conditional, wish and
if only
Interaction: groups of three
Type of activity: board game
Time: 15 minutes
Materials: one worksheet, 1 dice and 3 coloured
counters per group of 3
In class: (1) Divide students into groups of three.
(2) Give each group a worksheet and a dice. Each
student places a different coloured counter (or
small object, e.g. a rubber, paper clip, pen top)
on the START square. (3) Explain that they have to
make sentences using the words in brackets; they
should be sentences with the Second Conditional,
wish or if only. Students take turns to throw the
dice. The one with the highest score starts, throws
again and moves the counter forward the number
of squares shown on the dice. When they land on
the square, they must make a sentence using the
correct form of the words in brackets. E.g. a student
lands on square 2: If I had a black eye, I would put
some ice on it. If the rest of the group agree that the
sentence is correct, the student stays on the square
and it is the next student’s turn. If the sentence is
not correct, the student moves back to the START or
five spaces if they are further along in the game.
Optional follow up: Groups write an example
sentence for each square or choose ten squares to
write example sentences for.
Example answers:
1 I wish the neighbours wouldn’t make a lot of
noise. 2 If I had a black eye, I’d put some ice on it.
3 If only I understood my Maths homework.
4 I wish I was good at football. 5 If I burnt my
hand, I would go to hospital. 6 If a bee stung me,
I’d take an antihistamine. 7 If only I wasn’t allergic
to strawberries! 8 I wish I had a laptop.
9 If only there wasn’t a mosquito in the room.
10 I wish I didn’t live in the mountains. 11 If I cut
my knee, I would put a plaster on it. 12 If only
I didn’t have a lot of homework. 13 I wish my
brother wouldn’t borrow my MP3 player.
14 If I got sunburnt, I’d put some cream on it.
15 If I had a headache, I’d take an aspirin.
16 I wish I wasn’t clumsy. 17 If only I was good at
singing. 18 I wish my parents would let me stay
out late. 19 If I had a nosebleed, I would hold
my nose and put my head forward. 20 If I wasn’t
allergic to dogs, I would buy one. 21 If only
I had some money. 22 If I had hay fever, I’d take
an antihistamine.
33 A story of Hope
(6.4 Reading)
Aim: to practise words related to disease
Interaction: individual
Type of activity: gap-filling
Time: 10 minutes
Materials: one worksheet per student
In class: (1) Tell students that they are going to
work individually. Hand out the gapped text.
(2) Tell students to fill in the gaps with words related
to disease. Some letters of each missing word have
been given to help them. There are as many lines as
there are letters in each word. Give students eight
minutes to complete the task. (3) Check answers
with the whole class.
Answers:
1 sick 2 serious 3 hot 4 headaches 5 appetite
6 herbal 7 condition 8 developed 9 fever
10 vomiting 11 medicine 12 hospital 13 fallen
14 examined 15 diagnosed 16 injection
17 prescribed 18 treatment 19 disease
20 contagious
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34Test yourself pairwork
activities
(6.1 Vocabulary; 6.5 Grammar)
Aim: to practise body idioms and the Third
Conditional
Interaction: pairs
Type of activity: gap-filling, sentence building
Time: 10 minutes
Materials: one worksheet per student
In class: (1) Student A and B each do their
exercises. (2) Students read their answers to each
other to check them.
35 A few words about myself
(Focus review 6, Speaking)
Aim: to revise phrases related to health and ways of
spending one’s free time
Interaction: individual/pairs
Type of activity: gap-filling and classifying
Time: 7 minutes
Materials: one worksheet per student
In class: (1) Hand out the worksheets and tell
students to take three minutes to fill in the gaps
in expressions 1–22 with the correct word from
the box. (2) Get students to compare their answers
in pairs. (3) Check answers with the whole class.
(4) Get students to match the expressions
with the questions (1–3). (5) Check answers
with the whole class.
Answers:
1 in 2 listen 3 herbal 4 remain 5 prescribe
6 delicious 7 from 8 down 9 get 10 have
11 go 12 diet 13 full 14 out 15 appointment
16 enjoy 17 see 18 for 19 take 20 bed
21 allergic 22 pills
Example answers:
1 take herbal medicine, prescribe medicine, have
a blood test, make an appointment, see a doctor,
take sb’s temperature, stay in bed for a few days,
take pills twice a day
2 listen to my favourite CD, wind down in front of
a computer, go for a jog, hang out with friends,
prepare a delicious meal, go shopping for clothes
36 A worthwhile experience
(Focus review 6, Writing)
Aim: to practise describing an experience,
encouraging somebody to do something and
explaining the importance of something
Interaction: individual/pairs
Type of activity: matching and classifying
Time: 7 minutes
Materials: one worksheet per student
In class: (1) Tell students that they are going to
work individually and hand out the worksheet.
(2) Tell them to match the sentence halves. Set
a time limit of two to three minutes. (3) Ask students
to check answers in pairs. (4) Get students to
complete the grid with the sentences.
(5) Check answers with the whole class.
Answers:
1 g 2 h 3 a 4 j 5 b 6 c 7 e 8 i 9 d 10 f
Saying what you learnt: 1, 3, 5, 8, 9
Encouraging others to do something: 2, 4, 6
Explaining why something is important: 7, 10
Unit 7 In the spotlight
37 Taboo words
(7.1 Vocabulary)
Aim: to practise words related to TV shows
Interaction: groups
Type of activity: defining and guessing game
Time: 15 minutes
Materials: two or three sets of six cards for Group
A and Group B
In class: (1) Divide the class into two groups, A and
B. Tell them they are going to compete in inventing
definitions. (2) Each group gets together in one
place. Tell students they have eight minutes to write
six definitions of the words on their cards. Explain
that in these definitions they are not allowed to
use the three words given below, e.g. AUDITION:
This is when you act or sing to see if you can take
part in a programme on TV. (3) When both groups
are ready, start the guessing game. Group A reads
their first definition. If Group B guesses the word
straightaway, Group A gets a point. Then it is
Group B’s turn to do the same. They take turns
until all the definitions have been read. If any of
the prohibited words appear in the definitions,
groups get penalty points. The group with the most
points wins.
38 What did they say?
(7.2 Grammar)
Aim: to practise reported statements
Interaction: pairs
Type of activity: information exchange
Time: 15 minutes
Materials: one worksheet per student (A or B)
In class: (1) Divide students into pairs, Student
A and Student B. (2) Give Students A their
worksheet and Students B their worksheet.
Explain that they should not look at each other’s
worksheets. (3) Student A begins by reporting
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the first statement on their worksheet, using
the reporting verb given. Student B has to listen
and decide which person on their worksheet
said it. Then they complete the speech bubble
with the direct speech. Student A repeats
the statement as necessary for Student B to write
the direct speech equivalent. They continue
to do this with all the statements. If you like, do one
or two examples with the whole class to start with.
(4) When they have finished, they compare
worksheets and check students have the same
Direct Speech as the original statement. (5) Check
with the whole class and discuss any problems.
Optional follow up: Students choose one of
the characters and report something they might
have said, e.g. He said that crime had increased.
The partner listens and decides who it could be,
e.g. I think it was Sam, the policeman or Mr Brown,
the politician.
Answers:
Student A: John and Joanna – 5 Naomi – 1
Kathy – 3 Mike – 4 Luigi – 2
Student B: Sam – 2 Clara – 3 Mr Brown – 1
Dr Jones – 5 Ellen – 4
Student A:
1 He claimed (that) he would improve schools the
following year.
2 He told Sarah (that) he was sorry but she couldn’t
park there.
3 She claimed (that) she was learning to ride a bike.
4 She replied (that) she was going to play in a
concert the following week.
5 He said (that) he had just started work at that
hospital.
Student B:
1 She claimed (that) that was going to be a famous
painting one day.
2 He told them (that) the following day the special
dish of the day would be fish soup.
3 She explained (that) they were selling a lot of that
model.
4 He pointed out (that) the answer was not correct.
5 They said (that) their daughter couldn’t walk yet.
39 A genius?
(7.2 Grammar)
Aim: to practise Reported Speech
Interaction: individual
Type of activity: transformations
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Tell students that they are going to work
individually. Hand out the text. (2) Tell students that
in some sentences the text have been underlined –
these are Reported Speech sentences (1–5). Ask
students to transform them into Direct Speech. Tell
students that they will also find some sentences in
bold in the text – these are Direct Speech sentences
(a–f). Ask them to transform these into Reported
Speech. Give students 12 minutes to complete the
task. (3) Check answers with the whole class.
Answers:
1 A woman asked, ‘How much does it cost?’
2 Marla’s mother told her, ‘It costs $250.’ 3 They
explained, ‘We want to prove that Marla is not
a fake.’ 4 The director told them, ‘Don’t worry.’
5 The critics claimed, ‘This proves that someone
else finishes her paintings.’
a He told her parents (that) their daughter was
a genius. b Art critics pointed out (that) a child
could not produce those paintings. c One critic
suggested (that) her father had painted them.
d A TV channel told them (that) they wanted to
film their daughter the following week. e Marla’s
parents said (that) their daughter would be
uncomfortable in front of the cameras. f He added
(that) he was going to use a hidden camera.
40Test yourself pairwork
activities
(7.1 Vocabulary; 7.5 Grammar)
Aim: to practise words related to television,
extreme adjectives, Reported Speech
Interaction: pairs
Type of activity: word transformation, providing
words for definitions, sentence transformation
Time: 10 minutes
Materials: one worksheet per student
In class: (1) Student A and B each do their
exercises. (2) Students read their answers to each
other to check them.
41 To blog or to vlog?
(Focus review 7, Writing)
Aim: to practise words related to blogs and talking
about the advantages of blogging
Interaction: individual/pairs
Type of activity: matching
Time: 7 minutes
Materials: one worksheet per student
In class: (1) Hand out the worksheet. Tell students
to work individually and complete the collocations
choosing the correct verbs. (2) Get students to
compare their answers in pairs and check answers
with the whole class. (3) Now tell students to
complete phrases 13–16. (4) Ask them to think of
four advantages of having access to the Internet and
to finish each of the four sentences with a different
suggestion. (5) Get students to compare ideas
in pairs and then check answers with the whole class.
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Answers:
1 post 2 upload 3 keep 4 publicise 5 respond
6 come 7 get 8 get 9 interact 10 keep 11 live
12 match 13 chance 14 pleasure 15 opportunity
16 likely
Example answers:
13 We have a good chance of finding a lot of useful
information. 14 We get a lot of pleasure from
playing online computer games. 15 It gives us
an opportunity to chat with our friends. 16 We are
likely to find the latest news before it is broadcast
on TV.
42 What shall I watch?
(Focus review 7, Speaking)
Aim: to practise words related to TV
Interaction: individual/pairs
Type of activity: matching
Time: 5 minutes
Materials: one worksheet per student
In class: (1) Hand out the worksheet. Tell students
to work individually and decide what programmes
the pictures show (choose the right options from
the box). (2) Get students to compare their answers
in pairs and check answers with the whole class.
(3) Tell students to look at the ‘for and against’
box, choose the arguments that match the pictures
and put them in the grids. (4) Get students to
check answers in pairs and then check answers
with the whole class.
Answers:
1 soap opera
For: f, l Against: c, i
2 documentary
For: d, h Against: a, k
3 current affairs
For: e, j Against: b, g
Unit 8 Good citizens
43 Help!
(8.1 Vocabulary)
Aim: to practise word formation
Interaction: pairs
Type of activity: gap-filling, story-telling and
picture selection
Time: 15 minutes
Materials: one worksheet per pair
In class: (1) Divide students into pairs, Student
A and Student B. (2) Give Students A and Students
B their worksheets and ask them not to show them
to each other. (3) Students read and complete
their texts with the correct forms of the words
in brackets. (4) Students silently practise telling their
stories. Then they tell each other their stories. While
they listen, they order the pictures for their partner’s
story. (5) When everyone has finished, check
answers with the whole class.
Optional follow up: Students retell their partner’s
story, using the pictures to help them remember
the key points.
Answers:
Student A: 1 homeless 2 neighbourhood
3 kindness 4 reliable 5 jobless 6 employment
7 friendship
Pictures: C-, A-, B (Student B’s story)
Student B: 1 creative 2 enthusiastic 3 stressful
4 sympathetic 5 appreciation 6 sensitive
7 hopeful Pictures: A-, C-, B (Student A’s story)
44 Good news
(8.1 Vocabulary)
Aim: to practise word formation
Interaction: individual
Type of activity: gap-filling
Time: 10 minutes
Materials: one worksheet per student
In class: (1) Tell students that they are going to work
individually. Hand out the text. (2) Tell students to
fill in the gaps with the correct adjectives or nouns
formed from the words given in brackets. Give
students eight minutes to complete the task.
(3) Check answers with the whole class.
Answers:
1 Homeless 2 collection 3 engagement
4 hopeful 5 honourable 6 appreciation
7 donations 8 jobless 9 employment
10 friendship
45 Can you help me?
(8.5 Grammar)
Aim: to practise have something done
Interaction: groups of eight
Type of activity: mingling and asking questions
Time: 15 minutes
Materials: one worksheet per group
In class: (1) Divide students into groups of eight.
(2) Give each student a work card (the things
they need to have done). (3) Students read their
work cards. They silently practise saying what they
need to have/get done. (4) Give students their
role cards (the things they can do). The numbers
on both cards should be the same – the student
with work card 1 should have role card 1 and so on.
(5) Students mingle in their groups and try to find
someone who can do the things they need to have
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done. To do this, they say what they need to have
done and then ask, Can you help? When they find
someone who can help, they find out how much it
will cost and note that down. If you like, demonstrate
with a strong student, e.g. A: I need to have my hair
cut. Can you help? B: Yes, I’m a hairdresser. I can
cut your hair. A: How much does it cost? B: It costs
20 euros. (6) At the end of the activity, students
report back to the class if they found someone to do
the jobs and how much it cost.
46Test yourself pairwork
activities
(8.1 Vocabulary; 8.2 Grammar)
Aim: to practise word formation and the passive
Interaction: pairs
Type of activity: word formation, gap-filling
Time: 10 minutes
Materials: one worksheet per student
In class: (1) Student A and B each do their
exercises. (2) Students read their answers to each
other to check them.
47 To help or not to help?
(Focus review 8, Speaking)
Aim: to practise recognising the ways of talking
about one’s skills and interests, giving and
explaining an opinion and talking about advantages
and disadvantages
Interaction: individual/pairs/groups of three
Type of activity: gap-filling and matching
Time: 20 minutes
Materials: 1 worksheet per student
In class: (1) Hand out the worksheets and ask
students to complete the phrases in Part 1 with
the words in the box. (2) Get students to compare
answers in pairs, then check with the whole class.
(3) In their pairs, students put the phrases from Part
1 in the correct category in the grid in Part 2.
(4) Check answers with the whole class. (5) Do Part
3: divide students into groups of three and ask
them to discuss the advantages and disadvantages
of helping others. They should use the arguments
provided, expand on them and add their own ideas.
Answers:
Part 1
a disadvantages b mean c honest d good
e advantage f rather g disadvantage h thing
i into j drawbacks k opinion l benefit
Part 2
Talking about your skills and interests: d, f, h, i
Giving and explaining an opinion: b, c, k
Talking about advantages and disadvantages: a, e,
g, j, l
48 As far as I am concerned, ...
(Focus review 8, Writing)
Aim: to revise ways of structuring paragraphs
in an opinion essay
Interaction: individual/pairs
Type of activity: gap-filling and classifying
Time: 12 minutes
Materials: one worksheet per student
In class: (1) Tell students that they are going to
work individually and hand out the worksheets.
(2) Tell them to read the essay for general
understanding. (3) Put students into pairs and
get them to summarise the main points.
(4) Ask students to complete the gaps
in the phrases in bold and use them to complete
the grid. (5) Check answers with the whole class.
(6) Get students to replace the phrases in bold
with equivalent expressions from the box.
(7) Check answers with the whole class.
(8) Get students to complete the grid with the
phrases in bold from the text and the phrases
in the box.
Answers:
1 view 2 begin 3 Next 4 point 5 other 6 Lastly
7 seems 8 example 9 conclude
In my view = As far as I am concerned, To my mind
To begin with = First
Next = Moreover, In addition
I would like to point out = I would like to emphasise
In other words = Another way to say this is
Lastly = Finally
It seems to me = I am inclined to believe
For example = For instance
To conclude = In summary/In conclusion
To introduce body paragraphs: To begin with,
First, Next, Moreover, In addition, Finally, Lastly
To give personal opinions: In my opinion, I would
like to point out that, I would like to emphasise,
It seems to me that, I do not think that, In my view,
As far as I am concerned, I am inclined to believe,
To my mind
To give examples: For example, For instance
To emphasise a point by repeating it: In other
words, Another way to say this is, Put another way
To introduce a conclusion: To recap, To conclude,
In summary, In conclusion
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Resource 1
What are they wearing?
1.1 Vocabulary (clothes and accessories)
Student A
Sam
Lucy
Student B
Sam
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Lucy
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Resource 2
Facebook profile photos
1.1 Vocabulary (personality adjectives)
Did you know that you reveal something about your personality each time you choose a new
profile photo? Here are some of the most common photos and what they say about you.
The pretty portrait
Girls often take photos of themselves. They do their hair, put their make-up on, look straight into the camera
and ‘click’.
What it means: Look at me – I’m 1____________ (RESUOOGG), fascinating and 2____________ (EHYCKE)!
The strange close-up
You can just see one eye or a mouth or part of the face from an unusual angle.
What it means: Hey, I’m 3____________ (EVAETIRC) and imaginative, but I’m also cool, sophisticated and
4____________ (YTISLSH).
The party shot
A group of friends at a party, laughing with their arms in the air.
What it means: I’m 5____________ (MGNCAHRI). I’m really 6____________ (APPUOLR), I’m one of the gang!
Doing something interesting
You’re mountain climbing, scuba diving, bungee jumping or riding a camel in the desert.
What it means: I’m 7____________ (AMNCIYD) and 8____________ (USOVAEDTNUR) and I like taking risks.
You as baby
You’re in your late teens, but you post a cute photo of yourself as a baby.
What it means: Look, I used to be cute and adorable, and I still am! And maybe I’m a bit 9__________ (AMTRUIME)
and 10____________ (HILCHSDI) and I don’t want to grow up.
Did you know that you reveal something about your personality each time you choose a new
profile photo? Here are some of the most common photos and what they say about you.
The pretty portrait
Girls often take photos of themselves. They do their hair, put their make-up on, look straight into the camera
and ‘click’.
What it means: Look at me – I’m 1____________ (RESUOOGG), fascinating and 2____________ (EHYCKE)!
The strange close-up
You can just see one eye or a mouth or part of the face from an unusual angle.
What it means: Hey, I’m 3____________ (EVAETIRC) and imaginative, but I’m also cool, sophisticated and
4____________ (YTISLSH).
The party shot
A group of friends at a party, laughing with their arms in the air.
What it means: I’m 5____________ (MGNCAHRI). I’m really 6____________ (APPUOLR), I’m one of the gang!
Doing something interesting
You’re mountain climbing, scuba diving, bungee jumping or riding a camel in the desert.
What it means: I’m 7____________ (AMNCIYD) and 8____________ (USOVAEDTNUR) and I like taking risks.
You as baby
You’re in your late teens, but you post a cute photo of yourself as a baby.
What it means: Look, I used to be cute and adorable, and I still am! And maybe I’m a bit 9__________ (AMTRUIME)
and 10____________ (HILCHSDI) and I don’t want to grow up.
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Busy people
Resource 3
1.5 Grammar (Present Perfect Continuous)
Student A
1
2
Jane and Sarah
Matt
(run) for forty minutes.
5
Mike
3
(cook)
They
.
bike all day.
Debbie
(wait) for
a bus for nearly an hour.
6
(ride) his
4
7
Sam
(listen)
to music for
.
Katie
(learn)
Spanish for
.
8
(go) to
Dan and Maggie
the same hairdresser’s
(play) computer games
for six years.
.
Student B
1
2
Matt
Jane and Sarah
(run) for
.
5
Mike
bike
3
(cook) all
morning.
.
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Debbie
(wait) for
a bus for
6
(ride) his
They
4
.
7
(listen)
to music for two hours.
Sam
Katie
(learn)
Spanish for three years.
8
(go) to
Dan and Maggie
the same hairdresser’s
(play) computer games all
for
afternoon.
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Resource 4
Test yourself pairwork activities
Student A
Student B
Vocabulary (Lesson 1.1)
Vocabulary (Lesson 1.1)
1a Complete the words in the sentences. The first
1b Complete the words in the sentences. The first
letter of each word is given.
letter of each word is given.
1
1
2
3
4
5
When we saw John, he was wearing a black
s__ __ __ with a waistcoat.
I’m looking for a cheap, c__ __ __ __ __ top
that I could put on under my sweater.
These t__ __ __ __ __ are very thick, so I’m not
cold even though I’m wearing a short dress.
My mum bought these sunglasses some twenty
years ago – they’re v__ __ __ __ __ __ now.
I like your baseball c__ __ . Where did you buy it?
2
3
4
5
Student B answers
1
2
3
tie
silver
hiking
4
5
woollen
sweatshirt
Student A answers
2a Match the adjectives with their synonyms.
1
2
3
4
5
a
b
c
d
e
very nice
brave
stylish
childish
good-looking
adventurous
sophisticated
charming
cute
immature
Student B answers
1
2
3
adorable
elegant
mischievous
4
5
1
2
3
4
5
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charming
adventurous
sophisticated
1
2
3
4
5
6
4
5
6
a
b
c
d
e
very nice
stylish
cheeky
creative
good-looking
elegant
imaginative
gorgeous
mischievous
adorable
4
5
immature
cute
Present Simple or Present Continuous form of
the verbs in brackets. Use short forms.
(Helen/need) to go to city centre now?
I
(never/send) text messages to my mum.
Can you call in fifteen minutes? I
(have)
lunch right now.
Paul and Mike are in the shopping centre but
they
(not shop) for clothes today.
What
(you/think) of their new video clip?
I really
(hate) when my sister borrows
my clothes.
don’t believe
look
are you thinking
vintage
cap
3b Complete the sentences with the correct
Student B answers
1
2
3
4
5
Grammar (Lesson 1.2)
Present Simple or Present Continuous form of
the verbs in brackets. Use short forms.
5
6
suit
cotton
tights
2b Match the adjectives with their synonyms.
1
2
3
3a Complete the sentences with the correct
4
1
2
3
Student A answers
imaginative
gorgeous
Grammar (Lesson 1.2)
1
2
3
I’m not sure if this t__ __ matches the shirt I’m
going to wear.
This s__ __ __ __ __ ring is very nice and it
wasn’t very expensive.
You’ll need a new pair of h__ __ __ __ __ boots
before you go on holiday to the mountains.
Jane only recognised him when he took off his
scarf and his w__ __ __ __ __ __ hat.
I always put a s__ __ __ __ __ __ __ __ __ on when
I get home from school – it’s very comfortable.
Do your parents want
sells
’s doing
I
(not believe) anything George is saying!
You should wear a suit more often – you
(look) very handsome.
What
(you/think) about?
(your parents/want) you to go on
holiday with them this year?
The shop near my school
(sell) the best
cakes in the world.
Gary has put on some old clothes because he
(do) the housework tonight.
Student A answers
1
2
3
Does Helen need
never send
’m having
4
5
6
aren’t shopping
do you think
hate
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How do I look?
Resource 5
medium
height
in the
background
their late
teens
Focus review 1, Speaking
shows
as if
imagine
matches
get on
well
white
silk
hair
is commenting
a lot in
common
on the right
The picture 1
two girls, probably sisters or close friends. They are
2
in a clothes shop because
I can see tops and skirts, probably in
different colours. One of the girls is holding up a 3
dress and the
4
5
other one
on it. They are laughing, so it looks
they are
having a great time together. They are both in 6
or early twenties and
7
8
. They are also
they’ve got long
and slim.
I9
both are pretty dynamic and outgoing. I think they 10
. The girl 12
with each other and have 11
is wearing
a simple cotton sleeveless dress. It definitely 13
her long straight hair.
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Resource 6
In vogue
Focus review 1, Writing
Describing hobbies
and interests
• be i__t__ sth
• f__ __c__ (doing) sth
• be f__ __ __ of sth
• be k__ __ __ on sth
• e __ __ __ __ (doing) sth
• be a big f __ __ of sth
Describing a style
of clothing
• look s__ __ __t and s__ __ __ __ __h
• dress c__ __ __ __ __ __y
• have a good s__n__ __ of style
• put on clothes s__ __t__ __ __e for the occasion
Describing
personality
• be a__v__n__u__ __u __ and c__ __ __t__v__
• come across as m__t__r__ and r__l__ __b__ __
• be k__n__ and c__r__ __g
• seem f__i__n__ __y and e__ __y- g__ __ __g
• give the impression of being d__n__ __ __c and o__ __g__i__g
• be considered h__ __ __-w__ __k__ __g
Guaranteeing something
• be p__s__t__ __e that …
• a__ __ __r__ sb that …
Describing hobbies
and interests
• be i__t__ sth
• f__ __c__ (doing) sth
• be f__ __ __ of sth
• be k__ __ __ on sth
• e __ __ __ __ (doing) sth
• be a big f __ __ of sth
Describing a style
of clothing
• look s__ __ __t and s__ __ __ __ __h
• dress c__ __ __ __ __ __y
• have a good s__n__ __ of style
• put on clothes s__ __t__ __ __e for the occasion
Describing
personality
• be a__v__n__u__ __u __ and c__ __ __t__v__
• come across as m__t__r__ and r__l__ __b__ __
• be k__n__ and c__r__ __g
• seem f__i__n__ __y and e__ __y- g__ __ __g
• give the impression of being d__n__ __ __c and o__ __g__i__g
• be considered h__ __ __-w__ __k__ __g
Guaranteeing something
• be p__s__t__ __e that …
• a__ __ __r__ sb that …
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A sports crossword
Resource 7
2.1 Vocabulary (sport)
Student A
Down
1
2
L
R
3
4
P
2
5
F
E
I
6
7
T
N
4
A
8
N
9
C
H
R
10
A
Across
1
7
9
Student B
Down
1
2
L
R
3
4
P
3
5
F
E
I
6
7
T
N
6
A
8
N
9
C
H
R
10
A
Across
5
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Resource 8
Andy Murray
2.2 Grammar (narrative tenses)
Student A
a returned to Scotland, he became a professional tennis player. That was in April
2005. That year he reached
b to win the Olympic singles gold medal since 1908! The following year, in 2013, he
1
c Andy Murray is an international tennis star. He was born in Glasgow in Scotland
on 15 May 1987. He started playing tennis when he
d really started to notice the young star. By the end of 2008 he was ranked number
four! In the 2012 Olympic Games in London,
Student B
e he trained with Emilio Sanchez. During this time he competed in junior
competitions and won several important championships. After he had
f Roger Federer, the world’s number one player. He also entered the top twenty
tennis players and people
g was at primary school and it was clear that he was very talented. He played in his
first international tournament when he was just twelve years old – and he won
it! When he was
h for seventy-seven years! In 2013 he also won BBC Sports Personality of the Year.
There is no doubt that we will hear more about Murray in the future!
Student C
i fifteen years old, he moved to Barcelona in Spain because he could get better
training there. While he was living in Barcelona,
j the third round of Wimbledon, but then he was beaten. In 2006 he became one
of the two players in the world to beat
k achieved his dream. He won the men’s singles at Wimbledon! A British man
hadn’t won Wimbledon
l Murray won a silver medal in the doubles and a gold medal in the men’s singles.
He was the first British man
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Resource 9
An article
2.7 Writing (narrative tenses)
Last month my girlfriend and I 1
(go) to Austria and 2
snowboarding. We 3
4
(both/ski) before, but snowboarding
(be) a completely new sport for us.
We 5
(book) some lessons before we 6
first morning we 7
mountain. The first lesson 10
(take) the lift up the
(be) really challenging and we 11
(fall over) A LOT! By the end of the first day, we 12
(be) exhausted.
The following morning, our legs 13
(ache), but we 14
(not give up). After three days of lessons, we 15
we 16
(feel) more confident and
(really/start) to enjoy ourselves.
On the fourth day, we 17
I 18
(try) a more difficult slope and I’m proud to say
(get) all the way to the bottom without falling over. By the end of the
week, we 19
(both/fall) in love with snowboarding and we
20
(not want) to go home.
Last month my girlfriend and I 1
(go) to Austria and 2
snowboarding. We 3
4
(both/ski) before, but snowboarding
(book) some lessons before we 6
first morning we 7
mountain. The first lesson 10
(take) the lift up the
(be) really challenging and we 11
(fall over) A LOT! By the end of the first day, we 12
The following morning, our legs 13
(be) exhausted.
(ache), but we 14
(not give up). After three days of lessons, we 15
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(feel) more confident and
(really/start) to enjoy ourselves.
On the fourth day, we 17
20
(arrive), and on the
(hire) our helmets, boots and boards. We 8
(both/feel) quite nervous, but very excited as we 9
week, we 19
(try)
(be) a completely new sport for us.
We 5
I 18
(arrive), and on the
(hire) our helmets, boots and boards. We 8
(both/feel) quite nervous, but very excited as we 9
we 16
(try)
(try) a more difficult slope and I’m proud to say
(get) all the way to the bottom without falling over. By the end of the
(both/fall) in love with snowboarding and we
(not want) to go home.
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Resource 10 Test yourself pairwork activities
Student A
Student B
Vocabulary (Lesson 2.1)
Vocabulary (Lesson 2.1)
1a Where can you practise these sports? The first
letter of each word is given.
1 tennis
c
2 athletics
t
3 swimming p
4 cricket
p
5 boxing
r
6 volleyball
c
Student B answers
1
2
3
4
track
court
letter of each word is given.
1 racing
t
2 squash
c
3 wrestling
r
4 basketball c
5 golf
c
6 rugby
p
Student A answers
5
6
ring
court
1b Where can you practise these sports? The first
course
pitch
2a Complete the sentences with the correct form
1
2
1
2
3
4
5
6
break
keep
lose
kept
beat
3
4
broke
came
5
6
beat
score
won
scored
Grammar (Lesson 2.5)
3a Complete the sentences with the correct form
1
2
3
4
5
6
1
2
3
4
stopped playing
encourage us to do
might win
let me swim
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5
6
seems not to
remember
managed to break
break
come
ring
court
1
2
keep
score
win
My sister
fit and worried about eating
healthily when she was a student.
All newspapers interviewed Tina when she
the world champion in gymnastics.
Thomas almost
a world record during
the World Championships.
John
last but he still got a certificate for
completing the marathon.
Last month I
a wonderful prize in a
sports competition.
The team
three goals in the last five
minutes of the game.
Student A answers
came
lost
3
4
5
6
kept
scored
broke
beat
Grammar (Lesson 2.5)
3b Complete the sentences with the correct form
of the words in brackets. Use the Present
Simple or the Present Continuous and make
any other necessary changes.
1 My coach always
(make/I/train) very
hard.
2 Last night Monika
(decide/not/
participate) in the race in France.
3 Everyone
(should/do) some
physical exercise at least twice a week.
4 I
(can’t afford/buy) a new tennis
racket this month.
5 My father
(teach/I/ski) when I was
just seven years old.
6 Some athletes
(avoid/talk) to the
press before a competition starts.
Student B answers
5
6
pool
pitch
of the verbs in the box.
Barbara
first in the race and won the
gold medal.
We were very sad when our football team
their fifth match this season.
Janet
in shape because she went
jogging every morning in the park.
Hannah
a point in the last minute of the
game but her team didn’t win it.
Last year he
two world records in
swimming.
Fiona
her opponent in the first round.
Student B answers
1
2
come
3
4
2b Complete the sentences with the correct form
of the verbs in the box.
beat
court
track
of the words in brackets. Use the Present
Simple or the Present Continuous and make
any other necessary changes.
1 Robert
(stop/play) football after a
serious injury.
2 Too few doctors
(encourage/we/
do) physical exercise.
3 Bruno
(might/win) the competition
next week.
4 When I was a child, my mum never
(let/I/swim) in the river.
5 Olga
(seem/not/remember) that
her coach is a very good professional.
6 Ann
(manage/break) a world record
on the last day of the Olympic Games..
Student A answers
1
2
3
makes me train
decided not to
participate
should do
4
5
6
can’t afford to buy
taught me to ski
avoid talking
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Family sports day
Resource 11 Focus
review 2, Speaking
Worksheet A
1_____
2_____
3_____
basketball/squash/
volleyball
athletics/judo/karate
cycling/swimming/sailing
SPORTS
4i_________/5o_________
sports
6i_________/7t_________
8d_________
students
into age groups
AGE
GROUPS
sports
be 9u_________ X years of age
10m_________
requirements
the age
12m_________
11c_________
up one’s mind
be fair and 13o_________
a jury
JURY
have a good 14s_________
of humour
15t_________
win a 16p_________
17b_________
best time
AWARDS
one’s personal
18c_________
first/last
in a competition
19b_________
20s_________
to parents for help
a record
a record
Worksheet B answers:
a thought b afraid c What, unconvincing d exactly, mean e consider, options f hones, appeal g explain
Disagreeing: b, c, f Asking for clarification/more detail: d, g Suggesting an alternative: a, e
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Family sports day
Resource 11 Focus
review 2, Speaking
Worksheet B
afraid
honest
appeal
mean
consider
exactly
explain
options
thought
unconvincing
what
a Have you _________ about …?
b I’m _________ it’s not a good idea because …
c _________ you are saying is rather _________ .
d What _________ do you _________ by …?
e Why don’t we _________ other _________ , too?
f To be _________ your suggestion doesn’t _________ to me.
g Can you _________ why …?
•
Disagreeing
•
•
Asking for clarification/more detail
•
•
Suggesting an alternative
•
•
Worksheet A answers:
1 play 2 do 3 go 4 indoor 5 outdoor 6 individual 7 team 8 divide 9 under 10 meet 11 choose 12 make
13 objective 14 sense 15 turn 16 prize 17 beat 18 come 19 break/beat 20 set
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School events
Resource 12 Focus
review 2, Writing
Student A
Part 1
1
2
3
4
5
6
7
8
9
10
11
a
b
c
d
e
f
g
h
i
j
k
The match turned
In fact, I first tried
The event took
The cycle race didn’t live
The tournament wasn’t as good
During the opening
It was the
Actually, it was the first
The players competed
I decided to give it a try
At seven o’clock all the winners
Expressing an opinion about
a sporting event
time I’d tried it.
received their prizes.
best event I’d ever attended because …
as everyone had expected because …
as soon as I saw it.
ceremony Mr Smith gave a speech.
in different categories.
out to be a major success because …
it a couple of minutes ago.
up to my expectations because …
place in London/at school on Friday.
•
•
•
•
Reporting a sporting event
•
•
•
•
Explaining when you tried a sport
for the first time
•
•
•
Part 2
Family Art Day
Expressing an opinion about
an event
spend time together
unforgettable experience
enjoy
Reporting an event
park
poster
colourful paints and markers
Explaining when you tried an activity
for the first time
primary school
Art teacher
painting
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School events
Resource 12 Focus
review 2, Writing
Student B
Part 1
1
2
3
4
5
6
7
8
9
10
11
a
b
c
d
e
f
g
h
i
j
k
The match turned
In fact, I first tried
The event took
The cycle race didn’t live
The tournament wasn’t as good
During the opening
It was the
Actually, it was the first
The players competed
I decided to give it a try
At seven o’clock all the winners
time I’d tried it.
received their prizes.
best event I’d ever attended because …
as everyone had expected because …
as soon as I saw it.
ceremony Mr Smith gave a speech.
in different categories.
out to be a major success because …
it a couple of minutes ago.
up to my expectations because …
place in London/at school on Friday.
•
•
Expressing an opinion about
a sporting event
•
•
Reporting a sporting event
•
•
•
•
Explaining when you tried a sport
for the first time
•
•
•
Part 2
Drama Day
Expressing an opinion about
an event
spend time together
unique experience
enjoy
Reporting an event
main hall
local actors
drama students
Explaining when you tried an activity
for the first time
primary school
Polish teacher
end-of-year ceremony
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Travel time
Resource 13 3.1
Vocabulary (travel)
catch
go away
deal with
passport
double-decker
reach
express train
set off
You
1
Have you ever travelled on a(n) __________ bus?
2
Can you usually ____________ any problems you have
when travelling?
3
Do you get nervous when you go through __________
control?
4
Do you usually __________ a bus to school?
5
What is the first thing you do when you __________ your
destination?
6
Would you like to work at sea on a(n) __________ ?
7
How often do you __________ on holiday?
8
Do friends or relatives ever __________ at your house and
surprise you?
9
Have you ever travelled by __________ ?
fishing boat
turn up
Your partner
10 When you travel somewhere, do you like to __________
early or do you usually leave at the last minute?
Your notes:
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Travelling for a living
Resource 14 3.1
Vocabulary (phrasal verbs and compound nouns)
Worksheet A – phrasal verbs
away
in
into
off
on
over (x2)
up
with
Colin Wright and Charley Boorman don’t need to go 1
for holidays abroad – for them,
travelling is a job. The only desk they use is a check-in desk at the airport. They check their emails
the daily problems of working in an office.
in departure lounges and never have to deal 2
Every time they go through passport control, they get another stamp in their over-used passports.
Colin Wright is American. At the age of twenty-six, he started his own company and became a full-time
on a journey
traveller, running his business from a laptop. He sold his belongings and set 3
with one bag that fits into the overhead locker on a plane.
somewhere for a few days, see the sights and
He’s not a fan of tourism – he doesn’t stay 4
then catch the first train, bus or plane to the next destination. He stays in each location for four
months. He writes a blog called Exile Lifestyle about his experiences and then he moves 5
to a new country. How does he decide his next destination? He lets the readers of his blog choose!
He says he’ll book a ticket to anywhere they vote for. His readers have already sent him to Argentina,
next!
New Zealand, Cambodia, Iceland and Romania. Who knows where he will turn 6
Charley Boorman is a British television personality. In his TV series By Any Means, he travels from
at twenty-four countries and using any means of transport he
Ireland to Australia, stopping 7
can find.
Worksheet B – compound nouns
board
express
cargo
fishing
check-in
overhead
country
passport
departure double-decker
traffic twenty-four hour
Colin Wright and Charley Boorman don’t need to go away for holidays abroad – for them,
desk at the airport. They check their
travelling is a job. The only desk they use is a(n) a
b
lounges and never have to deal with the daily problems of working in an office.
emails in
control, they get another stamp in their over-used passports.
Every time they go through c
Colin Wright is American. At the age of twenty-six, he started his own company and became a full-time
traveller, running his business from a laptop. He sold his belongings and set off on a journey with one
locker on a plane.
bag that fits into the d
Charley Boorman is a British television personality. In his TV series By Any Means, he travels from
Ireland to Australia, stopping over at twenty-four countries and using any means of transport he
can find.
boat and drives a red
At the start of his journey, he sails from Ireland to England by e
f
bus from London to Dover. He crosses Europe by train and boat, and boards a(n) g
ship to cross the Arabian Sea. In India, he rows a boat down the Ganges and flies over the Himalayas
jams are so bad that he nearly misses his train – but he
by helicopter. In Bangkok the h
i
train for the j
journey to Malaysia. After 102 days
arrives just in time to catch a(n)
and 112 means of transport he reaches his destination in Sydney.
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True or false?
Resource 15 3.5
Grammar (used to and would)
Statements
My guess
In fact ...
In this group:
1
only one person
go skiing every
winter when he/she was a child.
2 two people
visit their grandparents
every summer when they were younger.
3 nobody
have long hair.
4 one person
live in another town.
5 three people
watch TV every
Saturday morning when they were younger.
6 one person
read comics but now
he/she prefers novels.
7 everyone’s favourite colour
be
blue, but now it’s red.
8 three people
listen to pop music
when they were younger.
9 one person
often play computer
games, but now he/she doesn’t.
10 nobody
like ice cream, but now
everybody does.
Me:
Person 1:
Person 2:
Person 3:
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Resource 16 Test yourself pairwork activities
Student A
Student B
Vocabulary (Lesson 3.1)
Vocabulary (Lesson 3.1)
1a Complete the words in the sentences. The first
1b Complete the words in the sentences. The first
letter of each word is given.
1 Next summer we want to c__ __ __ __ Europe
and travel from Portugal to Estonia.
2 Don’t worry, we won’t miss the t__ __ __ __ – it
leaves in twenty minutes from Platform 3.
3 If I leave a few minutes earlier, I’ll c__ __ __ __
the bus at 5 o’clock.
4 I'll reach my final d__ __ __ __ __ __ __ __ __ __
tomorrow morning.
5 Passengers with children can b__ __ __ __ the
plane first.
6 Did you book your t__ __ __ __ __ online?
letter of each word is given.
1 We’re waiting in a queue to board the
f__ __ __ __ to Dover.
2 Can you help me b__ __ __ a flight?
3 I’ll probably get to the station late and
m__ __ __ the train home.
4 You have to cross the r__ __ __ __ – the hotel is
on the other bank.
5 We’ll get something to eat when we finally
r__ __ __ __ London.
6 There are plenty of interesting s__ __ __ __ __
to see in our city.
Student B answers
1
2
cross
train
3
4
Student A answers
catch
destination
5
6
board
ticket
2a Complete the words about travelling by plane.
1
2
1
2
boarding
fasten
3
4
1
2
✓
can’t
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takes
security
desk?
overhead
sentences.
1 Dad might have been late tonight – it’s very
foggy so he can’t drive fast.
2 That can’t be Julie’s suitcase – hers is bright
red.
3 Gina must have left her tablet on the plane
because she used it later at the hotel.
4 I must have some sun cream in my bag – I
always take it to the beach.
5 The animal you saw may have been a squirrel –
they live in the park.
6 They can’t have a great time on holiday last
year – they look happy in this photo.
Student A answers
4
5
6
3
4
3b Find and correct the mistakes in three of the
sentences.
1 The person who called you may have wanted
to sell something to you.
2 You lived in Paris for two years – you must see
all the sights.
3 I’m waiting for an important letter – it may
arrive today.
4 They must be at the train station – they’ve just
left their apartment.
5 Liz can’t have travelled to China on holiday last
month – she doesn’t have a passport!
6 That building can’t have been the US embassy
– look at the American flags.
be
reach
sights
Grammar (Lesson 3.2)
3a Find and correct the mistakes in three of the
1
2
3
5
6
miss
river
The first letter of each word is given. Then
decide what happens first. Underline the
correct option.
1 you get your b
pass or you go
through security?
2 the plane takes off or you f
your seat
belt?
3 you collect your luggage in the baggage
r
or you get off the plane?
4 you go to the g
or you board the
plane?
Student A answers
reclaim
gate
Grammar (Lesson 3.2)
Student B answers
3
4
2b Complete the words about travelling by plane.
The first letter of each word is given. Then
decide what happens first. Underline the
correct option.
1 the planes lands or the plane t
off?
2 you go through s
or you wait in the
departure lounge?
3 you get your boarding pass or you go to the
check-in d
?
4 you put your bag in the o
locker or
you fasten your seat belt?
Student B answers
ferry
book
✓
✓
must have had
1
2
3
✓
must have seen
✓
4
5
6
can’t be
✓
must be
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A holiday with a difference
Resource 17 (Focus
review 3, Writing)
absolutely unforgettable
aren’t you afraid
boarded another
complete surprise
easily the most exciting
got off
had forgotten
isn’t it
never expected
was desperately
were crossing
A
Now back home, when I view the pictures I took in Kenya, I know for sure it was
1__________________
holiday I’ve ever been on.
B
Having no choice, I decided to take a local bus to reach my destination. Night fell shortly
after we set off and after an hour’s journey, when we 2__________________ vast
savannah, the bus started choking and finally stopped for good. Engine defect.
C
No buses around, nowhere to go. Vast dry grasslands dotted with trees spreading miles and
miles away. And suddenly, a zeal of zebras turn up and a few giraffes are grazing at the top
of the trees. A(n) 3__________________ sight. After a night spent on the bus, my bones
aching, I 4__________________ one that took me straight to Nanyuki. There I met other
volunteers from all over the world.
D
Great prospect, 5__________________ ? A new experience, new friends, a bit of adrenalin
rush. That was what I 6__________________ looking for after a hard school year. ‘But
7__________________
?’ asked my friends. Me? Afraid? Never! It was only when I
8__________________
the plane in Nairobi that I realised what I was letting myself in for.
It was hot and stuffy, late afternoon, and I had expected to see someone waiting for me.
E
To my 9__________________ , there was no one there. When I searched my mobile for
contact numbers, it turned out I had none. I 10__________________ to save them at home!
Fantastic! The only thing I remembered was the name of the place I was heading for: Nanyuki.
F
I had 11__________________ anything like that would happen to me. A solo trip to Kenya to
do voluntary work in an animal orphanage!
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Getting around
Resource 18 Focus
review 3, Speaking
Part 1
arrive
board
catch
1 Getting to a place
get
travel
reach
• ________ one’s destination
• ________ by train/bus/plane, etc.
• ________ (an express/the first/the wrong)
train/bus/plane
• ________ a ship/a plane
• ________ just in time
campsite
chalet
cottage
forested
2 Accommodation
four-star
upmarket
youth
• to stay in a(n) ________ hostel
• to book a(n) _______/_______ hotel
• to stay in a(n) ________ in the mountains
• to stay in a small ________ in the country
• to put up a tent on a(n) ________
3 Equipment
4 Preparations
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A
B
1 a pair of hiking
a crampons
2 a windproof
b goggles
3 an ice axe and
c boots
4 a tent and
d comfortable clothes
5 a pair of anti-fog
e anorak
6 light
f
A
B
1 go
a out in a gym
2 take
b down on unhealthy food
3 work
c for a jog every day
4 cut
d up for fitness classes
5 sign
e up swimming
6 look
f
a stove
through a guidebook
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Getting around
Resource 18 Focus
review 3, Speaking
Part 2
1
A: Would
B: Yes, I’d love to. That’s very kind of you.
? (join)
2
A: How
B: Well, the best thing would be to take an overnight train.
? (get)
3
A: What
B: Something warm and a pair of good hiking boots will do.
? (take)
4
? (fit)
A: Do
B: Well, just average. If I were you, I’d do some workout twice a week before we go.
5
A: Where
B: We’re going to sleep in tents.
? (stay)
Part 2
1
A: Would
B: Yes, I’d love to. That’s very kind of you.
? (join)
2
A: How
B: Well, the best thing would be to take an overnight train.
? (get)
3
A: What
B: Something warm and a pair of good hiking boots will do.
? (take)
4
? (fit)
A: Do
B: Well, just average. If I were you, I’d do some workout twice a week before we go.
5
A: Where
B: We’re going to sleep in tents.
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Food,
Food, food,
food, food!
food!
Resource
Resource 19
19 4.1
4.1Vocabulary
Vocabulary(food)
(food)
4.1 Vocabulary (food)
111
333
777
666
555
444
888
999
10
10
10
11
11
11
15
15
15
14
14
14
13
13
13
12
12
12
16
16
16
17
17
17
18
18
18
19
19
19
23
23
23
22
22
22
21
21
21
20
20
20
24
24
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My food blog
Resource 20 4.4
Reading (food)
bananas
potatoes
cream
risotto
crusts
sandwiches
curry
soups
filling
sugar
olive oil
vegetables
It’s amazing how many meals you can get from one chicken! Do you and your family sit down to a roast chicken
on Sundays? If so, the leftovers can be used to create a delicious 1__________ , a yummy 2__________
or simply a great 3__________ for sandwiches.
Talking of 4__________ , what do you do with your 5__________ ? I cut them up and fry the pieces in a little
6__________ – then chop them up and put them in salads and 7__________ .
Did you know that more 8__________ are wasted than any other 9__________ ? Don’t throw them away –
mash them or fry them for your next meal, or freeze them for later. In fact, whenever there’s some dinner
left in the pan, put it in a bag and freeze it.
Don’t throw away those black 10__________ – fry them in brown 11__________ or mash them up and add
12__________ for a tasty dessert.
Now, I’m sure you’ve heard this before – don’t take more than you can eat, and clean your plate!
bananas
potatoes
cream
risotto
crusts
sandwiches
curry
soups
filling
sugar
olive oil
vegetables
It’s amazing how many meals you can get from one chicken! Do you and your family sit down to a roast chicken
on Sundays? If so, the leftovers can be used to create a delicious 1__________ , a yummy 2__________
or simply a great 3__________ for sandwiches.
Talking of 4__________ , what do you do with your 5__________ ? I cut them up and fry the pieces in a little
6__________ – then chop them up and put them in salads and 7__________ .
Did you know that more 8__________ are wasted than any other 9__________ ? Don’t throw them away –
mash them or fry them for your next meal, or freeze them for later. In fact, whenever there’s some dinner
left in the pan, put it in a bag and freeze it.
Don’t throw away those black 10__________ – fry them in brown 11__________ or mash them up and add
12__________ for a tasty dessert.
Now, I’m sure you’ve heard this before – don’t take more than you can eat, and clean your plate!
bananas
potatoes
cream
risotto
crusts
sandwiches
curry
soups
filling
sugar
olive oil
vegetables
It’s amazing how many meals you can get from one chicken! Do you and your family sit down to a roast chicken
on Sundays? If so, the leftovers can be used to create a delicious 1__________ , a yummy 2__________
or simply a great 3__________ for sandwiches.
Talking of 4__________ , what do you do with your 5__________ ? I cut them up and fry the pieces in a little
6__________ – then chop them up and put them in salads and 7__________ .
Did you know that more 8__________ are wasted than any other 9__________ ? Don’t throw them away –
mash them or fry them for your next meal, or freeze them for later. In fact, whenever there’s some dinner
left in the pan, put it in a bag and freeze it.
Don’t throw away those black 10__________ – fry them in brown 11__________ or mash them up and add
12__________ for a tasty dessert.
Now, I’m sure you’ve heard this before – don’t take more than you can eat, and clean your plate!
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Future food
Resource 21 4.5
Grammar (Future Continuous and Future Perfect)
A
B
C
D
1 Insect burgers
Meat is becoming a luxury and many experts predict that everyone 1__________ (eat) insects in twenty years’
time. However, we 2__________ (not cook) plates of ants or grasshoppers! By that time, scientists 3__________
(develop) special insect farms. The insects will be harvested and their meat will be prepared. By the time the
meat reaches supermarkets, food workers 4__________ (prepared) it – they 5__________ (cut) it up into tiny
pieces and made it into meat such as burgers or fillets. You won’t know you’re eating insects because the meat
will taste delicious!
2 Skyscraper farms
By 2050 scientists predict that people 1__________ (build) skyscraper farms in cities. In these farms, people
2__________ (grow) different fruits and vegetables and they 3__________ (farm) fish too. The buildings won’t
just be farms, though. People 4__________ (live) and working in them. We won’t need to bring food to our
cities because it will be grown in them! In just a few years’ time, we 5__________ (solve) the problem of feeding
people in cities!
3 Super rice and other new crops
The plant researcher Zhikang Li and his team are developing a new crop. They call it ’green super rice’. It is not
a genetically-modified crop – it is a cross of different varieties of rice. By the time they finish, they 1__________
(try) to cross over fifty varieties to produce the super rice. They are hoping that people all over Asia
2__________ (plant) the rice soon. If everything goes well, over 100 million people 3__________ (eat) super
rice in a few years’ time! By that time it’s possible that scientists 4__________ (develop) other super crops too.
4 Farming in the desert
You can’t grow food in the desert because it’s too dry and there’s no soil, right? Wrong! Charlie Paton, a British
inventor is working on special greenhouses for deserts. He believes that in ten or twenty years’ time we
1__________ (use) enormous greenhouses to grow food in the desert. The first ones will be in Jordan, and
soon people 2__________ (start) to build greenhouses there. If they are successful, by 2015 other countries
3__________ (build) greenhouses too. People in many different African countries 4__________ (eat) food from
these greenhouses. The greenhouses 5__________ (generate) electric power too!
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Resource 22 Test yourself pairwork activities
Student A
Student B
Vocabulary (Lesson 4.1)
Vocabulary (Lesson 4.1)
1a Complete the words in the sentences. The first
1b Complete the words in the sentences. The first
letter of each word is given.
1 You should use b_ _ _ _ _ chocolate to make
the cake.
2 Eating r_ _ fish can be dangerous.
3 Do you ever buy f_ _ _ _ herbs?
4 This cheese has got a very m_ _ _ flavour.
5 The apples are still u_ _ _ _ _ – don’t eat
them.
6 There are five main flavours – my favourite is
s_ _ _ .
letter of each word is given.
1 Is your coffee s_ _ _ _ enough?
2 C_ _ _ _ _ meat is a healthy choice.
3 The bread from this supermarkets gets s _ _ _ _
very soon.
4 This curry is too h_ _ for me to eat.
5 These bananas are very r_ _ _ – we must eat
them today.
6 The air was filled with the smell of r_ _ _ _ _
eggs.
Student B answers
1
2
bitter
raw
3
4
Student A answers
5
6
fresh
mild
unripe
sour
2a Read the definitions and write the food words.
The first letter of each word is given.
1 small fish that are often sold in a tin – s
2 a dark red vegetable; you can use it to make a
soup or eat in a salad – b
3 a green vegetable that many children don’t
like; it hasn’t got leaves – b
4 a round fruit; usually larger than an orange but
not very sweet – g
5 a large, round fruit with hard skin; usually very
sweet – m
Student B answers
1
2
3
salmon
Brussels sprouts
spinach
4
5
kiwi
tuna
1
2
3
4
5
6
as long as
until
unless
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ripe
rotten
The first letter of each word is given.
1 a large sea fish; its flesh is pink – s
2 small green vegetables, similar to cabbage –
B
3 dark green leaves that can be eaten – s
4 a brown fruit with short hairs; it’s green inside –
k
5 a large sea fish; it is usually sold in tins – t
Student A answers
1
2
3
sardines
beetroot
broccoli
4
5
grapefruit
melon
3b Choose the correct options.
We can’t leave until / after the waiter brings us
the bill.
You’ll love bitter chocolate when / as long as
you grow older.
Please call me until / as soon as the dinner is
ready.
We’ll have a picnic in the park as soon as /
unless the weather is really bad.
I can give John a lift home unless / after you
finish playing.
I can buy some prawns after work as long as /
when the shop isn’t closed.
Student B answers
1
2
3
5
6
stale
hot/spicy
2b Read the definitions and write the food words.
1
3a Choose the correct options.
2
3
4
Grammar (Lesson 4.2)
Grammar (Lesson 4.2)
1
sweet
Cooked
4
5
6
when
as soon as
before
2
3
4
5
6
Dad can do the shopping before / as long as
I clean the kitchen.
Tom won’t speak to Helen when / until she
apologises.
Rob will come to your party unless / as long as
he has to work that night.
I’ll make a cake when / until Jenny does the
washing-up.
We’re very hungry. We’ll have a sandwich
as soon as / unless we get home.
Make sure that you’ve got everything before
/ as soon as you start cooking.
Student A answers
1
2
3
until
when
as soon as
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4
5
6
unless
after
as long as
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You are what you eat
Resource 23 Focus
review 4, Speaking
Part 1
are standing
group
as if
is smiling
efficient
probably
foreground
seems
fussy eaters
wide selection
The picture shows a(n) 1___________ of people at a formal party, 2___________ in
a restaurant.
All of them are dressed smartly and 3___________ by small round tables and talking.
In the 4___________ there is a waiter and a waitress serving snacks and
champagne. The restaurant 5___________ quite upmarket, so I imagine they offer
a(n) 6___________ of dishes there and the service is really 7___________ . The food
looks delicious, so probably even 8___________ are satisfied. Everyone 9___________ ,
so it looks 10___________ they are enjoying themselves.
Part 2
1
2
3
photo standing? people the do Why think you in are the
waiter? like you a part-time work Would to as
formal a you when me Tell time party. attended about a
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Polite letters
Resource 24 Focus
review 4, Writing
a
b
c
d
e
f
g
h
i
a
b
c
d
e
f
g
h
i
I / information / appreciate / some / would / about …
I / to / like / make / would / sure …
I / thank / am / to / writing / you / for …
I / to / like / would / know …
I / interested / would / really / be / in …
I / tell / grateful / could / would / if / be / you / me …
Could / me / let / you / please / know …
Perhaps / idea / be / good / it / a / would / to …
I / offer / your / very / found / interesting.
Thanking someone for something
•
Expressing interest in something
•
•
• I would be happy to …
Asking for information
•
•
•
•
• I wonder whether …
Suggesting something
•
• Let me suggest …
Checking information
•
• Could you please confirm …
I / information / appreciate / some / would / about …
I / to / like / make / would / sure …
I / thank / am / to / writing / you / for …
I / to / like / would / know …
I / interested / would / really / be / in …
I / tell / grateful / could / would / if / be / you / me …
Could / me / let / you / please / know …
Perhaps / idea / be / good / it / a / would / to …
I / offer / your / very / found / interesting.
Thanking someone for something
•
Expressing interest in something
•
•
• I would be happy to …
Asking for information
•
•
•
•
• I wonder whether …
Suggesting something
•
• Let me suggest …
Checking information
•
• Could you please confirm …
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What is it?
Resource 25 5.1
Vocabulary (geographical features
and the weather)
Student A
1
2
3
4
5
CLUES AND ANSWERS
FOR STUDENT B
Description
Confirm
a an area of the coast where the land curves inwards
BAY
b the land that is raised along the side of a river
BANK
c when a volcano explodes inside and hot rocks come out of the top
ERUPTION
d a violent dangerous wind that spins very quickly
TORNADO
e a very big area of ice in the mountains that moves very slowly
GLACIER
Student B
1
3
2
4
5
CLUES AND ANSWERS
FOR STUDENT A
Description
Confirm
a when there is too much water from a river and it covers the land around it
FLOOD
b a piece of land that is mostly surrounded by water, but is connected at one end
to a bigger piece of land
PENINSULA
c the area of land that is next to the sea
COAST
d a low area of land between two hills or two mountains
VALLEY
e a wall built across a river to stop the water moving, usually to create a lake or to
produce electric power
DAM
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Quiz
Resource 26 5.2
Grammar (articles)
1 There was
terrible tsunami with waves of over thirty
metres high that killed thousands of people in fourteen
third largest
different countries. It was caused by
earthquake ever recorded. When was it?
a 2003
b 2004
c 2005
highest
population?
2 Which city has
Over 37 million people live there!
China
a Shanghai in
India
b Delhi in
Japan
c Tokyo in
volcano in Italy. It is in
3 Mount Etna is
people live nearby in towns and
countryside but
cities. The last eruption wasn’t serious, but when was it?
a 2013
b 2010
c 2003
4 In which country is
United States
a
Britain
b
Australia
c
healthcare free?
smallest city in
5 Which is
Vatican City
a
San Marino
b
Monaco
c
world?
pollution in cities a serious
6 In which continent is
world’s most polluted
problem? Nine out of ten of
cities are there!
Europe
a
Africa
b
Asia
c
7 In which year – for the first time ever – did more people
cities than in
countryside?
live in
a 2000
b 2005
c 2010
city on
8 New York is
big flood there in
was
a 2011.
b 2012.
c 2013.
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coast of America. There
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Google Earth
Resource 27 5.4
Reading (articles)
When Google Earth was set up in 2005, 1
satellite technology changed forever the way we
2
world and we all became global tourists. Now, anybody can ‘visit’ anywhere on earth –
see
Sahara Desert. All you need for
places you never imagined visiting such as Antarctica and 3
computer and 5
Internet connection. Teachers use
your virtual world trip is 4
Romans
Google Earth to bring History and Geography lessons alive: you can learn how 6
7
southern Italy, experience a dense rainforest or even travel
lived by exploring Pompeii in
8
valleys of the Grand Canyon.
through
But Google Earth is not just 9
fun way to explore the world. It can also inform people about
10
deforestation, endangered species and 11
environmental issues such as
climate change. When Google Earth first appeared, nobody could have imagined that 12
Amazonian tribe would use this tool to help them protect their environment and culture.
satellite technology changed forever the way we
When Google Earth was set up in 2005, 1
2
world and we all became global tourists. Now, anybody can ‘visit’ anywhere on earth –
see
Sahara Desert. All you need for
places you never imagined visiting such as Antarctica and 3
computer and 5
Internet connection. Teachers use
your virtual world trip is 4
Romans
Google Earth to bring History and Geography lessons alive: you can learn how 6
7
southern Italy, experience a dense rainforest or even travel
lived by exploring Pompeii in
8
valleys of the Grand Canyon.
through
But Google Earth is not just 9
fun way to explore the world. It can also inform people about
10
deforestation, endangered species and 11
environmental issues such as
climate change. When Google Earth first appeared, nobody could have imagined that 12
Amazonian tribe would use this tool to help them protect their environment and culture.
satellite technology changed forever the way we
When Google Earth was set up in 2005, 1
2
world and we all became global tourists. Now, anybody can ‘visit’ anywhere on earth –
see
Sahara Desert. All you need for
places you never imagined visiting such as Antarctica and 3
4
5
computer and
Internet connection. Teachers use
your virtual world trip is
Romans
Google Earth to bring History and Geography lessons alive: you can learn how 6
7
southern Italy, experience a dense rainforest or even travel
lived by exploring Pompeii in
8
valleys of the Grand Canyon.
through
But Google Earth is not just 9
fun way to explore the world. It can also inform people about
10
deforestation, endangered species and 11
environmental issues such as
climate change. When Google Earth first appeared, nobody could have imagined that 12
Amazonian tribe would use this tool to help them protect their environment and culture.
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Resource 28 Test yourself pairwork activities
Student A
Student B
Vocabulary (Lesson 5.1)
Vocabulary (Lesson 5.1)
1a Complete words in the sentences. The first and
last letters of each word are given.
1 I’m going to study m
y in the future.
I’d like to be able to p
t the weather.
2 When an e
e strikes in a highlypopulated area, it usually causes a lot of
d
n.
3 The authorities ordered the e
n of
everyone from the village when the river
b
t its banks.
4 Scientists hope that if we r
e pollution,
there will be fewer t
s and extreme
weather conditions in the future.
5 My house o
s a big river. I’m often
worried that the river will f
d my house
one day.
Student B answers
1
2
3
climate, hurricanes
location, peninsula
glacier, valley
4
5
flow, produce
volcano, erupted
Grammar (Lesson 5.5)
1b Complete the words in the sentences. The first
and last letters of each word are given.
1 The Earth’s c
e is changing. For example,
there are many more h
s than twenty years
ago.
2 The city is an important port thanks to its
geographical l
n at the end of a long
p
a.
3 This is the biggest g
r in this mountain
range. It’s moving slowly down the v
y.
4 The rivers which f
w through this area
help farmers p
e lots of high quality
cotton.
5 This v
o isn’t active – it hasn’t
e
d for two centuries now.
Student A answers
1
2
3
meteorology, predict
earthquake,
destruction
evacuation, burst
4
reduce, tornados/
tsunamis
overlooks, flood
5
Grammar (Lesson 5.5)
2a Use the information in brackets to add a non-
2b Use the information in brackets to add a non-
Student B answers
Student A answers
defining clause to each sentence.
1 This documentary about polar bears has won
many awards. (It was on Channel 1 last night.)
2 Ann and Phil are starting a new environmental
project in Africa. (They have worked together
for ten years.)
3 Scientists are concerned about global warming.
(Its results cannot be predicted accurately.)
4 I remember that when I was six my parents took
me to the zoo. (I saw an elephant there.)
defining clause to each sentence.
1 Next month I’m going to Tokio with Jenny.
(Her father is Japanese.)
2 Tom decided to go to bed early. (He was going
to have an important exam the following day.)
3 This TV series tells a story of a group of people
living on a desert island. (They have a lot of
adventures there.)
4 Central Park is the favourite place of many
people. (It is in the middle of Manhattan).
1
2
3
4
which was on Channel 1 last night
who have worked together for ten years
whose results cannot be predicted accurately
where I saw an elephant
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1
2
3
4
whose father is Japanese
who was going to have an important exam the
following day
where they have a lot of adventuress
which is in the middle of Manhattan
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Pluses and minuses
Resource 29 Focus
review 5, Writing
advantages
first
other
also
for
phenomenon
• In my 1
• It is
• On the one 3
• This situation 4
• 10
• For 11
• On the 12
• To my 13
• This 14
• To 16
• 17
• To 18
conclude
mind
sum
example
offers
view
important that …
,…
certain benefits but it has a few 5________ too.
instance, …
,…
has both 9
aspects and drawbacks.
of all, it needs stressing that …
,…
hand, …
,…
has a number of 15
up, ...
benefit is that …
,…
but there are also some disadvantages.
Introducing both sides
of the issue
•
•
•
Listing arguments
•
•
•
Giving examples
•
•
Contrasting
•
•
Giving a personal opinion
•
•
Concluding
•
•
•
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conclusion
minuses
trend
,…
2
• 6
• In 7
• This 8
another
hand
positive
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What do you think?
Resource 30 Focus
review 5, Speaking
Part 1
g The / is / that / with / problem
a
Personally, / go / that / I / for / wouldn’t /
idea because
________________________________
________________________________
h I / great / a / think / is / idea / this
b I / sure / not / so / am
________________________________
________________________________
i
c I / you / with / agree / completely
I / best / the/ would / idea / think / be
________________________________
________________________________
j
The / choose / is / reason / I / not / that /
would / idea / because
d I / one / choose / this / definitely / would
________________________________
________________________________
e
I / good / but / ideas, / think / are / for /
those / me
k Yes, / right / you / are
________________________________
________________________________
f
Out / for / would / ideas, / of / I / these /
go
________________________________
Part 2
Conversation 1
A:Everyone thinks that the 1
B:Well, I am 3
2
so 4
would be to invite a celebrity.
. The 5
with 6
is that it can be
rather expensive.
A: Yes, you 7
8
.
Conversation 2
A: So, what do you think about what they suggested?
B:I think those 9
A: I 11
good 10
12
, but for me a concert is the best one.
with you.
Conversation 3
A:Well, 13
of 14
ideas, I would 3
for a charity event. What do
you think?
B:Well, to be honest, I 15
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a jumble sale.
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All about the body
Resource 31 6.1
Vocabulary (body parts, injuries and idioms)
ankle
heart
calf
jaw
shoulder
eyebrows
knee
thigh
eyes
leg
thumb
hand
lips
tongue
You
1
When was the last time you laughed your
Why?
2
Have you ever dislocated your
?
3
Do your friends ever pull your
?
4
Has anyone you know ever sprained
?
their
5
Do you raise your
are surprised?
6
If someone has a problem, do you usually try
?
to give them a(n)
7
When was the last time you bruised
?
your
8
How do you try to remember things when they
?
are on the tip of your
9
Have you ever seen something really surprising
?
and not been able to believe your
head
rib
Your partner
off?
when you
10 Do you know anyone who has burnt
?
their
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Just imagine!
Resource 32 6.2
Grammar (Second Conditional, wish/if only)
1
START
2
3
The neighbours
are making a lot
of noise.
You don’t
understand your
Maths homework.
You aren’t very
good at football.
(IF ONLY ...)
(I WISH ...)
(IF I ...)
(WOULD)
4
5
(IF I ...)
10
9
8
7
You love the sea
but you live in the
mountains.
There’s a mosquito
in your room and
you can’t sleep.
You don’t have
a laptop.
(I WISH ...)
(IF ONLY ...)
(I WISH ...)
6
You love
strawberries, but
you are allergic to
them.
(IF ONLY ...)
(IF A BEE ...)
11
(IF I ...)
12
13
14
There’s a good film
on TV but you have
a lot of homework.
(IF ONLY ...)
Your brother often
borrows your MP3
player without
asking.
(I WISH ...)
15
16
You are very
clumsy.
(IF I ...)
(IF I ...)
(I WISH ...)
17
You want to be
a famous singer but
you are not good at
singing.
(IF ONLY ...)
22
21
20
You haven’t got
any money.
(IF I ...)
(IF ONLY ...)
You are allergic to
dogs, so you can’t
have one. You love
dogs!
(IF I ...)
19
18
(IF I ...)
Your parents don’t
allow you to stay
out late at the
weekends.
(I WISH ...)
FINISH
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A story of Hope
Resource 33 6.4
Reading (disease)
Hope was one of the best students in our class. But she had been absent from school for several
weeks and we were worried. We decided to go to her village and find out what was wrong.
When we arrived, Hope’s mother told us that Hope was 1s_ _ _ with malaria. We were shocked – we
knew how 2s_r_ _ _ _ malaria could be. We asked how it had started. Hope’s mother explained,
‘One evening, Hope was really 3h _ _ , and had terrible 4h_ _ _ _ _ _ _s. She had no 5a_p_ _ _ _ _ . This
went on for a few days. We thought she had been in the sun too long. My husband gave Hope some
6h_ _ _ _l medicine, but it didn’t help. Her 7c_n_ _ _ _ _ _ began to get worse and she
8d_v_ _ _ _ _ _ new symptoms. The 9f_ _ _r got higher and she started 10v_m_ _ _ _ _ . At this point,
I was sure she had malaria, but I didn’t know what to do.’
Fortunately, we had learned about malaria at school, and Hope told her mother that she needed
_ _ _ _ _e quickly. Her mother took Hope to the 12h_ _ _ _ _ _l. She didn’t want to lose another
child. Two years before, Hope’s baby brother had 13f_ _ _ _n ill with malaria and died.
11m_
At the hospital, the doctor had 14e_ _m_ _ _ _ Hope and 15d_ _g_ _ _ _ _ malaria. He had given her an
16i_ _ _ _ _ _ _n and 17 p_ _s_ _ _ _ _ _ some medicine. And now she was getting better thanks to the
18t_ _ _ _ _ _ _t.
We asked if we could see her. We weren’t worried about catching the 19d_s_ _ _ _ – we knew that
malaria was not 20c_n_ _ _ _ _ _ _ .
Hope was one of the best students in our class. But she had been absent from school for several
weeks and we were worried. We decided to go to her village and find out what was wrong.
When we arrived, Hope’s mother told us that Hope was 1s_ _ _ with malaria. We were shocked – we
knew how 2s_r_ _ _ _ malaria could be. We asked how it had started. Hope’s mother explained,
‘One evening, Hope was really 3h _ _ , and had terrible 4h_ _ _ _ _ _ _s. She had no 5a_p_ _ _ _ _ . This
went on for a few days. We thought she had been in the sun too long. My husband gave Hope some
6h_ _ _ _l medicine, but it didn’t help. Her 7c_n_ _ _ _ _ _ began to get worse and she
8d_v_ _ _ _ _ _ new symptoms. The 9f_ _ _r got higher and she started 10v_m_ _ _ _ _ . At this point,
I was sure she had malaria, but I didn’t know what to do.’
Fortunately, we had learned about malaria at school, and Hope told her mother that she needed
_ _ _ _ _e quickly. Her mother took Hope to the 12h_ _ _ _ _ _l. She didn’t want to lose another
child. Two years before, Hope’s baby brother had 13f_ _ _ _n ill with malaria and died.
11m_
At the hospital, the doctor had 14e_ _m_ _ _ _ Hope and 15d_ _g_ _ _ _ _ malaria. He had given her an
16i_ _ _ _ _ _ _n and 17 p_ _s_ _ _ _ _ _ some medicine. And now she was getting better thanks to the
18t_ _ _ _ _ _ _t.
We asked if we could see her. We weren’t worried about catching the 19d_s_ _ _ _ – we knew that
malaria was not 20c_n_ _ _ _ _ _ _ .
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Resource 34 Test yourself pairwork activities
Student A
Student B
Vocabulary (Lesson 6.1)
Vocabulary (Lesson 6.1)
1a Complete each expression with one word.
1b Complete each expression with one word.
Which of the expressions 1–6 have a similar
meaning to A–C?
1 She broke his
.
2 It was on the
of his tongue.
3 Can you
us a hand?
4 I’m sure you’ll
your head off.
5 You’re
my leg.
6 I couldn’t believe my
.
Which of the expressions 1–6 have a similar
meaning to A–C?
1 That will
her heart.
2 He was pulling your
.
3 She couldn’t
her eyes.
4 It’s on the tip of my
.
5 I laughed my
off.
6 Can you give me a
?
A someone needed help
B someone is joking
C someone was very upset
A something that a person couldn’t remember
B something very funny
C something very surprising
A=
B=
C=
Student B answers
1 break
2 leg
3 believe
A= 4
B=
5
4
5
6
C=
3
tongue
head
hand
Grammar (Lesson 6.5)
B=
A=
C=
Student A answers
1 heart
2 tip
3 give
A= 3
B=
5
4
5
6
C=
laugh
pulling
eyes
1
Grammar (Lesson 6.5)
2a Use the prompts to write sentences in the
2b Use the prompts to write sentences in the Third
Student B answers
Student A answers
2
2
Third Conditional.
1 we / take / a map – we / know / where to go
2 you / know about the traffic jams – you / listen
to the radio
3 he / not fall asleep – he / not have an accident
4 they / travel around the world – they / have lots
of money / ten years ago?
1
3
4
If we hadn’t lost the key, we wouldn’t have had to
get a new one.
He wouldn’t have gone on the expedition if he
had accepted that job offer.
If the wind had been be gentler, we would have
crossed the bay easily.
Would she have had an accident if she had been
more careful?
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Conditional.
1 we / not lose / the key – we / not have to / get
a new one
2 he / not go / on the expedition – he / accept
that job offer
3 the wind / be gentler – we / cross the bay easily
4 she / have an accident – she / be more careful?
1
3
4
If we had taken a map, we would have known
where to go.
You would have known about the traffic jams if you
had listened to the radio.
If he hadn’t fallen asleep, he wouldn’t have had an
accident.
Would they have travelled around the world if they
had had lots of money ten years ago?
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A few words about myself
Resource 35 Focus
review 6, Speaking
allergic appointment bed delicious diet down enjoy for from full get
go have herbal in listen out pills prescribe remain see take
12
13
14
15
16
17
18
19
20
21
22
go on a(n)
to lose weight
enjoy life to the
hang
with friends
make a(n)
good health
a doctor
clothes
go shopping
sb’s temperature
for a few days
stay in
to sth
be
twice a day
take the
1
2
3
4
5
6
7
8
9
10
11
good health
to my favourite CD
medicine
take
healthy till old age
medicine
meal
prepare a(n)
a disease
recover
in front of a computer
wind
better thanks to the treatment
a blood test
for a jog
1
What do you do to get better when you have a cold?
be
•
•
•
•
•
•
2
What do you do to relax after a stressful day?
•
•
•
3
•
•
•
•
•
•
•
•
Do you ever worry about your health? Why?/Why not?
•
•
•
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•
•
•
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A worthwhile experience
Resource 36 Focus
review 6, Writing
1
2
3
4
5
6
7
8
9
10
I was shown
It was a really worthwhile
I improved my
I would strongly
I became more
You should
I am convinced it is
I learned the
I became
It is really
a
b
c
d
e
f
g
h
i
j
Saying what you learnt
•
•
•
•
•
Encouraging others to do something
•
•
•
Explaining why something is important
•
•
1
2
3
4
5
6
7
8
9
10
I was shown
It was a really worthwhile
I improved my
I would strongly
I became more
You should
I am convinced it is
I learned the
I became
It is really
a
b
c
d
e
f
g
h
i
j
Saying what you learnt
•
•
•
•
•
Encouraging others to do something
•
•
•
Explaining why something is important
•
•
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knowledge of ...
familiar with …
definitely (join/take part in/do) …
more aware of …
absolutely vital to …
indispensable to …
how to ...
experience.
basics of …
recommend ...
knowledge of ...
familiar with …
definitely (join/take part in/do) …
more aware of …
absolutely vital to …
indispensable to …
how to ...
experience.
basics of …
recommend ...
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Taboo words
Resource 37 7.1
Vocabulary (TV shows)
Group A
AUDITION
Don’t use:
• test
• TV show
• perform
PRODUCER
Don’t use:
• film
• programme
• job
PANEL
Don’t use:
• discuss
• people
• judge
BROADCAST
Don’t use:
• programme
• send out
• television
EDITOR
Don’t use:
• person
• book
• newspaper
TO PERFORM
Don’t use:
• act
• sing
• audience
Group B
CONTESTANT
Don’t use:
• win
• competition
• person
TO ENTERTAIN
Don’t use:
• performance
• people
• enjoy
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REHEARSAL
Don’t use:
• practise
• perform
• occasion
PRESENTER
Don’t use:
• job
• person
• introduce
VIEWER
Don’t use:
• person
• watch
• TV
COMPETITOR
Don’t use:
• person
• competition
• compete
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What did they say?
Resource 38 7.2
Grammar (reported statements)
Student A
Joanna
John
Naomi
Kathy
Mike
Luigi
Direct speech
Reporting verb
1
‘We will improve schools next year,’ he said.
CLAIM
2
‘I’m sorry, you can’t park here,’ he said to Sarah.
TELL
3
‘I’m learning to ride a bike!’ she said.
EXPLAIN
4
‘I’m going to play in a concert next week,’ she said.
REPLY
5
‘I have just started work at this hospital,’ he said.
SAY
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What did they say?
Resource 38 7.2
Grammar (reported statements)
Student B
Sam
Clara
Mr Brown
Dr Jones
Ellen
Direct speech
Reporting verb
1
‘This is going to be a famous painting one day,’ she said.
CLAIM
2
‘Tomorrow the special dish of the day will be fish soup,’ he said to them.
TELL
3
‘We are selling a lot of this new model,’ she said.
EXPLAIN
4
‘This answer is not correct,’ he said.
POINT OUT
5
‘Our daughter can’t walk yet,’ they said.
SAY
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A genius?
Resource 39 7.2
Grammar (Reported Speech)
When Marla was three years old, 1a woman saw one of her paintings in a coffee shop and asked how much it
cost. Marla’s mother wanted to keep the painting, so 2she told her that it cost $250. The woman bought it!
After that a gallery owner started showing Marla’s paintings. He told her parents, a‘Your daughter is a genius.’
Her paintings began to sell for thousands of dollars. But not all of the attention was positive. Art critics pointed
out: b‘A child cannot produce these paintings.’ One critic suggested: c‘Her father painted them.’
A TV channel contacted Marla’s parents and told them: d‘We want to film your daughter next week.’ 3They
explained that they wanted to prove that Marla was not a fake. Marla’s parents said: e‘Our daughter will be
uncomfortable in front of the cameras,’ but 4the director told them not to worry. He added: f‘I am going to
use a hidden camera.’
Over the next few days, Marla did a painting, but it was not as good as her other paintings. 5Her critics claimed
that this proved someone else finished her paintings. The customers replied that they didn’t care who had
done them – they liked them anyway.
1
2
3
4
5
a
b
c
d
e
f
When Marla was three years old, 1a woman saw one of her paintings in a coffee shop and asked how much it
cost. Marla’s mother wanted to keep the painting, so 2she told her that it cost $250. The woman bought it!
After that a gallery owner started showing Marla’s paintings. He told her parents, a‘Your daughter is a genius.’
Her paintings began to sell for thousands of dollars. But not all of the attention was positive. Art critics pointed
out: b‘A child cannot produce these paintings.’ One critic suggested: c‘Her father painted them.’
A TV channel contacted Marla’s parents and told them: d‘We want to film your daughter next week.’ 3They
explained that they wanted to prove that Marla was not a fake. Marla’s parents said: e‘Our daughter will be
uncomfortable in front of the cameras,’ but 4the director told them not to worry. He added: f‘I am going to
use a hidden camera.’
Over the next few days, Marla did a painting, but it was not as good as her other paintings. 5Her critics claimed
that this proved someone else finished her paintings. The customers replied that they didn’t care who had
done them – they liked them anyway.
1
2
3
4
5
a
b
c
d
e
f
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Resource 40 Test yourself pairwork activities
Student A
Student B
Vocabulary (Lesson 7.1)
Vocabulary (Lesson 7.1)
1a Complete the the sentences with the correct
noun form of the words in brackets.
1 Tony was better liked than all his
(compete) in the programme.
2 In your essay, remember to analyse the
(present) of the film’s main character.
3 We publish three
(edit) of this
magazine: in English, Spanish and German.
4 The concert hall opens at 6 o’clock but the
(perform) will start an hour later.
5 We’re looking for a good
(entertain),
like a clown, for Tania’s birthday party.
noun form of the words in brackets.
1 People who work in the
(entertain)
business often have to work irregular hours.
2 John has worked as a newspaper
(edit) for more than five years now.
3 The costs of film
(produce) in the
US are very high.
4 Our company is preparing a new music
(compete) for a major TV channel.
5 People come to Janet and Lily’s shows as
they’re excellent
(perform).
Student A answers
Student B answers
1
2
3
1b Complete the the sentences with the correct
4
5
entertainment
editor
production
1
2
3
competition
performers
2a What do these extreme adjectives mean? Write
1
2
talented
important
3
4
5
beautiful
3a Rewrite the sentences in Reported Speech.
2
3
4
5
‘Why did you decide to become an actress?’ he
asked Jennifer.
‘What are you going to wear to the ceremony?’
Diane asked her.
‘Please, don’t be late tomorrow,’ Liam told him.
‘Have you worked with this director before?’
Paul asked me.
‘Can you press the Record button?’ I asked
Andrew.
Student B answers
1
2
3
4
5
Mr Jones asked Helen not to forget her lines the
following day.
He asked me where I had bought that DVD.
The director asked me to record that scene again.
She asked Bob who his favourite actor was.
The producer asked Rebecca if/whether she could
ride a horse.
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1
2
unpleasant
interesting
3
4
similar
good
5
silly
Grammar (Lesson 7.5)
Grammar (Lesson 7.5)
1
performance
entertainer
the base adjectives with similar meanings. The
first letter of each adjective is given.
1 brilliant
=
very t
2 essential
=
very i
3 hilarious
=
very f
4 impossible =
very d
5 gorgeous
=
very b
Student A answers
funny
difficult
4
5
2b What do these extreme adjectives mean? Write
the base adjectives with similar meanings. The
first letter of each adjective is given.
1 awful
=
very u
2 fascinating =
very i
3 identical
=
very s
4 amazing
=
very g
5 ridiculous
=
very s
Student B answers
competitors
presentation
editions
3b Rewrite the sentences in Reported Speech.
1
2
3
4
5
‘Helen, please, don’t forget your lines
tomorrow,’ Mr Jones said.
‘Where did you buy this DVD?’ he asked me.
‘Can we record this scene again, please?’ the
director asked me.
‘Who is your favourite actor?’ she asked Bob.
‘Can you ride a horse?’ the producer asked
Rebecca.
Student A answers
1
2
3
4
5
He asked Jennifer why she had decided to
become an actress.
Diane asked her what she was going to wear to
the ceremony.
Liam told him not to be late the following day.
Paul asked me if/whether I had worked with that
director before.
I asked Andrew to press the Record button.
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To blog or to vlog?
Resource 41 Focus
review 7, Writing
Describing a blog
1
2
3
4
5
6
7
8
9
10
11
12
post / get a blog online
upload / match songs and music videos
come / keep your vlog updated
publicise / interact a vlog on social networking
put / respond carefully to opinions
come / live across a blog
keep / get into vlogging
get / respond many hits
break / interact with the audience
speak / keep up with all the readers’ feedback
live / keep up to expectations
match / come one’s expectations
Describing the advantages of having Internet access
13
14
15
16
We have a good c__ __ __ __e of …
We get a lot of p__ __ __ __ __ __e from …
It gives us an o__ __ __ __ __ __ __ __ __y to …
We are l__ __ __ __y to …
Describing a blog
1
2
3
4
5
6
7
8
9
10
11
12
post / get a blog online
upload / match songs and music videos
come / keep your vlog updated
publicise / interact a vlog on social networking
put / respond carefully to opinions
come / live across a blog
keep / get into vlogging
get / respond many hits
break / interact with the audience
speak / keep up with all the readers’ feedback
live / keep up to expectations
match / come one’s expectations
Describing the advantages of having Internet access
13
14
15
16
We have a good c__ __ __ __e of …
We get a lot of p__ __ __ __ __ __e from …
It gives us an o__ __ __ __ __ __ __ __ __y to …
We are l__ __ __ __y to …
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What shall I watch?
Resource 42 Focus
review 7, Speaking
chat show
current affairs
documentary
1
music programme
reality show
2
soap opera
3
For
For
For
•
•
•
•
•
•
Against
Against
Against
•
•
•
•
•
•
List of arguments
a boring narration
b too much politics and sensational
information
c a waste of time
d brilliant photography of landscapes
e can give you a lot of information about
world events
f an escape from your own daily life
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g
h
i
j
k
l
biased/not objective
interesting facts about the environment
banal, unrealistic plot
the latest news about the world
includes too much violence in the natural
world
can teach you a lot about people’s
motivations
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Help!
Resource 43 8.1
Vocabulary (word formation)
Student A
John was a 1
(home) man who lived on the streets in Peter’s 2
(neighbour).
Peter decided to help him out. He gave him a laptop, some books about computing and offered
to give him classes in writing computer programs. Peter’s friends thought he was crazy – they
predicted that John would sell the laptop. However, Peter’s 3
(kind) paid off. John studied
4
5
hard. He was a
(rely) student and he did well. Now, he isn’t
(job) any
6
more – he has regular
(employ) from a computer software company. He lives in a small
flat. Peter and John have become friends. Their 7
(friend) is proof that when you believe
in people, miracles can happen!
Pictures for Student B’s story
A
B
C
Student B
Ellen was a very 1
(create) person who worked designing adverts. She was 2
(enthusiasm) about her job and worked hard at it. However, she found it very 3
(stress)
4
because her boss Sally was not a
(sympathy) person. Sally always criticised everything
5
she did and never showed any
(appreciate) for Ellen’s hard work. She never gave her
a hand when she asked her to do extra work. Then one day everything changed – Sally had a serious
accident and nearly died. After she recovered she became a better boss. She was more 6
(sense). When there was extra work, she helped and she often put a smile on Ellen’s face because she
told jokes. Working with her was fun. Now Ellen is very 7
(hope) about the future!
Pictures for Student A’s story
A
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Good news
Resource 44 8.1
Vocabulary (word formation)
1
(homeÜadjective) Billy Ray Harris was begging on the streets of Kansas City.
(collectÜnoun) cup.
Sarah Darling walked past and dropped some coins into his 2
3
(engageÜnoun) ring had dropped
The next day she realised that her diamond
into the cup with the coins. She went back to find Harris, not feeling very 4
(hopeÜadjective). But she was surprised when he remembered her and returned the
ring. A jeweller had offered Harris $4,000 for the ring. But he was an 5
(honourÜadjective) man and he kept the ring in case the woman returned. To show their
6
(appreciateÜnoun), Sarah Darling and her husband collected money for Harris.
(donateÜplural noun) arrived from all over the
The story went viral online and 7
world. The final total was $185,000. Harris doesn’t sleep rough now, and is no longer
8
(jobÜadjective). He has part-time 9
(employÜnoun), has been
10
(friendlyÜnoun) with the Darlings.
reunited with his family and has a new
1
(homeÜadjective) Billy Ray Harris was begging on the streets of Kansas City.
(collectÜnoun) cup.
Sarah Darling walked past and dropped some coins into his 2
(engageÜnoun) ring had dropped
The next day she realised that her diamond 3
into the cup with the coins. She went back to find Harris, not feeling very 4
(hopeÜadjective). But she was surprised when he remembered her and returned the
ring. A jeweller had offered Harris $4,000 for the ring. But he was an 5
(honourÜadjective) man and he kept the ring in case the woman returned. To show their
6
(appreciateÜnoun), Sarah Darling and her husband collected money for Harris.
(donateÜplural noun) arrived from all over the
The story went viral online and 7
world. The final total was $185,000. Harris doesn’t sleep rough now, and is no longer
8
(jobÜadjective). He has part-time 9
(employÜnoun), has been
(friendlyÜnoun) with the Darlings.
reunited with his family and has a new 10
1
(homeÜadjective) Billy Ray Harris was begging on the streets of Kansas City.
(collectÜnoun) cup.
Sarah Darling walked past and dropped some coins into his 2
3
(engageÜnoun) ring had dropped
The next day she realised that her diamond
into the cup with the coins. She went back to find Harris, not feeling very 4
(hopeÜadjective). But she was surprised when he remembered her and returned the
ring. A jeweller had offered Harris $4,000 for the ring. But he was an 5
(honourÜadjective) man and he kept the ring in case the woman returned. To show their
6
(appreciateÜnoun), Sarah Darling and her husband collected money for Harris.
(donateÜplural noun) arrived from all over the
The story went viral online and 7
world. The final total was $185,000. Harris doesn’t sleep rough now, and is no longer
8
(jobÜadjective). He has part-time 9
(employÜnoun), has been
10
(friendlyÜnoun) with the Darlings.
reunited with his family and has a new
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Can you help me?
Resource 45 8.2
Grammar (have something done)
Work cards
1
2
You need to have
your hair cut.
You want to
You want to get
get a burglar alarm security lights
installed.
installed.
You also want
to have your house
painted.
3
4
ou want to have
Y
some programs
installed on your new
computer.
You would also like
to have a piercing
done.
You also want
to have your laptop You also want to get
repaired.
your hair dyed.
5
6
7
8
You would like
to have your car
repaired.
You need to have a
new table made.
You need to have
your glasses
repaired.
You want to have a
painting framed.
You also want to
have your eyes
tested.
You also need
You also want
to have your
You would also
to get a tattoo.
motorbike repaired. like to get a new
kitchen door made.
Role cards
5
6
7
8
You are
a hairdresser. You
charge €20 for
a haircut.
You are a painter.
You charge €350
to paint a house.
You install burglar
alarms for €150.
You are an IT
specialist. You repair
desktop and laptop
computers for €60.
You also fit new
doors for €100.
You also install
security lights for
€90.
1
2
3
4
You are a tattoo
artist. You do
tattoos for €30.
You are
an optician.
You test people’s
eyes for €10.
You are
a carpenter.
You make tables
for €50.
You also repair
people’s glasses for
€15.
You also frame
paintings and
photos for €30.
You are a
mechanic. You
repair cars
for €100 and
motorbikes for
€50.
You also dye
people’s hair for
€30.
You also do body
piercings for €15.
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You also install
new programs for
people for €10.
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Resource 46 Test yourself pairwork activities
Student A
Student B
Vocabulary (Lesson 8.1)
Vocabulary (Lesson 8.1)
1a Complete the sentences with the correct noun
form of the words in the box.
appreciate
1
2
3
4
5
employ
form of the words in the box.
kind
stupid
cruel
My friends think that it’s more and more
difficult to find stable
.
We’d like to express our
for his
achievements.
It was a simple act of
but made me
feel much better.
John showed his
when he asked that
question.
When I met Tony I didn’t know we would form
a lifelong
.
Student B answers
1
2
3
friend
1b Complete the sentences with the correct noun
4
5
engagement
neighbourhood
donation
1
2
3
4
5
donate
1
2
3
helpful
neighbour
I’m looking for an outstanding
ring
for my future wife.
This
is close to the centre, but it’s not
the best place to live.
The
of a million dollars helped the
charity start a few important projects.
The man has been accused of
to
animals.
I’m not surprised by her
– she’s a
very kind person.
Student A answers
cruelty
helpfulness
engage
employment
appreciation
kindness
4
5
stupidity
friendship
2a Read the definitions and write the adjectives. Use
2a Read the definitions and write the adjectives. Use
the suffixes in the box. The first letter of each
adjective is given.
the suffixes in the box. The first letter of each
adjective is given.
-able
1
2
3
4
5
-ful
-ic
-less
-ve
-able
Someone who believes that certain things will
happen is h
.
Someone who can understand other people’s
feelings is s
.
Someone who thinks about his/her possessions
is m
.
Someone who has nowhere to live is h
.
Someone you can depend on is r
.
Student B answers
1
2
jobless
imaginative
3
4
stressful
honourable
5
sympathetic
3a Complete the sentences with the correct
passive form of the verbs in brackets.
1 This book
(write) almost 300 years ago.
2 It’s the most popular attraction here – it
(visit) by a million people so far.
3 These cakes
(love) by everyone in my
family.
4 You cannot drive that car – it
(repair)
at the moment.
5 The minister has promised that a skating park
(build) here next year.
1
2
3
is visited
will be finished
have been arrested
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4
5
5
-ic
-less
-ve
Someone who is unemployed is j
.
Someone who has lots of new idea is i
.
Something that makes you worry a lot is s
.
Some action or activity that should be
respected is h
.
Someone who is worried about other people’s
problems is s
.
Student A answers
1
2
hopeful
sensitive
3
4
materialistic
homeless
5
reliable
Grammar (Lesson 8.2)
Grammar (Lesson 8.2)
Student B answers
1
2
3
4
-ful
were being installed
was looked
3b Complete the sentences with the correct
passive form of the verbs in brackets.
1 This is the biggest library here – it
(visit) by hundreds of readers every day.
2 I don’t believe the new stadium
(finish) on time.
3 Two suspects
(arrest) so far.
4 When I last visited my home town, new street
lamps
(install) in the main square.
5 I think that last night the door
(lock)
at around 10 p.m.
Student A answers
1
2
3
was written
has been visited
are loved
4
5
is being repaired
will be built
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To help or not to help?
Resource 47 Focus
review 8, Speaking
advantage
benefit
disadvantage
honest
into
mean
disadvantages
drawbacks
opinion
rather
thing
good
Part 1
a
There are a lot of advantages and
d__ __ __ __ __ __ __ __ __ __ __ __ .
g
Another d__ __ __ __ __ __ __ __ __ __ __
of … is that …
b
What I m__ __ __ is that …
h
… isn’t my t__ __ __ __ at all.
c
To be h__ __ __ __ __ , I think that …
i
I’m really i__ __ __ …
d
I’m really g__ __ __ at …
j
There are d__ __ __ __ __ __ __ __ too.
e
The main a__ __ __ __ __ __ __ __ of … is that …
k
In my o__ __ __ __ __ __ , …
f
I’d r__ __ __ __ __ do …
l
One b__ __ __ __ __ __ of … is that …
Part 2
Talking about your skills and
interests
Giving and explaining an
opinion
Talking about advantages
and disadvantages
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
I’m not patient enough.
I’m not patient enough.
One of the main advantages of … is that …
Part 3
•
put a smile on someone’s face
•
take up a lot of time/take time away from your duties/studies
•
become less selfish and more generous
•
think about other, less fortunate people
•
understand people and the world better
•
make someone’s day
•
show your enthusiasm and generosity
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As far as I am concerned, ...
Resource 48 Focus
review 8, Writing
Children should be sent to school at the age of six. Do you agree?
Nowadays many people are of the opinion that sending children to school at the age of six is a bad idea.
In my 1v__ __ __ , they should start primary education when they turn seven.
To 2b__ __ __ __ with, children at the age of six may not be mature and independent enough to function
effectively in a new environment. At school, when a young person has to follow certain standards and
rules, children may find it difficult to adapt to the new requirements and as a result could become
stressed and unhappy.
3N __
__ __ , I would like to 4p __ __ __ __ out that attending school is likely to restrict children’s spontaneity.
They might have problems spending a few hours behind the desk, focused on the board and the teachers’
words. 5In o __ __ __ __ words, attending school could be an unpleasant experience for them.
6L
__ __ __ __ __ , it 7s __ __ __ __ to me that attending school at the age of six does not improve a child’s
knowledge or prospects for the future. 8For e __ __ __ __ __ __ , a friend of mine, who began his school
education at the age of six did not achieve more than other students.
9To
c __ __ __ __ __ __ __ __ , I do not think that sending children to school before they turn seven should be
the norm. Childhood is a unique time in a person’s life and it should be respected by politicians and parents.
Another way to say this is …
As far as I am concerned, …
Finally, …
First, …
For instance …
I am inclined to believe …
I would like to emphasise …
In addition, …
In conclusion, …
In summary, …
Moreover, …
To my mind, …
To introduce body paragraphs
•
•
•
•
• Lastly, ...
•
•
To give personal opinions
• In my opinion, ...
•
•
•
•
•
•
•
•
To give examples
•
•
To emphasise a point by repeating it
• Put another way, ...
•
•
To introduce the conclusion
• To recap, ...
•
•
•
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Grammar animations
What are the grammar animations?
The grammar animations are a new and innovative
resource for teaching grammar. They appear in each
grammar lesson, so there are two grammar animations
in each unit (apart from Unit 7, where one animation
covers both grammar points). They are available on the
Teacher’s Multi-Rom, the ActiveTeach, the Teacher’s
website and the Student’s website, which means they can
be used by both teachers and students, in the classroom
or outside the classroom. Each animation is composed
of two parts: the animated cartoon, which presents the
target grammar structure in context, and the teacher’s
explanation, which reinforces understanding and learning
of the structure.
Why are the grammar animations an
innovative resource to teach grammar?
In the modern image-driven world, using video in
the classroom is one of the most effective ways to
engage and motivate students. There is a tradition of
teaching speaking via videos with real characters, and
methodologists of language teaching agree the method
is very effective as students can see the target language
in a visual context and identify with the characters.
However, such methods are rarely used in teaching
grammar, despite it being proven that seeing the target
grammar structures in a video context enables students
to understand them better and remember them longer.
The grammar animations not only add more context to
the grammar lessons but also provide a context that is
very different and really appeals to students. The videos
are short and up-to-date, the plots engaging and the
characters funny. In the Focus 3 grammar animations
students will meet such characters as a set of 104-yearold twins who are planning to take up salsa dancing and
a boy who designs clothes for dogs, and they will hear
stories about a spider which escaped from the zoo, a
teacher who transformed an old warehouse into a youth
club and a cookery programme that turned disastrous.
The teacher’s explanation is concise and ready to use.
How to use the grammar animations in
the classroom
• The grammar animations do not compete with the
on-page context in the lesson – they add much
more for the teacher and the student. The fact that
the video context is not connected with the onpage context of the lesson and is not a part of the
flow of the lesson makes it a priceless resource, as
it can be used when the teacher finds it necessary,
independently of the other resources.
• Depending on the lesson plan, the teacher can
decide to work with the animation at the beginning
of the lesson as an introduction, after explaining the
grammar point via the dialogue or text on the page or
at the end of the lesson.
• Some groups might find the grammar animation the
most attractive part of the lesson, so it is a great tool
to be used when the students’ attention begins to fall
or as a certain ‘prize’ for students.
• Teachers very often decide to cover the grammar
point on more than one lesson, as the grammar often
causes problems. Then the animation can be a good
starting point at the beginning of the second lesson. It
can also be used for revision when needed.
• The teacher’s part can, but does not have to, be
used during the lesson. Some teachers may prefer
to explain the grammar point in the students’ L1 or
compare it to structures in the students’ L1.
Other teachers find it really helpful, as some students
might need to hear the explanation more than once
and they have a concise explanation at hand and ready
to use: they can make students watch it and then
answer their questions. The video can be stopped at
any place, which gives the teacher two possibilities:
play the whole video or stop it after the animation,
before the teacher’s part starts.
• The topic of the animation is consistent with the topic
of the unit and new vocabulary is avoided, which
makes students feel comfortable while watching the
animation. The easy lexical context enables students
to focus on the grammar structures without being
distracted by new lexis.
• Subtitles can be switched on or off, which gives the
teacher more options to work with a given animation
and adjust the lesson to the level of the group.
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Grammar animations
How to use the grammar animations
outside the classroom
• As the grammar animations are available on the
Student’s website, they can be used by students
outside the classroom. This makes them an invaluable
resource for students.
• Students who were absent from school have a ready
grammar explanation and the grammar in context to
watch at home. This is especially good for auditory
learners, who like hearing the explanation and
watching language in a video context more than
reading the dry information on the page.
• Weaker students who find the grammar explanation
insufficient can always watch the animation at home at
their own pace.
• Students who revise before tests or exams can use this
resource to go through the grammar points covered.
The explanations are concise and the video that has
already been watched quickly reminds them of a given
grammar topic. Timewise, it’s probably one of the
most efficient ways of revising grammar.
Suggested teaching procedure
Example: grammar animation for Lesson 1.2, dynamic
and state verbs
Introduction
• Explain to students that they are going to watch an
animated cartoon which will give them more context
for the grammar.
• Play the video and stop after the introduction
[00:43]. Students will see the main character, Sarah
the journalist, in front of a house and an elderly
man opening the door. Ask students a few warm-up
questions like: Who are the people? What are they
wearing? What is the video going to be about? At this
stage students should have understood the video is
going to be about very old twins and that the elderly
man is probably one of the twins’ sons. The questions
asked in each lesson should revise vocabulary from the
unit if possible.
Comprehension
• Play the video with the subtitles off and ask students
to watch and listen carefully. Ask a few general
comprehension questions like: Who is the interview
with? Why are the two women special?
• Play the whole video once again, with subtitles. Ask
students to pay special attention to the verb forms.
Video practice
• Explain to students that the animation provides more
context for the topic of the lesson and remind them
that the lesson is about dynamic and state verbs. Ask
them if they can remember any dynamic or state verbs
from the video. Make a list in two columns on the
board. Don’t worry if students don’t remember all the
verbs – use the script to read out the sentences with
the target language and put the missing verbs on the
board. It’s a good idea to elicit some target language
from the cartoons and put it on the board; it will serve
as prompts for the speaking exercise at the end.
• If you realise that students still don’t understand the
difference between state and dynamic verbs, use the
teacher’s part to remind them what the difference
is. If you feel they are doing well and can list a few
examples and provide explanation, then you can omit
the teacher’s part.
• You can play the animation for a third time in weaker
groups or if students really want to watch it. Then
pause after each sentence where there is a dynamic
or a state verb. Ask students to decide what kind of
verb is used in the sentence and why. You can ask
them to repeat the sentence, turning the subtitles off,
especially where they had some problems with a
given example.
Extra practice
• Explain to students that they are going to prepare
similar dialogues in groups. Explain that the dialogues
won’t have to be exactly the same, but they’ll have to
use the verbs on the board.
• Divide students into groups of four and let them
prepare for the dialogue. Students should present
their dialogues in front of the class, to make it more
engaging.
If you are short of time, some elements of the
introduction and extra practice can be omitted.
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Pearson Education Limited
Edinburgh Gate, Harlow
Essex, CM20 2JE, England
and Associated Companies throughout the world
www.pearsonelt.com/focus
© Pearson Education Limited 2016
All rights reserved. No part of this publication may be reproduced, stored
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First published 2016
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Set in Avenir
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Acknowledgements
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1
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WORD STORE
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Blank page
1
Looks
2
Just do it!
3
Going places
4
Eat up
5
One world
6
Get well
7
In the spotlight
8
Good citizens
USE OF ENGLISH 1
WORD STORE 1
p. 2
p. 3
Clothes and accessories • Verb phrases to do with clothes •
Synonyms – appearance and personality • Relationship
phrases • Compound adjectives – appearance • Word in
focus – look
USE OF ENGLISH 2
WORD STORE 2
p. 4
p. 5
Compound nouns – sport • People in sport •
Sport collocations • Word families – personal qualities •
Phrasal verbs • Word in focus – just
USE OF ENGLISH 3
WORD STORE 3
p. 6
p. 7
Collocations – travel • Air travel (from departure to arrival) –
compound nouns; verb phrases • Phrasal verbs – travel •
Compound nouns – travel • Wild animals • Word in focus – go
USE OF ENGLISH 4
WORD STORE 4
p. 8
p. 9
Food – fish and vegetables • Antonyms – describing food •
Word families – describing food • Collocations – food •
Phrasal verbs – food • Word in focus – up
USE OF ENGLISH 5
WORD STORE 5
p. 10
p. 11
Geographical features • Verb collocations • Word families •
Compound nouns – the environment • Adjective-noun
collocations • Word in focus – one
USE OF ENGLISH 6
WORD STORE 6
p. 12
p. 13
Parts of the body • Word families – injuries • Body idioms •
Compound nouns – health issues • Word families – health
issues • Word in focus – get
USE OF ENGLISH 7
WORD STORE 7
p. 14
p. 15
TV shows • Word families – TV shows • Modifiers with
base and extreme adjectives • Words with two meanings •
Phrasal verbs • Word in focus – in
USE OF ENGLISH 8
WORD STORE 8
p. 16
p. 17
Suffixes – forming nouns • Suffixes – forming adjectives from
nouns and verbs • Verb phrases • Verb-noun collocations •
Collocations with make • Word in focus – good
PREPOSITIONS
WORD BUILDING
PHRASAL VERBS
KEY TO PHONETIC SYMBOLS
IRREGULAR VERBS
pp. 18–20
p. 21
pp. 22–23
p. 24
p. 25
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USE OF ENGLISH 1
Multiple-choice cloze
1 For questions 1–8, read the text below and decide which answer (A, B, C or D) best
fits each gap. There is an example at the beginning.
Starting young
When did you start to 0
interested in clothes? When you were at school, 1
your teens or much
younger? It’s not unusual for children to become fashion-conscious at a(n) 2
age. Most under-fives have
a fairly clear idea of what they like to 3
and what colours they want. Most often this is because of what
their friends have or what they see in films or on TV. However, it looks 4
though one little girl in the USA
has gone a step further. Four-year-old Mayhem has started to design her own clothes.
According to her mother, Angie, Mayhem decided that she didn’t like the princess dresses in the stores
and started to make her own from cotton 5
and sheets of paper. Angie gave her pictures of celebrities
wearing 6
dresses at award shows and Mayhem copied them. Now she has her own ideas and an
important fashion chain likes them a lot.
Does Mayhem 7
after her mum? Not at all! Angie says that she herself is completely unfashionable and
nowhere near as 8
as her daughter. Watch out for Mayhem’s new fashion line next spring!
0 A go
B get
C find
D take
1 A on
B at
C in
D by
2 A young
B early
C mature
D childish
3 A wear
B carry
C dress
D resemble
4 A like
B as
C for
D so
5 A scarves
B trainers
C bangles
D caps
6 A fashion
B good-looking
C designer
D well-dressed
7 A look
B take
C pass
D get
8 A arrogant
B caring
C creative
D immature
TIPS:
Question 1: You need the preposition that makes an expression with the words after the gap.
Question 3: Look at the words before and after the gap. Only one of the options completes the phrase.
Question 6: Which of the words collocates with dresses?
2
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Looks
WORD STORE 1
WORD STORE 1A
WORD STORE 1E
Clothes and accessories
Compound adjectives – appearance
Formal clothes
a designer
1
a suit , 2 dress , 3 a waistcoat, 4
a tie
Casual clothes
a
a white
a winter
shorts , 6 sweatshirt, 7 a fleece , 8cotton top, 9 coat
5
Shoes and accessories
vintage
a silver
10
bangles , 11sunglasses , 12 ring , 13 a scarf ,
a woollen
thick
14
, 17 tights ,
a bracelet, 15 mittens , 16 hat
hiking
a baseball
18
boots , 19 cap
WORD STORE 1B
Verb phrases to do with clothes
1 get dressed = put your clothes on
2 get undressed = take your clothes off
3 get changed = take your clothes off and put
different clothes on
4 clothes fit you = clothes are the right size for you
5 clothes suit you = clothes are the right colour, shape
or style for you
6 clothes match = clothes go well with your hair, eyes
or other clothes
blue-eyed
dark-haired
dark-skinned
good-looking
fair-haired
left-handed
pale-skinned
red-headed
short-sighted
well-built
Hair
darkshort-haired, long-haired, 1fair-haired , 2 haired ,
3
red-headed
Eyes
brown-eyed, 4 blue-eyed, 5short-sighted
Skin
darklighter-skinned, 6 skinned
, 7 pale-skinned
General appearance
middle-aged, well-dressed, 8 well-built , 9 good-looking
Other
right-handed, 10 left-handed
WORD IN FOCUS
LOOK
look + at/for = focus your attention to see or
find sth
WORD STORE 1C
Synonyms – appearance and personality
Look at me!
I’m looking for a festival programme.
1 GOOD-LOOKING, attractive, cute, gorgeous
2 VERY NICE, popular, adorable, charming
3 COOL, elegant, sophisticated,
stylish
look as a noun
the ‘festival look’ = the ‘festival style’
4 CHILDISH, immature
5 CREATIVE, imaginative
6 BRAVE, adventurous
7 CHEEKY, mischievous
WORD STORE 1D
Relationship phrases
1 be there for sb = be reliable
2 get
on
3 fall
out
4 have a lot
well = have a good relationship
= have an argument
in
Your T-shirt looks great!
She looks so glamorous!
look in phrasal verbs
look after sb/sth = take care of sb/sth
look out! = be careful!
look sth up = find information in a book/
online/in a dictionary
common = have similar interests
5 lose touch with sb = stop seeing sb
6 hang out
look + adjective = have a particular
appearance
with sb = socialise with sb
look + like + noun= have a similar
appearance to sb/sth
Who do you look like?
It looks like a word in my language.
look + as if/as though + clause = suggest
an appearance or situation is because of sth
It looks as though they are in a changing room.
She looks as if she is asking the man something.
3
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USE
USE OF
OF ENGLISH
ENGLISH 22
Open
Open cloze
cloze
11 For
For questions
questions 1–8,
1–8, read
read the
the text
text below
below and
and think
think of
of the
the word
word which
which best
best fifits
ts each
each
gap.
Use
only
one
word
in
each
gap.
There
is
an
example
at
the
beginning.
gap. Use only one word in each gap. There is an example at the beginning.
A
A boxing
boxing success
success
Women have always had a more difficult time in sport 00than men. However, female boxers
Women have always had a more difficult time in sport than men. However, female boxers
1
found following their sport particularly hard. The 2012 Olympics in London were the first
1
found following their sport particularly hard. The 2012 Olympics in London were the first
have
games that allowed women boxers 22
compete and that was when Nicola Adams became the
games that allowed women boxers
compete and that was when Nicola Adams became the
to
first female gold medal winner.
first female gold medal winner.
Nicola started 33
when she was just thirteen. She went to classes at a gym 44
her
Nicola started
when she was just thirteen. She went to classes at a gym while/when her
boxing
mother was doing aerobics classes and discovered that she loved the sport. Success, however, wasn’t easy
mother was doing aerobics classes and discovered that she loved the sport. Success, however, wasn’t easy
for Nicola as 55
were very few competitions for women. In fact, women’s boxing was banned
for Nicola as
were very few competitions for women. In fact, women’s boxing was banned
there
by the Amateur Boxing Association 66
1996.
by the Amateur Boxing Association
1996.
until
Then, 77
lots of discussions, women’s boxing became an Olympic sport. Nicola qualified for
after
Then,
lots of discussions, women’s boxing became an Olympic sport. Nicola qualified for
the British team although she wasn’t on top form. She 88
fallen down the stairs a year before
the British team although she wasn’t on top form. She
fallen down the stairs a year before
had
and her back was still giving her a lot of pain. But Nicola is a real fighter and the rest is history!
and her back was still giving her a lot of pain. But Nicola is a real fighter and the rest is history!
TIPS:
TIPS:
Question 1: You need an auxiliary verb here.
Question 1: You need an auxiliary verb here.
Question 2: Which verb pattern follows allow?
Question 2: Which verb pattern follows allow?
Question 4: You need a relative pronoun here.
Question 4: You need a relative pronoun here.
Key
Key word
word transformations
transformations
22 For
For questions
questions 1–6,
1–6, complete
complete the
the second
second sentence
sentence so
so that
that it
it has
has aa similar
similar meaning
meaning
to
the
fi
rst
sentence,
using
the
word
given.
Do
not
change
the
word
given.
to the first sentence, using the word given. Do not change the word given. You
You
must
must use
use between
between two
two and
and fifive
ve words,
words, including
including the
the word
word given.
given. There
There is
is an
an
example.
example.
00 II started
playing tennis when I was five.
started playing tennis when I was five.
BEEN
BEEN
I’ve been playing tennis since I was five.
I’ve been playing tennis since I was five.
11 Mark
last scored a goal three weeks ago.
Mark last scored a goal three weeks ago.
FOR
FOR
Mark hasn’t scored a goal for three weeks.
Mark
three weeks.
22 I’m
happy to help you practise for the game.
I’m happy to help you practise for the game.
MIND
MIND
I don’t mind helping you practise for the game.
I
practise for the game.
33 Don’t
worry about the competition.
Don’t worry about the competition.
STOP
STOP
You should stop worrying about the game.
You
about the competition.
44 Mike
broke his ankle during the football match.
Mike broke his ankle during the football match.
WHILE
WHILE
Mike broke his ankle while he was playing football
Mike broke his ankle
football
in the match.
in the match.
55 II forgot
my racket and I couldn’t play tennis.
forgot my racket and I couldn’t play tennis.
BECAUSE
BECAUSE
I couldn’t play tennis
my
I had forgotten
I couldn’t play tennis
my
racket.
racket.
66 Peter
said, ‘Tim, you need to spend more time at
Peter said, ‘Tim, you need to spend more time at
the gym.’
the gym.’
ADVISED
ADVISED
Peter advised Tim to spend more time at the gym.
Peter
more time at the gym.
TIPS:
TIPS:
Question 1: You need to use a negative form here.
Question 1: You need to use a negative form here.
Question 2: You need to use an expression with mind and decide what verb form follows it.
Question 2: You need to use an expression with mind and decide what verb form follows it.
Question 3: Think of a way to give advice that starts with you.
Question 3: Think of a way to give advice that starts with you.
44
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5 17:21
Just do it!
WORD STORE 2
WORD STORE 2A
WORD STORE 2D
Compound nouns – sport
Word families – personal qualities
Places where you do sport
1 basketball/squash/tennis/volleyball court
2 boxing/wrestling
ring
3 cricket/football/rugby/hockey
track
4 cycle/motor racing/athletics
5 golf
course
6 ice
rink
7 ski
resort
pitch
pool
8 swimming
10 golf
1 courage
courageous
2 determination
determined
3 generosity
generous
4 inspiration
inspiring
5 modesty
modest
6 passion
passionate
Phrasal verbs
stick
hockey
give up
grow up
keep up with
look up to
make your mind up
make up
set out
take up
club
11 badminton/squash/tennis
racket
12 baseball/cricket/table tennis
bat
1 keep up with = stay at the same speed as
WORD STORE 2B
2
People in sport
3
make up
make up
your mind
4
set out
an athlete
a referee
1
a coach a fan an opponent
a spectator
a team mate
a coach = a person who trains you or your team
2 a referee
= an official who makes people follow
the rules of the sport
3 a team mate = a person who is in the same team as you
4 an athlete = a person who takes part in sports,
especially athletics
5 an opponent= a person or team that is competing
against you
6 a fan
ADJECTIVE
WORD STORE 2E
Equipment
9
NOUN
= a person who really likes a particular
sport, sportsperson or team
7 a spectator = a person who watches a sporting event
WORD STORE 2C
Sport collocations
= invent
= decide
= begin (a journey/a new phase
in your life)
5
grow up
= gradually change from a child
to an adult
6
take up
= start doing sth new (a sport
or hobby)
7
give up
= quit or stop doing sth
8
look up to
= admire and respect sb
WORD IN FOCUS
JUST
just = equally
He’s just as fast as she is.
just = only
‘Can I help you?’ ‘I’m just looking.’
1
win
a prize/a match/a game/a point
just = very recently
2
beat
an opponent/the champion
Ronaldo’s just scored a fantastic goal.
3
lose
a match/a game/a point
4
break
a world record
5
come
first/second/last
6
score
a goal/a point
7
keep
fit/in shape
just = exactly
Her family treated her in just the same way.
just to add emphasis
I just don’t think they are good role models.
REMEMBER THIS
win sth (a game, a tournament, etc.)
beat sb (another team, a player, etc.)
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USE OF ENGLISH 3
Word formation
1 For questions 1–8, read the text below. Use the word given in capitals at the end
of some of the lines to form a word that fits in the gap in the same line. There is an
example at the beginning.
Thank you!
We are having a really 0fantastic time in the cottage! It was so
kind of you to let us use it and we all thank you for your 1 generosity !
unspoilt . The view from
The location is beautiful – so peaceful and 2
my window is really 3 stunning . I look out across fields and trees and in
the distance I can see the mountains. There isn’t another 4 holidaymaker
in sight!
FANTASY
GENEROUS
SPOIL
STUN
HOLIDAY
So far the 5 highspot of the holiday was yesterday. It’s been
quite cloudy, so it was lovely to get some 6 unexpected sunshine
and we decided to do some climbing in the mountains. You know
my brother, Hal, is 7 passionate about climbing! It was very steep
and it took a long time. But we carried on and 8 overcame our
tiredness. The view from the top was worth all the hard work!
Thanks once again. A truly great holiday.
HIGH
EXPECT
PASSION
COME
TIPS:
Question 1: You need to add a suffix and make some other changes to form a noun.
Question 2: You need to to use a negative prefix.
Question 4: You need to add another word to create a type of person.
Key word transformations
2 For questions 1–6, complete the second sentence so that it has a similar meaning to
the first sentence, using the word given. Do not change the word given. You must
use between two and five words, including the word given. There is an example.
0 This is our fourth day here.
FOR
We ’ve been her for four days.
When I was younger, I didn’t like long car journeys.
USE
When I was younger, I
long
didn’t use to like
car journeys.
The pilot got up late, so the flight was delayed!
BECAUSE
because the
pilot had got
The flight was delayed
up
late!
Dad’s been driving for three hours and he’s hungry!
STARTED
started driving
three hours ago
Dad
and he’s hungry!
1
2
3
4 I’m sure that Micky was very tired because he
5
6
went straight to bed.
BEEN
must have
been very tired
Mick
because he went
straight to bed.
I told my sister she should remember to pick up
her passport.
REMINDED
reminded my
I
up her passport.
sister to pick
When we went somewhere by car, my mum
always took far too many sandwiches.
WOULD
When we went somewhere by car, my mum
would always take far too many sandwiches.
TIPS:
Question 1: Think about another way to talk about past habits or states.
Question 2: Which tense do we use to show that an action happened before another past action?
Question 3: You need to use a time expression that goes with the past simple.
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Going places
WORD STORE 3
WORD STORE 3A
WORD STORE 3D
Collocations – travel
Compound nouns – travel
1 board
a ship/a plane/a ferry
2 book
a ticket/a flight/a hotel room
3 catch
a train/a bus/a plane
4 cross
Europe/the sea/a river
5 miss
a train/a bus/a flight
6 reach
Sydney/your destination
7 see
the sights
WORD STORE 3B
Air travel (from departure to arrival) –
compound nouns; verb phrases
Departure
beach
leader
car
company
school
ski
1 a car
/a return JOURNEY
school /a business TRIP
2 a
3 a TRAVEL company /agent
4 a TOUR leader /guide
beach/a school/
5 a a seaside /a skiing HOLIDAY
seaside/
6 a a beach /a seaside RESORT
WORD STORE 3E
Wild animals
bear
lion
1 go to the check-in desk
2 get your boarding pass
buffalo
ostrich
eagle
leopard
rhinoceros
wolf
3 go through security
4 wait in the departure lounge
5 go to the gate and board the plane
6 put your bag in the overhead locker
7 fasten your seat belt
1
eagle
2
wolf
3
bear
6
lion
7
ostrich
4 rhinoceros
8 the plane takes off
Arrival
9
the plane lands
10 get off the plane
11 go through passport control
12 collect your luggage in the baggage reclaim
WORD STORE 3C
Phrasal verbs – travel
1 deal with = take action (to solve a problem)
2
go away = leave your home (for a holiday)
3
move on = leave a place (to go to another place)
4
set off
= begin (a journey)
5
stay over = spend the night
6
stop over = visit somewhere (on your way to another
place)
7
turn up
= arrive (unexpectedly or after a delay)
5 leopard
8 buffalo
WORD IN FOCUS
GO
go + -ing = go somewhere to do an activity
I’d like to go skiing this winter.
They went backpacking last year.
go + a place
What time does he go home?
She goes to school by bus.
Have you ever been abroad?
gone to or been to?
Ron has gone swimming.
(= He’s there now.)
Have you ever been to Paris?
(= gone and come back)
go in phrases
We’re going on holiday next month.
It was just a baby fish, so we let it go.
go in phrasal verbs
You have to go through security.
Are you going out this evening?
We never go away in the summer.
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USE OF ENGLISH 4
Multiple-choice cloze
1 For questions 1–8, read the text below and decide which answer (A, B, C or D) best
fits each gap. There is an example at the beginning.
Food diary – Friday
Today has been a hard day! I started well and just had a 0
meal for breakfast. I didn’t 1
a lot of time
preparing it. I just squeezed a couple of fresh oranges and then toasted a slice of brown bread – very
healthy. Last week I tried to go 2
breakfast completely, but it didn’t work. I was so hungry by lunch that I
ate loads of fattening things!
It all went wrong this afternoon. Sophie phoned to say that she’d booked a 3
at Mario’s restaurant for
this evening. I’d forgotten it was her birthday! She’s naughty, really. She knows I’m trying
to 4
weight. I’ve been on a diet for two months now! I’ve 5
chocolate, biscuits, potatoes and
everything else that’s yummy. I really need to get back in 6
for my summer holiday. So, a 7
meal at
Mario’s and NOTHING healthy on the menu? Sophie and I 8
on really well and I wanted to celebrate
her birthday – but maybe she could have chosen a restaurant with some healthy options!
0 A light
B slim
C balanced
D short
1 A pay
B give
C spend
D make
2 A off
B away
C over
D without
3 A place
B seat
C table
D time
4 A drop
B lose
C take
D miss
5 A given up
B cut up
C put off
D turned down
6 A form
B figure
C shape
D outline
7 A three-part B three-section
C three-plate D three-course
8 A are
C go
B get
D make
TIPS:
Question 1: Which verb collocates with the words after the gap?
Question 2: Choose the word that forms the correct phrasal verb with go. Think about the meaning of the
whole sentence.
Question 3: You’re looking for an object that can be used with book. Read the rest of the sentence to be
sure of your choice.
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Eat up
WORD STORE 4
WORD STORE 4A
WORD STORE 4D
Food – fish and vegetables
Collocations – food
Fish and seafood
diet
food
(a) healthy
✓
✓
snack meal
✓
✓
(a) vegetarian
✓
✓
✓
✓
a balanced
✓
a heavy
prawns
2
1 tuna
4
shellfish
5
3
sardines
✓
a light
✓
✓
✓
✓
✓
(a) cold
✓
✓
✓
fresh
✓
fast
✓
(a) fattening
WORD STORE 4E
salmon
Phrasal verbs – food
Vegetables
away
up
1 chop sth
6
cabbage
beetroot
7
8
✓
green beans
up
up
up
=
2 cut sth
up
=
3 eat sth
up
=
up
4 go
up without
=
(about prices)
5 go without =
6 throw sth
away
=
WORD IN FOCUS
UP
9 Brussels sprouts
10 red peppers
up in phrasal verbs that don’t take
an object = move to a higher position
or increase
WORD STORE 4B
Antonyms – describing food
4 hot/spicy ≠
1 bitter ≠ sweet
2 cooked ≠
3 fresh ≠
5 unripe ≠
raw
mild
ripe
stale
REMEMBER THIS
When they are not fresh, bread and cakes are stale,
but vegetables and meat are rotten and milk is sour.
WORD STORE 4C
Stand up, please.
Food prices are going up.
up in phrasal verbs that take
an object
He chopped the carrots up.
(or chopped up the carrots)
Can you cut the meat up?
(or cut up the meat)
up in phrases
What’s up?
It’s up to you.
Word families – describing food
NOUN
ADJECTIVE
1 crisp
crispy
2 grease
greasy
3 juice
juicy
4 salt
salty
5 smell
smelly
6 taste
tasty
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USE OF ENGLISH 5
Open cloze
1 For questions 1–8, read the text below and think of the word which best fits each
gap. Use only one word in each gap. There is an example at the beginning.
Time to make changes
We all know that environmental problems are getting worse and we need to solve them or 0 the planet will
be in big trouble in the future. But what can we do? Can individual people really make a difference? Or
1
should
we leave it to governments and politicians?
a
For
There are 2
lot of ways we can help. 3
instance, we can recycle things and save
water and electricity. However, one of 4
most important things to do is to find different ways
the
from
of getting power. Scientists have developed clever ways to do this. We can get power 5
the
6
sun and the sea as well as the wind. The trouble is that local people,
don’t want to look at
who
ugly wind farms or solar panels, often object to the plans. Because of this, we don’t have enough alternative
sources of power.
Perhaps soon people 7
learn that our way of life will need to change. After all,
will
8
we do something now, we won’t have any lights or power in a few decades’time,
unless
time, will
will we?
we?
TIPS:
Question 1: You need a modal verb here.
Question 3: You need a word to complete this phrase used to give an example.
Question 4: What word is used before superlative adjectives?
Key word transformations
2 For questions 1–6, complete the second sentence so that it has a similar meaning to
the first sentence, using the word given. Do not change the word given. You must
use between two and five words, including the word given. There is an example.
0 In the past people had coal fires in their homes.
1
USED
In the past people used to have coal fires in their
homes.
I have a few more pages to read, so I think I will
finish the book next week.
4 I’m sure pollution levels haven’t dropped recently
because scientists still talk about them all the time.
HAVE
5
FINISHED
2
will have finished
By the end of next week
reading the book.
The man’s land was near the wind farm and he
complained about it.
3
The man, whose land was near the wind farm,
complained about it.
Jack wants to teach science one day.
BECOME
Jack wants
AS
The town won’t flood again as
6
WHOSE
to become a
science teacher
one day.
can’t have
dropped recently
Pollution levels
because
scientists still talk about them all the time.
The town won’t flood again unless we get
enormous amounts of rain in a short time.
get enormous amounts of
as long as we
rain in a short time.
Oslo is in Norway and that’s where politicians had
an international meeting about climate change.
WHICH
Oslo, which is in Norway , is where politicians
had an international meeting about climate
change.
TIPS:
Question 3: You need a phrase that includes a countable noun.
Question 4: You need a modal verb here.
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One world
WORD STORE 5
WORD STORE 5A
WORD STORE 5D
Geographical features
Compound nouns – the environment
global environmental low-energy
solar recycling renewable climate
6
7
5
3
1
4
8
2
1 river(bank)
2
coast
3
bay
4
foothills
glacier
valley
dam
5
6
7
8
peninsula
issues
3 global
warming
4 low-energy
light bulbs
5 recycling
bins
6 renewable
energy
7 solar
panels
1 full/dense rainforest
2 interactive/automatic map
3 endangered/risky species
4 near/local community
1 Hills that overlook famous cities sometimes give
you stunning views.
from the mountains to the
sea.
its banks and f lood
the
local area.
4 It’s very difficult to predict when an earthquake will
s trike
2 environmental
Adjective-noun collocations
Verb collocations
3 A river can b urst
change
WORD STORE 5E
WORD STORE 5B
2 Rivers usually f low
1 climate
or a volcano will e rupt
WORD STORE 5C
6 universal/global community
WORD IN FOCUS
ONE
one (a number)
one hundred years ago
There is one question I don’t understand.
one of + plural noun = refers to one member
of a group of people or things
Word families
NOUN
.
5 outside/exterior world
VERB
1 destruction
destroy
2 evacuation
evacuate
3 location
locate
4 prediction
predict
5 production
produce
6 reduction
reduce
They elected Chief Almir as one of the leaders
of the tribe.
Choose one of the options.
one/ones (a pronoun) = refers to a countable
noun that has already been mentioned
Out of these three photos, number 2 is the
one I like best.
Look at the environmental issues. Which are
the most important ones facing your country?
one in phrases
one day, one morning, etc.
One day it is possible that an earthquake will
strike.
one another = each other
We have known one another since school.
one or two = a few
I’ve got one or two things to sort out.
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USE OF ENGLISH 6
Word formation
1 For questions 1–8, read the text below. Use the word given in capitals at the end
of some of the lines to form a word that fits in the gap in the same line. There is an
example at the beginning.
Thank you, Ronald!
Staying in hospital is hard for anyone, but it’s 0 particularly hard
for children. They are in a strange place and surrounded by
strange 1 medical
equipment. It can be very lonely and
2 frightening
without their family. Some children need
to go to hospital for an 3 operation or for a short illness.
Others may have a 4 disability or a long-term problem and
need to stay in hospital quite 5 regularly . Now,
a charity called Ronald McDonald is helping to make those
hospital stays less scary. The charity is building special centres
at hospitals where family can stay with their children. These
caring
are bright, cheerful places, with friendly and 6
staff.
7
security
The children have the
of their families and are
happier patients. Happier patients mean quicker 8 recovery ,
so thank you, Ronald McDonald!
PARTICULAR
MEDICINE
FRIGHTEN
OPERATE
DISABLED
REGULAR
CARE
SECURE
RECOVER
TIPS:
Question 1: You need to form an adjective.
Question 3: The article an before the gap means that you need a noun here.
Question 4: You need to add a noun suffix and also make another change to the word.
Key word transformations
2 For questions 1–6, complete the second sentence so that it has a similar meaning to
the first sentence, using the word given. Do not change the word given. You must
use between two and five words, including the word given. There is an example.
0 You should go to the doctor about your headaches.
1
2
3 It’s possible that he hasn’t left the hospital yet.
WERE
If I were you, I’d go to the doctor about your
headaches.
I didn’t take the doctor’s advice and I was ill last
weekend.
4
HAVE
If I’d taken the doctor’s advice, I
5 I’m certain he’ll recover completely between now
MIGHT
WISH
wish I were with
I
healthy food when you were
my friend right now.
and his birthday!
would not have been ill last weekend.
Did you eat healthy food when you were a child?
USE
Did you use to eat
He might not have left hospital yet.
It’s a shame that I’m not with my friend right now.
6
a child?
BY
I’m certain he will have recovered by his birthday!
I’m allergic to cheese, so I don’t eat it.
AVOID
I
avoid eating cheese
because I’m allergic to it.
TIPS:
Question 1: Think about the verb forms we use in the Third Conditional.
Question 2: Think about a way to talk about habits in the past.
Question 4: Think about the verb forms we use after wish.
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Get well
WORD STORE 6
WORD STORE 6A
WORD STORE 6D
Parts of the body
Compound nouns – health issues
1 eyebrows
teeth
tongue
2
lips
3
jaw
chest
forehead
cheek
neck
shoulder
elbow
stomach
thumb
5
wrist
bottom
waist
finger
fingernail
4
6
thigh
7
knee
bee
heart
black
nose
1 first
first
sun
hay
aid
2
heart
attack
3
nose
bleed
4
sun
burn
5
black
eye
6
hay
fever
7
bee
sting
WORD STORE 6E
Word families – health issues
calf
NOUN
heel
VERB
1 cure
cure
2 injection
inject
3 prescription
WORD STORE 6B
prescribe
4 prevention
prevent
Word families – injuries
5 treatment
treat
6 diagnosis
diagnose
7 recovery
recover
8
toe
NOUN
1 a break
2 a
bruise
VERB
cut
5 a dislocation
6 a scratch
EXAMPLE INJURY
break
a broken arm
bruise
a bruised elbow
burn
3 a burn
4 a
ankle
cut
dislocate
scratch
7 a sprain
sprain
a burnt finger
GET
a cut lip
a dislocated shoulder
scratches on your legs
a sprained ankle
WORD STORE 6C
get = buy or obtain
You can get a new mosquito net.
I must get you a new helmet.
get = receive
Body idioms
1 I laughed my head off. = I laughed very loudly.
It’s on the tip of
2 my tongue.
= I know it, but can’t remember it now.
3 Can you give me a hand?
WORD IN FOCUS
= Can you help me?
4 I’m pulling your leg.
= I’m joking.
5 She broke his heart.
= She really upset him.
6 I couldn’t believe my eyes.= I was extremely surprised.
What did you get for your birthday?
Young people get enough sport at school.
get + adjective = become
Her condition began to get worse.
I hope you get better.
get + illness/injury
You can’t get malaria from other people.
I’m getting a sore throat.
get in phrasal verbs
I never get up early on Sundays.
He got out of the canyon and walked away.
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USE OF ENGLISH 7
Multiple-choice cloze
1 For questions 1–8, read the text below and decide which answer (A, B, C or D) best
fits each gap. There is an example at the beginning.
I was on holiday with my parents in the west of England and we came 0
a wonderful little theatre. It’s an
1
outdoor theatre on the coast and the audience has a brilliant
of the sea behind the actors. The local
people 2
that it’s one of the most beautiful theatres in the world! And I can see why!
A lady at our hotel 3
us about the theatre and how fantastic it was. We decided to go to see a(n) 4
there last night. The weather 5
was good and we were looking forward to it. The evening certainly lived
6
to our expectations. I couldn’t 7
my eyes when I saw the sun setting across the water during the
performance. It was stunning.
It seems that there are some lovely gardens near the theatre, so we’re going back to 8
tomorrow. I really recommend this place!
0 A over
B by
C up
D across
1 A sight
B view
C look
D picture
2 A report
B expect
C claim
D explain
3 A said
B asked
C told
D replied
4 A entertainment
B programme
C sitcom
D play
5 A prediction
B expectation
C forecast
D plan
6 A at
B over
C in
D up
7 A believe
B rely
C close
D accept
8 A look
B find
C travel
D explore
the area
Open cloze
2 For questions 1–8, read the text below and think of the word which best fits each
gap. Use only one word in each gap. There is an example at the beginning.
Are you missing The Missing?
The popular thriller series The Missing finished last night 0after eight weeks. The story is about a young
boy who disappears 1
while
he’s in a park with his dad in France. The eight episodes show
next
the parents’ search for Olly when he disappears and also over the 2
dad keeps going back to France to
3
look
six years. His
for his son.
because
The series has been very successful 4
of the excellent script and the very good
5
the
main characters. The story is about normal people
acting of
who
to anyone.
6
suddenly experience a terrible tragedy. The awful thing is that it could happen
would
After the first episode, critics predicted that it 7
were right. Now everyone is saying that 8
it
become a popular series and they
will win a lot of TV awards later in the year.
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In the spotlight
WORD STORE 7
WORD STORE 7A
WORD STORE 7D
TV shows
Words with two meanings
1 an audition = a short performance to test if
a singer or actor is good enough for a show
broadcast
2
3
= send out a TV programme
a contestant = someone who enters a contest or
competition
a panel
4
= a group of people who discuss or
judge something
5
a rehearsal
6
a viewer
= a practice for a performance
a hit
Word families – TV shows
NOUN
NOUN
(PERSON)
competitor
2 edition
editor
3 entertainment
entertainer
entertain
4 performance
performer
perform
5 presentation
presenter
edit
present
producer
6 production
compete
produce
WORD STORE 7C
Modifiers with base and extreme adjectives
BASE ADJECTIVES
EXTREME ADJECTIVES
a view
post = 1) a letter or parcel; 2) put information
on the Internet
3
viral = 1) caused by a virus that makes you ill;
2) describes a short video that is shared by large
numbers of people on the Internet
4
a hit = 1) a very successful song, film or play;
2) a visit to a particular website
5
a view = 1) an opinion or belief about something;
2) when a person looks at a particular website
6
share = 1) give part of something to each
person in a group; 2) send a computer file (photo,
video, etc.) to other people
WORD STORE 7E
Phrasal verbs
become interested in continue to do
find match think of total
1 come across = find
2 come to =
total
become
4 get into = interested in
continue
5 keep up with = to do
3 come up with = think of 6 live up to = match
1 unpleasant
awful
2 talented
brilliant
3 similar
identical
4 interesting
fascinating
5 good
amazing
6 funny
hilarious
7 important
essential
in + a period of time
8 beautiful
gorgeous
in 1966, in January, in the morning
9 silly
ridiculous
10 difficult
impossible
Modifiers:
Modifiers:
very,
rather
,
WORD IN FOCUS
IN
in + a place
in school, in Europe, in my room
in + a profession
A career in vlogging.
He’s been in the movie business for ten years.
absolutely
really
,
Note: You can sometimes
in after adjectives
quite
,
use really with extreme
What are you interested in?
extremely
viral
2
VERB
1 competition
share
1 a link = 1) a connection between different
people, places or situations; 2) a highlighted word
or web address that you click on to connect to a
different computer file
= someone who watches TV
WORD STORE 7B
a link post
adjectives.
in in phrases
In fact, some people can be absolutely awful.
We have nothing in common.
in in phrasal verbs
Please come in.
Are you going to join in?
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USE OF ENGLISH 8
Word formation
1 For questions 1–8, read the text below. Use the word given in capitals at the end
of some of the lines to form a word that fits in the gap in the same line. There is an
example at the beginning.
Can you help fight crime?
Everyone who lives in Moorston knows that crime is
rising 0quickly in the area. People have reported more
1
burglaries in the last year than ever before and there
has also been an increase in fights using knives. So, the police
have had an 2 imaginative idea. They would like to bring
crime 3 professionals and students together to talk about the
advice
problem. In particular, they want students’ 4
about how to stop young people from becoming 5 criminals .
safety
The 6
of the Moorston people is the most important
thing for the police. Crime 7 prevention is a big priority
for them. So, if anyone would like to join the project and
come to the series of 8 discussions , please go online and sign up!
QUICK
BURGLE
IMAGINE
PROFESSION
ADVISE
CRIME
SAFE
PREVENT
DISCUSS
Key word transformations
2 For questions 1–6, complete the second sentence so that it has a similar meaning to
the first sentence, using the word given. Do not change the word given. You must
use between two and five words, including the word given. There is an example.
0 ‘Yes, I’ll help with the police search,’ said Dave.
1
AGREED
Dave agreed to help with the police search.
A neighbour reported a fight in James Road at 10.15.
WAS
At 10.15 a fight in James Road
was reported by
neighbour.
2 ‘Tim, when did you last see your brother?’ the policeman asked.
HAD
3
The policeman asked Tim when he had last seen his brother.
I didn’t lock the door when I went out and now I regret it.
HAD
wish I had locked
I
the door when I went out.
4 My dad became a policeman ten years ago.
FOR
5
My dad has been a policeman for ten years.
I’m sure the old lady is lonely because no one ever visits her.
BE
The old lady
must be lonely
because no one ever visits her.
6 The school paid electricians to put up new security cameras in the corridors.
HAD
The school had new security cameras put up in the corridors.
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Good citizens
WORD STORE 8
WORD STORE 8A
WORD STORE 8D
Suffixes – forming nouns
Verb-noun collocations
VERB
NOUN (-ATION, -MENT)
1 donate
donation
2 appreciate
appreciation
3 engage
engagement
4 employ
employment
ADJECTIVE
a crime
an example
a job
the law prison
1 break the rules/the law
2 commit a murder/
a crime
3 make a fool of sb/
an example
NOUN (-NESS, -TY OR -ITY)
4 offer sb a reward/
5 kind
kindness
5 release sb from hospital/
6 helpful
helpfulness
7 cruel
cruelty
8 stupid
stupidity
NOUN
a job
prison
WORD STORE 8E
Collocations with make
1 make + sb + adj It made Christopher sad /
NOUN (-SHIP, -HOOD)
happy / angry to see that the dog was dead.
9 friend
friendship
10 neighbour
neighbourhood
2 make + sth (a product) Uncle Terry works in
a factory that makes cars / bread / doors.
WORD STORE 8B
3 make + sth + comparative adj
describes his mind as a machine to make it easier /
harder / more interesting to explain.
Suffixes – forming adjectives from nouns
and verbs
SUFFIX
EXAMPLES
1 -ful
stressful,
4 make + sth (an action)
hopeful
homeless
2 -less
5 make + sb + do sth The policeman makes
sensitive
3 -ve
imaginative,
4 -able
reliable, honourable
5 -ic
materialistic, sympathetic
Christopher hold the dog / stand up / sit down.
WORD IN FOCUS
GOOD
WORD STORE 8C
Verb phrases
day
deed
good in phrases
face
hand
heart
out
1 warm sb’s heart
2 put a smile on sb’s face
3 make sb’s
4 help sb
5 give sb a
Christopher makes
a point / an excuse / a noise when he is stressed.
jobless
,
Christopher
good = high quality or standard
= make sb feel good/happy
day
6 do a good deed
He’s a good citizen.
Your English is very good.
good = enjoyable or pleasant
out
hand
Good luck!
He did a very good deed.
= help sb/do sth helpful
And here is the good news!
Did you have a good holiday?
good + at = an ability to do something well
You’re really good at Maths.
Are you any good at singing?
good/better/best
It’s the best way to make young offenders into
better citizens.
good after feel, look, seem, smell, sound
You look good.
I don’t feel very good.
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PREPOSITIONS
PREPOSITIONS IN PHRASES
AT
at a (house) party/wedding: I met him at a party
a couple of months ago.
at a friend’s house: We’ll meet at Harry’s house.
at night/the weekend: Peter often works at night.
at the beach/a ski resort: We stayed at a well-known
Swiss ski resort.
at the moment: Julia’s on holiday in Spain at the
moment.
at the start (=on the starting line of a race): The horses
were all lined up at the start.
at work/home/school/university: Dad’s at work.
FOR
for charity: The children raised over £200 for charity.
for example: Many countries, for example, Mexico and
Japan, have a lot of earthquakes.
for instance: We need to rethink the way we consume
energy. Take, for instance, our approach to
transport.
for over twenty years: We have known each other for
over twenty years.
for the weekend: We’re going to Paris for the weekend.
for your birthday: Why don’t we have a party for your
birthday?
IN
(just) in time: They arrived just in time for dinner.
in a city/country/village: I live in New York.
in a crisis: It’s important to have employees you can rely
on in a crisis.
in a hotel/youth hostel: It’s going to be a cheap
holiday – we’re staying in a youth hostel.
in a queue: We stood in a queue for half an hour.
in a tent: I don’t like the idea of sleeping in a tent.
in a valley: The village is located in a valley in between
two huge mountains.
in addition: The school has twelve classrooms. In
addition, there is a large office that could be used
for meetings.
in bed: I lay in bed reading.
in case: I brought my key in case you forgot yours.
in class: No talking in class!
in college: Fran’s just finished her freshman year in
college.
in common: I found I had a lot in common with Jo.
in conclusion: In conclusion, I would like to say how
much I have enjoyed myself today.
in danger of: The bridge was in danger of collapsing.
in every way: Ben is a great child in every way.
in fact: I know the mayor really well. In fact, I had dinner
with her last week.
in favour of: Senior ministers spoke in favour of the
proposal.
in front of: An old desk stood in front of the window.
in love: I think I’m falling in love with Tom.
in memory of: She set up a charitable fund in memory
of her father.
in your early/mid/late twenties: She was in her early
twenties when I met her.
in your late teens: He was in his teens when he started
playing the violin.
in other words: So he is a fraud – a common thief, in
other words.
in prison: He visits his aunt in prison every week.
in question: Where were you during the evening in
question?
in real life: Things don’t happen so easily in real life.
in sb’s handwriting: Yes, Officer. I’m absolutely sure the
letter was in his handwriting.
in shape: She’s bought an exercise bike to keep in
shape.
in spite of: We went out in spite of the rain.
in summer/autumn, etc.: Miriam likes to relax in her
garden in summer.
in the background/middle/foreground: In the
background you can see my college friends.
in the bath/shower: Why does the phone always ring
when I’m in the shower?
in the centre: There was an enormous oak table in the
centre of the room.
in the departure lounge/bagagge reclaim: If you have
time, you can wait for your flight in the departure
lounge.
in the face of sth: They won the tournament in the face
of difficult opposition.
in the family: That painting has been in the family for
200 years.
in the front: I found a good place on the bus, on the
top deck, right in the front.
in the kitchen: She is in the kitchen making a meal.
in the middle of: Alan was standing in the middle of
the room.
in the mind: He’s one of those doctors who say you’re
not really sick and it’s all in the mind.
in the morning/afternoon/evening: Classes start in the
morning and go through the whole day.
in the next twenty years: We’ll see a lot of changes in
this country in the next twenty years.
in the photo/picture/poster: In the photo you can see
a group of teenagers, probably leaving school after
their lessons.
in the same way: Make the drink with boiling water in
the same way as tea.
in the sea/mountains/desert: The plane landed in the
desert.
in the world: At that time China was the most powerful
country in the world.
in your hand/hair: Have you got something in your
hand? Let me see!
in your pocket/handbag: The keys are in my pocket.
OF
of course: Of course there are exceptions to every rule.
of that time: The clothes in the photograph are typical
of male fashion of that time.
ON
on a boat/plane: You can’t talk to him now. He’s on
a boat in the middle of the lake.
on a campsite: We’ll stay on a campsite outside the
village.
on a mountain: The photo shows a group of people on
a mountain. They look like hikers.
on a night out: I met him on a night out.
on a peninsula: We stayed on a peninsula looking out
to the bay.
on a (TV) programme: But it’s true that UFOs exist!
I heard all about it on a TV programme.
on a walk: He says he’s going on a long walk tomorrow.
on average: On average, men still earn more than
women.
on holiday: I’m away on holiday until 1 June.
on horses: We didn’t see any cars or other vehicles, only
a few people on horses.
on Monday/Tuesday, etc.: It was raining on Monday.
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PREPOSITIONS
on your face: You’ve got a mark on your face.
on the coast: I used to live in a village on the coast.
on the doorstep: He stood on the doorstep,
straightening his tie.
on the floor/motorway/roof: They finally found the cat
up on the roof.
on the left/right: There was a pile of papers on the left
side of the desk.
on the loose: The police have issued a warning about
a dangerous criminal on the loose.
on the panel: There will be at least three senior doctors
on the panel.
on the phone: Turn the TV down – I’m on the phone!
on the road/street: There were loads of cars parked on
the road.
on the surface: On the surface, it seems a simple story.
on the tip of your tongue: What is her name? It’s on
the tip of my tongue. Joan. Joan Simpson. That’s it!
on the way to: She should be on the way to Brighton
by now.
on time: Jack was worried about whether he’d be able
to get there on time.
on top: The cake was a bit burnt on top.
on TV: I watched the film on TV.
on Twitter/Facebook: All my school friends are on
Facebook.
on your head/shoulder: She tapped the driver on the
shoulder.
on your own: I’ve been living on my own for two years.
PREPOSITIONS AFTER NOUNS
a couple of: There are a couple of girls waiting for you.
a lot of: They paid a lot of money for that house.
advantages/disadvantages of: One of the many
advantages of living in New York is that you can eat
out at almost any time of day.
amount of: They spend equal amounts of time in
California and New York.
approval/disapproval of: The decision cannot be made
without the approval of the president.
awareness of: She has an artist’s awareness of light and
colour.
box of: He gave me a huge box of chocolates.
combination of: A combination of factors may be
responsible for the increase in cancer.
contact with: Few people have daily contact with
mentally disabled people.
contract with: Tyler has agreed a seven-year contract
with a Hollywood studio.
end of: Costs will double by the end of 2025.
flight from: There are two non-stop flights from London
to Tehran daily.
game of (tennis, etc.): How about a game of chess?
hand in the air: Put your hand in the air if you know the
answer.
help of: We manage, with the help of a nurse who
comes daily.
image of: He had no visual image of her, only her name.
knowledge of: His knowledge of ancient civilizations is
amazing.
lack of: Too many teachers are treated with a lack of
respect.
leader of: He is the leader of the local black community.
means of transport: For most people, the car is still
their main means of transport.
member of: He is a member of the local tennis club.
model of: They showed us a model of the building.
number of: The number of people using this technology
is increasing daily.
pain in: I had a nasty pain in my leg.
parts of the body: More heat is lost through the head
than any other part of the body.
passion for sth: His passion for football is amazing.
period of time: Her playing improved in a very short
period of time.
plenty of: No need to hurry – you’ve got plenty of time.
present for sb: I was searching for a present for Mark.
prize for: The prize for best original screenplay has
been won by a young British writer.
problem of: Our government needs to address the
problem of race relations.
programme/questionnaire about sth: All staff were
asked to fill in a questionnaire about their jobs.
reaction from sb: The news brought an angry reaction
from the unemployed.
relationship with: I have a good relationship with my
parents.
rest of sth: Does anyone want the rest of this pizza?
sense of humour: It’s vital to have a sense of humour in
this job.
shape of: You can recognize a tree by the shape of its
leaves.
slice of: Can you pass me a slice of bread?
south/north/east/west of: The village is fifty kilometres
west of London.
sunset/views over (a place): The house has wonderful
views over the valley.
support for: There was widespread support for the war.
thoughts on: Any thoughts on how we should spend
the money?
thousands of people: In this region there are thousands
of people living in poverty.
time away from: I need some time away from my family.
variety of: The girls come from a variety of different
backgrounds.
view of: Mum’s view of the situation was different to
mine.
way of life: The British way of life is not much different
from ours.
PREPOSITIONS AFTER VERBS
ask for: Some people find it difficult to ask for help.
audition for: She’s auditioning for Ophelia in Hamlet.
be in: I’m in marketing and Bob here works in IT.
be into: I’m really into folk music.
be there for: That’s what I loved about my father – he
was always there for me.
benefit from: Many thousands have benefited from the
new treatment.
blame sb for: Marie still blames herself for Patrick’s
accident.
blog about: Mark blogs about his travels.
caused by: The delays were caused by heavy traffic.
come first/last in: The choir came first in all sections of
the competition.
compete in: The company must be able to compete in
the international marketplace.
cover in: The eruption of the volcano covered states as
far away as Montana in ash.
crash/knock into: The plane crashed into a mountain.
die from: The drug is of no use to patients who are
dying from cancer.
dive into: She dived into a pool.
donate money to: Last year he donated $1,000 to
cancer research.
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PREPOSITIONS
donated by: The money was donated by the citizens of
Philadelphia.
earn from: He earns nearly £20,000 a year from his
website.
eliminate sth from sth: Fatty snacks should be
eliminated from the diet.
escape from: He escaped from prison in October.
evacuate from: Several families were evacuated from
their homes.
feel about: How would you feel about working with
Nicole for a while?
flow through: If the windows are shut, air cannot flow
freely through the building.
gaze at: When he told her the news, she gazed at him
in surprise.
hold under: He held his head underwater until he heard
the gangsters leave.
inherit from: He inherited a fortune from his aunt.
insure for: You should insure the painting for at least
£100,000.
keep inside: Tommy’s still got a cold. I think I’m going
to keep him inside today.
locate in: The business is located in the centre of town.
lose touch with: Good writers can’t lose touch with
reality.
made of/from: Paper is made from wood. This shirt is
made of silk.
make contact with: We’d like to make contact with
other schools in the area.
move around: I could hear someone moving around
upstairs.
nominate sb for sth: Ferraro was the first woman to be
nominated for the job of vice president.
pay by: Can I pay by credit card?
pay for: Mum paid for my driving lessons.
play for: Moxon played for England in ten matches.
pour over: Once the cake is baked, pour some lemon
juice over the top.
put sth in: Can you put the chicken in the oven?
raise money for: We’re organising a concert to raise
money for charity.
recover from: He’s in hospital, recovering from a heart
attack.
release from: Mike was released from the hospital
yesterday.
report on: The Times sent her to Bangladesh to report
on the floods.
revise for: She’s revising for her history exam.
share with: I have an office that I share with some other
teachers.
support by: Mary supports her family by teaching
evening classes.
take part in: About 400 students took part in the
protest.
train for: Brenda spends two hours a day training for
the marathon.
travel by air/car/train: Emma and Jo travelled by train
across Eastern Europe.
travel through: We’re planning to travel through
America this summer.
vote for: I voted for the Labour candidate in the last
election.
walk into: Carrie walked into the room and sat down in
her chair.
work for: He works for a law firm.
worry about: I worry about my brother.
write about: O’Brien often writes about her life.
PREPOSITIONS AFTER ADJECTIVES
absent from: Students who are regularly absent from
school often do worse in exams.
addicted to: Fifty million Americans are addicted to
nicotine.
allergic to: I’m allergic to penicillin.
aware of: Most smokers are aware of the dangers of
smoking.
common for: It’s common for new fathers to feel jealous
of their babies.
dependent on: Starting salary is dependent on
experience.
divided into: The teacher divided the class into groups.
famous for: Italy is famous for its olive oil.
good at: Amy is very good at making things.
good with: As a politician, you need to be good
with words.
good/bad for: Watching so much TV isn’t good for you.
important for: It was important for the president to
continue his visit.
independent from: Robert aimed to be independent
from his parents by the time he was twenty.
interested in: He’s interested in computer games.
involved in: How many politicians are involved in the
scandal?
late for Peggy was late for school.
open to new ideas: Here at PLX, we listen to our
employees. We’re always open to new ideas.
passionate about: I’m passionate about football.
pleased with: Are you pleased with the result?
proud of: Her parents are very proud of her.
realistic about: You need to be realistic about the
amount of work you can do in a day.
responsible for: He’s the man responsible for the
Oklahoma bombing.
rich in: The tiny island is rich in wildlife.
sick with: I have been sick with flu.
sure about: Are you quite sure about this?
surrounded by :The lake was surrounded by trees.
unusual for: It’s unusual for Dave to be late.
OTHER
along the bank: The palm trees along the bank swayed
in the wind.
away from: Stay away from the fire.
because of: He had to retire because of health
problems.
by the pool: You’ll find her in the garden, by the pool.
far from: Conditions are still far from ideal.
(make a) fool of: Sorry I made a fool of myself last night.
(make a) living from: It’s hard to make a living from
farming.
near the sea: We’re staying in a hotel near the sea.
over to: I’ve done my best. Now it’s over to the
professionals.
straight into: Of course he’s not feeling well. He drove
straight into a tree!
thanks to: My thanks to all of you for your help.
under a tree: We decided to have our picnic under
a tree in the park.
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WORD BUILDING
PREFIXES
Common prefixes
Prefixes that give an opposite meaning
Prefix
Prefix
Examples
Examples
anti- (=against)
antihistamine
dis-
co- (=with, together)
cooperate, coordinate
il-
illegal, illiterate
de- (=acting against)
defriend
im-
impossible, immigration
ex- (=former, before)
ex-offender
in-
insensitive, independent
inter- (=between)
international,
intercontinental
ir-
irresponsible, irregular
non-
non-profit, non-stop
mis- (=wrongly)
miscalculate
un-
unripe, uncover
mega- (=huge)
megacity
multi- (=one)
multinational, multiracial
non- (=not)
non-stop, non-dessert
over- (=too much)
overbuy, overpopulation
pre- (=before)
prehistoric, pre-school
re- (=again)
recreate, reunite
semi- (=half)
semi-detached, semi-final
sub- (=under)
suburban
super- (=above, more
than)
supermarket
SUFFIXES
Noun suffixes
dishonest, disappear
Adjective suffixes
Suffix
Suffix
Examples
Examples
-ment
engagement, treatment
-al
national, social
-ion/-tion/-sion
production, obsession
-ic
fantastic, materialistic
-ation/-ition
inspiration,
determination
-ive
attractive, creative
-ful
careful, successful
-ence/-ance
difference, appearance
-less
homeless, jobless
-ty/-ity
security, electricity
-ous
courageous, delicious
-ness
kindness, awareness
-y
greasy, tasty
-ing
shopping, racing
-ly
smelly, friendly
-al
festival
-able/-ible
reliable, responsible
-age
blockage
-ed
determined, talented
-y
recovery, modesty
-ing
inspiring, fascinating
-sis
diagnosis
-ent
dependent
-ure
departure, mixture
-hood
neighbourhood,
childhood
-ship
friendship
-dom
freedom, kingdom
-er/-or
presenter, tutor
-ist
dentist, psychologist
-ant/-ent
contestant, resident
-an/-ian
vegetarian
-ee
referee
Adverb suffixes
Suffix
-ly
Examples
gently, partly
Verb formation
Suffix
Examples
-ise/ize (AmE)
realise, organise
-en
widen, brighten
-ify
qualify, terrify
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PHRASAL VERBS
Use a dictionary to translate the phrasal verbs into
your language.
fill sth in –
tax form.
agree with sb/sth –
It’s too expensive.
find sth out –
sent the letter.
: We never found out who
base sth on sth –
: He has based his
theory on scientific facts and figures.
focus on sth –
on the economy.
: In his speech he focused
breathe in/out –
: Now I want you to
breathe in and then breathe out very slowly.
get away –
this summer?
call sth off –
: The club called off the
game because of bad weather.
get into sth –
: You’ll have to work harder
if you want to get into university.
call on sb –
: Why don’t you call on Mary
and see how she’s feeling?
get off –
: I agree with Karen.
carry on –
: You’ll make yourself seriously
ill if you carry on working so much.
change into sth –
favourite blue jeans.
: She changed into her
check in –
: Passengers should check in an
hour before departure.
check out –
by noon.
: We have to check out
cheer sb on
: There were thousands of fans in
the stadium, all cheering their team on.
cheer sb up –
restaurant
: Let’s have dinner at a nice
: that will cheer you up.
chop sth up –
onions up?
: Shall I chop these
come across sb/sth –
: I came across this
photograph among some old newspapers.
come back –
from India?
: When is Ann coming back
come from sth –
from France.
come on –
: His father came
: Come on, it’s not that hard.
come to sth –
: That comes to $24.67, Sir.
come up with sth –
: They have come up
with lots of ideas, but I don’t like any of them.
concentrate on sth –
: I want to
concentrate on my career for a while.
cut sth up –
: Cut two carrots up.
: He asked me to fill in a
: Will you be able to get away
: Let’s get off at the next stop.
get on (well) with sb –
on with her parents.
: She doesn’t get
get out of sth –
out of the yard?
: How did the dog get
give up sth –
teach me to ski.
: Jo’s has given up trying to
go ahead –
: ‘Do you mind if I open the
window?’ ‘No, go ahead.’
go away –
the weekend.
: We’re going away for
go on a diet –
: Lyn’s going on a diet after
Christmas. She wants to lose weight.
go on to sth –
: Go on to the next
question when you’ve finished.
go out –
: Are we going out tomorrow?
go over to sb –
: We’re going over to the
White House for an important announcement.
go through sth –
: I can’t imagine what
she is going through. It must be awful.
go up –
: Our heating bills have gone up
by almost ten percent.
go without sth –
: We’re out of milk – I’m
afraid you’ll have to go without it.
grow up –
hang out (with sb) –
together.
hang over sb/sth –
over the town.
: I grew up in Glasgow.
: They hang out
: A thick mist hung
deal with sth –
: Please deal with this
problem as soon as possible.
help out (with sth) –
: Sarah’s going to
help out with the cooking tonight.
dip sth in/into sth –
feet into the water.
hold sth up –
: She held the piece of
paper up so we could see it.
: Janet dipped her
dress up –
: It’s only a small party. You
don’t need to dress up.
eat sth up –
: Come on, Kaylee, eat up!
fall into sth –
the hole.
: I slipped and fell into
fall out (with sb) –
her brother.
fall over –
the storm.
: Nina’s fallen out with
: Our big apple tree fell over in
hurry up –
insist on sth –
me home.
: Hurry up! We’ll miss the bus.
: He insisted on walking
keep up with –
: Dave isn’t keeping up
with the rest of the class in reading.
laugh at sb/sth –
Tom’s jokes.
: They all laughed at
lift sth up
: He lifted the heavy bags up and
put them in the boot.
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INS_F
PHRASAL VERBS
live up to –
: I felt I could never live up to
my father’s expectations.
split up –
was three.
lock sb up –
: The guards locked the
prisoner up in the cell.
stand over sb –
: Don’t stand over me!
You’re blocking the sun!
look after sb/sth –
children after school.
stay in –
’ll stay in.
: We look after his
: Eve’s parents split up when she
: I don’t want to go out tonight –
look at sb/sth –
: ‘It’s time to go,’ said
Patrick, looking at his watch.
stay out –
until midnight.
look out of sth –
: She must be at home. I
saw her looking out of the window.
stay over –
until the New Year.
look up to sb –
brother.
: He looks up to his older
step on sth –
on your foot.
make sth out –
: I can’t make the sign out.
stop over –
: We stopped over in a small
town and continued our journey in the morning.
make sth up –
: Ron made an excuse up
so his mother wouldn’t be angry.
make up your mind –
: Have you made up
your mind which college you want to go to?
mash sth up –
mash them up.
: Boil the potatoes and
: She lets her children stay out
: I’m staying over at Meg’s
: Sorry, I didn’t mean to step
switch sth on –
on, please.
: Switch the light
take after sb –
: Sue takes after her Dad.
take sb/sth away –
in handcuffs.
: Hyde was taken away
move on –
: I’d like to move on now to the
subject of education.
take off –
: The plane took off on time and
headed out over the ocean.
pay sb/sth back –
pay you back tomorrow.
take sth off –
: He took off his shoes.
take sth up –
: I’ve just taken golf up.
put sth up –
up in the garden.
: The kids were putting a tent
put sth away –
anything away!
: Those kids never put
put sth on –
cold outside.
put on –
quit smoking.
: Can I borrow $10? I’ll
: Put your hat on – it’s
: Mary put on weight when she
put up with sb/sth –
you put up with all this noise.
rely on sb/sth –
help.
: I don’t know how
: We’re relying on him to
run out (of sth) –
: I’ve run out of milk.
save on sth –
: We turn the heat off at
night to save on electricity.
think about sth –
: Have you thought
about which subjects you want to study at university?
throw sth away –
: Do you need these
newspapers or can I throw them away?
try sth on –
them on?
: I like those jeans. Can I try
turn sb/sth into sb/sth –
: They want to
turn the company into a global corporation.
turn up –
: Danny turned up late, as usual.
wake up –
: I woke up at 7 a.m., as always.
work on sth –
bicycle.
: Dad’s still working on my
work sth out –
: He still hasn’t worked out
which job he’s going to take.
send sth out –
: The fire in the wood
burner sent sparks out.
set off –
it gets dark.
: We’d better set off now, before
set out on sth –
: We set out on our trip to
the capital full of expectation.
set sth up –
company up.
sit down to sth –
dinner at 8 p.m.
: In 2000, he set his own
: We sat down to have
speed sth up –
: Production was slow and
we wanted to speed it up.
spend sth on sth –
these shoes.
: He spent $40 on
23
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KEY TO PHONETIC SYMBOLS
Consonants
p
b
t
d
k
g
pen, copy, happen
back, bubble, job
tea, city, button
day, ladder, odd
key, school, duck, cool
get, giggle, ghost
tʃ church, match, nature
dʒ judge, age, soldier
f
v
θ
ð
s
z
ʃ
ʒ
h
fat, coffee, tough, physics
view, heavy, move
thing, author, path
this, other, smooth
soon, cease, sister
zero, zone, roses, buzz
ship, sure, station
pleasure, vision
hot, whole, behind
m more, hammer, sum
n nice, know, funny, sun
ŋ ring, long, thanks, sung
l
r
light, valley, feel
right, sorry, arrange
j
yet, use, beauty
Vowels
ɪ
e
æ
ɒ
ʌ
ʊ
kit, bid, hymn
dress, bed
bad, cat, trap
lot, odd, wash
love, but, duck
foot, good, put
iː
eɪ
aɪ
ɔɪ
sea, feel, machine
face, day, steak
price, high, try
boy, choice
uː
əʊ
aʊ
ɪə
eə
ɑː
ɔː
ʊə
ɜː
i
ə
u
two, blue, goose
goat, show, no
mouth, now
near, here, serious
fair, various, square
start, father
thought, law, north
cure, poor
nurse, stir
happy, radiation, glorious
about, common
situation, annual, influence
w wet, one, when, queen
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PM
IRREGULAR VERBS
Infinitive
Past Simple
Past Participle
Infinitive
Past Simple
Past Participle
been [biːn]
let [let]
let [let]
let [let]
beat [biːt]
beaten [biːtn]
lie [laɪ]
lay [leɪ]
lain [leɪn]
became [bɪˈkeɪm]
become [bɪˈkʌm]
light [laɪt]
lit [lɪt]
lit [lɪt]
lost [lɒst]
lost [lɒst]
be [biː]
was/were [wɒz/wɜː]
beat [biːt]
become [bɪˈkʌm]
begin [bɪˈgɪn]
began [bɪˈgæn]
begun [bɪˈgʌn]
lose [luːz]
bite [baɪt]
bit [bɪt]
bitten [ˈbɪtn]
make [meɪk]
made [meɪd]
made [meɪd]
break [breɪk]
broke [brəʊk]
broken [ˈbrəʊkən]
mean [miːn]
meant [ment]
meant [ment]
bring [brɪŋ]
brought [brɔːt]
brought [brɔːt]
meet [miːt]
met [met]
met [met]
broadcast
[ˈbrɔːdkɑːst]
broadcast
[ˈbrɔːdkɑːst]
broadcast
[ˈbrɔːdkɑːst]
pay [peɪ]
paid [peɪd]
paid [peɪd]
build [bɪld]
built [bɪlt]
built [bɪlt]
put [pʊt]
put [pʊt]
put [pʊt]
burned [bɜːnd]/
burnt [bɜːnt]
read [red]
read [red]
burn [bɜːn]
burned [bɜːnd]/
burnt [bɜːnt]
read [riːd]
ride [raɪd]
rode [rəʊd]
ridden [rɪdn]
burst [bɜːst]
burst [bɜːst]
burst [bɜːst]
ring [rɪŋ]
rang [ræŋ]
rung [rʌŋ]
buy [baɪ]
bought [bɔːt]
bought [bɔːt]
run [rʌn]
ran [ræn]
run [rʌn]
can [kæn]
could [kʊd]
been able to
[biːn ˈeɪbl tə]
say [seɪ]
said [sed]
said [sed]
see [siː]
saw [sɔː]
seen [siːn]
catch [kætʃ]
caught [kɔːt]
caught [kɔːt]
sell [sel]
sold [səʊld]
sold [səʊld]
choose [tʃuːz]
chose [tʃəʊz]
chosen [ˈtʃəʊzn]
send [send]
sent [sent]
sent [sent]
come [kʌm]
came [keɪm]
come [kʌm]
set [set]
set [set]
set [set]
cost [kɒst]
cost [kɒst]
cost [kɒst]
shine [ʃaɪn]
shone [ʃɒn]
shone [ʃɒn]
cut [kʌt]
cut [kʌt]
cut [kʌt]
show [ʃəʊ]
showed [ʃəʊd]
shown [ʃəʊn]
deal [diːl]
dealt [delt]
dealt [delt]
shut [ʃʌt]
shut [ʃʌt]
shut [ʃʌt]
dig [dɪg]
dug [dʌg]
dug [dʌg]
sing [sɪŋ]
sang [sæŋ]
sung [sʌŋ]
do [duː]
did [dɪd]
done [dʌn]
sit [sɪt]
sat [sæt]
sat [sæt]
draw [drɔː]
drew [druː]
drawn [drɔːn]
sleep [sliːp]
slept [slept]
slept [slept]
dream [driːm]
dreamed [dremt]/
dreamt [dremt]
dreamed [dremt]/
dreamt [dremt]
slide [slaɪd]
slid [slɪd]
slid [slɪd]
drink [drɪŋk]
drank [dræŋk]
drunk [drʌŋk]
smell [smel]
smelled [smeld]/
smelt [smelt]
smelled [smeld]/
smelt [smelt]
drive [draɪv]
drove [drəʊv]
driven [drɪvn]
speak [spiːk]
spoke [spəʊk]
spoken [ˈspəʊkən]
eat [iːt]
ate [et]
eaten [iːtn]
spend [spend]
spent [spent]
spent [spent]
fall [fɔːl]
fell [fel]
fallen [fɔːln]
feed [fiːd]
fed [fed]
fed [fed]
spill [spɪl]
spilled [spɪld]/
spilt [spɪlt]
spilled [spɪld]/
spilt [spɪlt]
feel [fiːl]
felt [felt]
felt [felt]
split [splɪt]
split [splɪt]
split [splɪt]
fight [faɪt]
fought [fɔːt]
fought [fɔːt]
stand [stæŋd]
stood [stʊd]
stood [stʊd]
find [faɪnd]
found [faʊnd]
found [faʊnd]
steal [stiːl]
stole [stəʊl]
stolen [ˈstəʊlən]
fit [fɪt]
fit [fɪt]
fit [fɪt]
stick [stɪk]
stuck [stʌk]
stuck [stʌk]
fly [flaɪ]
flew [fluː]
flown [fləʊn]
sting [stɪŋ]
stung [stʌŋ]
stung [stʌŋ]
forget [fəˈget]
forgot [fəˈgɒt]
forgotten [fəˈgɒtn]
strike [straɪk]
struck [strʌk]
struck [strʌk]
forgive [fəˈgɪv]
forgave [fəˈgeɪv]
forgiven [fəˈgɪvn]
swell [swel]
swelled [sweld]
swollen [swəʊln]
freeze [friːz]
froze [frəʊz]
frozen [ˈfrəʊzən]
swim [swɪm]
swam [swæm]
swum [swʌm]
get [get]
got [gɒt]
got [gɒt]
take [teɪk]
took [tʊk]
taken [ˈteɪkən]
give [gɪv]
gave [geɪv]
given [gɪvn]
teach [tiːtʃ]
taught [tɔːt]
taught [tɔːt]
go [gəʊ]
went [went]
gone [gɒn]/
tear [teə]
tore [tɔː]
torn [tɔːn]
grow [grəʊ]
grew [gruː]
grown [grəʊn]
tell [tel]
told [təʊld]
told [təʊld]
hang [hæŋ]
hung [hʌŋ]
hung [hʌŋ]
think [θɪŋk]
thought [θɔːt]
thought [θɔːt]
have [hæv]
had [hæd]
had [hæd]
throw [θrəʊ]
threw [θruː]
thrown [θrəʊn]
hear [hɪə]
heard [hɜːd]
heard [hɜːd]
hide [haɪd]
hid [hɪd]
hidden [hɪdn]
understand
[ˌʌndəˈstænd]
understood
[ˌʌndəˈstʊd]
understood
[ˌʌndəˈstʊd]
hit [hɪt]
hit [hɪt]
hit [hɪt]
upset [ʌpˈset]
upset [ʌpˈset]
upset [ʌpˈset]
hold [həʊld]
held [held]
held [held]
wake [weɪk]
woke [wəʊk]
woken [ˈwəʊkən]
hurt [hɜːt]
hurt [hɜːt]
hurt [hɜːt]
wear [weə]
wore [wɔː]
worn [wɔːn]
keep [kiːp]
kept [kept]
kept [kept]
win [wɪn]
won [wʌn]
won [wʌn]
know [nəʊ]
knew [njuː]
known [nəʊn]
write [raɪt]
wrote [rəʊt]
written [rɪtn]
lead [liːd]
led [led]
led [led]
learn [lɜːn]
learned [lɜːnd]/
learnt [lɜːnt]
learned [lɜːnd]/
learnt [lɜːnt]
leave [liːv]
left [left]
left [left]
lend [lend]
lent [lent]
lent [lent]
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